Helping with Adventurer Party Management - Chapter 147

In the end, I decided to send the three deacons home that day. They wouldn’t be able to participate in the lecture while remaining downcast.

After returning to the workshop, I ponder how to proceed moving forward. I can’t quite discern Priest Nicolo’s intentions, but even if those three are dismissed, replacements will likely be sent.

I also have points for self-reflection. Although I have scolded them this time, their common sense differs from mine. Additionally, I want to avoid being on the front lines each time and incurring pointless grievances from students.

The lecture format isn’t suitable for those who, like the deacons, are confident in their intellect and have high self-esteem. As long as they think they are smarter than the instructor, they won’t take the discussion seriously.

Moreover, the format they have likely learned, which involves memorizing sacred texts and debating based on those texts, is similar to legal studies. They probably haven’t had many opportunities to study mathematics or statistics. I need to bridge that gap going forward.

However, they also have their own pride. While I want them to be aware of their shortcomings, denying everything will only make them stubborn and resistant to accepting new ideas.

Therefore, I need to use my intellect to devise a new approach to learning that will work for them. I organize the requirements for the new learning approach:

• The deacons have received education based on legal studies and debate, so the lectures will focus on discussion.
• They have been trained to confront and defeat opponents in debate, but they need to learn to foster cooperative relationships..
• They need to learn about practical matters such as market prices and labor costs.

It becomes clearer when listed all together. This is well-suited to case-study learning.

Once I realize that, it is quick to move forward. While discussing rural examples with Sara, I complete writing the text.

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A few days later, a messenger from Priest Nicolo arrives, informing me that the second lecture will be held at the same church in the second district.

The three deacons attending are the same as last time, but they seem tense. Perhaps they have been reprimanded by Priest Nicolo, or they are afraid of being scolded by me again.

In either case, I want them to show respect, but I do not want them to be unnaturally fearful.

I decided to make the first move. “I am glad to see you all again. It seems there were some shortcomings on my part last time.”

When I start with that, they show signs of confusion.

I seat them and present the materials, then address them.

“From now on, we will change our approach. I have prepared some materials. Based on these materials, you will work together to devise a plan for developing the rural areas. Feel free to ask anyone anything. Move around, use your hands, ask people, research in libraries, and discuss to come up with answers. The duration for this task is one week from now.”

After stating that, I fall silent, and they appear bewildered and remain silent.

They probably expect me to teach them everything. The deacon named Adelmo raises his hand hesitantly and asks, “Master Kenji, we heard that you would…”

“Please, there’s no need to be so formal” I corrected him.

“You said you would impart knowledge to us.”

“Yes, that’s correct. I have considered various methods and determined that this approach is the most suitable. Are there any other questions?”

“But we have no experience with such matters of the marketplace. Isn’t that why you were hired?”

“No, that’s not the case. I was hired to educate you so that you can handle marketplace matters yourselves. I was not hired to work as a substitute. Please make sure not to misunderstand this.”

They must realize that I’m not going to back down. The three deacons reluctantly begin to read through the case study materials I provide.

“Hmm, developing a village with 140 people? I wonder to what extent it should be developed.”

“Hm? The records from the authorities show a recent bountiful harvest, but doesn’t the amount of stock not add up?”

“What’s this? The number of young people is quite low. Where could they have gone?”

They read the materials quickly, as expected. The problem is that, while they individually read and raise questions about the materials, they are not sharing their findings, dividing tasks to read the materials efficiently, or discussing the meaning of differing numbers between the documents. There is no teamwork whatsoever.

Sara whispers to me in a small voice, “Hey, why aren’t those deacons consulting with each other? Also, if they want to know the price of wheat, shouldn’t they go to the market to find out?”

Exactly. I’d like to ask them why they aren’t doing that.

However, they need to realize that learning involves not only acquiring knowledge but also, even if it seems indirect, coming to understand these things. Teaching also tests one’s patience.

I hold back the urge to sigh and watch as the three of them sit there, reading the materials.