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No, it's not a false dichotomy. Yes, you need to build knowledge via a body of memorized facts, but "the education system" currently hyperindexes on rote memori

No, it's not a false dichotomy. Yes, you need to build knowledge via a body of memorized facts, but "the education system" currently hyperindexes on rote memorization, which only works for some types of learners, not all. This assignments requires applied critical thinking and applying tools (yes, including memorized knowledge) to evaluate a paper. This requires working with multiple tools, and will also help the student retain more knowledge; perhaps more than just with rote memorization where you just "discard" the knowledge after your exam (by not interacting with or keeping up with it).

tablespoon 4y ago
> No, it's not a false dichotomy. Yes, you need to build knowledge via a body of memorized facts, but "the education system" currently hyperindexes on rote memorization, which only works for some types of learners, not all. Honestly, that's not how I recall it. Maybe it's changed, but I internalized "memorization is a waste of time," and I'm pretty sure I picked that up at a young age from teachers (though I could have misunderstood/overgeneralized).
curiousllama 4y ago
> "the education system" currently hyperindexes on rote memorization Which education system, and in what subjects? I recall quite the opposite (rando public schools in the US). In hindsight, I would have benefitted a lot from simply memorizing more things. My freshman calc grade would've been a lot higher if I had bothered to memorize trig identities in HS. Sure, I could derive them, but I had to notice "this is an identity" first - the lack of memorization actually hindered my intuition.