Wizard: Unlimited Profession Slots Chapter 1318 - 524: Engineer and Artist (Part 3)

Facing Hillas’s aggressive attacks.

Ron maintained a gentle expression on the surface, but internally he was quickly calculating interests.

As expected, it came.

He had long anticipated such voices of doubt.

In fact, when formulating the teaching strategy from day one, he had carefully considered the controversies that "individualized teaching" might bring.

But this is exactly the result he wanted.

I can certainly master integrated bulk teaching.

Ron calmly analyzed in his heart: But in that case, any experienced master could replace me.

Vinard did not bring me here to become a mere schoolmaster.

His gaze subtly swept over the other masters in the conference room.

Most of these people adopted traditional standardized teaching methods, which, although stable and reliable, meant a high level of interchangeability among them.

What Vinard truly needs is a ’discoverer’ who can unearth mixed-blood geniuses.

As long as I can prove myself to be irreplaceable in this aspect, I can ensure my core position in the colony.

Besides, this personalized teaching process is also the best way to enhance one’s own abilities.

The "resonance" theory learned under the guidance of the Extraordinary Comprehensive Guide is being transformed into real skills through teaching practice.

Achieving multiple gains, Ron chuckled inwardly:

I can ensure my position, enhance my strength, and obtain Vinard’s continuous resource investment.

Thinking of this, he slowly stood up.

"Master Hillas’s data analysis is indeed very professional."

Ron’s tone was as gentle as spring rain, but those familiar with him knew that this gentleness often preludes a more intense counterattack:

"However, before we discuss the pros and cons of teaching methods, I would like everyone to consider a more fundamental question."

He looked around at each master in the conference room, his voice unhurried:

"Everyone present is deliberately chosen by Professor Weinard as educational talents.

So may I ask, what criteria did the professor use to select us?"

This question made Hillas frown slightly.

He vaguely sensed a trap in the other’s words but couldn’t find a flaw for the moment.

"Of course, teaching ability and professional acumen." A young master answered.

"Correct." Ron nodded in agreement, then shifted his tone:

"Then, if Professor Weinard only needs the ability to ’mass-produce qualified Wizards,’ why doesn’t he recruit more experienced standardized teachers directly from the academies of the Main World?"

"With the professor’s resources and prestige, he can completely assemble a teaching team composed of dozens of seasoned masters, adopting the most mature assembly-line education model."

Murmurs began to rise in the conference room.

Ron’s words touched upon an issue that everyone knew in their heart but rarely discussed publicly.

Very good, successful guidance.

Ron nodded with satisfaction in his heart.

This technique of "first acknowledging the rationality of the other’s viewpoint, then redefining the question from a higher dimension" is precisely the subtle rhetoric he learned from the Extraordinary Comprehensive Guide.

Ella keenly sensed the deep implications in Ron’s words.

As the administrator of the colony’s affairs, she naturally understood that Vinard’s real needs were far more complex than they appeared on the surface.

This young man is indeed very smart, Ella evaluated inwardly:

He’s not defending his own teaching methods but is redefining the framework of the entire issue.

"Master Hillas mentioned an important issue—replicability."

"I admit that my teaching method cannot be replicated like an assembly line."

He paused for a moment, allowing this transition to settle in the air:

"Who says we need to replicate the teaching process itself?"

This statement puzzled everyone present.

"What we truly need to replicate is the ability to discover and cultivate special talents."

"Specifically," Ron continued to expand his theoretical framework:

"I propose establishing a ’Talent Identification and Directed Cultivation System.’

"First, develop a standardized talent assessment process to quickly identify each apprentice’s area of expertise;

Secondly, design corresponding cultivation plans for different types of talents;

Finally, train a sufficient number of professional masters, each responsible for guiding apprentices of different types."

Hillas furrowed his brow: "That still seems overly complex..."

"Complex yet efficient," Ron interrupted before he could finish:

"Master Hillas, may I ask, when refining a perfect Magic Crystal, is it better to use standardized industrial processes or to let a professional Alchemist handle it according to the traits of the raw stone?"

This analogy left Hillas momentarily speechless. As an Enchanter, he certainly understood the value of individualized processing.

Beautiful counterattack, Ella silently nodded in her heart:

Using the domain most familiar to the opponent for comparison, this rhetorical skill is indeed brilliant.

But Hillas quickly found a new angle of attack:

"Mentor Ralph, your theory sounds wonderful, but the problem is, we don’t have enough ’professional Alchemists.’"

"You just mentioned training a sufficient number of professional masters, but where are the trainers for them? In the entire colony, how many masters can provide individualized guidance like you?"

That indeed is a sharp issue, Ron admitted in his heart: but this is also the effect I want.

He feigned deep thought for a moment, then slowly spoke:

"Master Hillas mentioned the problem of resource scarcity, which is indeed a real difficulty."