No matter who the teacher is and who the student is, they’re all going to have some finite end to their knowledge. The essence of teaching is the sharing of information, and that goes on between teacher and student, teacher and other teachers, etc.
Its wrong to impute the motive of anyone who wants to contribute to the discussion to: A) that they love to catch a teacher making a mistake, and B) that they think they don’t make mistakes themselves.
The process of learning harmony comes from lots and lots of mistakes, unfortunately without figuring out the answers right away and continuing to make and ponder the same mistakes over and over.
Another way to understand this, and the more correct one in my opinion, is that challenges to a teacher, only come from the brightest, most motivated students and who care the most. Its a profound compliment to a teacher, who has obviously peaked the students attention and interest, and has drawn him/her out to try to compare ‘what was just taught,’ to ‘what was prior understood’ which might be right or wrong, and those dissonances might be due to misunderstandings or terminology, and not errors of fact. Challenges to a teacher may cause the teacher to re-consider, re-think and perhaps deepen, if not change his/her understanding. The goal of any quality education, must include bi-directionality. Most good teachers will tell you that they’ve learned the most from the challenges of their best students.
And finally, your issue of F# as opposed to Gb … yes they are enharmonic equivalent notes. But consider a GMaj7 chord … the 7th of the chord really has to be an F# (G B D F# … not a Gb (G B D Gb, right? Otherwise we’d have two G’s in the chord … and no real 7th F# … The Gb would be a diminished octave from the root … chaos, dogs and cats mating …
Best wishes,
Jeff
]]>love the sound of that chord !
]]>Hi, in my opinion, that chord is an Am7add11.
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