I should clarify -- since from both posts, my comment was ambiguous and misinterpreted: I was explaining the article, not my views, since the top-level comment

I should clarify -- since from both posts, my comment was ambiguous and misinterpreted: I was explaining the article, not my views, since the top-level comment did not read it. Regarding your comment, it is as wrong as the article. BOTH are important. Recall practice is great for e.g. developing surface understanding, declarative knowledge, and well-done, procedural knowledge. That type of knowledge is necessary, but not sufficient, for high-level performance in most fields, at least beyond a spelling bee or vocab exam. To understand gaps, see: - Complex problem-solving, which includes extensive conditional, conceptual, metacognitive, etc. knowledge. (e.g. see how top participants prep for math olympiads) - Attitudes towards school / learning (one of the top predictors of future success by 3rd grade, together with reading) - Transfer learning - Cross-cutting / not explicitly represented knowledge / literature on expert blindspot - Etc. "Projects, exploration, and discovery-based 'learning'" work great in practice, when properly structured, which usually means explicit, well-defined learning objectives. Bad: "Make a nice poster on selling a car" Good: "Independently explore an organ system of the human body. Make a nice poster synthesizing what you learned and present it to the classroom in three weeks."