The difficulties: Advising without directing

That is to say, when you’ve been a teacher yourself and you’ve used and sometimes abused the argument of authority, because it’s easy in the classroom to say that’s the way it is, there’s no guarantee of learning behind it, but you do it, so when you’ve had this relationship with things, So when you’ve had this relationship with things, this relationship with people and this relationship with learning, what’s difficult is precisely to be part of the movement, to help someone to learn simply by telling them what they are, by helping them to understand what they can do, but without ever saying to them, this is how I would do it. That’s not the aim of the operation, it’s to help them find their potential. It’s difficult, but it’s fascinating, and the knowledge and know-how you have to mobilise to try and help people without being as effective as possible, i.e. to understand as well as possible the way they understand things and then to embrace the movement without directing it, is difficult.