Theory and Practice Combine

 Theory and Practice Combine

Introduction and Philosophical

Considerations

The goal of this book and its predecessor, Se­ inexact phrase, as an abstract characterization

crets ofModern Chess Strategy (`SOMCS'), is intended to bring the reader some sense of unity

to describe modem chess and in particular the with regard to some modem ideas and prac‑

changes that the game has undergone over the tices. Of course, as an abstraction it lacks es‑

years and is undergoing today. Right away it is sential force and is fairly meaningless without

important to stress that I have mainly concen­ scores of specific examples and explanations,

trated on what players (especially masters) are as given in SOMCS and now in this book. A

doing, i.e., what strategies and ideas they are similar case arises when a chess author pro‑

employing. To a lesser extent I am also con­ motes the virtues of 'harmonious play' or 'har‑

cerned with what players are actually thinking monious interaction of the pieces', as many

when they employ these strategies. Therefore, middlegame writers have done. This is hardly

although this Introduction deals mostly with useful by itself; I suspect that if you asked even

philosophical issues, the heart of both books re­ beginners whether they thought that harmoni‑

sides in the games and examples presented and ous play was desirable, they would probably

not in generalities.      agree that it was. 

The author's task in that case

I must also stress that in this work I am not would be to provide many examples of harmo‑

describing, much less promoting, any method nious (and not so harmonious) play, describing

of teaching. The book makes no claims about what that means in each situation with as much

how the beginner should learn, nor how the detail as possible. In a similar fashion, I have

1200 player or 2200 player should improve. discussed the ascendance of concrete thinking

That clearly involves factors other than the ways in modem chess, as opposed to reliance upon

in which advanced players think. So one can general considerations, by giving large num‑

form virtually any kind of pedagogical theory bers of annotated examples. Those examples

based upon this work; but, since I emphasize with their corresponding explanations are the

ambiguities rather than certainties, I doubt that essence of the book, regardless of whether they

most teachers will find it more than partially fit into a general model. However, since the

applicable.    philosophical side of SOMCS attracted so much

With those disclaimers, let me gingerly touch attention, I will try to expand upon and clarify a

upon some philosophical matters. In SOMCS I few points before getting to the core of the ma‑

introduced the phrase 'rule independence', which terial.

was meant to describe the attitude of modem     Probably the most important distinction that

players towards decision-making, and in partic­ I should make is between (a) the belief that

ular with respect to certain topics in the book. I valid rules exist and (b) the idea that there are

came up with that expression, an admittedly specific generalities that are losing relevance in