Give a man a fish…
Give a man a fish and he’ll eat for a day
But teach a man to fish and he’ll eat for a lifetime
At the core of the trite proverb lies a very deceptive generalization. Though the statement has a clear logical distinction between action and consequence, it fails to define the broad knowledge required to become a successful fisherman. The adage also fails to state the amount of patience, trust, and selflessness necessary for the fulfillment of the goal. After all, the art of teaching is rarely simple.
If simply offering a few basic instructions can pass on all knowledge of an art, the art’s true essence is lost. Imagine having an expert fisherman teaching a novice only the absolute basics — how to use a reel, tie a knot, and set a hook. By definition, the novice would know how to fish. However, with basic knowledge, a novice would not be able to properly analyze the many other factors that go into fishing. From variables such as weather and temperature to water clarity and lure choice, there is a vast amount of information left untaught. Thus the proverb takes on a heavier weight and poses a deeper question: what is required of a teacher and how much information must he or she share to properly achieve the goal?
The teacher is required to have patience. Even an eager student, quick to learn, will make mistakes. Backlashes will happen, knots will slip and come undone, and countless lures will be lost before a novice even begins to learn the basics. The teacher must be willing to patiently endure through the learning period. Also, the teacher cannot possibly cover all of the many situations in fishing, but by patiently teaching enough general scenarios, he or she may succeed in shaping the novice’s analytical mind.
Another requirement for a teacher is trust. The teacher must trust that his student has the capacity and willingness to learn. If the teacher cannot trust in the student’s capabilities, the flow of knowledge would be greatly hindered. For example, the physical mechanics of casting, an essential part of fishing, requires trust for it involves a sharp hook flung around at high speeds within close proximity of the teacher. Mistakes made by a careless apprentice will hurt, but the teacher must continually trust that the student is capable of accomplishing the task properly.
Lastly, the teacher is asked to be selfless. Selflessness is the culmination of patience and trust. Though the instructor’s trust may occasionally be broken, he or she must endure. A mentor must constantly devote his resources for the good of the student, fending off personal frustrations and feelings of apathy. It would be much easier for one to give fish to a person than it would be for one to teach a person how to fish. It is selflessness that makes a true teacher choose the more difficult path.
The old adage presents a very vague but promising picture of self-sustenance. From such an obscured view, the grave requirements of providing knowledge are completely unstated. After reflecting deeper into the details involved in the handing down of knowledge, one is presented with the conclusion that only through patience, trust, and selflessness can one truly teach another how to fish.
