Smartphones Mean You Will No Longer Have to Memorize Facts, argues David Pogue in Scientific American.
When my father was growing up, his father offered him 25 cents to memorize the complete list of U.S. presidents. “Number one, George Washington. Number two, John Adams …”
A generation later my dad made the same deal with me, upping the reward to $5. (The prize had grown, he explained, “because of inflation and because there are more presidents now.”)
This year I offered my own son $10 to perform the same stunt. My son, however, was baffled. Why on earth should he memorize the presidents?
Nowadays, he argued, “everybody has a smartphone” and always will.
Smartphones will outsell regular old phones in 2013, writes Pogue. “Having a computer in your pocket is the norm.”
Should we mourn the loss of memorization skills? “Having a store of ready information” could be more fundamental and important than other obsolete skills, he speculates. But, no, he decides.
. . . we’ve confronted this issue before—or, at least, one that is almost exactly like it. When pocket calculators came along, educators and parents were alarmed about students losing the ability to perform arithmetic using paper and pencil. After hundreds of generations of teaching basic math, were we now prepared to cede that expertise to machines?
Yes, we were. Today calculators are almost universally permitted in the classroom. . . .
In the end, we reasoned (or maybe rationalized) that the critical skills are analysis and problem solving—not basic computation. Calculators will always be with us. So why not let them do the grunt work and free up more time for students to learn more complex concepts or master more difficult problems?
And how has that worked?
With students freed from memorizing facts, maybe they’ll “focus on developing analytical skills (logic, interpretation, creative problem solving) and personal ones (motivation, self-control, tolerance),” Pogue writes.
And maybe winged pigs will play hockey on the ice in hell.