Is rationality training in it's infancy? I'd like to think so, given the paucity of novel, usable information produced by rationalists since the Sequence days. I like to model the rationalist body of knowledge as superset of pertinent fields such as decision analysis, educational psychology and clinical psychology. This reductionist model enables rationalists to examine the validity of rationalist constructs while standing on the shoulders of giants.
CFAR's obscurantism (and subsequent price gouging) capitalises on our [fear of missing out](https://en.wikipedia.org/wiki/Fear_of_missing_out). They brand established techniques like mindfulness as againstness or reference class forecasting as 'hopping' as if it's of their own genesis, spiting academic tradition and cultivating an insular community. In short, Lesswrongers predictably flouts [cooperative principles](https://en.wikipedia.org/wiki/Cooperative_principle).
This thread is to encourage you to speculate on potential rationality techniques, underdetermined by existing research which might be a useful area for rationalist individuals and organisations to explore. I feel this may be a better use of rationality skills training organisations time, than gatekeeping information.
To get this thread started, I've posted a speculative rationality skill I've been working on. I'd appreciate any comments about it or experiences with it. However, this thread is about working towards the generation of rationality skills more broadly.
Hey, I'm one of the founders of CFAR (and used to teach the Reference Class Hopping session you mentioned).
You seem to be misinformed about what CFAR is claiming about our material. Just to use Reference Class Hopping as an example: It's not the same as reference class forecasting. It involves doing reference class forecasting (in the first half of the session), then finding ways to put yourself in a different reference class so that your forecast will be more encouraging. We're very explicit about the difference.
I've emailed experts in reference class forecasting, described our "hopping" extension to the basic forecasting technique, and asked: "Is anyone doing research on this?" Their response: "No, but what you're doing sounds useful." [If I get permission to quote the source here I will do so.]
This is pretty standard for most of our classes that are based on existing techniques. We cite the literature, then explain how we're extending it and why.