In today’s so-called “knowledge society,” it is tempting to believe that memorizing facts is unnecessary when any answer seems just a few clicks away. Why bother learning when you can Google—or ask AI? Yet, as Paul Kirschner and colleagues caution, this assumption is both misleading and risky.
The ability to look up information is valuable, but it cannot substitute for having knowledge in memory. As the book reminds us, “what we already know determines what we see and understand, and not the other way around.” Prior knowledge acts as the lens through which we interpret new ideas, guides how effectively we search, and shapes how critically we evaluate what we find. Without a strong knowledge base, students are more likely to misinterpret information, miss key points, or fall prey to unreliable sources.
Contrary to popular belief, being a “digital native” does not guarantee proficiency in navigating and judging online content. Research consistently shows that knowledge-rich learners are better at solving information problems because they can more readily understand and connect what they encounter on the web.
The chapter’s central message is clear: we need more knowledge, not less. As it concludes, “We actually need more knowledge to learn and apply the skills we need in our knowledge society. And the skills that we need also need to be learned!”
In short, teaching factual knowledge is not outdated—it is the very foundation on which critical thinking, problem-solving, and digital literacy, even in an age of AI, can thrive.
De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban myths about learning and education. Academic Press.
