How do we remember?  Is there an inherent danger is misremembering?  If we learn by thinking, is the preserved result of that process our saved memories?

Here is a wonderful American Educator article about teaching our students to use their memory to create meaning instead of just remembering:

The first principle–memory is the residue of thought–describes how memories are formed. What remains in your memory from an experience depends mostly on what you thought about during the experience. Given that we typically want students to retain meaning, we will mostly want students to think about what things mean when they study.

It would be nice if you could simply tell your class, “When you read your textbook, think about what it means.” Naturally, you know that’s not the case. The instruction to “think about meaning” is difficult to follow because it is not specific enough. A better strategy is for students to have a specific task that will force them to think about meaning.

Without our memories, we are unable to think and recall previous information we processed.

To be able to recall, at will, and forever, the facts and understanding we have already learned and crafted — can only serve to make us a greater society of minds with shared experiences and expectations that will blaze a brighter future ahead instead of condemning us to repeating the dark mistakes of the past.

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