It has been observed that teachers who use rote learning, don't help their students to analyze and draw conclusions properly. What are the historic implications of this method?
Thank you Steven. I believe that if we consider educational contexts, in poor areas in Latin America, Africa, and various other places in the world, we need to view rote learning from another perspective. A historic view I believe is missing a part that we can find nowadays. I hope other people can help adding something. Thank you Steve and you all in advance.
Rote learning builds a considerable part of the learning environment here in Thailand. This holds for primary and secondary schools as well as for tertiary studies. Early schools were temple schools run by monks, who were and are still highly respected in Thai society. There was no room for critical thinking, so the teaching method was learning by heart what the monks taught. Unfortunately, this is still a significant part of learning efforts of Thai students.
On the other, it's clear to me that we need rote learning for some areas, e.g. learning how to write (stroke order and shapes) or to count, also vocabulary (and the pronunciation of English words, which is so irregular that we have to learn it by heart).
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