One challenge is just the sheer amount of material, and lack of
consistency, in even the minimal FAA documents.

For example, the glider PTS requires knowledge of
"turning slips to a landing." Until Judy pointed this out, I
didn't even see it. Pages 7-36 and 7-37 of the Glider Flying Handbook
don't seem to even acknowledge this. 61.87(i)(17) just says
"slips to a landing."

So the references and PTS don't even match up. I've found over
a hundred specific inconsistencies between examiner handbooks,
CFR, GFH, PTS, forms, etc. Given the sheer volume of material,
this doesn't surprise me. Even the GFH is internally inconsistent.
Slips are defined in several places DIFFERENTLY.

I look at all of the stuff, and the detail, and at some point
pick up "The Joy of Soaring" and just hand that to a student.
Digestible, consistent, fundamental, focused.

In article .com,
wrote:
Thought this was an opportunity to start what might be an interesting
thread regarding soaring instruction. Using your aside as a
springboard, I'll ask the group: "Is soaring instruction adequate to
produce safe, knowledgable soaring pilots." I bring this up, first to
echo Burt's observation of the RAS penchant for mis-information, and as
an opportunity to point out to Burt that the contributors to this
group are the product of soaring instruction.

During my 10-year tenure as a CFIG, I was astounded by the lack of
knowledge and skill demonstrated by FAA certified glider pilots. And
even more astounded by the lack of knowledge demonstrated by some CFIs.
For example, I found that most glider pilots are unable to slip a
sailplane (if we measure competency as the ability to differentiate the
uses of a slip and maintain directional control and speed). I also
found that many pilots demonstrated a marked inability to maintain
coordination at critically low airspeeds, were unable to clearly and
quickly name the signs of an impending stall, and failed to observe
many of them while practicing flight at MCA.

I'm not saddling a high horse here... as an instructor I stressed over
how much a student needed to know versus the need to let him go keep
learning for himself. However, the lack of knowledge demonstrated by
many pilots exceeds what might be forgotten over the course of a season
or two of inactivity, pointing instead to a poorly laid foundation.

Teaching others to fly is a privelege... but carries with it a solemn
responsibility. Are instructors, in part, to blame for the
mis-information we see on RAS? Is it a matter of poor instructors, or
is it possible that the standards used for teaching are inadequate?



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Mark J. Boyd