Comments here so far seem to agree that the article goes too far, that we need both abstract and experiential learning in schools, and the article misunderstood the purpose of the microscope test question (reading comprehension).
Yes, we do need both abstract and experiential learning. But we need different ratios of them at different ages. Teenagers are much better at abstract learning than young children, and young children are much better at learning skills than teenagers or adults. That is why young children can be piano prodigies, become multilingual, etc. There is nothing wrong with book learning, but it is currently close to 100% of the school day in our elementary schools. At least 50% of class time should be devoted to practicing skills at this age -- painting, singing, playing drums, athletics, building robots. With four years to learn something like physics in university, 100% book learning makes more sense.
Yes, we do need both abstract and experiential learning. But we need different ratios of them at different ages. Teenagers are much better at abstract learning than young children, and young children are much better at learning skills than teenagers or adults. That is why young children can be piano prodigies, become multilingual, etc. There is nothing wrong with book learning, but it is currently close to 100% of the school day in our elementary schools. At least 50% of class time should be devoted to practicing skills at this age -- painting, singing, playing drums, athletics, building robots. With four years to learn something like physics in university, 100% book learning makes more sense.