Memorization, due to its strong correlation to the Data processing model by literature has been of fashion and even considered as an ailment in teaching an learning theories.
Also, because it is an end result, a finished product, and not an indication of understanding relations which are elements of learning etc it has been undermined.
However, 2 reasons tramp this argument
1) memorization might be possible only if at some degree these correlations are identified or experience (via synapsis)
2) memorization is a critical part of learning ! It can be said to be an indication of learning or an aspect of success outcome
Finally, memorization methods include some kind of tension
- teasing to false ontologies i.e. "i am a dog"
- mnemonic devices, usually with completely unrelated in substance reference
- humorous connotations
Some types of memorization provoking techniques are inadequate for education but are used in the media and entertainment quite effectively
Another main argument against the learning value of memorization or its suitability as a basis or important element in a theory of learning is that it only concerns a late stage of learning, that is recall. This is a stage in the end of the sequence of sub stages such as assimilation, awareness of problem etc. But one of the arguments above questions this, although literature has not given attention to these objections that seek to upgrade memory phenomena in learning
Also, constructivist theories have seen to eliminate memory phenomena since they are at the other "ideological end" of the spectrum: pre-set knowledge vs constructively, actively constructed by students which is presumed to the sole path to involving higher mental states such as critical thinking, evaluaction, creativity which are basic aims in the realm of education
Zoncita Del Mundo Norman thanks you. I suggest you try to understand better the scope of my question. rote memorization i believe is a stereotypized view of role of memory in learning
Zoncita Del Mundo Norman
Curent view of memorization role in learning is biased
There are 2 more arguments that make memorization's role in learning need to be revisited
** Maybe 30% of new learning necesitates some form of memorizatiins i. E definitions, types etc these have nothing with discovery
** memorization is a evidence of proper stance agaist a topic of learning- you have the right stance which is 30% of education al aims. Even if the stance is created by convinction it improves learning
Memorization is underrated, equated to extreme form i. E rote memorization and the bad consequences of this to education i. E students learn zero on some topics when active learning fails even when its best methods are adopted, something hidden from. Literature reports, are not admitted
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