Rote real learning

What we learn is based upon how and when we learn it! 
Then if and when we use it effectively - not some often forgotten information!

* Rote learning is a memorization technique based on repetition. 
The idea is that one will be able to quickly recall the meaning of the material the more one repeats it.


When in the early stages, the stage of actually memorizing the material, it is an end in itself. The end being that the students gets the information memorized so that they can move into concepts and application. But if one continues to stay too long on the rote memorization, then it is an end in instead of a means to an end, here is where rote memorization fails as a building block to critical thinking.

When in the role of rote, the longer view is that the information acquired by rote,  offers the house of higher-level learning.
Once students have these down and memorized, they can more easily combine them and use them in their thinking.

Otherwise like so many students today, they just have to pause and use a calculator or computer, which will really slows things down–not to mention disengages and distracts the student. Where many students are today!  

  

*  Meaningful learning, Some of the alternatives to rote learning include meaningful learning,
 The concept or theory of meaningful learning is that learned information is completely understood and can now be used to make connections with other previously known knowledge, aiding in further understanding. It is often contrasted with rote learning, a method in which you just memorize information, but do not understand it or know how to relate it.

 Memorizing flashcards is an example of rote learning. Coming up with your own examples of concepts is an example of meaningful learning. Relating what you learned to something in your own life not only makes the topic more interesting, encouraging further research and learning, but it also makes it easier to remember. Meaningful learning encourages the learner to understand the information presented and will help them to come up with active learning techniques to aid their understanding. Meaningful learning takes longer than rote memorization, but the information is typically retained longer this way. 
In addition, meaningful learning can incorporate many different techniques, such as concept mapping, hands-on tasks, and more. Some techniques may be more helpful than others depending on the learner.

{ This example shows that no child (student) left behind is just so much political hog wash - not reality in the real world! }

 associative learning, and 
active learning.

Versus critical thinking

Rote methods are routinely used when fast memorization is required, such as learning one's lines in a play or memorizing a telephone number.
Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc. By definition, rote learning eschews comprehension, so by itself it is an ineffective tool in mastering any complex subject at an advanced level. For instance, one illustration of rote learning can be observed in preparing quickly for exams, a technique which may be colloquially referred to as "cramming".
Rote learning is sometimes disparaged with the derogative terms parrot fashion, regurgitation, cramming, or mugging because one who engages in rote learning may give the wrong impression of having understood what they have written or said. It is strongly discouraged by many new curriculum standards. For example, science and mathematics standards in the United States specifically emphasize the importance of deep understanding over the mere recall of facts, which is seen to be less important. The National Council of Teachers of Mathematics stated:

More than ever, mathematics must include the mastery of concepts instead of mere memorization and the following of procedures. More than ever, school mathematics must include an understanding of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium.^[1]

However, many advocates of traditional education have criticized the new American standards as slighting learning basic facts and elementary arithmetic, and replacing content with process-based skills. In math and science, rote methods are often used, for example to memorize formulas. There is greater understanding if students commit a formula to memory through exercises that use the formula rather than through rote repetition of the formula. Newer standards often recommend that students derive formulas themselves to achieve the best understanding.

 Nothing is faster than rote learning if a formula must be learned quickly for an imminent test and rote methods can be helpful for committing an understood fact to memory.
 However, students who learn with understanding are able to transfer their knowledge to tasks requiring problem-solving with greater success than those who learn only by rote.

On the other side, those who disagree with the inquiry-based philosophy maintain that students must first develop computational skills before they can understand concepts of mathematics. These people would argue that time is better spent practicing skills rather than in investigations inventing alternatives, or justifying more than one correct answer or method. 

In this view, estimating answers is insufficient and, in fact, is considered to be dependent on strong foundational skills; like rote because, learning abstract concepts of mathematics is perceived to depend on a solid base of knowledge of the tools of the subject. This is true in language, Math, Science, and almost all subjects  - even the more trivia type knowledge groups as most sports, music, art and performing entertainment classes...  Thus, these people believe that rote learning is an important part of the learning process.

Eugène Ionesco commented upon rote learning in his play "The Lesson".