The Law Of Optimal Knowledge. The method of detection.

I have repeatedly written about this “Optimal Knowledge”, formulating its law:

To create a new or any solution to the problem, there is a certain OPTIMUM of KNOWLEDGE, no less and little possession of which is required for the successful completion of the mission.

But until now, I have never, except for one remark mentioned briefly, said HOW TO ACTUALLY DO IT, for the simple reason that this action seemed to me self-evident.

However, having put myself in the position of readers, I unexpectedly discovered that to OTHERS THIS IS SELF-EVIDENT to ME, far FROM SELF-EVIDENT!

Therefore, I apologize to the readers and describe the method of “achieving” Optimal Knowledge.

The trial and error method. It is simple to the point of primitiveness.

So, we have a problem.

What to do?

Grab textbooks, reference books, encyclopedias and collect as much information as possible about the subject of thought?

No!

Try to solve the problem right away. The first attempt will immediately poke us in the face with a VERY DEFINITE IGNORANCE. We fill it and only it from available sources of information.

We are trying to solve it again. We see that we may have made a little progress, but AGAIN WE DON’T KNOW something. Back to the sources.

We continue to try to solve the problem again. Again, we find A VERY SPECIFIC IGNORANCE.

So, by taking steps from trying to solve the problem to the sources of a certain knowledge, then again to try and then again to the sources, we solve the problem with a certain OPTIMUM of KNOWLEDGE!

When it is solved, this is the OPTIMUM that was necessary and SUFFICIENT for the solution!

How does this method differ from the generally accepted one?

It is by this movement along two parallel roads:

One is the way to solve the problem, the other is the source of the necessary knowledge, along the shelves with information, from where we take ONLY what we need, and not indiscriminately clog our brains with mountains of UNNECESSARY INFORMATION.

The usual, generally accepted, is a set of the MAXIMUM POSSIBLE KNOWLEDGE, APPARENTLY related to the topic of the solution. This path is absolutely wrong and harmful, because it presupposes a set of UNNECESSARY knowledge in advance, which is not only useless, but also harmful, because it sprays our attention on unnecessary and unrelated topics to THIS PARTICULAR PROBLEM! Worse, it creates dangerous and harmful prohibitions in the mind-blocking for any UNCONVENTIONAL movements of thought.

In any case, this is how I solve problems myself, and I believe that many NON-scientists solved problems long before me in areas in which they made serious discoveries!

The Law of Optimal Knowledge, in addition to its direct premise, also points to the TOTAL FALLACY of the entire teaching system, which continues the idiotic technique invented by a shaman in the cave of cannibal troglodytes: To give knowledge IN GENERAL, AIMLESSLY,

And the main thing in the SUCCESSFUL TRANSFER and subsequent SKILLFUL use of the acquired knowledge is its PURPOSEFULNESS. Based on fundamental reasons, rather than a minute–long, heavy mechanical memorization – the “knowledge” of living robots.

The obligatory “WHY?” must be present in any given knowledge.

Any process of gaining knowledge MUST BE PRECEDED BY A GOAL!

We give the text to children who cannot read and ask:
What does it say?

The children are at a loss! They cannot answer this question, because they do not know how to make out some strange and incomprehensible icons on paper.

So, THEN the teacher says: And now we will try to figure out WHAT IS WRITTEN THERE and begins to teach literacy – the letters of the alphabet and the ability to put these letter icons into words. And those are in phrases.

Arithmetic:

Again, the question is – how much is five plus two?

The CHILDREN DON’T KNOW. So THIS question has already defined the PURPOSE of future knowledge!

The teacher IS ALREADY PURPOSEFULLY teaching children to count!

Summary: The goal of solving a problem should always precede the process of mastering the necessary knowledge for this purpose!

Not to give something, just for a chance. For that is why indifference and spiritual laziness appear in children. It is clear: Knowledge is AIMLESS, emotionally unimportant, Meaningless and aimless mental hard labor! It is necessary to radically change the entire education system in accordance with the above-mentioned principles:

THE GOAL IS ALWAYS AHEAD OF KNOWLEDGE!

KNOWLEDGE SHOULD ALWAYS BE PURPOSEFUL!

31 I 2023