After giving it some thought and searching for your meaning, I have to confess that I don't quite understand what you mean. As a student of teaching as well as of rigging, I'm eager to find a better way to get through to people than through the use of rules. What kind of teaching would better serve to pass along the message to you?
Bill & Jansen have presented one alternative that's certainly tempting. It works well in circumstances where I cannot articulate a rule or guiding concept, such as training a dog. When the dog violates some boundary, it gets the
until it returns to the desired behavior. It won't take the dog long to internalize it's own rule with a shock collar. Though it may be optimistic of me, I teach rigging with the assumption that my students do have the ability to internalize a concept when it's presented as a rule, and that this method saves us all the many increments of painful learning that it might otherwise take.
Let me set the stage with another example. I'll go first, and summarize my rule-based teaching method. Then, if you please, help me to see a different and better way that this material could be presented.
Here we go:
The "critical angle" is important in rigging. Though you'll see it in many applications, one simple and common one is when tying a rope to two bolts. (show knot) With a very small angle, each bolt shares the load, and "feels" 50% of your weight. As this angle grows past 90 degrees (show tighter knot) the forces that each bolt feels increase dramatically! At 90 degrees each bolt (show 90* knot and hand) holds 70% of your weight. At 120 degrees, (show knot) EACH bolt feels a load equal to your weight. At about 170* each anchor bolt sees SIX TIMES the load, and the forces keep climbing beyond that. (show knot) In order to keep these anchor forces manageable, I like to keep my critical angles to 90* or less. You can easily gauge this "90* Rule" in the field by using your hand. (show and explain) I might violate this rule due to other concerns, but if I do I have to understand what the forces will be and provide rigging that will handle them. (show bigger bolts, thicker rope, and examples of other concerns.)
Viola! In one short paragraph I've introduced a concept, illustrated its use, and provided a quick and easily understood rule to help riggers in the field. I also touched on when and how to "violate" the rule. During rope rigging classes, I see students judging their rigging with the "hand rule" all the time. They seem to find it an effective way to know if their rigging will multiply the forces, or divide them. I hardly ever have to get out the shock collars any more.
Please, show me a better, non-rule-based way of teaching that concept.