Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts.
Consider the first stage of education, nursery school in which children ground their bases for further studies or brilliant careers without even knowing it. One might be inclined to think that alphabet or the first list of integers are memorized by heart, but our brain consists of different memories; and phonetic that is taught, before the mere letters one by one, is a first form of understanding the alphabet's concept. This period of the life highlights the necessity for students to be taught, all the relevant ideas, trends and concepts explaining a fact, simultaneously, nay before memorizing it.
Some research conducted have tested the human's ability to rapidly regurgitate a fact after having been interrupted following its learning. If the disruption, be it visual or auditive, lasts more than a few seconds, our mind tends to reject the fact or knowledge received. This phenomenon applies to a myriad of scenarios, and emphasizes our proclivity to better swallow a fact when we understand it. To illustrate this example, one would hardly remember an economic or philosophical theory ludicrously learned for a unique test, and one would even less be able to explain it. Therefore, if the purpose of a course is magistral, or purely temporal, professors are required to provide students with a big picture, which permits them to contextualize the knowledge, both literally and figuratively. Otherwise, the very essence of pedagogues' role would be questioned, especially with the advent of the internet.
Conversely, some students get already confused with the daily tide of information imparted upon them. Science fields like mathematics or chemistry are hassle for a great number of pupils. Then, would it really worth adding up the story behind a rule of divisibility to the course ? Such a complement might confound the majority and would lead the brain to be completely reluctant to receive further information related to it. The complexity of certain subjects, or their concatenated hurdles sometimes suffice for students to focus on it. Another instance is medicine, one of the hardest university path to take. Along this curriculum, students are indeed needed to memorize mountains of knowledge to the extent of not knowing why.
It is however essential to throw the light on the main aim of knowledge, and what are the benefits flowing from it in the long-run. Learning, in understanding, or at least, in partly seizing the core of the idea and trend imparted, allows students to pave the way for an extended application in advanced tests as well as in the real life. There might be no use for understanding the periodic table for a pupil keen on literature, but it comes under professors' duty to maximize the potential of a class, and teaching shouldn't be deprived of characteristics' and context' explanations, peculiar to a fact. Indeed, the students who are best able to explain knowledge are the most successful. In the professional area, fledglings distinguish themselves by extrapolating what they had learned over university into practical tasks, mirroring an overall understanding. Additionally, connexions can be made between different topics, similar underlying struggles or concepts ensue, both the genesis of incipient theories and stellar academicians.
At a wide-scale, say for a whole country, studying the ideas and concepts of a fact act as a bulwark against citizens being moulded out into robots. Facts, like arguments, can be used against its own essence, and most often the way these are diverted rely on professors' interpretation. They are the best knowledgeable to understand the hidden vices of a policy, the reasons of an international agreement, and they must instilled it to their students. Plethora of instances embody this arguing, and facts taken out of their context are most often misconstrued, mislead the laity, and can be deleterious as evidenced by autocratic governments. Facts should thus be taught contingently upon the age of students, but only after addressing all germane information bound to it, especially in complex or contentious contexts.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-01-28 | mei_unavailable | 83 | view |
| 2023-07-29 | ADIBA IBNAT HOSSAIN | 54 | view |
| 2023-06-17 | kayli.vesel@gmail.com | 62 | view |
| 2023-04-14 | Andrewbanda70 | 75 | view |
| 2023-01-18 | vrajgparekh | 58 | view |
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Grammar and spelling errors:
Line 1, column 405, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'alphabets'' or 'alphabet's'?
Suggestion: alphabets'; alphabet's
...e, is a first form of understanding the alphabets concept. This period of the life highli...
^^^^^^^^^
Line 3, column 41, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'humans'' or 'human's'?
Suggestion: humans'; human's
...Some research conducted have tested the humans ability to rapidly regurgitate a fact a...
^^^^^^
Line 7, column 450, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
... keen on literature, but it comes under professors duty to maximize the potential of a cla...
^^^^^^^^^^
Line 7, column 517, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: shouldn't
... the potential of a class, and teaching shouldnt be deprived of characteristics and cont...
^^^^^^^^
Line 7, column 628, Rule ID: THE_SUPERLATIVE[4]
Message: A determiner is probably missing here: 'are the best'.
Suggestion: are the best
...iar to a fact. Indeed, the students who are best able to explain knowledge are the most ...
^^^^^^^^
Line 9, column 260, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
...ften the way these are diverted rely on professors interpretation. They are the best knowl...
^^^^^^^^^^
Transition Words or Phrases used:
but, conversely, first, however, if, really, second, so, still, then, therefore, thus, well, at least, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 19.5258426966 149% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 30.0 14.8657303371 202% => Less conjunction wanted
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 95.0 58.6224719101 162% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 3459.0 2235.4752809 155% => OK
No of words: 655.0 442.535393258 148% => Less content wanted.
Chars per words: 5.28091603053 5.05705443957 104% => OK
Fourth root words length: 5.05894927669 4.55969084622 111% => OK
Word Length SD: 3.08480206396 2.79657885939 110% => OK
Unique words: 373.0 215.323595506 173% => OK
Unique words percentage: 0.569465648855 0.4932671777 115% => OK
syllable_count: 1081.8 704.065955056 154% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 15.0 1.77640449438 844% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 48.8937146889 60.3974514979 81% => OK
Chars per sentence: 128.111111111 118.986275619 108% => OK
Words per sentence: 24.2592592593 23.4991977007 103% => OK
Discourse Markers: 4.18518518519 5.21951772744 80% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.23384656906 0.243740707755 96% => OK
Sentence topic coherence: 0.0546309310181 0.0831039109588 66% => OK
Sentence topic coherence SD: 0.0575451037469 0.0758088955206 76% => OK
Paragraph topic coherence: 0.123865853127 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0428455018459 0.0667264976115 64% => OK
Essay readability:
automated_readability_index: 15.6 14.1392134831 110% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 13.64 12.1639044944 112% => OK
dale_chall_readability_score: 9.58 8.38706741573 114% => OK
difficult_words: 197.0 100.480337079 196% => OK
linsear_write_formula: 19.0 11.8971910112 160% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.