Is abstract knowledge incompatible with literal memorization?

Why are many educators against rote memorization?

• Much of the science of the brain we have developed in the last 3 decades underscores the importance of repetition in learning.  Despite this understanding of the brain, many teachers are reluctant to incorporate memorization exercises in classrooms.  Emphasis on "critical thinking" is often used as justification for not requiring students to learn and retain facts. What prompted educators in the United States to reject memorization several decades ago? What has been the outcome of not requiring students to remember facts.  Has it improve or undermined the productivity of adult Americans?  If so, in what ways? What are some creative techniques to combine the teaching of factual knowledge and creative thinking, without overtaxing students?

• Answer:

  I think that it is simply a misguided belief (evidence-based educational theory is sort of an oxymoron) that it is demeaning to the student and ultimately unproductive (drill and kill is the mantra).  I cannot imagine that the failure to learn addition and multiplication facts does not seriously damage a student's  ability to learn fractions and factoring and trig and calculus later on; and yet the research to prove or disprove this is not on anybody's agenda.