Sometimes, we don’t know how to teach a subject in writing because the subject matter is inherently about action (rather than concepts, analysis, explanation, prediction, numbers, words, etc.).
But sometimes, we don’t know how to teach a subject in writing because there is, in fact, nothing (or, at best, nothing much) to be taught. Sometimes, a subject is actually empty (or mostly empty) of content.
In the latter case, attempting to write it down reveals this (and opens the alleged “content” to criticism)—whereas in person, the charisma of the instructors, the social pressure of being in a group of others who are there to receive the instruction, possibly the various biases associated with having made some costly sacrifice (time, money, etc.) to be there, possibly the various biases associated with the status dynamics at play (e.g. if the instructors are respected, or at least if those around you act as if they are), all serve to mask the fundamental emptiness of what is being “taught”.
I leave it to the reader to discern which of the given examples fall into which category. I will only note that while the subjects found in the former category are often difficult to teach, nevertheless one’s mastery of them, and their effectiveness, is usually quite easy to verify—because action can be demonstrated.
Meditation is action, in some important sense, and mostly can’t be demonstrated.
It is hard to reliably distinguish between the results of peer pressure and actual learning. I think CFAR’s best reply to this has been it’s refund policy: last I knew they offered full refunds to anyone who requested it within one year (although I can’t find any online mention of their current policy).
Meditation is action, in some important sense, and mostly can’t be demonstrated.
Everything is “action” in “some sense”. (Whether that sense is “important”, in any given case, is a matter of perspective.)
As far as I am concerned—for the purposes of this topic—if it can’t be demonstrated, it ain’t action.
It is hard to reliably distinguish between the results of peer pressure and actual learning.
I submit to you that if this is true of any given case, then that is an excellent signal that no actual learning has taken place. (And the more true it is—the harder it is to distinguish between actual learning and the results of various biases, social pressure included—the stronger the signal is.)
Sometimes, we don’t know how to teach a subject in writing because the subject matter is inherently about action (rather than concepts, analysis, explanation, prediction, numbers, words, etc.).
But sometimes, we don’t know how to teach a subject in writing because there is, in fact, nothing (or, at best, nothing much) to be taught. Sometimes, a subject is actually empty (or mostly empty) of content.
In the latter case, attempting to write it down reveals this (and opens the alleged “content” to criticism)—whereas in person, the charisma of the instructors, the social pressure of being in a group of others who are there to receive the instruction, possibly the various biases associated with having made some costly sacrifice (time, money, etc.) to be there, possibly the various biases associated with the status dynamics at play (e.g. if the instructors are respected, or at least if those around you act as if they are), all serve to mask the fundamental emptiness of what is being “taught”.
I leave it to the reader to discern which of the given examples fall into which category. I will only note that while the subjects found in the former category are often difficult to teach, nevertheless one’s mastery of them, and their effectiveness, is usually quite easy to verify—because action can be demonstrated.
Meditation is action, in some important sense, and mostly can’t be demonstrated.
It is hard to reliably distinguish between the results of peer pressure and actual learning. I think CFAR’s best reply to this has been it’s refund policy: last I knew they offered full refunds to anyone who requested it within one year (although I can’t find any online mention of their current policy).
Everything is “action” in “some sense”. (Whether that sense is “important”, in any given case, is a matter of perspective.)
As far as I am concerned—for the purposes of this topic—if it can’t be demonstrated, it ain’t action.
I submit to you that if this is true of any given case, then that is an excellent signal that no actual learning has taken place. (And the more true it is—the harder it is to distinguish between actual learning and the results of various biases, social pressure included—the stronger the signal is.)