The Academy’s Weapon Replicator

Chapter 449 (2) – The Academys Weapon Replicator

Immediately after Carla checked the last question.

Carla summoned all the magic theory teachers.

It was the second meeting she attended herself.

“There is a slight, no, a big problem with the last question Professor Frondier asked.”

Carla explained the contents of the last question to the teachers.

After listening to the explanation, all the teachers were surprised and checked the question again. And soon they could clearly see what this problem meant.

“Oh, no! Professor Frondier! This is not a solvable problem!”

“To point out the contradiction of the theory and ask the students who have learned the theory to explain the inaccuracy and the reason for the theory……!”

All the teachers expressed their difficulties.

“What happens if you give students a question like this? A question that no one can answer is nothing more than tormenting the students.”

“You’re asking for an answer you never taught them!”

Frondier, who had been listening silently, spoke.

“This is a different question than giving an answer you already know.”

Frondier looked around at everyone and said.

“What we need to teach students is not the answer to the problem, but the ability to solve it.”

“However, Professor Frondier, that is too idealistic. This is a failure of difficulty.”

“You don’t have to get the perfect answer right.”

Frondier picked up a pen and drew a question mark on the paper.

“The most important quality for a wizard is the ability to think. It is more important for wizards to solve unknown problems than to write down the answers to known problems.”

“But in this case, there is a high probability that students will not even be able to approach the correct answer.”

“Even if it’s not the right answer, if there are traces of logical thinking, I will give points. That’s why it’s descriptive. Even a single line is fine. Just by recognizing the trap in this problem, I will give enough points.”

This problem is a trap in the first place.

A combination of techniques with clearly stated effects and the orthodox theory itself. The illusion that magic will surely be activated if you just follow this.

If you don’t get out of this trap, you will end up listing the effects of the technique.

Just knowing that ‘it is not’ is a passing score.

At Frondier’s words, one teacher scratched his head and said.

“Is there an answer to this question?”

“Isn’t this a problem that needs to be verified before giving it to students……?”

Another teacher agreed.

However, Frondier looked at the two of them and said.

“Of course there is.”

“Th-there is an answer?”

“Yes. No matter what, I won’t give a question that doesn’t have a right answer.”

At those words, everyone, including the two teachers, fell silent.

And again the meeting became noisy.

The sound grew louder and louder, reaching all the way outside the conference room.

“What’s going on? Has the conference room ever been this loud?”

“Considering the timing, is it because of the exam questions?”

“Is there any need to be angry about something like that?”

Teachers who were not related to magic theory tilted their heads at the voices coming from the conference room.

Indeed, some pretty harsh words were being exchanged.

In fact, the reason why the teachers are reacting so sensitively is because none of the teachers realized that there was a problem (?) with the problem Frondier gave. It is also a matter of pride.

Practical teachers like Elodie only knew that something had happened because of the noise coming from the conference room.

Elodie, too, didn’t know exactly what had happened, but she knew Frondier had done something. He had gathered all that knowledge in the workshop, organized and integrated it, and came up with a problem, so how could he not?

And when the conference room became so dizzy that she couldn’t tell who was saying what, Carla finally stepped out.

“Professor Frondier.”

“Yes.”

“This is eliminated from the regular problems.”

Carla’s decision was firm.

“I understand your intention and that you were faithful to the quality of the problem itself, but such a grading method will be difficult for students to understand. And grading that they don’t understand doesn’t give students a chance to learn. It wasn’t even foreshadowed that this kind of problem would come up, and students have to be convinced of their grades.”

“……I see.”

“Instead, let’s put this problem as an appendix that is not included in the score. Professor Frondier, you want to see the students’ will to solve problems, right? It doesn’t have to be included in the score.”

Frondier nodded.

It is true that there is a point where he was only obsessed with the quality of the problem. No matter how good a problem is, it will not help students who are not prepared to accept it.

Just as uttering the right argument is not persuasion. In that respect, Carla’s point is certainly correct.

“I understand. My thinking was short.”

Frondier admitted it coolly. In fact, it didn’t matter if it was reflected in the exam score or not. It was enough to appear in the exam.

And after the midterm exams, the day the grades came out.

“……Hahaha!”

Frondier laughed out loud. Everyone in the staff room was surprised to see it.

It wasn’t uncommon for him to laugh really cheerfully, out loud.

‘As expected.’

Frondier was looking at a test paper.

‘There was a child who was prepared.’

In that last question, there was a sentence that seemed to have been scribbled in haste.

[Drawing a three-dimensional technique on a flat surface…]