The messages and teaching the one with whom identification has been achieved is converted not in terms of the content of knowledge and opinions but as to the moral part of teaching to the life attitude that this knowledge presupposed. Because it is not only logical but also expected and desirable for there to be an improvement or development or strengthening of the teaching by the student in relation to the teaching of his teacher. After all this ensures continuity in the socalled Schools of thought. But the overturning of the theoretical and moral framework of the teaching entails its final condemnation.
At this point perhaps a remark would be needed regarding e-commerce photo editing the teaching of an art course and especially photography which constitutes the cognitive content of my own course on the one hand because the present text has already taken on an autobiographical tone on the other hand because the art course indeed presents serious peculiarities against all others. Scientific content usually has a basis of strong and indisputable truth the subversion of which is evolution and the support of which is demonstrable. Consequently the assessment of teaching ability consists in addition to criteria while the effectiveness of teaching also results from the provision of the correct bases that will give the student the ability to overturn the anyway temporary scientific truth.
In short the subversion of the truth is the result of good teaching. But in the artistic course all truths coexist and none is provable. The basis lies more in general moral and aesthetic postulates than in logical argumentation. The content of the teaching is less a collection of information and methods and more positions and perceptions about abstract but extremely important concepts of attitude in life and towards art. This peculiarity creates more cohesive and lasting bonds between students and teachers but also lends the rejection of the bond a more heretical deviance.