No amount of telling or answering is ever going to give the whole picture. According to Maxwell Maltz in his book Psycho-Cybernetics:
Experimental and clinical psychologists have proved beyond a shadow of a doubt that the human nervous system cannot tell the difference between an “actual” experience and an experience imagined vividly and in detail.
Speaking from first-hand experience, visualization is a key component in my training, and from the experiences of training, I was able to better understand spoken or written advice from my instructors.
The answers here are of no consequence or use to anyone without the will and training to understand them – to fill in the gaps in their own capabilities with the little bits of paste we squeeze out here.
This site is a tool – it's no different than adding a weight to your ankles. If you give it more consideration than that, you've lost sight of your own training and should consider taking a break.
Do we have a responsibility?
No. We don't at all. You, as the reader, have the responsibility to use what you absorb in reasonable fashion. I am not accepting responsibility for your actions if you have no sense.
Here, let me ask you the question another way: Why did the old masters, in the past thousand years, not put down into words all those things?
Words confer ideas, not the understanding of those ideas. The old masters (those that could write or afford a scribe) did put these down in writing – in Japan, they did so in densho and makimono.
Why did we have to find this out through our training? Why not through reading?
The problem is with the time period: Public education in the US didn't really take off until the 1840s when only about 55% of children recorded in the census (about 3.66 Million girls and boys) between the ages of 5 and 15 were receiving an education. Similarly, literacy in the bushi of Japan didn't increase until Edo jidai when the role of the warrior class moved from warfare to more administrative acts. In meiji jidai, by about 1870, estimates of people receiving an education were about 40-50%, and up to 90% by 1900.
So why did they not learn by reading? Multiple reasons:
- Ambiguity - Words convey ideas, not the understanding of those ideas.
- Even if one does understand the idea, one must act to train capability
Ultimately, training is the only way to take an idea and move it into capability.
There is a time for talking and a time for action. Many warrior cultures favored the idea of discourse and meditations of violence as a means of acquainting themselves with it and the experience of those who came before.
We do not do both: after training, we'll often have dinner on the weekends, or tea during the week. This is a time to reflect, discuss experience, and to discuss what we don't understand. This is time with Buyu, the warrior-friend whom you train with, and may or may not find yourself beside in a violent situation. As much as I train for my students to protect themselves, it's imperative they learn how to fight in concert as well; to know their buyu and be able to understand how they'd move.
In my eyes, even the most infuriating among the users here are buyu – I understand more about myself and my abilities through them and their experiences. This is tea after training.
As for responsibility, I understand and pursue my personal limitations. I hold myself responsible for my actions and my training; therefore, for me, this site has its purpose. It is never my responsibility to worry about whether or not the rest of you understand that for yourselves; it is each person's own responsibility to use this site in a responsible manner.
Let me put this plainly:
I am not your teacher, nor anyone else's here (so far as I know). On this site, we are all students.