I live in a house where all things are too familiar to me that I can hardly notice anything new or unusual, especially after nearly eight years of living there.
But as it’s written in the online course: “You don't have to write a novel, you just need to take notes, observe, and write regularly.”
I totally agree with not writing a novel and not against taking notes, observing things and then writing regularly.
“So,” I say, “if you agree with all, what seems to be the problem, then?
Just, do it!”
It is also recommended “When you walk down the street near you home, try looking at it like you're a visitor and have never seen it before.
What things do you notice that has escaped your attention in the past?”
Walking around again and again:”Do this, don’t do that!”
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At that moment I somehow clearly saw why teachers are rarely do what they teach.
Teaching how to do and doing are two things that can’t go together!
Funny as it might sound but only a small amount of great players or masters were really able to raise talented followers. If they create and invest their time in doing, they have no time for teaching.
Sometimes I witnessed the scenes when masters could offer their annoying observes to see what they had been doing and try to imitate or repeat them.
Do you think it worked?
No, it didn’t.
Why?
Simple.
Imagine a painter who paints a picture and next to him stands his disciple who ties to do what his maestro is doing.
First, the painters are sensitive to anyone who looks at their labor from behind their shoulders and, God forbid, makes comments.
What is worse, an observer will inevitably start asking questions, or ask for explanations.
Who will ever answer them?
No way! The master needs involvement, concentration full attention.
Even a slight disturbance will tear a chain of his thoughts.
Okay, another example.
A writer.
Can a writer teach anyone how he does that, unless he interrupts his writing?
Interview? Hard, but possible, a short talk on TV, perhaps, but not teaching regularly.
Teaching is a process that is established according to a schedule of classes, seminars and the rest of learners’ curriculum activities.
A writer lives for writing because he cannot live without doing that.
He can live without food, family and most of other essentials. He cannot live without writing.
What if he is in the middle of the chapter and the sentences (as it is with me now), flow easily and naturally on the screen, and suddenly he realizes that in half an hour he’s got to start seminar at the university?
Great thoughts, as we all know, may well not come again…
