The article focuses on rote learning in Nepalese public schools. Rote learning is the most used methodology in Nepalese schools. It can generally be characterized as exhibiting rote memorization of material selected for learning, class recitation in unison of the selected material, and extensive utilization of strict review techniques. Many social scientists have put forward different models of learning instead of the current practice in Nepal. The author argues that the heavy utilization of rote learning in Nepal may produce superficial knowledge. The article attempts to cite studies yielding information transferable to the Nepalese situation, and restrict the scope of concern to studies of educational psychology, pragmatic philosophy, and analytic philosophy. (Rajeev Ranjan Singh 2007-01-12)