Chapter 10
How Conscious is the Unconscious, and How Unconscious is the Conscious?
Psychology in Astrophysics

In the "exact" sciences, mathematics and physics, 80–90% is psychology, and only 10–20% is the sciences themselves.

What does psychology have to do with the exact sciences?
It is directly relevant! Everywhere a human being participates, psychology dominates!

If research into physical objects and processes refutes outdated but still prevailing theories, researchers are psychologically unprepared and unable to abandon erroneous theories. On a psychological level, outdated theories dominate.

How can psychological pressure be eliminated in the exact sciences?
To reduce the dominance of human psychology in scientific research, it is necessary to include psychological training in the curriculum of scientific disciplines. The course of psychological training for researchers should include topics on the negative psychological impact and psychological dominance of authoritative scientists and their outdated theories.

Psychology and the Problems of Modern Theoretical Astrophysics.

10.1. Are Cosmologists and Astrophysicists Actually Cosmologists and Astrophysicists?!!!

In modern astrophysics, there are very many unsolved riddles. More precisely, all of theoretical astrophysics is a collection of unsolved riddles. And the reason for the existence of these riddles lies not in a lack of research material, or in ignorance of the laws of physics that have not yet been discovered.

The existence of these riddles lies in human psychology.
Today, modern astrophysics is at an impasse.
Scientific research material contradicts theories.
Errors in the analysis of research data have led modern astrophysics to intellectual paralysis.

The intellectual paralysis of theoretical astrophysics is characterized by the birth of "dead" theories from some kind of otherworldly physics. An otherworldly physics that supposedly exists beyond the boundaries of our world. "Go there, I know not where, find that, I know not what." Well, a fairy-tale world...

What reasons have led modern astrophysics into a dead end?
The reasons are old and banal: outdated theories do not want to give way to new, more progressive ones. The intransigence of the old scientific world is explained by the inertia of thinking and the unwieldiness of this old world of science. The old scientific world has grown to enormous sizes, and its members have become officials standing guard over and defending the entire huge academic machine called astrophysics and cosmology.

Nicolaus Copernicus (1473-1543), Galileo Galilei (1564-1642) are the most famous examples of the old scientific society hindering the new progressive process of understanding the world. The psychological rejection by the society of old scientist-officials of the research of N. Copernicus ("On the Revolutions of the Heavenly Spheres," 1543) and G. Galileo ("Dialogue," 1632) led to the repression of these scientists.

Outdated theories objectively have errors programmed into them!!!
The objectivity of errors in outdated theories is explained by the lack of necessary knowledge of the laws of physics and insufficient research material. In modern astrophysics, there are no longer objective reasons for such errors. But errors in the theories of astrophysics and cosmology persist.

A huge portion of these errors was inherited. Another portion of errors is generated as derivative errors from the old ones. And these old errors and their derivatives are now generated by subjective factors, factors of human psychology.

Was it possible to exclude these subjective errors?
Both yes and no!!!

Yes, it would be possible if astrophysics had analysts, who, unfortunately, are absent in physics today.

To train astrophysicists as analysts, it is necessary to develop and create a fundamental system for the analytical investigation of physical processes, phenomena, and objects in space. This includes a system for the analytical investigation of physical processes, phenomena, and objects based on indirect data.

Only by having such a system of analytical investigation would it be possible to create a system for training analysts—researchers of outer space.

There is no fundamental system of analytical investigation; consequently, there is no system for training analysts, and as a result, there are no analysts—researchers of outer space.

The system of analysis in the study of the physics of outer space is at a medieval level.

That is, practical astrophysics has advanced beyond the confines of the solar system, huge deposits of scientific information have been accumulated, but analytical astrophysics has not yet been born!!!

Analytical astrophysics must be born in the minds of astrophysicists, not in outer space.

The Reasons That Have Led Modern Theoretical Astrophysics into a Dead End.

Let us examine in more detail the reasons that have led modern theoretical astrophysics into a dead end. Let us analyze the sources of these reasons.

In any profession, the level of professional training plays a huge role.
Let us consider the level of professional training of modern theoretical astrophysicists.

Modern astrophysicists are physics teachers, or more precisely, teachers of theoretical physics. Theoretical physics, in reality, is a collection of fairy tales about physics, which describes incomprehensible physical processes, phenomena, and objects. Specialists in fairy tales that describe physical processes, phenomena, and objects in space are called astrophysicists and cosmologists.

And what is a teacher as a specialist?

A teacher is a specialist who transfers the knowledge instilled in them to pupils and students. They are a living transmitter and disseminator of knowledge. If erroneous knowledge is instilled in a teacher as correct, then this knowledge will be transmitted as correct. But specialists who have received false knowledge and are guided by this false knowledge in their profession have a negligible level of professional training. That is, they are not professionals!

In astrophysics today, outdated theories and concepts that initially contained errors dominate. And these theories and concepts are already 100, 200, and even 300 years old. That is, these erroneous theories and concepts have been transmitted by physics teachers as true for 100, 200, and 300 years.

But they are erroneous!!!

And these errors are manifesting themselves today, not 300, 200, or even 100 years ago. These errors are revealed in the contradictions between modern space research and the outdated theories and concepts of astrophysics.

Why were these errors not discovered earlier?

In the past, humanity observed space from Earth; many laws of physics had not yet been discovered, and the scientific and technical base was at a low level. To explain phenomena, processes, and objects that were incomprehensible and unknown in physics, theories were invented that forced explanations of scientific data to fit known laws of physics. That is, theories that were initially erroneous were adjusted to match the results of scientific research.

Why were the theories initially erroneous?

Even the most brilliant astrophysicists and physicists were not prophets! They could not know the laws of physics that had not yet been discovered.

Many laws of physics were unknown! Knowledge of nuclear physics, the physics of nuclear reactors, and the structure of the atomic nucleus did not exist at all!

Knowledge about gravity did exist. And all of theoretical astrophysics was based on the gravitational concept. The gravitational concept was forced into every theory of astrophysics. And when the consensus emerged that nuclear physics was also present in the physics of space, even this nuclear physics was tied to gravity: "Nuclear processes in space occur under the influence of gravity!" To tie gravity to all processes, phenomena, and objects in space, objects possessing enormous densities of matter were invented. That is, the sizes of existing cosmic objects indicate that these objects cannot create huge gravitational fields. However, theoretical astrophysicists ascribe incredibly enormous densities to cosmic objects, adjusting the theory to fit research data. Unfortunately, proponents of the gravitational concept dominate in theoretical astrophysics. It is this dominance that has led astrophysics into a dead end.

Changes in the theories of astrophysics have occurred and continue to occur based on the gravitational concept. This concept, in reality, was erroneous for the physical processes, phenomena, and objects under study. Only one force—Gravity—was incorporated into the theoretical physics of space. All physical processes and events supposedly occur under the influence of this single force. The limitation of gravitational force by the vast distances of outer space is not taken into account. And this gravitational concept has dominated astrophysics for centuries, passed down as an inheritance from generation to generation.

Is it possible to abandon these outdated, erroneous theories and concepts that have been instilled in the minds of physics teachers for centuries, and through them, into the minds of space researchers???

In the case of N. Copernicus and G. Galileo, the process of abandoning outdated theories lasted for centuries. For centuries, the debate raged around one small topic: what revolves around what—the Sun around the Earth or the Earth around the Sun. But today, the number of erroneous theories in astrophysics is... all of them!!! And how many human lifetimes would it take to abandon all outdated theories???

That is, the crisis of theoretical astrophysics lies not in physics, but in the minds of physics teachers and space researchers. More precisely, in human psychology!!!

Space researchers have accumulated a vast amount of scientific research material, which awaits competent analytical investigation. But space researchers, on a psychological level, cannot abandon the inherited erroneous theories that have been instilled in their minds as true for centuries.

If the theories in modern astrophysics are erroneous, yet these theories are instilled in minds as true, then the professional training of astrophysics and cosmology teachers is negligible.

That is, cosmologists and theoretical astrophysicists are not professionals. That is, cosmologists and astrophysicists are not specialists in the physics of outer space.

The question automatically arises: "Are astrophysicists and cosmologists, and can they be, experts in the physics of space?", in other words, "Are cosmologists and astrophysicists actually cosmologists and astrophysicists?"!!!

No! Theoretical astrophysicists and cosmologists cannot be experts in the physics of space. Consequently, astrophysicists and cosmologists cannot be involved as specialists and experts for scientific examinations of research, theories, and hypotheses in the physics of space.

There are many examples of the incompetence of astrophysicists in the physics of space, though one would prefer there to be fewer. Many such examples have already been analyzed in analytical astrophysics.

Let us analyze the theory of the structure of stars and the Sun.

In 1926, A. Eddington published his scientific work "The Internal Constitution of the Stars." In this work, A. Eddington expressed the opinion that the source of energy in the interiors of stars is nuclear reactions involving the fusion of hydrogen atomic nuclei into helium atomic nuclei. He also put forward a hypothesis about the structure of a star as a nuclear reactor, based on the design of the internal combustion engine. At the beginning of the 20th century, the internal combustion engine was a brilliant achievement of human thought. Today, researchers of the Sun and stars understand that there are errors in A. Eddington's theory. This theory does not explain the processes occurring in and with a star. This theory needs to be replaced. However, this theory has existed for 100 years and has already become a fundamental theory (almost a law of physics). In such a case, the psychological factor "Who is against the law?" comes into play.

For 100 years now, this scientific work has been dominant in theoretical astrophysics.

Before this scientific publication, all attempts to unravel the mystery of the energy source of stars were unsuccessful. None of the known energy sources matched the parameters of the Sun and stars.

In difficult situations, theoretical physicists retreat into the "Black – Dark room" and search for a "black cat" they themselves invented, which does not exist in "nature." The "perfectly black body," "dark matter," "dark energy," the "ether"—and this is only the beginning of the list of things that theorists have been seeking for centuries in this "room."

Before A. Eddington's 1926 publication of the scientific work "The Internal Constitution of the Stars," physicists for over 100 years considered stars to be "perfectly black bodies." The physics of the "perfectly black body," the "perfectly white body," the "perfectly gray body," and so on, was invented, complete with incredibly convoluted physical and mathematical proofs. On paper, proofs of the existence of these bodies exist, but in reality, these bodies do not exist. The search for these "perfect" bodies continued for over 200 years. The result is always the same: no one ever found anything, yet all physicists know they exist.

Today, physicists have realized that such bodies do not exist.
But history repeats itself with "dark matter," with "dark energy," with "boson stars, meson stars."

Such is the astrophysics of the 21st century.

Let us examine the mechanism of creating theories in astrophysics?

Theorists invent theories that could link scientific research with the physical laws known in that particular historical period.

This is how the first theories are born. These theories initially contain errors due to a lack of information and insufficient knowledge of undiscovered laws of physics. Over time, the amount of scientific research data has increased, and the number of known laws of physics has also increased. A situation arises where outdated theories cannot explain new research data. The research data contradicts the theories.

A DEAD END!

How to get out of this dead end?

The way out is simple. Abandon outdated theories, analyze all research data, and develop new theories.

Practically all theories in theoretical astrophysics are initially erroneous. The cause of the errors lies in the absence of objective research information and ignorance of as-yet-undiscovered laws of physics.

The existence of "Black – Dark rooms" in theoretical physics and astrophysics is a reality and a necessity in the process of cognition. And a space researcher must know and understand that the first theories from the "Dark room" were developed to provide an impetus in the process of cognition. And these theories are initially erroneous! They are erroneous precisely because they do not take into account the scientific information that appeared after their birth.

A huge number of astrophysicists are searching for dark matter, the ether, dark energy, baryonic stars, meson stars.

Proving the absence of something that does not exist is Stupid!
Proving the EXISTENCE of something that does not exist is Madness!

Modern theoretical astrophysics today stands between madness and stupidity. Part of the astrophysicists are proving the existence of something that never existed. And those who try to prove that it never existed and does not exist are no longer heard.

The search for proof of the existence of something that does not exist is precisely the intellectual paralysis of theoretical astrophysics, leading this science into labyrinthine dead ends.

We have examined the reasons and paths that have led modern astrophysics into a dead end, and have pointed out the way out of this impasse. The question arises: "Why do none of the teachers of astrophysics, cosmology, and space researchers try to get out of this dead end?".

The answer to this question is provided by an analysis of the psychological factors influencing the society of physics teachers and space researchers.

10.2. The Dominance of the Dunning–Kruger Effect in Theoretical Physics and Astrophysics.
(Analysis of Psychological Factors Influencing the Society of Astrophysicists)

It is precisely human psychology that today is one of the main obstacles to understanding the physics of space.

Theoretical physics and theoretical astrophysics today are psychological physics and psychological astrophysics. A theory repeated 100 or 1000 times becomes a law in the human mind. That is, in the human mind, the laws of psychology dominate over the laws of physics.

What psychological factors influence a researcher of the physics of outer space?

·        Psychology of society;

·        Inertia of thinking;

·        Stratification into scientific castes;

·        Idealization and idolization of the outdated scientific world;

·        Total ideological and psychological control;

·        Professional deformation.

And all these psychological factors affect every astrophysicist and cosmologist.

Let us examine these factors influencing space researchers.

We will purposefully consider the negative impact of these factors to explore the possibility of neutralizing them in the work of space researchers.

Psychology of Society.

The psychology of the society of physicists and astrophysicists has a huge negative impact on the crisis in astrophysics. The psychology of society is, in many cases, a borderline psychology, where a collection of psychotypes with professional deformation is gathered. And the larger the society, the broader the spectrum of deformation. As a rule, the society is influenced not only by its most active members but also by already deceased authoritative researchers in physics.

The professional psychology of the society of physics teachers is based on worshiping the authorities of physics and the reflexively developed fundamentality of these authorities. This psychologically developed fundamentality of authorities in astrophysics is one of the reasons for the intellectual dead end of this science. And this idealization, or more precisely, idolization of the outdated scientific world, rejects the new and progressive as alien.

Inertia of Thinking.

Rejection occurs not only because ideas, theories, and research born outside the society are perceived as alien, but also within one's own society due to the inertia of thinking. Moreover, the inertia of thinking increases with the size of the society. It is easier to prove a new hypothesis or theory to a single person than to a group of like-minded individuals.

Stratification into Scientific Castes.

In scientific societies, there is a stratification into scientific castes: academicians, doctors, professors, associate professors, and so on. This stratification creates scientific and social privileges. And this same stratification increases the degree of inertia of thinking and the degree of rejection of the new. This same stratification also creates scientific privileges for the members of the society it has singled out. For a member of society from a lower scientific caste, it is impossible to "legitimize" their revolutionary theory or hypothesis. But with the support of an academician, the task becomes solvable.

Idealization and Idolization of the Outdated Scientific World.
Stratification into scientific castes represents the steps of idolization in the scientific world. Similar processes are characteristic of religious societies as well.

Total Ideological and Psychological Control.

On the part of the society, there is control and dominance over each of its members. If a member of the society wants to conduct research work and publish it, the society assigns supervisors to assist them. Such a process occurs in both scientific and religious societies.

Supervisors act as controllers of the society, whose actions are aimed at keeping the member of the society in ideological and psychological dependence. That is, scientific supervisors exercise total ideological and psychological control. And this total ideological and psychological control is presented not as a psychological and ideological dictate of the society, which would naturally lead to its rejection, but as scientific assistance, which leads to voluntary submission.

Professional Deformation.

The individual psychology of a physics teacher and space researcher is formed under the influence of society, starting at the university during lectures, tests, and exams. That is, the education system itself is aimed at increasing the inertia of thinking. And this system is based on the acceptance and dominance of the society's opinion and the rejection of other opinions. In other words, the system of professional education embeds a psychological deformation of the personality.

Examples:

1.     Proof of the existence of dark matter could only be the chemical composition of this matter. But in the society of physics teachers and space researchers, proof of the existence of dark matter is the awarding of a Nobel Prize...

2.     Proof of the existence of neutron stars does not exist at all! Research in nuclear physics indicates the impossibility of the existence of stars made of neutrons. However, an opinion expressed within the society about their existence led, 35 years later, to the recognition of a new cosmic object as a neutron star, without any physical evidence that this object is a neutron star. Theoretical physicists have already invented and introduced into universities an entire physics of neutron stars.

All of modern theoretical astrophysics consists of similar examples.

Instilling in society members the false belief that they possess sacred knowledge in physics and sacred abilities to derive insane and useless formulas increases the degree of inertia of thinking.

Moreover, the conceit about super-abilities, cultivated by society in its members, turns out to be an insurmountable obstacle to the introduction of new, more objective, and advanced opinions. It is precisely these psychological problems that have led modern astrophysics into an intellectual dead end. Scientific research contradicts theories. And the members of the society of physics teachers cannot find a solution because they are psychologically dependent and fixated on outdated authorities in physics. This psychological process operates throughout all of theoretical physics. In this and similar cases, we encounter the manifestation of the Dunning-Kruger effect applied to society as a whole. That is, the totality of psychological processes in society generates the Dunning-Kruger effect both in the society as a whole and individually in its members.

Material from Wikipedia, the free encyclopedia

The Dunning–Kruger effect is a metacognitive bias in low-ability individuals: they make erroneous conclusions and make unfortunate decisions, but do not recognize these errors due to an incomplete level of knowledge, abilities, and skills,[1] leading to a false determination of the limits of their competence and an inflated perception of their own capabilities — even in unfamiliar areas of knowledge and for actions they are performing for the first time.

Thus, the Dunning–Kruger effect is a cognitive bias; the tendency of people who have a very low level of competence in a particular area to significantly overestimate their own abilities, which leads to ignorance fraught with baseless overconfidence.

Highly competent people, on the other hand, tend to underestimate their own abilities and suffer from a lack of self-confidence, believing others to be more competent. Consequently, less competent people generally have a higher opinion of their own abilities than is typical for competent people (who also tend to assume that others evaluate their abilities as lowly as they evaluate themselves). Furthermore, highly qualified individuals mistakenly believe that tasks which are easy for them are also easy for others (see the curse of knowledge).[2]

The hypothesis about the existence of such a phenomenon was put forward in 1999 by Justin Kruger and David Dunning.

They proposed the hypothesis that people with low qualifications in any type of activity are characterized by the following:

1.     They tend to overestimate their own skills.

2.     They are incapable of adequately assessing the genuinely high level of skills in others.

3.     They are incapable of realizing the full depth of their incompetence.

4.     After training, they develop the ability to recognize the level of their former incompetence, even if their true competence remains almost unchanged after the training.

The results of experiments confirming the proposed hypothesis were published in English in December 1999 in the Journal of Personality and Social Psychology.[1]

Source — https://en.wikipedia.org/wiki/Dunning–Kruger_effect

But the Dunning–Kruger effect is characteristic of people with a low level of competence. In our case with astrophysics, a low level of professional competence should be characteristic of the entire huge army of physics and astrophysics teachers. Which is theoretically impossible!?

IT IS POSSIBLE!!! It is possible if the scientific discipline is based on outdated knowledge, theories, and concepts and does not take into account modern scientific research and discoveries.

And there are a huge number of examples, in science, religion, and politics. For astronomers and astrophysicists, a clear example is the lives of N. Copernicus and G. Galileo. These researchers were centuries ahead of the science of their time, for which they were repressed.

If we examine the characteristic features of the society of physics, astrophysics, and cosmology teachers, we get a complete match with the characteristics described for the Dunning–Kruger effect:

"1. They tend to overestimate their own skills.
  2. They are incapable of adequately assessing the genuinely high level of skills in others.

3. They are incapable of realizing the full depth of their incompetence.
4. After training, they develop the ability to recognize the level of their former incompetence, even if their true competence remains almost unchanged after the training.

Source — https://en.wikipedia.org/wiki/Dunning–Kruger_effect"

Is it possible to purposefully develop the Dunning–Kruger effect in an individual or a group of people?
It is possible!
Such purposeful activity is undertaken by ideological and religious institutions.

How to develop the Dunning–Kruger effect in an individual or a group of people?

·        By introducing predetermined and prepared informational constructs as truth into the development and education process of the individual and the group. These informational constructs can be false, true, invented, or distorted.
True information can be distorted by commentary that changes the meaning of the information to the opposite. This method is often used in religious societies.
In ideological institutions, distortion and suppression of historical facts are used. Victory over an enemy is attributed to another participant, or even to the loser. The main effect of this influence is that the object towards which such information is directed considers it to be true. It is precisely the object's perception of the information instilled in them as truth that creates confidence in their own rightness. The object's confidence in the truth of the false or distorted information instilled in them generates the Dunning–Kruger effect within them.
In ideological and religious institutions, developing the Dunning–Kruger effect in the target object is the goal.
In scientific and educational structures, the developed Dunning–Kruger effect in the target object is a side effect of education.

CONCLUSIONS

In modern astrophysics, the age of theories and dominant concepts is measured in centuries. These theories and concepts originated even before the advent of nuclear physics. Many physical laws were not yet known. The authors of theories in astrophysics were not prophets. That is, they could not know the as-yet-undiscovered laws of physics. Consequently, errors were initially embedded in most theories.

With the evolution of space research, theories in astrophysics underwent correction. This correction of theories increased the errors. The increase in errors occurred because outdated theories are being forced to fit the data from new space research. And research data that cannot be made to fit the outdated theories is simply ignored. The correct scientific path of research proceeds from the analysis of scientific data to the development of theories. In modern astrophysics, the scientific process occurs in the opposite direction, from outdated theories to scientific data. Outdated theories are the stone around the neck of a drowning astrophysics.

The increase in theoretical errors has led to qualitative theoretical changes. A virtual astrophysics has emerged, complete with "dark matter," "dark energy," neutron and boson stars, and falsely existing matter possessing incredibly high density. A physics existing somewhere beyond the confines of our world. But why don't we have such things here? What makes the solar system worse than distant stars?

The answer is very simple. Theoretical astrophysics is dominated by an outdated, invented, virtual, non-real physics! The purpose of this virtual theoretical astrophysics is to conceal the ignorance of astrophysicists regarding the real physics of space.

That is, today's astrophysicists, or more precisely, teachers of astrophysics, are not physicists. They are specialists in virtual, "dead," invented physics. Unfortunately, the same processes are occurring in cosmology.

A huge amount of scientific research material has been accumulated in astrophysics to date. This scientific material requires competent analytical investigation. But, unfortunately, due to the intellectual paralysis of theoretical astrophysics, the enormous work of space research has gone unclaimed.

The main reasons for the intellectual paralysis of modern astrophysics are as follows:

·        The absence of trained analysts;

·        The absence of a fundamental system of analytical investigation (including the analytical investigation of scientific data). That is, in astrophysics, there is no fundamental system for training researchers as analysts;

·        Psychological deformation and inertia of thinking, both in the society of astrophysicists and in its individual members. The generation of the Dunning–Kruger effect, as a side effect of education and professional activity within the society of astrophysics and cosmology teachers and space researchers.

The way out of the dead end is simple: abandon outdated virtual theories! Conduct analytical investigations of the accumulated scientific research material! And develop new, modern theories based on the real laws of physics.

To achieve this, it is necessary to create a fundamental system of analytical investigation and to establish a fundamental school for training analysts and researchers of the physics of outer space.

Today, the intellectual dead end in astrophysics and the inability to find a way out of it reveals a psychological illness within scientific societies. The uncovering of this psychological illness leads to social conflict, but treatment is a complex process, especially when the illness is advanced. Treatment is necessary. Uncovering the psychological illnesses of scientific societies will allow for the development of scientific immunity in the younger generation of scientists and researchers.

But that is another story, worthy of a separate, serious investigation.

The authors of "Analytical Astrophysics 2" express their gratitude to the researchers of outer space, the authors of scientific works whose materials were used in the analytical study "Analytical Astrophysics 2".

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