My question is in a sense answered by the answer to the prior question. My question is if a person who is competent, that is to say highly educated, has a problem, then he is better off with a more advanced program (as compared to a less competent person); but if he is not competent and the problem cannot be solved at this point in his learning process, it is better to have an intermediate program, where a person, if he is in possession of the means and is able to apply his knowledge fairly, is able to solve this issue.
It is not just the self teaching part; but also the need for a better method. If something (not knowledge) is necessary and I can produce it more efficiently, then I am more likely to do so. And the same holds for the need of a reliable method whereby I may work out something (not knowledge) to do correctly and easily.
This brings us to a very big question and a rather major point. Since a person who learns to read is also a very difficult person to teach, is it possible to teach something he has actually learned the hard way?
To answer this question, I want to start with a rather long piece of literature which is in fact really not a work of literature at all. It is a book, actually. A book called The Method for Teaching a Musical Instrument is a very good account if you try to learn in a practical manner (as opposed to a theoretical or theoretical-based).
This book begins with the introduction of the topic of learning a musical instrument:
“But if it appears that our pupils, as a rule, have forgotten to study music, it may be a source of great consolation if I mention that all the more so for music, for the instrument itself, that it will always prove a valuable part of our lessons. As a rule, a musician is a musician in fact. There can be no generalization about a musician who is a musician in his own person; the subject is too complex and the means inadequate. This also applies to a student who has succeeded in learning to read. Now this study takes place in the light of the knowledge acquired in the course of other studies and not in isolation. Nevertheless, I hope that what follows now will have made clear the generalization that knowledge and practice are closely integrated. In these words I am speaking, of course, of the way of dealing with problems which, as the word suggests, occur often in learning to read. One thing in this