Those Who CAN Do, Teach

I’ve always wondered about the origins of the expression, “Those who can’t do, teach”.  What a ridiculous concept.  If you can’t do it, how can you teach it?  I’ve never met an algebra teacher who hadn’t mastered algebra.  I’ve never met a cooking instructor who couldn’t cook.

I’m quite sure the expression derives from a contempt for authority figures (generally because they’re not just in a teaching, but also in a JUDGING/GRADING position), and the pursuit of a more individualistic life.  I can certainly understand the need for one’s own path, but without a doubt, you must DO if you want to impart any knowledge.  So, let’s look at how this has evolved, specifically in my industry of interactive and marketing.

In the conferences I speak for, there are many experts in the panels, the keynotes, etc, and a fair share of salesmen (more about them in my upcoming post:  a quota and a conscience). Recently, I’ve noticed some strong opinions on technology tactics – strategy is still reserved for more “taste” than “correctness”.  What I know about my esteemed colleagues in these sessions is that they DO.  They have battle scars and funny stories about how they were actually able to tackle issues – and still manage to impart that knowledge.  The really good teachers are never afraid to tell you how they’ve screwed up.  Good judgment comes from experience, and experience comes from … well, bad judgment.  :-p

But, in my world – the fast pace of trends and cultural shifts with the speed of the internet and entertainment industry (yes, the entertainment industry has become the job of marketers) – you can’t have “done” years ago and manage today.  That’s my lesson learned.  I actually rose very fast in my career and was leading a large staff and no longer “doing” by the age of 26.  That’s 10 years ago.  Had I kept “teaching” and not getting dirty – how relevant would my experiences be?  Today, you have to know how to “do it yourself” and simultaneously be the architect to convey any meaningful information to those who need instruction.

But, here’s the dirty little secret:  I still love doing things myself.  Though I lecture about mass cultural shifts, I still secretly design sites myself.  I need to touch my art – not just be a dealer.  When I am creating a web brand, an interactive widget, a viral video – I am duplicating the process of what my students need to know.  I learn the tricks, and pass them on.

But, though I have a boutique agency and serve as creative director – I am first and foremost a teacher …  and proud of the title.  I never had the opportunity to finish school myself.  Most people are shocked by this fact considering my blessed early success in the Internet industry.  But, not having the completion of a formal education forced me to be hungry, to be voracious for information to learn, master and get ahead.  I did this at such a feverous pitch that I needed to let go of all the life and marketing lessons before I burst.  They say you can’t pour from an empty cup.  And, I’m here to tell you that an overflowing cup must be poured or it goes to waste.

I love the Internet, its possibilities and its constant challenge to my knowledge base about its capabilities.  If I were a sculptor by trade, it would be the equivalent of using a new kind of clay every day.  We all know the theory of how it works, but each new version brings opportunity and a tweak in knowledge. Recently, I played with the theory of designing a blog with more of a website strategy and created a blog homepage for one of my new lecture series, dotcom Diva Unplugged.

Now that I’ve stretched my clay a bit, when I teach “blog bling” theory and connecting to the audience in an authentic way – I’m not just “being a President of an agency”, I am a practitioner.

Thanks to my followers, conference attendees, coaching clients and those who let me pontificate internet theory – I am able to TEACH every day.  And, folks, I’ve learned – not only those who teach CAN do – they MUST do, or you can be sure that you’re getting outdated lessons.

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