Pedagogical Mnemonics

Petrus Ramus can be regarded as the founder of pedagogical mnemonics. During the 16th century in England, at Cambridge University, both classic (Giordano Bruno) and pedagogical (P. Ramus) mnemonics were taught. It just happened to be that pedagogical mnemonics, which was not based on visual thinking, was more acceptable to a larger group of students. What is more important is that they did not try to maintain a standard as high as that of classic mnemonics. To put it more simply, pedagogical mnemonics refused to use visual images for memorizing, which led to decrease in its efficiency and lowered academic standards. Pedagogical mnemonics did not force students to memorize chronological tables; the students simply did not have to do this. Pedagogical mnemonics places an accent on the natural memorization connected with intense frequent repetition of studied material. For example: repetitive reading of the same text, repetitive pronouncing of a text, rewriting texts from books, copying illustrations from books, approaching studies as a game, and creating a large number of auxiliary materials.

Back in the 16th century, pedagogical mnemonics was the absolute leader in comparison with the classic form. Pedagogical mnemonic methods are still being used in the official education system. Both classic and pedagogical mnemonics have their advantages and disadvantages. Classic mnemonics is undoubtedly much more efficient than the pedagogical, though methods of pedagogical mnemonics are incomparably simpler and clearer to the majority of people. The teachers’ motivation is obvious: you have to be able to teach everyone, not only people with a developed visual thinking.