Does 14 Promote a Culture of Mediocrity?

[Kaurhz]

snip.

No my main point was that you just need to be proactive in your approach and that the moment you set the expectancy of the results to be immediate then you have already lost. If you expect all subsequent runs or attempts to be fine then you berate or get angry as a result of this then I'm very sorry but the only way a rational individual is able to see this is that you're going to be interpreted in a not-so-noble light. As for the second part I don't necessarily dispute it, however, in the vast majority of those cases there is a mutual expectancy or similar level of skill where people are learning from each other. As the disparity in that gap grows so does the willingness to actually teach, especially if you aren't already in there with the expectancy you're going to teach. - If you go into a learning party as an adept and experienced individual then some form of implied expectancy is there that you'll be teaching. - Comparatively, if you're going into a clear party, a specific phase-practice party or heaven forbid even a roulette party then there's less of an inclination to 'teach' and more often than not in these latter cases it is done so in an unsolicited fashion with the only concern to speed up the roulette which won't necessarily happen.

To summarise that last point. There's a very big difference in going into an encounter or a piece of content where mutual learning is the intention is entirely different from casually taking a stroll into a piece of content where that implication isn't necessarily expected. In case it was lost on you; this was my point all along. If you're going to teach, commit to it and only do so when you went into the group with the intention of doing so or where said teaching is solicited. If it is not solicited or if you didn't go into the content with the expectation then don't bother at all because ultimately you're giving unsolicited advice in order to benefit your run, which as per the previous argument isn't always going to be an immediate outcome.

Yes my second point focused on how it works because all of those are still embedded even in informal teaching, so if you want to go ahead and undermine it on the premise then it's bordering comedic for me. So let me try this using another approach:

If you explain a mechanic to a person several times and they still fail to understand the mechanic then the probability is; how you're presenting them with that information likely isn't going to work - Yet some people, or many actually will leap to the conclusion that their approach was infallible and thus the only logical conclusion is that they're utterly inept. Try restructuring your advice, or better yet create a little GIF or even go on MS paint and attempt to illustrate the mechanic visually as opposed to writing a wall of descriptive text, upload it to imgur and paste it in the chat. This still underpins how effectively you communicate whether that be in a formal teaching setting or whether you're just teaching someone a mechanic over Discord.

You absolutely don't need a college diploma, no. But if you want to actually be effective in your practice then I would expect you to come at me with something a little better than "It's ez, anyone can do it" - All this is doing is setting the tone that you're stagnating. - Let me be clear here and summarise all of this as simply as possible; If you can't adequately communicate your information then regardless of how much information you have it is going to be a completely pointless because all of it will be lost on the recipient. Regardless of whether you're communicate the Pythagorean theorem, or whether you're teaching Fundamental Synergy, the same still applies. If you can't communicate it? Meaningless. This is why bad teachers exist and this is also why bad guides exist - Because they fail to convey the information properly.