Memorization Argument Analysis

In addition to Feynman’s and Freire’s claims, Tzu also concluded that memorization is pointless. When focusing on finding “the way,” life’s purpose; memorization can make a student stride off that path of achieving life’s meaning. When students are “learning a mass of jumbled facts” they partake in “blindly following” others. As a result this, leads to a lack of creativity and ingenuity. Memorization is an ineffective method since “you may study to the end of your days and you will never be anything but a vulgar pedant (Tzu 12).” Simply, there is nothing to gain from memorization. The overall goal is for students to know how to use their knowledge to their advantage. For a student to do that they must have ingenuity. Tzu explains ingenuity with an analogy; someone “who makes use of a carriages or horses may not be any faster walkers than anyone else” but since they are using their resources and what’s available to their advantage “they are able to travel a thousand li” this is an ideal student that is “making use of things” (Tzu 10). The ability to demonstrate something in a way that is more effectively portrays an ideal student with ingenuity. Memorization has led myself and others to lack ingenuity. I agree with the ideal theory that memorization is not an effective teaching …show more content…
“Authentic thinking” is thinking that is concerned about reality and it cannot take place in isolation, however, it can only occur with the solidarity of communication. When there is both “solidarity” and communication between the students and the teachers, there is “authentic” thinking because students and teachers are gaining a more in depth perspective then what is given in the textbooks. As Freire states, “only through communication can human life hold meaning (Freire 64).” In other words Freire claims that education is meaningless unless there is communication between a teacher and a