cuihuo-system

Quenching System

Faithfully go through an original system once. First prepare the complete lesson, then read continuously, and finally close-read according to real needs. Do not first manufacture purposes, positions, applications, or output tasks for the user.

The learning axioms and sources adopted by this skill are in references/公理出处.md. When designing or modifying the core process, completion criteria, or testing rhythm, first read that file completely. When preparing or revising read-through lecture notes, you must first completely read references/讲义契约.md。

Boundaries of Responsibility

Handles:

a book, book series, or finite set of materials;
one thinker's system within a finite bibliography;
a school of thought, theoretical tradition, or complex knowledge domain;
continuation learning or faithful reconstruction of an existing system project.

Routing:

Object brought by the user	Route
A single concept, proposition, mechanism, model, chapter core, or short material	`/cuihuo-learning`
A taken-for-granted concept that needs to be overturned or verified	`/cuihuo-verification`
The user's own situation, relationships, emotions, or business bottlenecks	`/cuihuo-diagnosis`

Limit "complete" to the first coverage of the source frozen in this round. When there is only one book, establish the project by book title; do not claim to have covered or mastered the entire thinker.

Product Premises and Hard Constraints

Object before purpose: Only confirm what is being learned and the boundary of the source. Learning may have no clear use; do not by default ask about Telos, application scenarios, or expected changes.
Full text before lecture notes: Completely read this round's source before writing lessons. Do not read one chapter and write one chapter, and do not substitute a table of contents, summary, or search snippets for the full text.
Original system before pedagogical rearrangement: For a book, by default preserve the original book's structure and progression order. When rearrangement is truly necessary, clearly label it as AI pedagogical arrangement.
Complete account before selecting highlights: Every part within the scope of the source must enter the lecture notes, be compressed and explained, or be explicitly excluded; do not silently delete "non-load-bearing" material.
Complete set prepared before starting: Before the user begins read-through, all lecture notes must already have been written into the project and passed validation. "Continue" can only read later content; it cannot write on the spot.
Internal reconstruction before external explanation: First explain the author's own questions, concepts, reasons, examples, qualifications, and tensions. Other theories, real-world applications, and AI judgments are by default deferred.
Continuous reading before mandatory interaction: The first read-through does not set required questions, exercises, tests, or expressions of position. Questioning is an available tool, not learning itself.
Coverage does not equal completed learning: Generated, delivered, user-confirmed read, cognitive change, delayed retention, and transfer are different states. By default, record only observable preparation and read-through positions.
The map always remains tentative: Use parts to revise the whole, then use the new whole to understand the parts. Do not treat the first system map as the object itself.

Default project

0-原石/0.5-体系学习/[项目]/
├── 原料/                  # 原书、转录、论文或用户给定材料
├── 工作底稿.md            # AI 后台：边界、覆盖表、暂定内部模型
├── 通读导航.md            # 用户前台：原始结构、阅读路线、讲义目录
├── 讲义/                  # 开始前已经完整生成的通读讲义
├── 进度.md                # 备课状态、通读指针、真实问题与修订记录
├── 通读后体系图.md        # 第一遍结束后才创建
└── 精读/                  # 真正进入选择性精读后才创建

Merge the source ledger, coverage audit, and provisional model into 工作底稿.md, as AI's traceable background, without turning them into front-end procedures that users must handle item by item. Existing projects should prioritize compatibility with the original directory, and historical materials should not be moved or overwritten for the sake of tidiness.

Phase 0: Freeze object and sources

Confirm the object, version, and limited source pool for this round.
Ask questions only when the object is ambiguous, the version would affect the content, materials are missing, or the scope cannot be fulfilled; do not ask about learning purposes.
Distinguish original materials, necessary background, explicit exclusions, and missing materials. Do not silently expand the source pool.
Make the project name consistent with the actual scope. Projects on thinkers or schools must specify the limited bibliography, figures, or time boundaries.

In 工作底稿.md , first write the scope and limitations. If complete reading is impossible, fill in the materials, reduce the commitment, or explicitly wait; do not enter lecture note production.

Phase 1: Complete preparation

Full reading

Completely read the frozen sources. Long materials may be processed in batches, but before all batches are complete, you must not claim to have finished reading, nor start the user's full read-through.

In 工作底稿.md , establish a coverage table. Put every chapter, appendix, or material unit into one of the following states:

fully explained;
condensed into an overview because of repetition or dense cases;
explicitly excluded, with the reason stated.

Reconstruct the original system

Reconstruct only from the sources:

the problems the object actually addresses, without forcing a single "core problem";
the author's own concepts, distinctions, and definitions;
the main propositions, reasons, argumentative progression, and mutual relations;
the function of cases, rhetoric, or materials in the original text;
qualifications, ambiguities, skipped steps, contradictions, and phase changes;
the chapter, paragraph, or stable page number corresponding to each key judgment.

Mark this map as "provisional." Do not subsume the sources under user goals, contemporary issues, other theories, or a grand concept invented by AI.

Pass the preparation gate

Enter lecture note production only after all of the following conditions are met:

the frozen sources have been completely read, and parsing defects have been noted;
every part of the sources has entered the coverage table;
key concepts, propositions, and relations all have source anchors;
content the original author did not say has not been mixed into the internal model;
the project name does not exceed the actual source coverage;
the provisional map allows correction by subsequent reading.

Phase 2: One-time production of the full set of lecture notes

First completely read references/讲义契约.md, then generate the lecture notes from both the original materials and the provisional internal model; do not write only from the model.

Decide the lecture note structure

For a single book, by default proceed according to the original book's structure and order.
For multi-text, thinker, or school projects, a reading route may be designed, but mark original relations and AI arrangement separately.
Divide into lectures by natural cognitive units, without presupposing the number of lectures, word count, columns, or a fixed template.
A single master file or multiple lecture note files are both allowed; in either form, provide a single table of contents, and all files must exist before starting.
Make each lecture accomplish one real progression of thought, rather than padding it into course cards.

Writing

Preserve the original questions, strength of propositions, reasons, function of examples, qualifications, and internal tensions.
Explain in natural narrative how concepts emerge, why they are needed, and how they drive the subsequent text; do not write it as a list of knowledge points or a mechanical chapter-by-chapter summary.
When explanation is needed, distinguish what the original author explicitly states, reasonable inferences, AI-assisted explanations, and external commentary.
Add only the background necessary for understanding; do not automatically bring in personal experience, business, creation, real-world advice, or other thinkers.
Do not arrange mandatory questions, homework, tests, bets, case applications, or GTD at the end of each lecture.

Pass the lecture-note gate

After completing the full set, perform four checks:

Source to lecture notes: Every source part has a destination, with no silent omissions.
Lecture notes to source: Key judgments can be traced back, with no AI claims masquerading as the original meaning.
Between lecture notes: The order is coherent, terms do not run ahead prematurely, and there is no pointless repetition or contradiction.
Perspective contamination: No concepts outside the source secretly dominate the entire set of lecture notes.

If it does not pass, revise the entire set of lecture notes. Only after all files exist and verification is complete, mark "the full set is ready" in 进度.md .

Phase 3: Continuous read-through

Minimal navigation

In 通读导航.md , present only: the scope of this round, the initial outline of the original system, the difference between the original structure and the teaching route, the lecture-note directory, and known limitations. Make clear that this is a navigation map, not a final conclusion.

Delivery

When the user says "start" or "continue," read the next prepared natural content segment from the current pointer. Do not re-diagnose, re-plan, or regenerate.

By default, explain continuously and do not ask for a response segment by segment.
When the user asks a question, address the current doubt first, then return to the explicit pointer.
When the user says "I don't know," "I don't feel it," or "I don't want to answer," continue, and do not treat interaction as a condition for passing.
When the user objects, record the real conflict; unless the user actively requests it, do not let a local discussion permanently swallow the main line.
Record only deliveries that actually occurred. When the user reads files on their own, update only according to positions the user explicitly confirms.
If a question reveals a misreading or omission, explain the scope of impact, keep a revision record, revise the affected lecture notes and subsequent text, then return to the original pointer; do not silently overwrite.

进度.md Keep only minimal state:

备课：未完成／全套已就绪／已修订
通读：未开始／进行中／第一遍覆盖完成
当前交付指针：讲义或段落
用户确认位置：仅在用户明确确认时记录
精读：未开始／节点进行中／已返回体系
真实问题与修订：按发生顺序记录

Do not set a default "mastery state." Unless corresponding measurement is separately implemented, do not infer understanding, retention, or transfer.

Phase 4: End the first pass and redraw the map

After the full set of lecture notes has been delivered and the user confirms the first pass is over:

Announce only that "the first coverage of this round's frozen source is complete."
Keep the pre-read-through navigation; do not overwrite it with a new file.
Create 通读后体系图.md, writing out the original system structure, key relationships, post-reading corrections, internal tensions, the user's real questions, and candidate close-reading nodes.
Do not automatically proceed to testing, criticism, application, creation, or action design.

Phase 5: Selective close reading

Select nodes only from the following sources:

Questions, objections, or interests that genuinely arise after the user reads through;
Structural nodes that would affect understanding over a large area;
Places within the source that are vague, contradictory, or easily misread.

Hand only one node at a time to /cuihuo-learning. Provide the node's position in the system, source anchor, necessary prerequisites, the user's original question, and a return pointer. After close reading ends, update the post-read-through system map, then decide whether to continue; do not by default relearn all nodes.

Optional branches

Enable only when the user explicitly requests it:

Requires memorization or mastery: add retrieval, spacing, feedback, or quizzes, and define evidence separately;
Requires critique or comparison: bring in external authors, evidence, and modern controversies, and clearly mark the layer;
Requires application or judgment: connect to real-world issues, but do not rewrite the original system in reverse;
Requires creation or action: route to the corresponding tool.

These branches must not be retroactively treated as the default purpose of the first faithful read-through.

Continuity protocol

"Continue" = deliver the next segment of the already-prepared handout.
"I don't understand this part" = fill in the current breakpoint, then return to the original pointer.
"I disagree" = record the conflict, and let the user decide whether to continue first or dig deeper locally.
"Come back and close-read this part" = mark the node; by default keep the main line intact until the first pass is finished.
"I have already read up to here on my own" = update the user-confirmed position, without inferring mastery.
"Redo this project" = preserve the original materials and old outputs, create another version or explicitly archive before rebuilding; do not directly overwrite historical results.

Anti-patterns

First ask about the learning purpose, then rewrite the source according to that purpose.
Start producing handouts after reading only the table of contents, a summary, or the current chapter.
Replace the original book's structure with a dependency graph, or pass off AI orchestration as the original system.
Cover only the "load-bearing nodes" and silently delete other chapters, cases, and appendices.
Turn source ledgers, status tables, and audit procedures into the user's main experience.
Use external perspectives such as "the AI era," "self-sovereignty," or "commercial applications" to dominate the original book without marking the source.
First prescribe the number of lectures, length, and template, then force the material into them.
Wait until the user says "continue" before hastily writing the next lecture.
Use per-lecture questions, exercises, or tests to control read-through progress.
Treat already-generated, already-delivered, already-read, or already-mastered as interchangeable.
Permanently lose the global pointer after the user raises a local question.
Automatically enter an application, output, or action system after the read-through.

Language

Use Chinese, following the Chinese Copywriting Typography Guidelines. When foreign-language terms first appear, provide a Chinese explanation. Let the handout structure follow the object itself, not a uniform format.