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<blockquote data-quote="Sparky McDibben" data-source="post: 9108953" data-attributes="member: 7041430"><p>Thanks for your feedback. You seem to having kind of a tough time right now, based on the tenor of your statements. I really hope that turns around for you!</p><p></p><p></p><p></p><p>Gotta say, I don't really like that. If you can just swap out your loadout every time, it has a few knock-on effects. 1) It devalues mid- and long-range reconnaissance, since you only need to know what's in the next room, not on the next level. So a variety of spells get much less effective. 2) If you have every spell known prepared, you're gonna get hit with massive analysis paralysis at medium and higher levels. 3) If you have every spell known prepared, it takes away a lot of the fun choices and tradeoffs I have to make as a wizard. </p><p></p><p></p><p></p><p>I love all of these! Thanks!</p><p></p><p></p><p></p><p>So I get around that by working with the player, leveraging the section in the DM that gives spell creation guidelines. But I would also argue that any act of research is inherently an act of synthesis - taking elements that were already there and remixing them to garner new insights. I disagree that wizards are inherently academics, or that they need to be research-based, though. I think wizards need to have higher learning because that higher learning helps in their work. Take Vance's work, for instance, where mathematics aren't magical, but can be used to describe and model magical effects - ergo, learning math is quite useful for a wizard. But the act of learning does not limit them to only learning (see the section about subverting tropes and expectations in my initial post). This may be why you don't think any of the flavor I mentioned reinforces what you see as the class fantasy - we fundamentally differ on what that fantasy is.</p></blockquote><p></p>
[QUOTE="Sparky McDibben, post: 9108953, member: 7041430"] Thanks for your feedback. You seem to having kind of a tough time right now, based on the tenor of your statements. I really hope that turns around for you! Gotta say, I don't really like that. If you can just swap out your loadout every time, it has a few knock-on effects. 1) It devalues mid- and long-range reconnaissance, since you only need to know what's in the next room, not on the next level. So a variety of spells get much less effective. 2) If you have every spell known prepared, you're gonna get hit with massive analysis paralysis at medium and higher levels. 3) If you have every spell known prepared, it takes away a lot of the fun choices and tradeoffs I have to make as a wizard. I love all of these! Thanks! So I get around that by working with the player, leveraging the section in the DM that gives spell creation guidelines. But I would also argue that any act of research is inherently an act of synthesis - taking elements that were already there and remixing them to garner new insights. I disagree that wizards are inherently academics, or that they need to be research-based, though. I think wizards need to have higher learning because that higher learning helps in their work. Take Vance's work, for instance, where mathematics aren't magical, but can be used to describe and model magical effects - ergo, learning math is quite useful for a wizard. But the act of learning does not limit them to only learning (see the section about subverting tropes and expectations in my initial post). This may be why you don't think any of the flavor I mentioned reinforces what you see as the class fantasy - we fundamentally differ on what that fantasy is. [/QUOTE]
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