I realized long ago that the most important skill is the formation of skills.
This is a work, and the author’s right to a work under international law comes into force from the moment the work is created.
And the scheme of the thinking algorithm plays a key role.
When I trained my thinking skill in the senior years of medical academy, I understood that there are several categories of information:
1. Factual information that cannot be logically refuted (archaeological artifacts, experimental results…). The question of interpretation remains open.
2. Information that cannot be verified. Moreover, logically it may or may not coincide with the results of experiments or observations.
3.1. Conclusions drawn based on previous points. These conclusions can be simultaneously related to points 1 and 2. In this case, they should be “stored” in consciousness as probable but must be considered in further thinking.
3.2. Conclusions drawn based only on the first point. I call them obvious (for example: the fact that the magnetic north pole points to the geographic south indicates that the compass existed before the pole shift). Such conclusions should be accepted as “a priori” fact.
Further.
If we try to imagine a scheme of facts, there is a reference point — the point right after birth.
From the moment when a child first inhales, the skill of breathing is created (although it’s an instinct, it later becomes conscious and controllable). Walking skill. Voice perception: first intonation, then word comprehension. The same applies to understanding the principle of gravity. Later, understanding of fact perception is formed and the skill to combine information develops. Later — the ability to draw conclusions independently. If a child is taught this previous scheme from early age, the probability of success in life will increase.
In computer games, there is a skill tree. Similarly, we can consider an information “tree.”
For example, to form some skill or understand something, one needs to understand what is known and unknown and imaginatively place these “points.” There are gaps between them. Obviously, some facts or conclusions can approximately fit into the unfilled space, but if they are not connected, they cannot be used to perceive the complete picture. However, they exist as assumptions, which allows thinking and developing thoughts not only based on verified information but also considering what is unknown but should be discovered in future research. Thus, this enables prediction.
Topic: Thinking
I realized long ago that the most important skill is the formation of skills.
And the scheme of the thinking algorithm plays a key role.
When I trained my thinking skill in the senior years of medical academy, I understood that there are several categories of information:
1. Factual information that cannot be logically refuted (archaeological artifacts, experimental results…). The question of interpretation remains open.
2. Information that cannot be verified. Moreover, logically it may or may not coincide with the results of experiments or observations.
3.1. Conclusions drawn based on previous points. These conclusions can be simultaneously related to points 1 and 2. In this case, they should be “stored” in consciousness as probable but must be considered in further thinking.
3.2. Conclusions drawn based only on the first point. I call them obvious (for example: the fact that the magnetic north pole points to the geographic south indicates that the compass existed before the pole shift). Such conclusions should be accepted as “a priori” fact.
Further.
If we try to imagine a scheme of facts, there is a reference point — the point right after birth.
From the moment when a child first inhales, the skill of breathing is created (although it’s an instinct, it later becomes conscious and controllable). Walking skill. Voice perception: first intonation, then word comprehension. The same applies to understanding the principle of gravity. Later, understanding of fact perception is formed and the skill to combine information develops. Later — the ability to draw conclusions independently. If a child is taught this previous scheme from early age, the probability of success in life will increase.
In computer games, there is a skill tree. Similarly, we can consider an information “tree.”
For example, to form some skill or understand something, one needs to understand what is known and unknown and imaginatively place these “points.” There are gaps between them. Obviously, some facts or conclusions can approximately fit into the unfilled space, but if they are not connected, they cannot be used to perceive the complete picture. However, they exist as assumptions, which allows thinking and developing thoughts not only based on verified information but also considering what is unknown but should be discovered in future research. Thus, this enables prediction.
Dedicated to the harlequin Satanil
I’m just a pagan, we have many gods, for example, Jupiter, Svarog, Satan…
Author: Suchachov Denis Pavlovich©
