So you get students who can parrot what they memorize but cannot think, reason and solve new problems. Maybe that's OK for philosophy and sociology, but in oth

So you get students who can parrot what they memorize but cannot think, reason and solve new problems. Maybe that's OK for philosophy and sociology, but in other fields students will be actually asked to contribute to the world and so must be trained to do rather than to memorize. Except for scholars (who are primarily historians) what of philosophy and sociology is worth remembering anyway? Most of philosophy was written before Darwin and certainly before any significant brain science research was done. Much of sociology is also questionable: https://www.google.com/search?client=opera&q=half+of+sociology+studiea+are+wrong&sourceid=opera&ie=UTF-8&oe=UTF-8 https://www.google.com/search?client=opera&q=half+of+sociolo... The only reason education focuses on memorization is because in 1892 a committee chaired by the President of Harvard decided that high school education in the USA should prepare students for collegiate study in particular subjects of his choosing. Should we, today, continue to follow the direction of those professors, who were only interested in ensuring that, when students arrived at their departments, they were sufficiently indoctrinated to be scholars in their fields? https://kamccollum.wordpress.com/2008/06/05/school-is-profoundly-broken-roger-schank-visits-byu/ https://kamccollum.wordpress.com/2008/06/05/school-is-profou...