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For people with limited time, such as most of us, the limited resources are not much of a problem. I can regularly return to the same problem and try solving it again.
My ideal definition of resources is something that is structured - not just a muddled mass of problems.
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For tesuji, you will find quite a few with Gogameguru and over time I've been able to return and be baffled multiple times by the same problem.
This suggests to me that you first solved it by brute force once and (naturally) forgot the search tree. If you had learnt the technique the odds are you would have seen it again elsewhere and would remember it still.
I came across something today that may serve as an analogy. I was reading a book about Russian poetry and the author was discussing a very short poem (Я вас любил) by Pushkin. He remarked in passing that it had been learnt by heart by generations of schoolchildren in Russia. I didn't know it, but I do know by heart another schoolchildren's favourite, Черёмуха by Esenin, and so rather sniffily assumed Pushkin's work fell in the same trite class. But in a few short paragraphs the author brilliantly showed how Pushkin's tiny poem contained a stunning array of techniques in addition to the usual iambic tetrameters and rhyme, and these were techniques that you wouldn't normally find in a book of poetry terms (e.g. reinforced rhymes, incremental repetitions, keeping the first person in the nominative case and the second person in an oblique case throughout). And that was just the low-level techniques at the word and syntax level. Overlying all of that, there was a high-level technique of using litotes to give an "optional" interpretation to the whole poem rather than the immediately obvious one, but - again stunningly -the author showed this other interpretation was not really optional. It was inherent
along with the usual interpretation in this context (unrequited love) and so reflected a genuine psychological dilemma of the "I" person we all recognise - he wants to keep loving this woman tenderly but at the same time wants to punish her for ignoring him.
I can't do the author's explanation justice here, but none of it is directly relevant here. The point is, I was so dazzled (and I do mean dazzled) that after I read it I found myself going over the poem in my mind to savour it (in other words, I had unconsciously already memorised it by tracing the techniques in my mind) and I found myself desperately eager to look for all these techniques in other poems. Fortunately, on the same train journey, I had a poem by Anna Akhmatova to hand. I had read before that she was a devotee of Pushkin but hadn't thought anything of it. Now I could see instantly what people meant, and I could also see at the same time how Akhmatova added her own techniques, created her own voice, so I was learning even more as I was practising finding Pushkin's techniques.
I suggest that this, in an ideal world, is how L&D should also be studied. There is in fact a good example in the back of one of the books of Kitani's games. Even though it's a book of games they reprint this very, very practical lecture (technique based) on tsumego by him - it's apparently out of place but must have been considered so remarkable it had to be reprinted somewhere. I only wish it could have been in the same class as the Pushkin critic. Perhaps even better for a simple thing like a game would be a Gray's Anatomy for go
The alternative method of brute search and praying for divine inspiration seems to me like the alternative way of memorising poems that, at a guess, we all used at school when we were too young to know about Ricci's "memory palaces" and the like - sheer brute-force repetition combined with fear of detention. Both methods can obviously work in the sense of getting a solution, and they can also teach concentration, discipline and so on. But in terms of teaching techniques applicable elsewhere, a tsumego treated as an opportunity to learn rather than as a puzzle has
so much more to offer.