While the broad critique of "why learn it when I can google it?" is valid there is an unfortunate conflation of memorizing and learning that runs through the post. There are far easier and more enduring ways of learning than memorizing -- e.g. repeatedly practicing (now done well through gamification) or through connecting with relevant concepts to create a web of meaning. Hence "googling" vs "memorizing" is a false dichotomy.
And no, I don't think anyone living became a good reader by memorizing 45 phonemes and 175 graphemes. They became good readers through a virtuous cycle of practice: reading, noticing patterns, getting faster, enjoying it more, reading more...
Your point is completely valid. We agree that it is repeated exposure and a cycle of practice, getting learners to notice things etc. that leads to committing these 'bits of information' to memory. This is not the same as 'memorization'. This post was motivated by 'faddish behaviour' we have seen where students engage in 'self-directed research' without being provided sufficient background knowledge. Effective learning happens when there is good teacher guidance AND self-directed learning AND drill (these may be 'happy drills' or students may not see them as drill) AND enquiry.... so on... Unfortunately we fall prey to the 'Tyranny of the OR' and tend to create false dichotomies.
We will try to create a next version of this post some time and at that time, we will try and rewrite this in a way that addresses your concern about creating this false dichotomy. For now, our goal is to provoke those who believe that skills can be separated from facts. We believe more parents are mistaken on this front than educators.
While the broad critique of "why learn it when I can google it?" is valid there is an unfortunate conflation of memorizing and learning that runs through the post. There are far easier and more enduring ways of learning than memorizing -- e.g. repeatedly practicing (now done well through gamification) or through connecting with relevant concepts to create a web of meaning. Hence "googling" vs "memorizing" is a false dichotomy.
And no, I don't think anyone living became a good reader by memorizing 45 phonemes and 175 graphemes. They became good readers through a virtuous cycle of practice: reading, noticing patterns, getting faster, enjoying it more, reading more...
Your point is completely valid. We agree that it is repeated exposure and a cycle of practice, getting learners to notice things etc. that leads to committing these 'bits of information' to memory. This is not the same as 'memorization'. This post was motivated by 'faddish behaviour' we have seen where students engage in 'self-directed research' without being provided sufficient background knowledge. Effective learning happens when there is good teacher guidance AND self-directed learning AND drill (these may be 'happy drills' or students may not see them as drill) AND enquiry.... so on... Unfortunately we fall prey to the 'Tyranny of the OR' and tend to create false dichotomies.
We will try to create a next version of this post some time and at that time, we will try and rewrite this in a way that addresses your concern about creating this false dichotomy. For now, our goal is to provoke those who believe that skills can be separated from facts. We believe more parents are mistaken on this front than educators.