Thanks for your reply. The Euclid’s Elements example seems possibly a good anchor for discussion. However I think the difficulty/effortfulness/dynamism of the

Thanks for your reply. The Euclid’s Elements example seems possibly a good anchor for discussion. However I think the difficulty/effortfulness/dynamism of the learning process should signal that the communication/teaching side of the process is only going to be more effortful/dynamic/etc. In other words whether or not to present Euclid with diagrams and how and when to present them seems to be such a context-sensitive concerns that any generalized approach is going to miss the mark. As a learner/reader or teacher/writer I don’t think you can do better than to be equipped with some tools (words, drawing devices, audio, gestures, cinema) and then dynamically utilize these to reach your listener/“student”. But any thesis that doesn’t respect that this as an extremely dynamic & context-sensitive process is going to fail I think.