Every technological breakthrough produces two kinds of reactions. The first is excitement—often exaggerated. The second is fear—almost always misplaced. Artificial intelligence is no exception. As large language models and memory-augmented systems advance, a familiar claim resurfaces: that university teaching and research will soon be automated away, and that professors will become obsolete. This argument misunderstands both artificial intelligence and universities. More importantly, it misunderstands knowledge itself.
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Education as Commitment: Methodology, Professional Ethics, and the Responsibility to Guide
In my approach to education, I have long held myself to a simple rule: respond to every student within forty-eight hours if I am not overloaded. No matter how demanding a week becomes, I refuse to allow a student’s question to disappear into silence. Education is not merely the act of lecturing or delivering content; it is the practice of showing presence, of demonstrating through action that every concern, every confusion, and every step forward truly matters.
Continue readingAttitude, Curiosity, and the Formation of Serious Scholars
In many situations, attitude is decisive. This is not a motivational cliché, but a structural fact about intellectual life. Over the years, when I speak with younger scholars in the Austrian School—particularly in Spain—I repeatedly observe a striking pattern. Those who listen attentively, reflect carefully, and actually put suggestions into practice tend to achieve excellent results. Their academic trajectories advance more quickly, but more importantly, they grow as individuals. Their confidence deepens, their intellectual independence strengthens, and their capacity for judgment matures.
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William Wang 