In his essay on ‘The Fallibility of Memory‘ Oliver Sacks offers us an insight into why discussions about the importance of ‘knowledge’ in education are often superficial, and at times futile. While we debate the relative importance of skills and knowledge, we might be more productively engaged in discussing the elusive nature of knowledge itself:
‘We, as human beings, are landed with memories which have fallibilities, frailties and imperfections – but also great flexibility and creativity. Confusion over sources or indifference to them can be a paradoxical strength: if we could tag the sources of all our knowledge, we would be overwhelmed with often irrelevant information. Indifference to source allows us to assimilate what we read, what we are told, what others say, and think and write and paint, as intensely and richly as if they were primary experiences. It allows us to see and hear with other eyes and ears, to enter into other minds, to assimilate the art and science and religion of the whole culture, to enter into and contribute to the common mind, the general commonwealth of knowledge. Memory arises not only from experience but from the intercourse of many minds.’
The connection between memory and knowledge is a vital one, and Sacks seems to be suggesting that the most reliable knowledge is that which has been ‘contributed to’, a notion which would chime particularly well with the idea of ‘wiki-learning’, where everyone has a contribution to make, however small (for further reading on the use of Wikis for learning follow this link).
In discussing the fallibility of memory, and (again) on the importance of narrative, he has something important to teach us when it comes to understanding the human brain and how it records and analyses what it sees:
‘Christopher Isherwood starts “A Berlin Diary” with an extended photographic metaphor: “I am a camera with its shutter open, quite passive, recording, not thinking. Recording the man shaving at the window opposite and the woman in the kimono washing her hair. Some day, all this will have to be developed, carefully printed, fixed.”
But we deceive ourselves if we imagine that we can ever be passive, impartial observers. Every perception, every scene, is shaped by us, whether we intend it or know it, or not. We are the directors of the film we are making – but we are its subjects too: every frame, every moment, is us, is ours.’
‘There is no way by which the events of the world can be directly transmitted or recorded in our brains; they are experienced and constructed in a highly subjective way, which is different in every individual to begin with, and differently reinterpreted or reexperienced whenever they are recollected. Our only truth is narrative truth, the stories we tell each other and ourselves – the stories we continually recategorise and refine. Such subjectivity is built into the very nature of memory and follows from its basis and mechanisms in the brains we have. The wonder is that aberrations of a gross sort are relatively rare and that for the most part our memories are so solid and reliable.’
Our only truth is narrative truth. Now there is something to contemplate.
I thoroughly enjoyed this entry, because I feel that looking past differences and being able to work together to make new discoveries is so very important. We are each very complex and different from one another, which is what makes us special and able to bring different opinions into perspective. We need to value the different aspects of humanity that makes our world and education system operational.
Another point to mention is the connection between memory and knowledge. There is a difference between students memorizing content and actually understanding the content. There are some things in education that we are forced to “memorize”, like dates and possibly some vocabulary. However, it is more important for students to embrace and understand the content more fully. As a teacher, it is important to move our students’ knowledge to a more long term area, as they will need that knowledge later to grow and improve off of.
We all experience things differently, so we all understand and process things differently as well. It is important to think about literacy in this manner, as well. All of our students hear, see, comprehend, and understand things differently, so we must consider this when teaching them how to read and write.
Thank you for the feedback T! Welcome contribution.