In defence of quizzing - II
Refutations:
I refute each of the above arguments on the following grounds:
1. This view stems from a very limited view of quizzing as an activity. It is seen to be consisting of cramming different question-banks and regurgitating that information in quizzes. But notice how similar this sounds to the way people study for examinations today! I argue that it is the current method of exam-centric studies that emphasizes memory much more than quizzing does.
The process of quizzing is not restricted to cramming & recalling. It is, in fact, a continuous process of learning consisting of the following stages:
i. Information acquisition - this may occur through any medium - print, audio-visual, other people, etc. It may be focused on one or more topics or may be completely random, depending on the individual's interests.
ii. Synthesis of acquired information - the acquired information may be combined with or related to the information already possessed by a person to place the new information in its proper place in the bigger scheme of things
iii. Knowledge creation - man can do things with his mind other than acquire and retain information, he can deduce or infer things from the information he possesses. This is the next stage where a person creates knowledge for himself from existing pieces of information
iv. Knowledge use - a person can use the knowledge that he possesses, either in a practical way, or just to amuse himself and indulge in a little competition in quizzes.
And of course, a person may lose or discard information or knowledge gained outside of his main interests at any time. A person may be in more than one stage of the above process at any given time. If you think I am talking about learning in general, you are right :). I consider quizzing to be an attitude of readiness to learn, rather than an activity. More on this later.
2. It is true that many quiz contests are based on trivia - information of little or no significance. You may sit through many quiz contests and come to know only disjointed pieces of unimportant information, and hence are doubtful about the utility of such an activity. But quizzing has several uses, which I list below:
i. As I have said in 1. above, since quizzing is an attitude of readiness to learn, it builds 'learnability' (the favourite word of many corporate recruiters today) in an individual. One becomes more open to new ideas, concepts, etc.
ii. It also teaches you to build on and utilise others' knowledge. You will realise this if you are participating with a team on a quiz and all of you know parts of the answer and have to work out an answer together
iii. It teaches you to think on your feet, collate what you know and come up with a best-effort solution. It may not be correct or good enough, but at least it instils a discipline of mental exercise.
iv. All quizzing is not trivia-based. Nobody stops one from focused quizzing on one's own topics of interest, or those of a group. In this case, you may get information that is practically useful to you from the activity.
v. Fun is a very valid reason to quiz. Most of the trivia quizzes may not have practical value, but they definitely have a fun value. A hobby should be good fun anyway.
vi. Last but not the least, these days it is also becoming increasingly lucrative to be good at quizzing :). The kinds of prizes that are given away at college, corporate and TV show quizzes can be good economic motivation to quiz, if you are not moved by the philosophy.
3. This is a subjective matter, and entirely dependent on individual interest. However, quizzers do not place a restriction on the sources by which they gain knowledge. So, a person may read about the North Pole, while another may visit it and experience it and hence gain the same knowledge experientially, and yet both may be quizzers. So, quizzing is a bit like the Sanaatan Dharma :).
4. I call this the 'breadth vs. depth tradeoff'. I do not doubt that such a tradeoff exists, since if one knew everything about everything, he would be omniscient, and such a quality does not seem reasonably possible in any human being. But the extent to which the tradeoff exists varies with the interests and abilities of individuals.
Consider a horizontal bar with one notch for each field of knowledge (categorized in some way). Let vertical bars extending from each notch represent the depth of knowledge of a person in that particular field.
Then some people may be 'sleeping-I's, having a lot of superficial nowledge about many fields, but no significant depth of knowledge in any one. Some people may be 'T's, with a good breadth of knowledge, with specialized deep knowledge in one area. I have seen many good quizzers who are 'many-levered key's, that is: horizontal bars with many vertical bars of varying lengths extending from it, having both good depth and breadth of knowledge. So, any generalization is impossible.
The big picture
As I have said twice already, quizzing should be viewed in a much broader sense than merely as a specific activity. It is a state of mind, an attitude of readiness to learn. Viewed from this larger perspective, it would be difficult to deny that quizzing is important, especially in these times, when knowledge plays a bigger part in one's life (whether as a careerperson, a consumer, or any other role) than ever before.
I refute each of the above arguments on the following grounds:
1. This view stems from a very limited view of quizzing as an activity. It is seen to be consisting of cramming different question-banks and regurgitating that information in quizzes. But notice how similar this sounds to the way people study for examinations today! I argue that it is the current method of exam-centric studies that emphasizes memory much more than quizzing does.
The process of quizzing is not restricted to cramming & recalling. It is, in fact, a continuous process of learning consisting of the following stages:
i. Information acquisition - this may occur through any medium - print, audio-visual, other people, etc. It may be focused on one or more topics or may be completely random, depending on the individual's interests.
ii. Synthesis of acquired information - the acquired information may be combined with or related to the information already possessed by a person to place the new information in its proper place in the bigger scheme of things
iii. Knowledge creation - man can do things with his mind other than acquire and retain information, he can deduce or infer things from the information he possesses. This is the next stage where a person creates knowledge for himself from existing pieces of information
iv. Knowledge use - a person can use the knowledge that he possesses, either in a practical way, or just to amuse himself and indulge in a little competition in quizzes.
And of course, a person may lose or discard information or knowledge gained outside of his main interests at any time. A person may be in more than one stage of the above process at any given time. If you think I am talking about learning in general, you are right :). I consider quizzing to be an attitude of readiness to learn, rather than an activity. More on this later.
2. It is true that many quiz contests are based on trivia - information of little or no significance. You may sit through many quiz contests and come to know only disjointed pieces of unimportant information, and hence are doubtful about the utility of such an activity. But quizzing has several uses, which I list below:
i. As I have said in 1. above, since quizzing is an attitude of readiness to learn, it builds 'learnability' (the favourite word of many corporate recruiters today) in an individual. One becomes more open to new ideas, concepts, etc.
ii. It also teaches you to build on and utilise others' knowledge. You will realise this if you are participating with a team on a quiz and all of you know parts of the answer and have to work out an answer together
iii. It teaches you to think on your feet, collate what you know and come up with a best-effort solution. It may not be correct or good enough, but at least it instils a discipline of mental exercise.
iv. All quizzing is not trivia-based. Nobody stops one from focused quizzing on one's own topics of interest, or those of a group. In this case, you may get information that is practically useful to you from the activity.
v. Fun is a very valid reason to quiz. Most of the trivia quizzes may not have practical value, but they definitely have a fun value. A hobby should be good fun anyway.
vi. Last but not the least, these days it is also becoming increasingly lucrative to be good at quizzing :). The kinds of prizes that are given away at college, corporate and TV show quizzes can be good economic motivation to quiz, if you are not moved by the philosophy.
3. This is a subjective matter, and entirely dependent on individual interest. However, quizzers do not place a restriction on the sources by which they gain knowledge. So, a person may read about the North Pole, while another may visit it and experience it and hence gain the same knowledge experientially, and yet both may be quizzers. So, quizzing is a bit like the Sanaatan Dharma :).
4. I call this the 'breadth vs. depth tradeoff'. I do not doubt that such a tradeoff exists, since if one knew everything about everything, he would be omniscient, and such a quality does not seem reasonably possible in any human being. But the extent to which the tradeoff exists varies with the interests and abilities of individuals.
Consider a horizontal bar with one notch for each field of knowledge (categorized in some way). Let vertical bars extending from each notch represent the depth of knowledge of a person in that particular field.
Then some people may be 'sleeping-I's, having a lot of superficial nowledge about many fields, but no significant depth of knowledge in any one. Some people may be 'T's, with a good breadth of knowledge, with specialized deep knowledge in one area. I have seen many good quizzers who are 'many-levered key's, that is: horizontal bars with many vertical bars of varying lengths extending from it, having both good depth and breadth of knowledge. So, any generalization is impossible.
The big picture
As I have said twice already, quizzing should be viewed in a much broader sense than merely as a specific activity. It is a state of mind, an attitude of readiness to learn. Viewed from this larger perspective, it would be difficult to deny that quizzing is important, especially in these times, when knowledge plays a bigger part in one's life (whether as a careerperson, a consumer, or any other role) than ever before.
