A learner can gain a more differentiated appreciation of a whiskey while continuing to dislike it.
The cited example is anecdotal; it is not a prediction of how much preferences usually change. Cultivation must not become gatekeeping.
Assess attention, comparison and explanation separately from agreement with an instructor's preferences. Allow analytical and discussion participation without drinking.
Idea
A learner can gain a more differentiated appreciation of a whiskey while continuing to dislike it.
Why it matters
Assess attention, comparison and explanation separately from agreement with an instructor's preferences. Allow analytical and discussion participation without drinking.
Source and reasoning
Sweeney, chapter 18, pp. 299–300; Menary, chapter 15, pp. 248–255, read critically. This is an original synthesis of the contributor's argument, not an experimental finding.
Whiskey and Philosophy — Appreciation, plural preferences and living craft
Connection to the existing library
This note develops a specific implication of that existing idea.
Counterpoint
The cited example is anecdotal; it is not a prediction of how much preferences usually change. Cultivation must not become gatekeeping.