Why does James Dobson emphasize on memorization-intensive education?
541127
because he is a moron. That man is also a demon. and he will burn in hell. and he deserves every bit of it.
580306
Because he is a brilliant satirist that everyone should read.  It promotes critical thinking, which is hard to promote in a standard English class.  AP is supposed to be designed to help you use your brain, not just regurgitate information.
257152
Why don't you just focus on paying attention in class...
5447
I'm familiar with their approach to teaching math, though not with the school itself.  I have experience tutoring math to middle school and high school students.\n\nTheir approach involves self-paced learning, rote memorization, and repeated practicing of problems.  There's a defined sequence of skills that you build, and you don't move on to a new subject until you've mastered the previous one.\n\nMany people object to the idea of rote memorization.  Also, some students find doing drills boring.  I think everyone should learn math this way.  A little boredom now can prevent many years of frustration later.\n\nThe problem with current public education is that most students get to high school without having mastered the basics.  Students who get 80% correct on a test in fractions or multiplication will move forward to the next subject.  That type of automatic promotion dooms them to a cycle of frustration.  If you give a class of 10th graders a test in 7th grade level math, most will not get 100% correct, or even 90%.  There's no way they'll ever do well in math if they're lacking in fundamental skills.  They ultimately label themselves "dumb in math" and give up hope of excelling.\n\nI can't say whether any individual Kumon school is good or effective, but I strongly believe in their approach.  I've seen it work many times.
814438
Mandatory attendance at the University level is ineffective educational theory. One is responsibility for meeting, or not meeting, his or her own scholastic goals and agendas. The pursuit of excellence and clarity of thought cannot be legislated.
738898
I am an MD. Yes, there is an enormous amount of memorization in med school and afterward. But the others are correct, you must also be good at understanding concepts. I was told that Medical school is like trying to take a drink from a firehose. I agree with this.
1116014
In middle school, we had a FULL COURSE in each class teaching us SPECIFICALLY how to study properly. It was a tremendous help, to me anyway! Each teacher instructed in different aspects of studying, ie. taking proper/ effective notes, scanning while reading, highlighting important ideas, etc. I remember that it affected my Science grades more than any other, as there was SO much that we had to memorize at the time!
290688
Traditional Education\n\nOne age per class\nLearning is reinforced externally (rewards, stickers etc.). \nMethod emphasizes social development. \nMuch information dispensed by lecture. \nMostly abstract- books, papers, etc\nVery few choices\nLess emphasis on self-learning instruction. \nTeacher acts as primary enforcer of discipline. \nGroup and individual instruction\n\nMontessori Education\n\nAge span of at least three years in a class. \nChildren reinforce their own learning by repetition of work and internal feelings of success\nMethod emphasizes becoming aware of One's abilities and social development. \nDirect contact with multi-sensory materials. \nHighly organized sets of graduated materials-mostly three dimensional and "concrete". \nDevelops wise use of free choice. \nLearns about care of one's self and environment. \nEnvironment and method encourage self-discipline\nMostly one-on-one instruction.
332223
The last several decades in our nation have witnessed growing concerns that our educational system is not adequately preparing all of our citizens to develop the skills and knowledge they need to live and work successfully in today's complex society (National Commission on Excellence in Education, 1983). Calls for change have centered on the need for schools to provide opportunities for students to engage in activities that promote in-depth understanding, critical thinking, creative problem solving, and the ability to use knowledge in real-life settings (Darling-Hammond, 1993).\n\nIn response to these concerns school improvement efforts have proliferated, aimed at all aspects of the educational system - school structures, organization, governance, and leadership; family and community involvement; as well as curriculum content, instructional methods, individual and system-wide assessments. While all of these initiatives are important, many have been undertaken leaving some basic assumptions about teaching and learning intact, assumptions that have not been sufficiently informed by current understandings of how students learn.\n\nMany commonly accepted educational practices have been influenced by ideas of teaching from the past, based on traditional behaviorist views that teaching is primarily an act of "telling" - supplying students with facts and information in much the same way that an empty glass is filled. While these practices have been successful at producing proficiency in the lower-order skills measured on many tests, they have generally met with little success in developing the kind of knowledge and abilities that\n\nstudents need in real-life situations (National Assessment of Education Progress, 1981).\n\nIn contrast to this transmission-of-knowledge model of teaching, newer understandings of how people learn present a conception of teaching that focuses on developing "thinking" students who understand and can use what they learn. This conception is termed "constructivist" because it sees learning as a dynamic internal process in which learners actively "construct" knowledge by connecting new information to what they already know, rather than as a process in which learners are passive recipients of information transferred to them from external sources. This newer conception's emphasis is on developing students' capacities for analysis and problem-solving, rather than on having them "cover the curriculum" in the most efficient manner possible. Rooted in the assumption that all human beings have a deep drive to make sense of the world (Carini, 1987), constructivism sees learning as motivated by interest and shaped by individuals' cultural and linguistic backgrounds as well as their different learning styles and strengths (Carini, 1986; Gardner, 1983). From the perspective of the constructivist view, learning is supported by multiple experiences and social interactions, rather than by solitary drill and rote memorization (Dewey, 1916, 1956; Piaget, 1973,1980; Piaget & Inhelder, 1969; Vygotsky, 1978). It is a nonlinear process that requires extended periods of time to visit and revisit ideas until they are organized into coherent, stable, and generalizable understandings (Bruner, 1966; O'Brien, 1987).\n\nBecause constructivist principles are based on knowledge of learning, they provide a good starting place for school improvement efforts aimed at supporting students to become better thinkers, creators, and problem-solvers. Without such a focus, reform efforts run the risk of merely "reforming again, again, and again" (Cuban, 1990), focusing on the surface structures of schooling but leaving the central problems untouched.\n\nThis article describes constructivist teaching, highlighting some of its essential\n\nelements. It also discusses some of the challenges that constructivist teaching poses for teacher development. It demonstrates how a c
582594
Well it depends on if you want to improve your long term memory or your short term memory - they're separate entities.  I suggest looking into some psychology texts in your local library.\n\nMemory is all about practise - it's like learning your times tables when you're young.  Repetition is a good way to do it, but is more suited to memorising something specific.\n\nRemove as many outside distractions as possible when trying to learn something, or else your focus will be split in several directions.
1086548
I would suggest tutoring as well.  It's possible that he had trouble with some sort of concept, then fell further and further behind, which may have contributed to his stubbornness and laziness.  \n\nPrivate schooling isn't necessarily better, but some one on one attention might help him out to make sure he's comprehending what he is learning in class.
986010
Repitition is important. Let the children say the word then spell it out aloud. Remember to break the words down in syllables. I find that children learn better when they listen. In fact it is said that audible retention has more impact than visual retention. If you can get cassettes with the words on them that would be great.\nAlso let the children use the words in everyday simple sentences. This should aid greatly with the learning process.
868748
I'm not sure if it has a name but the current trend is to teach "skills for lifelong learning". The idea is to get kids to "learn how to learn" so I guess that involves searching for resources, exploring what kind of information is out there, evaluating information critically, integrating information etc.
279906
Some of the answers in this are ridiculous.  In the "G" lecture of the second degree, the candidate is told that it represents "geometry" which is the Liberal Art/Science most revered by Masons, and that, more importantly it is the initial letter of God.  both of these things are discussed in the same 5 minute lecture.  Sorry to dissapoint the answerer who had a whole theory worked up.
82596
Students learn much more when they go to different sources and research & gather information themselves as opposed to the teacher spoon-feeding them. Moreover, most of the times, researching about a topic is more fun for students. Therefore, it's an effective way for students to learn something new. As a similar example, consider the following. \n\nWhy should secondary school science teachers assign Practical Experiments to students?\n- Firstly, it's a lot more fun as opposed to studying from the textbook/notes only.\n- Secondly, We tend to remember the things we discvoer ON OUR OWN as compared to the things WE ARE TAUGHT. \n- Thirdly, when we research a topic, we read over a wide variety of materials. We, ususally, retain that knowledge for a longer time than we remember the information we were just provided, without making any effort.\n- Lastly & most importantly, when we researhc a topic, we DO understand it (even if with difficulty, we do understand it finally!!)\n\nThe same goes for Research Projects.
726351
Laziness and lack of accountability in school.  If no one has made them get assignments correct they see no reason why they should spend the extra time to do so.  After all it takes about three seconds to do the spell check.  Why should they waste those three seconds of their life just to show the public that they are actually educated?
538337
Actually that was probably an IEP teacher--which means Individual Educational Planning.  These are for children in Special Education to have individualized attention to their specific learning needs for the greatest educational success.