The "until then, not possible" is the absolute kicker. It is useful to know the concept. But until the right gears are in place, it's just another thought to get lost in. I don't think every other practice has this particular problem...
Yeah, and this is a key point in many traditions which tend towards simplicity (trötral), non-effort, non-elaboration, non-meddling and so on. Just more ‘tröpa’, conceptual proliferation. But this is where the teacher is functional - to point out the possibility of simplicity.
