Teaching is so interesting, especially the part where you remember back to how you learned.
Certain concepts take a while to 'see'. In Visayan Style Eskrima, you have to flow a great deal, with a variety of different personalities and skill levels, and get to the stage where you relax enough to let the interaction almost take care of itself, let parts of the puzzle become unimportant and second nature, so you can focus on the next ones.
I'm not sure how long the whole process takes, or how long each phase takes, but it seems that it does need to 'get' over time. The hours you put in add up until, almost without noticing it, a light bulb goes off, and there it is, the piece, as plain as day in front of you.
Sonny said we all had his 'curriculum' within the VHS tapes of our own training sessions, and if we watched, we would understand when those light bulbs went off and what led to it happening.
That's good, and prompts me to go watch those tapes again, as there is a strange amnesia that occurs when you have had enough light bulbs go off - You forget how it happened, you forget the pieces that fell into place to create that moment, and you even forget how long it took to get there.
Learning to teach a thing, it seems, may be harder than learning the thing in the first place ...... who knew?
And before you say 'That's why systems were invented', I need to ask - What happens when a system takes away the most important parts of the whole thing? One's freedom, individuality, and ability to adapt on the fly?
I can almost hear the traditionalists comment that this 'freedom' thing is the part that come later ... AFTER you have remembered the contents of the curriculum, the preset patterns, the forms, the drills, the applications. That you have to learn them before you can forget them ... but is that really true?
What if you could teach in a way that involved nothing to be forgotten? No patterns to un learn, no alien context to be added later? Form following function in it's truest sense. Conditioning smart responses to as varied a selection of stimuli as possible, to constitute as complete a picture of the whole, as possible?
From my personal experience of learning the way I did, I think it is possible, but what's funny to me now, is that when I was a student, for years I had no idea if my skills were improving, or whether I was going in the direction I was supposed to ... or even what the end picture looked like. I figured my teacher knew, had a picture in his head about what he was looking for ... but now I'm on the other end of the equation, I only know if what I'm doing is working when the student takes a step .... I have a picture in my head of course, but the knowledge that anything that I have done has worked ... comes from them.
I'm guessing this is how it must be when you are teaching individuals to be ... individuals, but sometimes it feels like being a one eyed king in the kingdom of the blind :-)