Hop-hop.

Teach children to think, not to memorize, and structure the program accordingly.

Considering that even in many higher education institutions, people are taught not to understand information but to perform mindless tasks, the path in this direction is very long.
I will illustrate with an example. When I studied history, what was the main method of teaching? Students were required to write. When they came home, a student had to spend several hours rewriting information from a book (or books) into a notebook, creating a detailed outline. The same was done in lectures, even though the teachers read from books – essentially telling the same thing that you could read yourself, with the only difference being that you also had to manage to write it down. I will not argue that "writing" may be an effective way to memorize information, but:
- It doesn't suit everyone.
- With this approach, attention is paid to memorizing information (although I personally doubt its quality), but not to understanding.
For example, I had significant difficulties with preparing outlines – I write slowly, and my handwriting is very messy. And, in fact, I remember information better by reading and analyzing it at the same time. And what happens in such situations? Again, remembering the "homework" involving rewriting tons of information. When we came to class, we had to retell certain parts of the text. I, using my own method (which was convenient for me), created short plans (a list of what I should talk about) and, based on it, retold what was required of me from memory. In turn, my classmates (the group was almost entirely made up of girls) read the text from their notebooks. Imagine my surprise when they received top marks, and I remained with a B, simply because my outline was not neatly formatted. And I always wondered, why do people come to this educational institution? To memorize and understand information, or simply to train their hand for writing, because in the future, no one will work in the chosen specialty anyway?
In other words, the educational process focuses on a person's ability to clearly follow straightforward instructions (like a loader or a clerk, for example) rather than on problem-solving.
Perhaps the situation is not so bad in other fields (when I studied Japanese, there were no such problems, and the material was more specialized, although not without useless subjects).