What can be done without thinking usually is done without thinking.
Old School traditionally confuses the importance of product with process.
In math, we teach computation as if all that mattered was that the student bark 12 upon hearing the stimulus "4 times 3". We teach literacy as if all that really mattered was that kids can identify the silent 'e'. Science has been reduced to a glorified vocabulary exam while social studies has been defined by some as simply a series of given truths.
When the teacher's role is less about artfully guiding students to thinking and reasoning for themselves in a kind of logic gymnasium and more about dispensing right answers and disciplining wrong ones, we openly choose to ignore the roots of real learning. Sixty years of research tells us that we don't internalize knowledge by simply being told to do so. Real learning is constructed from the inside while interacting with others.
And yet, if you look at textbooks, canned lesson plans and achievement exams, you will see that osmosis is the primary method most classrooms use to transmit knowledge.
Old School never concerns itself with engaging kids and can only condemn those who (rightfully) disengage. And when Old School doesn't work, the best it can offer is to twice the dose of a pedagogy that didn't work in the first place.