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Turning first to the speaker's threshold daim, I strongly agree that ifwe learn only facts we
learn very little. Consider the task of memorizing the periodic table of dements, which any
student can memorize without any knowledge of chemistry, or that the table relates to
chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to
practice memorization techniques and perhaps learn some new ones. Otherwise, the student
has learned very little about chemical dements, or about anything for that matter.
As for the speaker's ultimate claim, I concede that postponing the memorization of facts until
after one leams ideas and concepts holds certain advantages. With a conceptual framework
already in place a student is better able to understand the meaning of a fact, and to appreciate
its significance. As a result, the student is more likely to memorize the fact to begin with, and
less likely to forget it as time passes. Moreover, in my observation students whose first goal is
to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts
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first students risk equating the learning process with the assimilation of trivia; in turn, students
risk learning nothing of much use in solving real world problems.
Conceding that students must learn ideas and concepts, as well as facts relating to them, in
order to learning anything meaningful, I nevertheless disagree that the former should always
precede the latter--for three reasons. In the first place, I see know reason why memorizing a
fact cannot precede learning about its meaning and significance--as long as the student does
not stop at rote memorization. Consider once again our hypothetical chemistry student. The
speaker might advise this student to first learn about the historical trends leading to the
discovery of the elements, or to learn about the concepts of altering chemical compounds to
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