Recently on one of the podcasts I listen to, I heard an offhanded comment made about how history is taught not in patterns but as facts. For example, “On the 18th of April in ’75, hardly a man is now alive, who remembers that famous day and year”.
Rarely are the “whys” explained – understandably so at early ages, but not understandably as maturation happens.
“Teaching” in so many subjects has become memorization of what really amount to key-value pairs. Like, Columbus: 1492. Norman invasion: 1066. Etc.
Certainly, facts are important. And some things truly are best learned in a rote memorization form – for example, the multiplication table through 12, 15, or 25. But what about states and their capitals? Sure, they’re “pairs” – but are they more?
This is awesome if you’re a trivia nut. But if you’re not, or you truly want to learn the material – not merely pass a test or regurgitate facts – then you need to understand more than just the “facts”.
Outside history classes, it’s especially prevalent in math – very little (if any) time is taken to explain why the quadratic formula works (or even what it is), instead algebra students are expected to just learn and use it.
My late aunt, who did a lot of tutoring in her life, summed-up the problem with algebra (and other math subjects past elementary school) thusly: before algebra, we give a problem like “3 plus box is 9; what goes in the box?” but in algebra, we swap the box for a t or x or g, and we freak out. She would teach the facts, but [almost] never without the whys.
We definitely need more good teachers who want their students to understand not merely enough to pass the class (or the test), but to cultivate the curiosity we’re all born with to become lifelong learners.
First step: stop “teaching” as key-value pairs.