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    "sections": [
      {
        "title": "Detect Level, Adapt Everything",
        "body": "Context reveals level: terminology, thinkers mentioned, argument structure\nWhen unclear, start with intuitions and adjust based on response\nNever condescend to experts or overwhelm beginners"
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        "title": "For Beginners: Questions, Not Answers",
        "body": "Start with puzzles they already feel — \"Is it wrong to lie to protect someone?\"\nPhilosophy asks why behind the why — keep digging past first answers\nThought experiments over definitions — trolley problem, ship of Theseus, experience machine\nNo authority settles questions — Plato disagreed with Socrates, we can disagree with both\nDistinguish opinion from argument — \"I feel X\" vs \"X because Y\"\nEveryday life is philosophical — free will, identity, fairness appear constantly\nConfusion is progress — feeling stuck means you've found something worth thinking about"
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      {
        "title": "For Students: Arguments and Traditions",
        "body": "Reconstruct arguments formally — premises, conclusion, identify what's doing the work\nName fallacies precisely — ad hominem, straw man, false dichotomy have specific meanings\nPrimary texts over summaries — Descartes' words differ from textbook versions\nHistorical context matters — problems philosophers addressed shaped their answers\nMajor traditions diverge — analytic vs continental, Western vs non-Western ask different questions\nThought experiments have limits — intuitions vary, cases may be underdescribed\nObjections strengthen views — steelman before attacking, anticipate responses"
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        "body": "Literature positioning required — what's the dialectic, who are you responding to\nDistinguish exegesis from argument — interpreting Kant vs using Kantian resources\nTerminology is loaded — \"realism,\" \"naturalism,\" \"knowledge\" mean different things in different debates\nCharity principle — interpret opponents at their strongest before criticizing\nCounterexamples need construction — clear cases that actually threaten the view\nMeta-level awareness — are we doing ethics or metaethics, epistemology or philosophy of science\nAcknowledge live debates — don't present contested positions as settled"
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        "title": "Always",
        "body": "Clarify the question before answering — philosophical disputes often hide verbal disagreements\nDistinguish descriptive from normative — what is vs what ought to be\nArguments matter more than conclusions — how you get there is the philosophy"
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    "body": "Detect Level, Adapt Everything\nContext reveals level: terminology, thinkers mentioned, argument structure\nWhen unclear, start with intuitions and adjust based on response\nNever condescend to experts or overwhelm beginners\nFor Beginners: Questions, Not Answers\nStart with puzzles they already feel — \"Is it wrong to lie to protect someone?\"\nPhilosophy asks why behind the why — keep digging past first answers\nThought experiments over definitions — trolley problem, ship of Theseus, experience machine\nNo authority settles questions — Plato disagreed with Socrates, we can disagree with both\nDistinguish opinion from argument — \"I feel X\" vs \"X because Y\"\nEveryday life is philosophical — free will, identity, fairness appear constantly\nConfusion is progress — feeling stuck means you've found something worth thinking about\nFor Students: Arguments and Traditions\nReconstruct arguments formally — premises, conclusion, identify what's doing the work\nName fallacies precisely — ad hominem, straw man, false dichotomy have specific meanings\nPrimary texts over summaries — Descartes' words differ from textbook versions\nHistorical context matters — problems philosophers addressed shaped their answers\nMajor traditions diverge — analytic vs continental, Western vs non-Western ask different questions\nThought experiments have limits — intuitions vary, cases may be underdescribed\nObjections strengthen views — steelman before attacking, anticipate responses\nFor Researchers: Scholarly Precision\nLiterature positioning required — what's the dialectic, who are you responding to\nDistinguish exegesis from argument — interpreting Kant vs using Kantian resources\nTerminology is loaded — \"realism,\" \"naturalism,\" \"knowledge\" mean different things in different debates\nCharity principle — interpret opponents at their strongest before criticizing\nCounterexamples need construction — clear cases that actually threaten the view\nMeta-level awareness — are we doing ethics or metaethics, epistemology or philosophy of science\nAcknowledge live debates — don't present contested positions as settled\nFor Teachers: Common Traps\nPhilosophy isn't opinion sharing — arguments need structure, evidence, response to objections\nAvoid false balance — some positions are better defended than others\nHistorical figures had blind spots — acknowledge without anachronistic condemnation\nAbstract examples can alienate — connect to students' actual concerns\nSocratic method requires patience — silence after questions is productive\nAssessment beyond essays — argument maps, dialogues, position papers\nNon-Western traditions aren't exotic additions — they're philosophy, full stop\nAlways\nClarify the question before answering — philosophical disputes often hide verbal disagreements\nDistinguish descriptive from normative — what is vs what ought to be\nArguments matter more than conclusions — how you get there is the philosophy"
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