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ERIC Number: EJ1055665
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1935-7869
What Good Is Learning if You Don't Remember It?
Klemm, William R.
Journal of Effective Teaching, v7 n1 p61-73 2007
Teachers should emphasize the educational importance of understanding, but not at the expense of overlooking the importance of memorization skills. Currently, mainstream educational theory embraces such attributes as insight, creativity, inquiry learning, and self expression. But such emphases lead to a bias and under-appreciation of the role of memory in learning. Students cannot apply what they understand if they don't remember it. Moreover, a good memory expands the repertoire of cognitive capabilities upon which new understandings can be developed and expedited. Effective thinking does not occur in a vacuum. I advocate adding another "R" to the "three Rs": Reading, wRiting, aRithmetic, and "Remembering." This paper attempts to show teachers how they can help students become better learners--and better thinkers--by improving their memorization skills.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A