This claim is shared by some teachers, professors etc.
Sharing one's most valuable insights and accept the prospects of his students be coming part of a "knowable state of an advanved mind", is not something every teacher is consciously willing to do.
This thesis is in some aspects compatible with the political philosophy associated with the right, that admits Humans are inherently bad and are expected to underdeliver and not be generous to others without this benefit ing their agenda. Hence, if in teaching there is no clear social contract but vaque and general expectations that cannot asses deepest commitment to seeing others succeed at higher standards but a mere commitment to not prevent this by eye catching or basic omissions, the question above is valid.
That is an important variable, but teacher student relationship, dialogue, instructional resources, context etc. also play differential roles in teaching effectiveness. Probably relationship is most important variable.
I think the best thing of that is to be a good thinker, think, act, and create science. Regards.
In my opinion, the key is not generosity but economy: The Information provided to students needs to be selective: conveying what needs to be known in order to understand a certain set of problems. Generosity might on the contrary lead to oversharing - and thereby ultimately inhibit understanding. Teaching understood as an economy of knowledge is quite the opposite of sharing: It starts with simplification (and thus restriction), and then is revised/extended/differentiated-out on a need to know basis when approaching more complex problem sets. This of course is not the perspective of the philosophical analogy suggested in the comment above (egoism/altruism). One might claim that a generous intention to share is the prerequisite, but a self-restriction in sharing the necessary constrained as method. But non-altruist teachers might succeed as well, since they limit information from the onset, so I think the prerequisite (generosity as intention) can neither be generalized as a necessary nor as a sufficient condition.
Absolutely. The teacher does not only impart knowledge. Teaching becomes effective when the teacher works to supervise his learners.
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