English Version
Abstract
Teachers should emphasize the educational importance of understanding, but not at the expense of overlooking the importance of memorization skills. Currently, mainstream educational theory embraces such attributes as insight, creativity, inquiry learning, and self expression. But such emphases lead to a bias and under-appreciation of the role of memory in learning. Students cannot apply what they understand if they don’t remember it. Moreover, a good memory expands the repertoire of cognitive capabilities upon which new understandings can be developed and expedited. Effective thinking does not occur in a vacuum. I advocate adding another “R” to the “three Rs”: Reading, wRiting, aRithmetic, and Remembering. This paper attempts to show teachers how they can help students become better learners — and better thinkers — by improvi ng their memorization skills
Teachers should emphasize the educational importance of understanding, but not at the expense of overlooking the importance of memorization skills. Currently, mainstream educational theory embraces such attributes as insight, creativity, inquiry learning, and self expression. But such emphases lead to a bias and under-appreciation of the role of memory in learning. Students cannot apply what they understand if they don’t remember it. Moreover, a good memory expands the repertoire of cognitive capabilities upon which new understandings can be developed and expedited. Effective thinking does not occur in a vacuum. I advocate adding another “R” to the “three Rs”: Reading, wRiting, aRithmetic, and Remembering. This paper attempts to show teachers how they can help students become better learners — and better thinkers — by improvi ng their memorization skills
I have a faculty colleague who chastised me for writing a book for students on how to improve memory (Klemm, 2004). This colleague thinks that education should be all about understanding and using knowledge to solve problems. We need, he says, to teach students how to think. This colleague is like so many teachers these days who emphasize insight, creativity, inquiry learning, communication skills, and the like. In science education, inquiry learning is all the rage (Layman, Ochoa, & Heikkinen, 1996; Martin, Sexton, & Franklin, 2004; Inquiry, 1999). In the process of educational reform, the reformers discount the importance of memory.
I agree that the ultimate goal should be to teach people how to think, solve problems and to create. Central to these capabilities, however, is the ability to remember t hings. The more one knows (remembers), the more intellectual competencies one has to draw upon for thinking, problem solving, and even creativity. Society does not need a work force of trained seals, but it does need people with knowledge and skills. Knowledge and skills are acquired through memory.
Journals for full download on the link below
I agree that the ultimate goal should be to teach people how to think, solve problems and to create. Central to these capabilities, however, is the ability to remember t hings. The more one knows (remembers), the more intellectual competencies one has to draw upon for thinking, problem solving, and even creativity. Society does not need a work force of trained seals, but it does need people with knowledge and skills. Knowledge and skills are acquired through memory.
Journals for full download on the link below
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