Today we are talking about the integrity of knowledge.
What does that mean? That is to say, different people have different degrees of acceptance of integrity. For example, for example, in the process of children learning to speak, some children speak very early, but the content of what they say is relatively simple, that is, relatively simple words such as mother and father. Some children speak relatively late, but they may be able to speak slightly more complicated sentences soon. Here, we say that the first type of children does not have high requirements for integrity, and the second type of children has relatively high requirements for the integrity of knowledge. Of course, there is a premise that the IQs of these two kinds of children are not very different, and there is no obvious distinction between smart and stupid.
So, what is the use of figuring out what our requirements for intellectual integrity are? This is a good question!
If completeness is not critical, it is relatively quick to get started, but slower to dive in. If the requirements for completeness are relatively high, it will be slow to learn, but easy to deepen. That is, the integrity requirements are not high, the learning curve is steep at the beginning, and then gradually slows down over time. The other is that the curve is very gentle at the beginning, but the curve will become steeper later. The curve becomes slower, indicating that the progress becomes slower when the bottle diameter is encountered. And the bottle diameter, the further you encounter it, the harder it is to break through!
If we are not demanding about integrity, then we should probably focus more on understanding, and if we are demanding more on integrity, we should probably focus more on grids.