I suppose this was rhetorical, but I don't think most people will get a very relaxed start from such a conversation. Think Maslow: a new learner is preoccupied with security issues. Asking the student to let go of the modicum of control he or she has attained goes against everything I believe about good teaching.
I think your comments accord with everything I've observed in ski teaching. If you can somehow control the learning environment (in the broadest sense) to remove the perception of fear then people tend to learn and progress. This comes in part from developing skills but also as a result from attaining a comfortable familiarity with the terrain and other characteristics of the situations they are put into. Familiarity tends to remove uncertainty and perceived threat so that progress is achieved, not through "leaps and bounds" (but not excluding epiphany) but through a gradual accretion of awareness. Asking someone to do something that all of their experience has taught them is dangerous to their well being is potentially counter productive.
As an aside, it seems to me that this development of comfort through familiarity works even in what you might describe as extreme conditions. For example on very steep terrain, lets say in excess of 45 degrees, by actually walking progressively further up the slope and skiing it successfully the perception of risk is altered and the skier learns to feel comfortable with both the terrain and his skills, whereas, if you were to take that person to the top of the slope and ask that they ski down it, the response would be fear and uncertainty, regardless of your personal assurances that they had the skills.The skier's development cannot be regarded as confined to technical skills alone and an awareness of the psychological dimension of their learning ought to be in the forefront all the time.
This still begs the question of how you bring the student to this point in their development, if falling really is what you want to encourage?