Rote learning 217914 224124789 2008-07-07T12:37:42Z 134.32.11.12 {{Mergefrom|Cramming (memorization)|date=December 2007}} {{Redirect|By heart|the album by Lea Salonga|By Heart}} '''Rote learning''' is a [[learning]] technique which avoids understanding of a subject and instead focuses on [[memory|memorization]]. The major practice involved in rote learning is '''learning by repetition'''. The idea is that one will be able to quickly [[recollection|recall]] the meaning of the material the more one repeats it. Rote learning is widely used in the mastery of foundational knowledge. Examples include, [[phonics]] in [[reading]], the [[periodic table]] in chemistry, [[multiplication tables]] in mathematics, [[anatomy]] in medicine, cases or [[statute]]s in law, basic [[formula]]s in any science, etc. Rote learning, by definition, eschews comprehension, however, and consequently, it is an ineffective tool in mastering any complex subject at an advanced level. However, rote learning is still useful in passing exams. If exam papers are not well designed, it is possible for someone with good memorization techniques to pass the test without any meaningful comprehension of the subject. However, learning the context of a particular topic can make the subject more memorable. == Rote learning vs. thinking == Rote learning is sometimes disparaged with the derogative terms ''parrot fashion'', ''regurgitation'', ''cramming'', or ''mugging'' because one who engages in rote learning may give the wrong impression of having understood what they have written or said. It is strongly discouraged by many new curriculum standards. For example, science and mathematics standards in the United States specifically emphasize the importance of deep understanding ([[deep structure]]) over the mere recall of facts, which is seen to be less important, although advocates of [[traditional education]] have criticized the new standards as slighting learning basic facts and [[elementary arithmetic]], and replacing content with process-based skills. <blockquote>"When calculators can do multidigit long division in a microsecond, graph complicated functions at the push of a button, and instantaneously calculate derivatives and integrals, serious questions arise about what is important in the mathematics curriculum and what it means to learn mathematics. More than ever, mathematics must include the mastery of concepts instead of mere memorization and the following of procedures. More than ever, school mathematics must include an understanding of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium." -[[National Council of Teachers of Mathematics]], Commonsense Facts to Clear the Air<ref>[http://www.wgquirk.com/NCTM2000.html#advice Understanding the Revised NCTM Standards: Arithmetic is Still Missing!] </ref></blockquote> A December 2006 study<ref>The Interdisciplinary Effect of Hands On Science Cherry, Elvis H. Ed.D. M.Ed., B.S. Biology</ref> of Tennessee State achievement analyzed scores in math, science, reading and social studies of about 4000 middle school students over three years. Students were divided on the basis of whether or not they had hands-on trained teachers. This study found increased scores in science, social studies and math for students who had a hands-on science trained teacher for at least one year. [[Eugène Ionesco]] commented upon rote learning in his play [[La Leçon|"The Lesson"]]<ref>Ionesco, Eugène. ''The Bald Soprano & Other Plays''. New York: Grove Press, 1958.</ref>: <blockquote> <p>Professor: [...] unless you can comprehend the primary elements, how do you expect to be able to calculate mentally [...] how much, for example, are three billion seven hundred fifty-five million nine hundred ninety-eight thousand two hundred fifty one, multiplied by five billion one hundred sixty-two million three hundred and three thousand five hundred and eight?</p> <p>Pupil ''[very quickly]'': That makes nineteen quintillion three hundred eighty-nine quadrillion six hundred and two trillion nine hundred forty-seven billion one hundred seventy-nine million one hundred sixty-four thousand five hundred and eight ...</p> <p>[...]</p> <p>Professor ''[Stupefied]'': But how did you know that, if you don't know the principles of aritmetical reasoning?</p> <p>Pupil: It's easy. Not being able to rely on my reasoning, I've memorized all the products of all possible multiplications.</p> </blockquote> == Rote learning as a necessity == However, with some material rote learning is the only way to learn it in a timely manner; for example, when learning the Greek alphabet or the [[vocabulary]] of a [[foreign language]]. Similarly, when learning the [[Grammatical conjugation|conjugation]] of foreign [[irregular verb]]s, the [[morphology (linguistics)|morphology]] is often too subtle to be learned explicitly in a short time. However, as in the alphabet example, learning where the alphabet came from helps one to grasp the concept of it and therefore memorize it. ([[first language|Native speakers]] and speakers with a lot of experience usually get an intuitive grasp of those subtle rules and are able to conjugate even irregular verbs that they have never heard before.) The source transmission could be [[Hearing (sense)|auditory]] or [[visual system|visual]], and is usually in the form of short bits such as rhyming phrases (but rhyming is not a prerequisite), rather than chunks of text large enough to make lengthy paragraphs. Brevity is not always the case with rote learning. For example, many Americans can recite their [[Star-Spangled Banner|National Anthem]], or even the much more lengthy [[Preamble to the United States Constitution]]. Their ability to do so can be attributed, at least in some part, to having been assimilated by rote learning. The repeated stimulus of hearing it recited in public, on TV, at a sporting event, etc. has caused the mere sound of the phrasing of the words and inflections to be "written", as if hammer-to-stone, into the long-term memory. == By nation and culture == The system is widely practiced in schools across [[Pakistan]], [[People's Republic of China|China]], [[Singapore]], [[Japan]] (where rote learning is fundamental in learning to read and write [[kanji]] from a young age), [[Romania]] and [[Greece]]{{Fact|date=August 2007}}. Some of these nations are admired for their high test scores in international comparisons with regards to other nations around the world. At the same time, progressive reforms such as [[Outcomes-based education]] which have put an emphasis on eliminating rote learning in favor of deep understanding have produced a storm of controversy of outcry as a generation of students is failing new math assessments which were aimed at increasing math performance. Some texts such as the widely controversial [[TERC]] completely omit memorization or even presentation of standard [[elementary arithmetic]] methods. Xiaping Li (2006) seminal work looks specifically to the effects of rote learning in second language learning in Taiwan. [http://www.asian-efl-journal.com/xiuping_11-05_thesis.pdf] He notes Chinese learners hold high the tradition of rote learning as being an integral part of their culture. ===In the United States=== New curriculum standards from the [[NCTM]] and [[National Science Education Standards]] call for more emphasis on [[active learning]], [[critical thinking]] and [[communication]] over recall of facts. In many fields such as [[mathematics]] and [[science]] it is still a matter of controversy as to whether rote memorization of facts such as the multiplication table or boiling point of water are still necessary. Some education agencies which embraced the new standards are revisiting in response to sharp criticism from those who believe future generations should learn at least as much knowledge as previous generations have been taught, rather than just "how to think". It is countered that thinking skills alone will not be useful without a base of memorized facts to work with, and that it is quicker to recall from memory than to have to refer to a calculator, reference book, or internet article. == Development == In the [[United Nations]] [[Arab human development report]] for 2004 the Arab researchers claim that rote learning is a major contributing factor to the lack of progress in science and research & development in the Arab countries. Asian nations, though scoring well on skill tests, are also studying standards of nations such as the United States to increase innovation and creativity. Studies of math skill advantages of Asian students show them to excel in basic skills, but not in complex problem solving not easily solved with standard methods.<ref>[http://imo.math.ca/results/TCBY.html Unofficial Country Rankings - IMO]</ref> == Religion == Many religions contain vast amount of scriptures, commentaries and even commentaries on classical commentaries. Rote learning is prevalent in many religious schools throughout the world. This is partly due to the fact that most major religions appeared before the emergence of print. Most Dharmatic religions such as Hinduism or Buddhism initially transmitted their scriptural knowledge through oral transmission without resort to text. This was done by converting verse into chant and repeating it to commit to memory. In Abrahamic religions, Jewish [[yeshivot]] or [[chederim]] use rote learning when teaching children [[Torah]] and [[Talmud]], Muslim [[madrasas]] utilize it in memorising [[Koran]]. A person who has memorised the entire Koran is known as [[Hafiz]]. In pre enlightenment Europe, memorisation techniques were known as [[Method of loci]], mainly practiced in monastery and university, where divinity were taught. These skills were praised at and they were known to be extensive allay of memorisation technique such as memory palace. After the emergence of printing press, the memorisation of the entire scriptures was no longer an essential requirement of being a religious teacher. Rote learning is still used in various degrees, especially by young children, the main purpose being to memorize and retain as much textual material as possible, to prepare a student for a more analytical learning in the future. == Music == This term can also refer to [[learning music by ear]], a practice used with those who cannot (yet) read musical notation. However, many music teachers make a clear distinction between the two approaches. Specialised forms of rote learning have also been used in [[Vedic Chant|Vedic chanting]] to preserve the intonation and lexical accuracy of texts by [[oral tradition]]. <!--== Reasons For Rote Learning == {{Original research}} {{POV-section}} {{tone}} Though rote learning is usually not necessary, there are many reasons why people resort to it. Bad teachers is one of the key reasons. Some teachers do not know the subject themselves and hence are unable to explain the essence to their students. This is a major problem that plagues higher education, especially in India where the teachers at colleges are usually poorly trained. Many teachers also criticize innovative methods of problem solving thus discouraging the student, who eventually resorts to rote learning to please the teacher. Some teachers are forced to ask their students to memorize because the board, which conducts the final examination, expects a particular answer. If this answer is not given then the student may lose marks. Another factor that makes many teachers encourage learning by the rote is that these external examinations may be corrected by people who themselves have little knowledge about the subject and may penalise the student for not writing the exact answer as is mentioned in the answer key. Again this problem is very prevalent in countries like India where the number of students writing the examination is very high, making it virtually impossible to standardise the correction process. Many times, especially in countries where education standards cannot be enforced easily, the question papers are set in a way that encourages learning by rote. The students who try to understand the subject are considered to be wasting time because the paper can be cracked on the basis of rote knowledge only. This encourages otherwise diligent and intelligent students to resort to rote learning, even though they may be capable of understanding the subject. In addition, rote learning is also exercised by many Muslims to learn the Koran by heart in Arabic. Since the language is foreign to many Muslims who learn the holy book, often the focus is on memorising rather than understanding - especially since many learners are of a very young age. A second explanation is that rote is the teaching, the incorporation of material into one's consciousness by repetition, by patterning, as it were. Rote is the teaching of abstract concepts by reference in a context rather than explanation, and the teaching of concrete information by practice. Cultures which practice rote usually also have practices of harsh consequences to unsuccessful learning, and by proxy, such harshness has garnered rote a bad reputation. Rote learning is active teaching and active learning (versus passive computer based/education-aid based teaching and learning, which has now been shown to pejorate education). Both the teacher and the student must participate in the drill, whether by writing or by speaking, and so the brain power required to meet the processing on a multitude of levels makes for a better educated teacher and pupil.--> ==Additional Reading == Xiuping Li. (2007). An Analysis Of Chinese EFL Learners' Beliefs About The Role Of Rote Learning In Vocabulary Learning Strategies. [http://www.asian-efl-journal.com/xiuping_11-05_thesis.pdf] ==Notes== <references/> ==Sources== *''Teaching From the Balance Point'' by [[Edward Kreitman]] {{Standards-based Education Reform }} [[Category:Learning methods]] [[Category:Education reform]] [[Category:Pedagogy]] [[de:Auswendiglernen]] [[he:לימוד בעל פה]] [[nl:Uit het hoofd leren]] [[sr:Механичко учење]] [[vi:Học thuộc lòng]] [[zh:机械学习]]