Learn your ABCs, teach the Table Periodic, discover to tell no when. Which are activities for memorization and which are teaching? And does it create a distinction how you acquire expertise as soon as you stuff it between the eyes into the gray matter?
According to Oakland high school teacher and tutor, Ben Orlin, it seems that “Memorization is a front path: it goes parallel to the finest components of teaching, never crossing. It’s a detour around all the practice, a way of knowing without teaching, of responding without comprehension.”
Often and clearly, the significance of ‘ memorizing ‘ is described as ‘ to stick to remembrance. ‘ The concept of ‘ memory ‘ was defined as the authority or mechanism to reproduce or recall what was learned and maintained, particularly through associative processes.
Simply indicated, learning encourages comprehension, which can then be stored as a guide for future teaching in one’s memory banks. It allows an individual to clarify the nature of something in their own words by grasping the fundamental significance, intent, and idea behind an experience, concept, or philosophy.
Memorizing literally sets forward thoughts; teaching offers trained interpretations. Memorizing doesn’t generate ideas; it just shops them for use in the future. Learning extends what it is, into what it might be. Why does it matter as soon as facts are thrown into our brain? Facts are facts regardless of the method of entry, correct? Not precisely. Suppose you have any project for a minute, or set of facts, that are essential for completing a specific project.
In your job, the facts you have in mind have led you to an uncharted crossroad, with advancement depending on the next choice, or series of choices you create. Without a’ factual’ roadmap to guide you-something you’ve memorized-on what basis do you decide if you haven’t’ learned’ how to build, schedule or operate without that roadmap? How do you access unmemorized understanding?
Think of memorization as a fundamental pillar of thought and intervention. They provide raw source content that can materialize’ taught’ ideas. Then fresh ideas, experiences, and strategies can be memorized for thought evolution from these learned ideas. Call it the learning cycle; the method of knowing the facts to broaden their significance.
“Memorizing information is valuable, but only if you can make sense of the information and put it in a useful context. Isn’t it much better if we can attach something tangible to that information?”-Kenneth C. Davis, author of Don’t Know Much About Geography: Everything You Need to Know About the World but Never Learned.
Of course, the debate between memorizing and teaching, like most stuff, can come down to a point of view and use. Memorizing statistics for passing exams can be helpful for learners in the teaching phase, even if those facts are forgotten soon after school.
Comprehension of the’ why’ and’ how’ of facts is essential for those in the true globe to create fresh paths of knowledge and ##s. Learning must start from a strong base in all its types. Learning would have no structural cornerstones on which to construct the future without the memorization of personal consciousness. And so the process is going on.