If my theory is correct then many of the ideas taken on by LGAT members are taken on as a result of classical conditioning, or associative learning.
Essentially ideas are presented during the training and they become associated with the feelings of power, euphoria etc which are triggered at the end of the training. My view is that if these ideas were presented in a neutral environment they would likely be rejected as they do not hold value on there own (they are distortions of ideas which may hold some value). Like Pavlov presented food at the same time as he rang a bell, LGATs present a euphoric experience at the same time as they present their ideas (and obligations). Like dogs associate the bell (which has no real value) with food, so LGAT participants form an association between the LGAT principles (and obligations) and the feeling triggered at the end of the training. These sorts of system 1 associations are far more likely to occur when people are exhausted... which they are at the end of the training.
It seems that breaking the emotional associations and getting graduates to look analytically at the ideas may be a useful intervention, but I have little clinical experience.
Essentially ideas are presented during the training and they become associated with the feelings of power, euphoria etc which are triggered at the end of the training. My view is that if these ideas were presented in a neutral environment they would likely be rejected as they do not hold value on there own (they are distortions of ideas which may hold some value). Like Pavlov presented food at the same time as he rang a bell, LGATs present a euphoric experience at the same time as they present their ideas (and obligations). Like dogs associate the bell (which has no real value) with food, so LGAT participants form an association between the LGAT principles (and obligations) and the feeling triggered at the end of the training. These sorts of system 1 associations are far more likely to occur when people are exhausted... which they are at the end of the training.
It seems that breaking the emotional associations and getting graduates to look analytically at the ideas may be a useful intervention, but I have little clinical experience.
