We are capable of so much more thought than we exercise at any given time. Consequently, we would be better served to depart from what we call the “standard template for thinking”–the default set of instructions and assumptions used when approaching ideas, discussions, and any other time when we need to figure something out. On this episode of The Axiom Amnesia Theory, Heit & Cheri have a philosophical discussion about recognizing the need to depart from this templated approach to life.

Topics discussed include the prevalent leader/follower dynamic observed in many debates today–people pushing the ideas of others, feeling the need to cram oneself into a particular ideological box that leaves no room for deviation, the importance of vetting ideas and ideologies, approaching discussions from a perspective of sharing your views versus trying to convince people of something, the degree to which we feel we have the right to control others, the notion that there are no completely selfless acts, the nature of the mind, giving things the “spiritual” label, the technical aspects of sound and how we hear, people wanting to be teachers rather than students, memorization versus learning, math and learning, looking for a specific answer versus looking for the way to find the answer, using the understanding of rationale to apply concepts in other areas, the programmed formula for propaganda and persuasive writing, the standard template for debate and presenting ideas, the programming we receive as children in the education system, letting children decide what they want to learn and how much, drawbacks of the standard curriculum, and more!

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    standard template for thinking

  • Discussion about the prevalent leader/follower dynamic observed in many debates today. Often, people cannot defend their positions, then refer you to their leader–whether that’s a modern leader or historical one.
  • Discussion about people who push other people’s ideas, and not their own.
  • Discussion about pushing one of the few prevalent ideologies, with very little differentiation or allowances for individual differences between them, There could be as many different ideologies as there are people.
  • Use of the example of the many different sects of Christianity to illustrate how people align themselves with philosophies.
  • It is important to know what we believe, but we cannot know that unless we have truly vetted different ideologies–as opposed to simply regurgitating someone else’s ideas.
  • Use of the act of baking a cake to illustrate the different “ingredients” that go into the creation of a particular ideology and how it is labeled.
  • Discussion about approaching discussions from a perspective of sharing your views versus trying to convince people of something.
  • How much do we feel that we have a right to control other people and what they do?
  • Discussion about people wanting to control and decide for others while saying that what they want is “best for all involved.”
  • Discussion about the notion that there are no completely selfless acts. When you are doing something people label as “selfless”, you are still getting something out of it by imposing your will on the way things should be.
  • The debate about whether thought is action.
  • What is the mind? Is it completely independent of the physical?
  • Is singing based solely on physical ability? It’s both physical as well as the manipulation of the physical to create sound.
  • Discussion about the technical aspects of sound and how we hear.
  • Discussion about the characterization of certain things that are not designated as physical, spiritual.
  • Is physical the opposite of spiritual? No.
  • Discussion about how almost everyone wants to be a teacher, but far fewer have been students.
  • What is learning? What is learning versus memorization.
  • Regurgitation of what is presented to you is not learning.
  • Is mathematics learning since it tends to be basic memorization? The thought comes in when you come up with the rationale on how to solve a problem. It comes with taking a bunch of elements and rearranging them in a specific way–being able to do this independent of looking for a specific answer.
  • Discussion about looking for a specific answer versus looking for the way to find the answer.
  • Discussion about memorizing times tables in school.
  • If you understand how to solve a problem, then you can answer many different problems.
  • Discussion about a video that gives the rationale to the Pythagorean.
  • Understanding to rationale gives people a chance to apply concepts in other areas–some which people may not have even considered.
  • Discussion about the programmed formula for propaganda and persuasive writing. In following the formula you are not presenting any new information. Why follow this formula rather than the pattern of connecting the dots that you used when you came up with the idea?
  • Discussion about the standard template for debate.
  • Discussion about the standard template for presenting ideas.
  • Discussion about the programming we receive as children in the education system.
  • Discussion about letting children decide what they want to learn and how much.
  • Discussion about the drawbacks of the standard curriculum.
  • Having a standard template makes it hard to deviate from the scheduled programming.
  • discussion about people having trouble figuring out what tasks are necessary to complete a project.
  • Discussion about people coming up with the first flying machine.
  • We are capable of so much more thought than we exercise at any given time…

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