I am sure that the words you use are clear to you......though many of them have multiple meanings depending upon the context in which they are framed and the environment they describe. That is ok because I have to use them framed in my environment and context.
Much of what I was shown and taught comes from the same line as yours, so we have similar starting point. As for the drills and tests taught back then......I am just now getting the substance to place on the frame work. I have gotten bits and pieces from a number of people over the years and I struggled to incorporate these clues into a patchwork of this and thats. It is only been lately that with the help of friends like John Clodig and Dan Hardin that I have kind of reached a tipping point and can make some sense of out the drills we got 35 years ago. And in looking back it is clear to me that we were not given all of the tools...and people were asking then...... so the question remains.....did these teacher know the answers and not pass the information on or did they them selves not know..... You decide.
I think the approach here should be inquiry between peers.....then both the teacher and the student...all teachers and students...benefit. I don't see enough of this.
Interesting that you point out your history for I understand it only too well.
Most times, and I mean most, on meeting other Aikidoka or other martial artists over the years they too had little reality on Ki and non-resistance and how and why. Having learned apparently differently to them I therefor put it down to bad teaching for many years. Now however I would say it's a matter of both sides of the coin both teacher and student. Students may say they were never taught and teachers may say such students would never study enough.
However each case is different. A person can know and demonstrate and yet not be so good at getting it across to others. So in this case it's not a matter of not knowing the answers but more of not knowing the differences in the different students and how to get them from their point to the desired point. On the other hand a student may not want to do the things the teacher says because they are in a hurry or many other reasons. Either way it slows progress. Many reasons for how things get lost and omitted.