ormation is entered, and in a little while a version, hypothesis or theory is produced. A human being represents (with some reservations though) such a system. Information processing occurs consciously and subconsciously based on certain rules (program). The more information processing rules we enter, the fewer number of degrees of freedom remains in the system. Hence, it is desirable to enter the very basic axioms. Differences in programs (even mere default - but without lack of key information) form differences in opinions and argumentation. The longer the period of program operation is (including based on internal biological clock), the greater the effect one can expect. The provability of success is directly proportional to the quantity of samples/tests, hence it is desirable to build in basic mechanisms of scientific thinking at the earliest age possible in a maximum wide audience and to stimulate their active work, and in certain time intervals make evaluation and update of "programs" of thinking. "Comprehension by an individual of new skills occurs only step-wise. Transition between two following mental conditions takes place: "I'll never understand how this can be done and I'll never be able to do it "and" it is so obvious that I can't understand what needs to be explained here ". Except for early childhood, the leaps of this kind occur when mastering reading and mastering writing, mastering all standard extensions of set of numbers (fractional, negative, rational numbers, but not complex numbers), when mastering the concept of infinitesimal value and its consequences (The limits), differentiation, when mastering integration, complex of specific abilities forming the phenomenon of information generating (in other words, in the course of transition from studying science or art to purposeful/conscious professional creative work). We hereby note that at any of these stages, for the reasons not quite clear to us, the leap may not occur. It means that certain ability has not turned into a stage of subconscious professional application and cannot be used randomly by an individual for the solution of problems he/she faces. At that, the required algorithm may be well known. In other words, an individual knows letters. He/she knows how to write them. He/she can form words from them. He/she can write a sentence. But! This work would require all his/her intellectual and mainly physical effort. For the reason that all resources of the brain are spent for the process of writing, errors are inevitable. It is obvious that despite formal literacy (the presence of knowledge of algorithm) an individual cannot be engaged in any activity for which the ability to write is one of the basic or at least essential skills. Similar state of an individual is widely known in modern pedagogy and is called functional illiteracy. Similarly, one can speak of functional inability to integrate (quite a frequent reason for the exclusion of t...
