Incidentally, am I to take it that you have forgotten telling me how wrong it is for me to analyse- and that I would do better if I returned to an approach that taught me nothing about technique or tonal control?
I very much doubt that this is what I said, nor is it what I mean.
It is not "wrong" to analyze, but it may well be unhelpful or unproductive, especially if one's analysis does not reflect the reality of what 's going on, and/or interferes with natural movement.
And it is certainly not better to return to an approach from which you learn nothing, and this could be the fault of the student, the method or both.
I am not a teacher, per se, but have helped a few people over the years with a few piano basics -- adults who wanted to learn, though these particular ones did not have much natural talent, though they did have work ethic and desire.
I learned early on that talking about anatomy in any terms but the most basic with which they were already familiar, was absolutely confusing, frustrating and counter productive!
What did help was to demonstrate for them use of our "levers": first the finger, then the hand, then the forearm, and I left out the upper arm for the time being.
This seemed to make piano playing an attainable goal that "made sense" out of their human machinery. And not only that, but illustrated that there were different choices in how to make sounds at the keyboard.
I'd have them do a healthy movement with one finger at a time, a good little "hit" on the key with a full finger stroke (NO CURLING), then I'd have them produce sound by playing with the wrist and finger, then with the forearm, wrist and finger, noting that the introduction of each bigger "lever" was slower though more powerful.
The goal was to get them physically familiar through muscle training/memory what it felt like to produce a certain sound, and how they achieved it.
And I was surprised by how difficult this was for them, i.e. to isolate these different basic movements and do them on command.
But eventually, through this "teacher/apprentice" system of demonstration, basic and easily understood information, and immitation, they started to get it and feel more "at ease" at the instrument, and the possibility of actually "playing something" appeared on their horizon.
As learning progresses, more analysis can be introduced, but never undermining or confusing the
reality of "where the rubber meets the road," or in this case, "where the fingers meet the keys."
It is no surprise then, that many accomplished pianists, professional and amateur, really cannot explain how they do what they do, nor do they particularly care to.