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.