The metric for intelligence has been the ability to retain information, and show such ability by regurgitating memorized data.
The metric became the target, and the regurgitated data became the goal, and not the memorization or rationalization that was intended. Data over substance, and recognition.
We learn about the wars, and their consequence in order to learn from the events. We do not learn about wars so that each of us can spit out meaningless numbers such as the date of the war, what route was taken, and who was fighting. The why is more important than the where. The How is more important than the when.
> The metric for intelligence has been the ability to retain information, and show such ability by regurgitating memorized data.
That is the metric for passing tests in the 1980s maybe. Maybe some TV stereotype of intelligence is someone who can solve a Rubik's Cube fast. Jeopardy also comes to mind.
But if you are talking about actual metrics, the ones used to measure intelligence, regurgitating facts is only a small part of that (testing different aspects of memory).
> We learn about the wars, and their consequence in order to learn from the events. We do not learn about wars so that each of us can spit out meaningless numbers such as the date of the war, what route was taken, and who was fighting.
When I studied history in school it was always with the goal of understanding the underlying motivations of the actors in play. I don't think I ever had to write down the date a battle happened.
I do understand that things got worse in the US after no child left behind passed, which is unfortunate.
> The why is more important than the where.
Studying the funding sources of the US Revolutionary War was fascinating, to say the least.
(Though I'd say that oftentimes the where and the why are closely linked, especially when it comes to natural resources!)
> I don't think I ever had to write down the date a battle happened.
Heh. Reminds me of coming to a (highly regarded) prep-high school in Eastern Eu back in the day. All seemed awesome at first glance. History teacher was ancient, which added to his cachet. Then the first oral exam came. We quickly caught on that this guy would ask a topic, and stop the student as soon as they deviated from the previously spoken lecture. After that it was a race to write every word he said verbatim, and regurgitate on command exactly word for word. I think the biggest contribution this school had for me is I now don’t feel anxious about the American schools my kids attend which many people complain are falling behind other countries, catering to the least common denominator, and similar. Compared to the rote fest I had I’ll take American schools any day :-)
> But if you are talking about actual metrics, the ones used to measure intelligence, regurgitating facts is only a small part of that...
Your rebuttal is refuted by the entirety of our education system. Regurgitating facts is the /only/ measurement for intelligence in the US Education system.
Does the system care about details? Only memorized dates, times, and locations.
Does the system care about the why or how? Nope. That would require thought. Thought may instigate unrest. Unrest may lead to rebellion or revolution.
The education system only cares about your ability to memorize nonsensical data and regurgitate it at will.
The metric became the target, and the regurgitated data became the goal, and not the memorization or rationalization that was intended. Data over substance, and recognition.
We learn about the wars, and their consequence in order to learn from the events. We do not learn about wars so that each of us can spit out meaningless numbers such as the date of the war, what route was taken, and who was fighting. The why is more important than the where. The How is more important than the when.