Overview - Revision history

89.64.83.131 at 00:52, 18 August 2022

2022-08-18T00:52:15Z

← Older revision		Revision as of 20:52, 17 August 2022
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	=§1. OVERVIEW=		=§1. OVERVIEW=
	Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things ''implicitly''—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word,” and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about how to walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.		Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things ''implicitly''—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word,” and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about ''how to'' walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.
	In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.		In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.
	In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.		In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.

89.64.83.131 at 00:51, 18 August 2022

2022-08-18T00:51:33Z

← Older revision		Revision as of 20:51, 17 August 2022
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	=§1. OVERVIEW=		=§1. OVERVIEW=
	Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things ~~implicitly—that~~ is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word,” and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about how to walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.		Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things ''implicitly''—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word,” and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about how to walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.
	In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.		In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.
	In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.		In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.

GSalmieri at 16:38, 10 August 2022

2022-08-10T16:38:17Z

← Older revision		Revision as of 12:38, 10 August 2022
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	=§1. OVERVIEW=		=§1. OVERVIEW=
	Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things implicitly—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word ~~“word”~~ and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about how to walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.		Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things implicitly—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word,” and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about how to walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.
	In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.		In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.
	In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.		In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.

GSalmieri: Created page with "=§1. OVERVIEW= Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things implicitly—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word” and you learned how to put words together into sentences before you had the word “sentence” or words for the part..."

2022-08-04T15:43:31Z

Created page with "=§1. OVERVIEW= Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things implicitly—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word” and you learned how to put words together into sentences before you had the word “sentence” or words for the part..."

New page

=§1. OVERVIEW=
Over your first few years of life, you learned how to do a lot of things: how to speak, how to think, how to walk, how to grasp and manipulate objects, etc. But you learned most of these things implicitly—that is, without having words for what you were doing and how. For example, you learned many words before you knew the word “word” and you learned how to put words together into sentences before you had the word “sentence” or words for the parts of speech (much less for the rules of grammar). Here’s another example: Many of you have probably never thought much about how to walk, but if you’ve ever had physical therapy to recover from an injury or taken a movement class as part of learning how to dance or to act, you may have learned to analyze the act of walking into component parts and this will have given you more control over the way you walk. Likewise, when athletes train, they often learn to analyze movements they learned as a child into simpler movements, and this process gives them finer grained control over their movements. It is possible to gain greater control of your thinking in the same way, by learning to analyzing the complex activity of thinking into the various mental acts that make it up.
In this primer we’re going to focus on a part of our mental activity that looms large in our daily lives, in the sciences, and in philosophy: the activity of arguing. We will learn what an argument is, how to analyze an argument into its parts, and how to use this analysis to methodically assess an argument.
In §1, I provide an overview of the whole process, and §2–5 deal in greater detail with different aspects of the process.