In fact, the text does three things, three basic questions: 1. What is this phenomenon as a fact; 2. How it came, i.e. what is the causal relationship; 3. Why this phenomenon, ie, trying to draw its trajectory in some interval of time and space.
It is possible to separately analyze the evidence of fact, i.e., that this phenomenon is the form and essence of fact. It is also very lengthy and describe in detail the entire chain or "box" of causal dependencies. And of course it is desirable to draw a few possible paths that phenomenon with possible implications for humans, i.e. the solution of his problem. Etc.
It is clear that such detailed description often requires a lot of words and sentences, especially logically arranged relative to each other and main problem. It is always mandatory text will line up on the three-tier system, according to simple or complex syllogism, when the output becomes an axiomatic premise for the construction of another syllogism.
Logical structure, built on a three-tier system, the fundamental rules of thinking and the attainment of truth, is only required for what would be initially to build up the logic of analysis and evidence. Logically it is the first and necessary condition receiving true knowledge. But that does not mean that the knowledge is true. It is only from the point of view of compliance with the rules of construction of text and evidence, right, that is logical thinking. But without regarding the content, although it is clear that the content is always present.
But even logically it may not contain the true. Comprehension or being true (actually solve your problem), is quite a different job, a completely different process, belonging absolutely to a different conceptual reality, to other principles of being true. In the most General terms, this different process is described by the concept of "practice", but the mechanism of it is a dialogue or question-answering relations. Here it is very important usually, the scientific literature does not say.
But it must be remembered that the text of the mandatory tasks which puts people before himself and for himself, since no other task man decides. By itself, the text is useless. But it is the task and determines the content of the text, it actually appears dominant. The need to preserve the logical structures remains unchanged.
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It is possible to separately analyze the evidence of fact, i.e., that this phenomenon is the form and essence of fact. It is also very lengthy and describe in detail the entire chain or "box" of causal dependencies. And of course it is desirable to draw a few possible paths that phenomenon with possible implications for humans, i.e. the solution of his problem. Etc.
It is clear that such detailed description often requires a lot of words and sentences, especially logically arranged relative to each other and main problem. It is always mandatory text will line up on the three-tier system, according to simple or complex syllogism, when the output becomes an axiomatic premise for the construction of another syllogism.
Logical structure, built on a three-tier system, the fundamental rules of thinking and the attainment of truth, is only required for what would be initially to build up the logic of analysis and evidence. Logically it is the first and necessary condition receiving true knowledge. But that does not mean that the knowledge is true. It is only from the point of view of compliance with the rules of construction of text and evidence, right, that is logical thinking. But without regarding the content, although it is clear that the content is always present.
But even logically it may not contain the true. Comprehension or being true (actually solve your problem), is quite a different job, a completely different process, belonging absolutely to a different conceptual reality, to other principles of being true. In the most General terms, this different process is described by the concept of "practice", but the mechanism of it is a dialogue or question-answering relations. Here it is very important usually, the scientific literature does not say.
But it must be remembered that the text of the mandatory tasks which puts people before himself and for himself, since no other task man decides. By itself, the text is useless. But it is the task and determines the content of the text, it actually appears dominant. The need to preserve the logical structures remains unchanged.