Yep, defining memorization as learning "isolated" facts presupposes that the teacher is too lazy to draw connections in the classroom and explain the relevance

Yep, defining memorization as learning "isolated" facts presupposes that the teacher is too lazy to draw connections in the classroom and explain the relevance of what the students are learning. It defines memorization as something that only an incompetent teacher would utilize, like defining engagement with primary sources as having students read material in dense technical or archaic language they don't understand, without assistance, or defining classroom discussion as asking the students to talk about the material and then going to the teacher's lounge to have a cup of coffee. No teacher would defend the use of techniques framed that way.