Well, maybe not quite the opposite: but if you mean by "entrenched" unwilling to consider changing my beliefs if the evidence dictates it,you are dead wrong.
I am trained as a scientist, and so I do strive to look at the facts of a situation, even when the facts are unclear, ambiguous, or difficult to come by. It is true that some of the facts that I have at hand (my own experiences, those of a number of others who I know well) presently convince me that there have been, at least for some, beneficial aspects to the emotional growth/CEDU program. Some of the information that I have heard at this site, and elsewhere, convinces me that there have also been clear problems within these programs, and that these programs have, at the very least, been useless for some people.
It occurs to me that the differences in how various participants (both parents and children) have ended up feeling about the overall experience, may be based on some real, potentially knowable differences. There may be differences either in terms of individual personality structure and personal outlook, or in terms of specific events and interactions that happened to any given person during his or her stay at one of these schools. There may, for example, be some very positive things going on in a certain program, as well as some useless or even detrimental things: these are good things to clarify, especially in terms of developing new programs.
I hope you can see that it would be unreasonable of me to just disregard part of what I know (ie, that some people feel that they benefited from these programs) simply because some people feel that they did not. One has to apply some degree of critical thinking to sorting out what is going on when such differences exist---I just think it is too easy to define everyone who had good experiences as brainwashed, or mistaken in what they attribute to their good outcome.
So, am I "entrenched", as in unwilling to change my hypothesis that the programs in question are doing some helpful things? I don't believe so, if what evolves is that there are other explanations for the good outcomes that have occurred, I would have to reject the hypothesis that these programs are doing anything useful. As far as possible (and I do believe it is possible) I would like to find this out.
But by all means, if you think that further discussions on the subject are a waste of your time, don't let me bother you.
At the same time, if others have comments on the CEDU experience (pro or con) especially in terms of staff interactions and especially (but not limited to) the RMA/Team Eclipse/1990's experience, I'd be grateful for the input.