Chapter 1339 - 530: Marinated Thoughts_3
Chapter 1339: Chapter 530: Marinated Thoughts_3
"Display our skills in Magic Potion Making and plant cultivation, using technology in exchange for resources and trust. This way, we can obtain what we need without creating hostile relations."
"Cultural exchange is more important!"
Another student added, "Language, art, religion... Understanding each other’s Spiritual World is more valuable than mere material exchange."
Hillas quietly observed the debate from the back row.
He noticed that the students’ way of thinking was unexpectedly mature and diverse.
No one proposed a simplistic ’one-size-fits-all’ solution; everyone considered the long-term consequences and complex impacts of their actions.
"Very good, now let’s delve a bit deeper."
Ron added more details on the blackboard:
"Assume this Otherworld race believes in a ’collective consciousness’ philosophy, where the individual’s value is only realized when serving the collective. Meanwhile, our Wizard Civilization emphasizes individual independence and self-realization."
"How do you handle such a fundamental conflict of values?"
This is essentially a paraphrase of the ’Vital Dilemma’ faced by Cassandra.
The classroom fell into a brief silence.
The complexity of this issue far surpassed the earlier simple strategy discussions.
Lira was the first to speak, her voice carrying a cautious deliberation:
"Maybe... the two value systems are not necessarily completely opposed?"
As she delved into deep thought, her third eye flickered slightly:
"If individual self-realization comes at the cost of harming the collective, then it is indeed selfish. But if individual growth can, in turn, promote collective prosperity, then the two can coexist harmoniously."
"The key is finding a balance," Gareen added:
"We can show them that individual creativity and independent thought are actually crucial driving forces for collective progress. Their collective spirit of collaboration can also help us build a more stable social structure."
Hillas felt somewhat uncertain in his heart.
These mixed-blood apprentices, not yet adults, were discussing profound issues at the level of civilization.
The depth of their thinking even surpassed that of many adult wizards.
Even more impressive was their way of discussion:
No one tried to forcefully persuade others; everyone listened carefully to each other’s views, then supplemented and improved upon them.
This collaborative thinking process itself showcased a high level of wisdom and maturity.
Ron on the podium also nodded secretly.
Very good, these mixed-blood apprentices have been thoroughly marinated in his thoughts...
No wonder the Wizard Academies in the Main World tend to nurture from a young age.
These children, mostly around sixteen years old, indeed have greater plasticity.
"Sied, what do you think?" He continued to guide the discussion.
The Danasu Race mixed-blood boy thought carefully for a while:
"I think... maybe we should first ask a more fundamental question: Why do we want to change them?"
This retort silenced the entire classroom.
"If their civilization model functions well, with happy people and stable societal development, what right do we have to ’correct’ their values?"
Sied’s voice became more firm:
"True civilization exchanges should be about mutual learning. Perhaps what we learn from them will be more valuable than what we teach them."
Hillas put down his recording pen.
He realized he had become completely immersed in this discussion, forgetting his initial intent to ’pick faults.’
The questions these young people were exploring were far more profound than the simple ’how to conquer.’
They were pondering the essence of civilization, the relativity of values, and the importance of respect and inclusion.
Most crucially, Ron did not indoctrinate the students with any standard answers.
He merely posed questions, then guided the students to think, explore, and draw conclusions themselves.
This teaching method not only imparted knowledge to the students but also endowed them with the ability to think and the insight of wisdom.
"Now, let’s look at the answers from history."
Ron activated a holographic projection, displaying several major civilization contact events in the history of Wizard Civilization:
"During the first intensive contact, we chose isolation and defense, resulting in long-term opposition and fear..."
"In the trade agreement with the Elf Court, we based it on mutual benefit and ultimately achieved a win-win situation..."
"In the technology integration with the Dwarf Kingdom, we respected their traditions and gained valuable allies..."
Each historical case validated certain points made in the students’ earlier discussions.
But at the same time, new issues were revealed.
At the end of the lesson, Hillas found himself with a renewed understanding of the development history of Wizard Civilization.
Previously, he focused only on technological progress, never deeply pondering the philosophical significance and ideological conflicts behind civilization expansion.
As he left the classroom, he wrote in his evaluation report:
"The teaching method indeed has unique advantages; it can effectively stimulate students’ mental vitality and philosophical deep thinking.
Discussion-based teaching is significantly superior to the traditional knowledge transmission model in cultivating innovation capabilities."
After writing these words, Hillas stopped his pen and stared at his evaluation.
For the first time in ninety-three years, he began to doubt whether his long-held teaching philosophy was too rigid.
Perhaps real education is not about telling students what is right, but teaching them how to think about what is right.
As night fell, the middle-aged wizard, with strands of white in his hair, walked alone on the path leading to the dormitory.
He recalled the original aspiration he had when he first became a wizard:
It was not to become a transporter of knowledge but a spreader of wisdom.
But when did he become satisfied with teaching fixed answers and forget the responsibility of inspiring thought?
That night, Hillas Delavin began a revolution deep within his heart.