I agree that in the United States, we tend to morally stigmatize rote learning instead of recognizing that it can serve as valuable "scaffolding" for other learning processes. (For example, memorizing foreign language verb forms so you can practice using them in conversation. Rote memorization does not accomplish the end goal of fluency, but it greatly facilitates the conversational practice that does build fluency.)
However, I think it's a waste to spend class time with a professor on rote learning. Rote learning is a mechanical process that students can do on their own time. When they're in class with a professor, they should get the benefit of the professor's skill and knowledge.
Comments
I agree that in the United States, we tend to morally stigmatize rote learning instead of recognizing that it can serve as valuable "scaffolding" for other learning processes. (For example, memorizing foreign language verb forms so you can practice using them in conversation. Rote memorization does not accomplish the end goal of fluency, but it greatly facilitates the conversational practice that does build fluency.)
However, I think it's a waste to spend class time with a professor on rote learning. Rote learning is a mechanical process that students can do on their own time. When they're in class with a professor, they should get the benefit of the professor's skill and knowledge.