This paper asks the question: What is understanding? Through research and thought this paper will ponder a new idea of education and learning. Knowledge and skill have traditionally been the mainstays of American education. We want students to be knowledgeable about history, science, geography, and so on. We want students to be skillful in the routines of arithmetic, the craft of writing, the use of foreign languages. Achieving this is not easy, but we work hard at it. In the long term, education must aim for active use of knowledge and skill (Gifford, 1991). Students garner knowledge and skill in schools so that they can put them to work--in professional roles--scientist, engineer, designer, doctor, businessperson, writer artist, musician--and in lay roles--citizen, voter, parent--that require appreciation, understanding, and judgment. Yet rote knowledge generally defies active use, and routine skills often serve poorly because students do not understand when to use them. In short, we must teach for understanding in order to realize the long-term payoffs of education. (Baron, 1990).
