This is the companion question to Why Study if it has already Been Done?
Over time, even the most idealist teacher observes routine. We notice that our teaching repeats, that student issues repeat. Questions, answers, problems. Students come and go, and sometimes they learn better from another teacher exactly what we tried and failed [...]
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For some students there comes a moment of realization that the best they can imagine has already been done, has been invented, polished, published, performed, patented, and perhaps even passed by. New developments may arise, but those ahead of them on the path will grab these first. There is no catching up. One of the teacher’s goals in deep teaching is to add clarity to the student’s path. So we must ourselves be able to see, and act, with clarity. How do we find this clarity? |
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