Well, you mentioned that a lot of people were getting off the train at point 1. My comment can be thought of as giving a much more thoroughly inside-view look at point 1, and deriving other stuff as incidental consequences.
I’m mentally working with an analogy to teaching people a new contra dance (if you don’t know what contra dancing is, I’m just talking about some sequence of dance moves). The teacher often has an abstract view of expression and flow that the students lack, and there’s a temptation for the teacher to try to share that view with the students. But the students don’t want to abstractions, what they want is concrete steps to follow, and good dancers will dance the dance just fine without ever hearing about the teacher’s abstract view. Before dancing they regard the abstractions as difficult to understand and distracting from the concrete instructions; they’ll be much more equipped to understand and appreciate them *after* dancing the dance.
Well, you mentioned that a lot of people were getting off the train at point 1. My comment can be thought of as giving a much more thoroughly inside-view look at point 1, and deriving other stuff as incidental consequences.
I’m mentally working with an analogy to teaching people a new contra dance (if you don’t know what contra dancing is, I’m just talking about some sequence of dance moves). The teacher often has an abstract view of expression and flow that the students lack, and there’s a temptation for the teacher to try to share that view with the students. But the students don’t want to abstractions, what they want is concrete steps to follow, and good dancers will dance the dance just fine without ever hearing about the teacher’s abstract view. Before dancing they regard the abstractions as difficult to understand and distracting from the concrete instructions; they’ll be much more equipped to understand and appreciate them *after* dancing the dance.