When I try to pick up a new skill, I would start by asking "what are the higher-level rules?" or some variation. Generally speaking, I've had a very, VERY low success rate at getting answers. When I did get answers, they always relied on a context I didn't have, because I was brand new.
Some areas I pick up intuitively, others take work, and others I completely suck at, but in none of them have I been able to START at the higher level understanding. It all requires context, and pushing to get the higher level rules before I have the context has always failed and left me frustrated with either myself (I'm an idiot!) or others (Don't these idiots understand their own jobs?!).
It's only after we are familiar with the language that the underlying structures emerge.
This applies to learning math too. Unless we are already familiar with the structures in place, we typically first read the axioms, then look at the examples and try to work through some of them to gain familiarity, and then the underlying structure reveals itself to us.
It reminds me of a quote:
"Thermodynamics is a funny subject. The first time you go through it, you don't understand it at all. The second time you go through it, you think you understand it, except for one or two small points. The third time you go through it, you know you don't understand it, but by that time you are so used to it, it doesn't bother you any more."
Familiarity precedes true understanding.
This is also why people who read textbooks in a linear passive fashion don't do well in tests. They read and think they know the material, but if they are tested on it, they fail because they haven't truly grappled with the problem space.
The most effective for most people is to hear a large amount of the language being spoken, bootstrap by memorizing a few words, and then reliably get some amount of practice speaking and a lot of additional exposure listening.
Similarly, the best way to learn to write is to do occasional bits of writing with feedback and tons and tons of reading.
For instance, I have never had trouble with things like English grammar and spelling. For grammar, the rules have just always made sense, and, for spelling, usually just seeing the word written down a time or two is enough to remember how to spell it. On the other hand, my 9 year old, who is an even more avid reader than I was at that age, cannot form a grammatically correct sentence or spell even slightly less-than-simple words without referring to a list of rules that she has memorized about how these things are supposed to be done. She's the same in math. She knows she needs to borrow/carry but she hasn't made the leap to understand why (and given her personality, she may never be interested, which is a tough thing to swallow as parents who values learning as much as we do). So the advice in this article would be totally useless to her. Then again, she's a better artist already than I'll ever be.
In the end, I tend to think of this all as healthy. We don't need a thousand thumbs in our body, and we don't need everyone to be interested in understanding lots of things. We need artists, public servants and mothers. We need teachers and garbage truck drivers and child advocates.