Should we abandon rote learning altogether?

There are no simple answers to most problems we face or most questions we ask. Learning is a complex process and this is no different from the other issues we face. In order to answer this question, we need to first understand a subset of view points from which the process of learning can be viewed from. This will help us draw a few conclusions and hopefully aid in getting a high level perspective on the vexing question - should we eradicate the rote learning paradigm altogether? The recent debates on the new Education Policy, Right to Education bill have taken a cliched stance. US is right. May be they are right. We are wrong. May be we are wrong. Before, I came to any sort of conclusion, I just wanted to ensure that I really understood what these terms and phrases really mean.

IMHO, the learning processes can be viewed from multiple viewpoints. Each viewpoint addresses a subset of the overall goal of learning - we have set for our children through the schooling umbrella.

1. If learning is seen as a process resulting in quantitative increase in knowledge, then effectiveness of a paradigm of learning must be measured by a metric that addresses the amount of information imparted and absorbed. Learning, in this context can be seen as acquiring information or ‘knowing a lot’. For example, we hear of 5 year old kids who can recall the names of capital cities of all nations on the planet.
2. If learning is seen as a process that results in memorizing information, then learning effectiveness can be measured as a by the speed and accuracy of storing and reproducing the imparted information. Multiplication tables in elementary school levels fall under this category. The set of do's and don'ts in our society or ecosystem falls under this category.
3. Yet another paradigm deals with learning as knowledge acquisition process, where the focus is on presentation and absorption of facts, skills and methods – formulae and rules. This results in a deep understanding of the information, which can be retained and used as necessary. Basics of learning from meaningful analogies are an example of this.
4. If one is learning in order to make logical inferences, learning would then have to involve relating parts of subject matter in order to distill the essence, key concept, moral or more simply put abstracting the information. One starts to create a network of relationships between the key concepts, drawing analogies and looking for ways to tie the concepts amongst themselves and with the real world.
5. As a subject matter expert continues to research a certain topic of interest, learning eventually becomes a process of interpretation of the reality through a process of understanding, comprehension, modeling and re-interpretation.

In summary, we can make a few observations.

• Each of these techniques are applicable to a subset of knowledge - depending upon how we wish to organize, refine and process the acquired knowledge.
• I find it hard to believe that all the learning and knowledge that one acquires can purely from one paradigm.
• Rote learning and experiential learning are two ways of handling different types of information. It would be incorrect to argue that one is infinitely superior learning process than the other.

Imagine a world where only experiential learning is allowed. Some comical situations would arise in this world. Your kid will have to experience the fatherhood you demonstrate before he learns to acknowledge that you are indeed his dad. Since other forms are not acknowledged, he would chuckle every time he looks at you and say "can't you folks see. I did identify you as my dad using a different approach :-) long ago. And you wouldn't acknowledge this :-) You really really deserve all the parental anxiety"