reply to u/coffeetoffee92 at https://reddit.com/r/ClassicalEducation/comments/1sxcw5m/well_trained_mind_ancient_history_facts_for/<br /> RE: rote memorization of historical dates

I've not read Bauer, but I'll suspect that she doesn't teach "serious" rhetoric, much less the fourth canon: memory. She's likely relying on the post-Ramus (15th Century) method of rote memorization rather than the methods used from ancient Greece through Augustine, Aquinas, and Llull.

I'd start with some mnemonic methods like the method of loci or the Major System to make it much easier for the kid to begin scaffolding memory techniques and make it easier for them to memorize those facts you're talking about.

For the memory piece, I'd start first with one of the most wide-ranging:

Kelly, Lynne. 2019. Memory Craft: Improve Your Memory Using the Most Powerful Methods from around the World. Pegasus Books.

Many of the older classics on memory also include long lists of historically important dates to use. Grey is a good example:

Grey, Richard (1694-1771). 1799. Memoria Technica, or, A New Method of Artificial Memory. W. Lowndes. https://archive.org/details/memoriatechnica03greygoog/page/n2/mode/2up.

这一发现揭示了循环模型的一个关键局限性：它们在推理方面表现出色，但在记忆方面可能不如传统Transformer。这一反直觉的观察表明，不同架构可能适用于不同类型的任务，挑战了'通用架构解决所有问题'的观点。这也解释了为什么Mythos在某些事实性任务上表现不佳。

这一发现令人意外，因为性能最佳的模型反而没有表现出记忆效应。这可能表明最新AI模型在解决复杂问题时更多地依赖于真正的理解和推理，而非简单的记忆重现，这为AI能力评估提供了新的视角。

This would also only measure syntactic memorization not an understand of actual semantics.

https://www.google.com/books/edition/Manuel_of_Eames_Cursive_Shorthand_by_the/2Bk9AAAAYAAJ?hl=en&gbpv=0

Manuel of Eames Cursive Shorthand by the Card System<br /> A Reporting System with Longhand Movement, in which the Vowels and Consonants are Joined in the Order of Their Occurrence, Including a Remarkable Discovery in Pedagogics which Reduces the Time of Learning at Least One-half

To be fair, for the picture argument... When you have seen a person only once it's more likely you remember their name, not their face. Additionally, if you have not seen someone for a very very long time the same is true.

I get the sentiment though and I agree.

Nishant Kasibhatla memorizes a 30 digit "random" number at the beginning of the video and recalls it correctly, in reverse, at the end of the video.

He uses number visualization of combinations to do this. (every 2 digit number has an image in his mind that he has practiced substantially in relation)... Similar to Mind Palace.

He did make a few mistakes in the normal recall at the beginning... But it is safe to assume that he did it on purpose (for what reason I do not know), because he has a lot of expertise in it.

https://de.wikipedia.org/wiki/Lernkartei

Many mnemonists often recommend that one should understand an idea fully before committing it to memory, usually because it is much easier to memorize if it's fully understood first.

suggested by: https://hypothes.is/a/Jme3bFmlEe6_VYfaZGQf9Q

https://www.reddit.com/r/learnwelsh/comments/10acr9j/sut_i_ddweud_i_memorized_yn_gymraeg/

Fascinating that the Welsh language doesn't seem to have a direct translatable word/verb for "to memorize". The closest are dysgu (to learn, to teach) and cofio (to remember).

Related phrase: yn dysgu cerddi ar gof (to learn poems by heart), though this last is likely a more direct translation of an English concept back into Welsh.

Is this lack of a seemingly basic word for such a practice a hidden indicator of the anthropology of their way of knowing?

If to learn something means that one fully memorizes it from the start, then one needn't sub-specify, right?

So many good features in your project!

Employing local staff that know the setting and can be role models for the kids.

Supporting mentoring by volunteers to scale.

Working with bodies to get a visceral experience that change is possible.

Mentoring in groups to build a community.

Spotlighting diversity and building bridges beyond the local community.

Some related resources: Ballet dancer from Kibera

Fighting poverty and gang violence in Rio's favelas with ballet

You should have in mind what will you memorize. It's a dumb strategy just try to memorize everything.

Pedagogical cultrues:

• cultures taught orally
• cultures taught to remember
• cultures taught to learn by rote
• cultures taught to forget

Is there a (linear) progression? How do they differ? How are they they same? Is there a 1-1 process that allows them to be equivalence classes?

I still don't fully understand the role of memory in rhetoric at this point in history, either. I know that it was eventually rejected as an outdated practice of the Greeks, but when exactly did that push-back begin? Was it already underway here, or was memorization-and-oration-as-rhetoric still in vogue? I'm struggling a bit to follow the chronology.

Arguing for a deeper understanding of a subject, rather than merely memorizing it.