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Memorization As a Learning Style: a Balance

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Memorization As a Learning Style: a Balance MEMORIZATION AS A LEARNING STYLE: A BALANCE APPROACH TO ACADEMIC EXCELLENCE Muhammed Yusuf a a Universiti Kebangsaan, Malaysia a Corresponding author: [email protected] or [email protected] © Ontario International Development Agency. ISSN 1923-6654 (print), ISSN 1923-6662 (online). Available at http://www.ssrn.com/link/OIDA-Intl-Journal-Sustainable-Dev.html Abstract: The concentration of this study is upon 'memorization' as a learning style, using qualitative Keywords: Memorization, learning style, balance research methodology. The research practice did not approach academic achievement ignore the students themselves as being the key I. INTRODUCTION members of any learning organizations, neither the Islamic perspective as a religion and culture of efore the rise of modern education, learning that has adopted the 'memorization approach knowledge for ancient generations was mainly to obtain knowledge for centuries, nor the Western Bin verbal language, and in oral poetry. The point of view that contributes much to the 'memory writing skills had not yet become fully developed or and memorization field. Indeed, this included the publicly adopted. Accordingly, the 'memorization' research findings of Asian research about Chinese method was the most accessible means of possessing students’ memorization and their academic knowledge. Memorization was not only a great achievement. Within this combination-designed practice among ancient people, but it was also a scope, it is assumed that better understanding of crucial characteristic of knowledgeable and memorization will be provided for educators and intellectual personalities. Therefore, audiences would students as well. The research addresses the following surround the ancient master of words and knowledge Questions: 1) to what extent the students use as modern audiences do gather nowadays in the circle memorization as a learning style? 2) What are the of a perfect philosopher. Some researchers and the students' reasons for using memorization? 3) What present pedagogy had labeled 'memorization' aspects do they memorize? 4) How do they negatively, and according to their view, memorize? The findings of this research indicated 'memorization' is a backward element for learners that memorization is related to the research [30]. On the other hand, the new trends of other participants' academic achievements. Further, it researchers have recently made some positive stand considered as an effective tool for brain towards 'memorization'. For them, 'memorization' is empowerment, illustration enhancement, and oration an effective individual and intercultural learning style feature. Indeed, it is believed that memorization itself [6], [38], [12]. In addition, we do not know much is not a tragic or bad practice, and the beauty of about how students themselves perceive memorization appears when the memorizer tries to 'memorization'. If this assumption is acceptable, how understand what he had memorized. The traditional can we build a shared vision for learning-organization Islamic scholars such as Imam Shafi also believed while the students' perspective is absent? Can we that knowledge is not that which we keep in our comprehensively explain the reasons behind students' house, note book, power point, lap top, rather, our willingness to memorize by dismissing their voice? knowledge is that which we are able to keep in the Thus, with regard to 'memorization', Islam can heart and always accessible:" provide religious and cultural evidence, empirical, practical, and researchable information. Unfortunately, scholars do not yet offer the richness ﻋﻠﻤﻲ ﻣﻌﻲ ﺣﯿﺜﻤﺎ ﯾﻤﻤﺖ ﯾﻨﻔﻌﻨﻲ ﻗﻠﺒﻲ وﻋﺎء ﻟﮫ ﻻﺑﻄﻦ ﺻﻨﺪوق methods or empirical explorations on how Muslims manage to memorize the Holy Book Al-Qura'n and إن ﻛﻨﺖ ﻓﻲ اﻟﺒﯿﺖ ﻛﺎن اﻟﻌﻠﻢ ﻓﯿﮫ ﻣﻌﻲ أو ﻛﻨﺖ ﻓﻲ اﻟﺴﻮق ﻛﺎن اﻟﻌﻠﻢ ﻓﻲ اﻟﺴﻮق" others. Hence, one of the aims of the present research is to slightly bridge those gaps. Besides that, another 50 MEMORIZATION AS A LEARNING STYLE 2010 aim of this research was to investigate how the students or others to withhold expression of their participants utilized 'memorization' method as a opinions and focus on learning rather than broad- learning style, and to explore whether the selected casting them. Also, they may be thinking about students related their academic achievements to the making sure that their answers are correct before 'memorization' practise or whether they viewed their expressing them, in order to avoid any academic good performance as a result of other multiple embarrassment in contrast to the Western culture that methods of learning. relies on individualism and independency of opinion. A growing volume of literature on 'learning style' II. LITERATURE REVIEW yields another dimension which considers The 'Learning Style' of each person plays a great role 'memorization' as an effective learning style and this in the utilization of memory [29], [9], [10]. In order group of researchers supported their point of view for individual students to master the collective and with research findings that show a significant random information which is gathered from outside, relationship between 'memorization' and students' and because of the different nature of individual achievement in mathematics and science courses [29], learning styles, students empower themselves by [26], [16], [14]. Besides, Baumgart & Christine [5] using several methods for information-mastering such argue that the achievement of Asian students in the as writing down points for memorisation or record; by Western sector of the world, is itself the evidence of asking questions, and by reading, and spending time the value of ‘memorization’ and according to Watkins in study, plus seeking help from others. Some learners & Biggs [39], if memorization is not helpful for better also use 'memorization' as one of their learning styles performance: "How can Chinese learners be so and as an effective tool to master new knowledge. successful academically when their teaching and Using 'memorization' as a learning method differs learning methods appear to be so focused on rote from one student to another and from one society to memorization?”. ''Why is it that this well– another. documented achievement by Asian students has occurred despite Western perceptions that the Perspectives on 'memorization' could be grouped into methods of learning used are perceived as contrary to two broad dimensions. The first dimension does not those deep structure methods that are espoused as recognize 'memorization' as a good practise for integral to high achievement in Western societies?" students, and therefore, Asian students have often [5], [21]. However, the remarkable achievements by been criticized as being passive and imitative learners the people who are known for 'memorization has because they do memorize [5]. As a substitute, forced some researchers to raise meaningful questions another Western researcher specified that “Students about whether some cultural aspects such as from Malaysia, Singapore, and Hong Kong appear to 'memorization' can actually contribute to students' be much more inclined to rote learning. Such an academic achievement and that the Western approach does not help problem solving”. They perspective of Asian and Sudanese learners is a lack wrongly perceived Asian teachers as authoritarians of cultural understanding of 'memorization' or is it who encourage students to listen and memorize just an ego-centric domain of Western researchers? learning materials [6], [39] . Even some of them go We may conclude here that, being a passive or further and claim that the Chinese educational system imitative learner is not necessarily related to is rooted into memorization [24]. Obviously, Euro- 'memorization' itself. Several researches of the American psychologists also consider memorization methods used, by which learning and knowledge are as a negative practice, which leads to lower level of assessed, show different and inter-related methods creativity among Sudanese students [19]. However, across the cultures, such as memorization, group [9], [10] and [38] suggest "intensive and considerable learning, and lots of reading. As a matter of fact, research activities are necessary before Western being an imitative learner can be related to the lack of researchers could make such academic allegations integrated learning styles but not to the and for them to comprehensively appreciate the 'memorization' method. different approaches to learning”. In another investigation about why Chinese students don’t participate in Classroom discussion in American Universities, Chan [9] argues that different culture III. ISLAMIC MEMORIZATION: THEORY AND values between Westerners and others could be PRACTICE considered as a key solution to the misconception 1. Memorization motive about 'memorization' of international students in the Reviewing the existing literature on Islamic education West. For example, the culture of silence, dignity, indicates various elements as learning attributions and avoidance of 'loss of face' may influence Chinese such as Atta--huub (Preparedness and Steadiness for VOL. 01:06 OIDA INTERNATIONAL JOURNAL OF SUSTAINABLE DEVELOPMENT 51 Learning), Al-himmatu (learning desire or Self- obtain the blessings of God, they have to be in mental Motivation for Learning), Attawakkulu (Total stability and in the state of physical purification, Devotion and Complete Reliance on Allah), Al-hifsu which means (1) to perform ablution before reciting (Memorization), Al-qonahatu
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