4 ms·

I think the problem comes in the categorization of useful data versus trivial factoids. If you're going to spend time memorizing facts, they should be very use

• edw519 17y ago
  And who should be the judge of "useful", student or teacher? I've never had to run from a tiger (fortunately). But I'm sure glad I put in the roadwork to be healthy enough to catch a bus or pick up my luggage. If I didn't know any better I would have thought I was wasting my time back then.
• ken 17y ago
  The trouble is that I often don't know what a "useful fact" is even after I've learned it. I certainly don't expect to be able to figure that out before I've learned it! A segment I once saw on Reading Rainbow (airdate: 1986) recently changed my life. Trivial factoid for 2 decades, then boom, useful data point. Nobody could have predicted the set of experiences I'd have that would create a context in which this was useful. When my dad was in college, a classmate of his complained that he'd never need something taught in a particular course. The professor's response was "The only way to be sure of that is to take the course!" (If you still think it was worthless on your deathbed, I'll give you a refund...) If you can figure out a priori what's going to be important without knowing it, I'd like to see your stock portfolio. :-)