By Xia Yu

Open. J. Soc. Sci. Vol.5 No.7, July 19, 2017 DOI: 10.4236/jss.2017.57015

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Condemnation of memorization has become a salient feature in the most progressive theories in contemporary education [1] . Any educational theories acknowledging or highlighting the role of memorization (Confucius’ theory of learning, for instance) are regarded as irrelevant to modern situations. This position seems to have stemmed from the following assumptions: 1) Learning through memorization does not lead to knowledge or wisdom; 2) Memorization is intrinsically incompatible with critical thinking, which is an integral component of modern education. My proceeding discussion will be on examining these conjectures…