Mortimer J. Adler Quotes

The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements - all the way from ingenious rhetoric to carefully selected data and statistics - to make it easy for him to "make up his own mind" with the minimum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and "plays back" the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think.

The reader tries to uncover the skeleton that the book conceals. The author starts with the skeleton and tries to cover it up. His aim is to conceal the skeleton artistically or, in other words, to put flesh on the bare bones. If he is a good writer, he does not bury a puny skeleton under a mass of fat; on the other hand, neither should the flesh be too thin, so that the bones show through. If the flesh is thick enough, and if the flabbiness is avoided, the joints will be detectable and the motion of the parts will reveal the articulation.

We must also realize-students, teachers, and laymen alike-that even when we have accomplished the task that lies before us, we will not have accomplished the whole task. We must be more than a nation of functional literates. We must become a nation of truly competent readers, recognizing all that the word competent implies. Nothing less wil satisfy the needs of the world that is coming.

Reading and the Democratic Ideal of Education

The goods of the body are food and drink, sleep, clothing, and shelter. These are goods we need because they are indispensable for sustaining life. To be without them in sufficient quantity is a life-threating deprivation. To possess them is not only necessary, but also a source of pleasure and enjoyment.
The goods of the mind are information, knowledge, understanding and wisdom. We seek these goods not just in order to live, but in order to live well. Possessing them lifts us above the plane of animal existence, for these goods enhance our existence as human beings, as well as providing enjoyment and pleasure,

If you read for understanding, reading for information will usually take care of itself.

In short, we can only learn from our "betters".

One of the most familiar tricks of the orator or propagandist is to leave certain things unsaid, things that are highly relevant to the argument, but that might be challenged if they were made explicit. While

Reading is like skiing. When done well, when done by an expert, both reading and skiing are graceful, harmonious, activities. When done by a beginner, both are awkward, frustrating, and slow.
Learning to ski is one of the most humiliating experiences an adult can undergo (that is one reason to start young). After all, an adult has been walking for a long time; he knows where his feet are; he knows how to put one foot in front of the other in order to get somewhere. But as soon as he puts skis on his feet, it is as though he had to learn to walk all over again. He slips and slides, falls down, has trouble getting up, gets his skis crossed, tumbles again, and generally looks- and feels- like a fool.
Even the best instructor seems at first to be of no help. The ease with which the instructor performs actions that he says are simple but that the student secretly believes are impossible is almost insulting. How can you remember everything the instructors says you have to remember? Bend your knees. Look down the hill Keep your weight on the downhill ski. Keep your back straight, but nevertheless lean forward. The admonitions seem endless-how can you think about all that and still ski?
The point about skiing, of course, is that you should not be thinking about the separate acts that, together, make a smooth turn or series of linked turns- instead, you should merely be looking ahead of you down the hill, anticipating bumps and other skiers, enjoying the feel of th

It is only when you try to refine the obvious, and give the distinctions greater precision, that you get into difficulties. For

To this day, most institutions of higher learning either do not know how to instruct students in reading beyond the elementary level, or lack the facilities and personnel to do so.

one learns to do by doing.

121.George Bernard Shaw – Plays and Prefaces
122.Max Planck – Origin and Development of the Quantum Theory; Where Is Science Going?; Scientific Autobiography
123.Henri Bergson – Time and Free Will; Matter and Memory; Creative Evolution; The Two Sources of Morality and Religion
124.John Dewey – How We Think; Democracy and Education; Experience and Nature; Logic; the Theory of Inquiry
125.Alfred North Whitehead – An Introduction to Mathematics; Science and the Modern World; The Aims of Education and Other Essays; Adventures of Ideas
126.George Santayana – The Life of Reason; Skepticism and Animal Faith; Persons and Places
127.Vladimir Lenin – The State and Revo

It is only obvious that teaching is a very special art, sharing withonly two other arts-argriculture and medicin-an exceptionally important characteristic.

A good rule always describes the ideal performance.

Even a cursory perusal reveals a very great range of reference. There is hardly a single human action that has not been called - in one way or another - an act of love. Nor is the range confined to the human sphere. If you proceed far enough in your reading, you will find that love has been attributed to almost everything in the universe; that is, everything that exists has been said by someone either to love or to be loved - or both.

Good books are over your head; they would not be good for you if they were not.

If a book is easy and fits nicely into all your language conventions and thought forms, then you probably will not grow much from reading it. It may be entertaining, but not enlarging to your understanding. It's the hard books that count. Raking is easy, but all you get is leaves; digging is hard, but you might find diamonds.

The possession of the truth is the highest goal of the human mind.

The reader who fails to ponder, or at least mark, the words he does not understand is headed for disaster.

The trouble is that many people regard disagreement as unrelated to either teaching or being taught. They think that everything is just a matter of opinion. I have mine, and you have yours; and our right to our opinions is as inviolable as our right to private property. On such a view, communication cannot be profitable if the profit to be gained is an increase in knowledge. Conversation is hardly better than a ping-pong game of opposed opinions, a game in which no one keeps score, no one wins, and everyone is satisfied because he does not lose - that is, he ends up holding the same opinions he started with.

THE FIRST STAGE OF ANALYTICAL READING, OR RULES FOR FINDING WHAT A BOOK IS ABOUT 1. Classify the book according to kind and subject matter. 2. State what the whole book is about with the utmost brevity. 3. Enumerate its major parts in their order and relation, and outline these parts as you have outlined the whole. 4. Define the problem or problems the author is trying to solve.

We are not told, or not told early enough so that it sinks in, that mathematics is a language, and that we can learn it like any other, including our own. We have to learn our own language twice, first when we learn to speak it, second when we learn to read it. Fortunately, mathematics has to be learned only once, since it is almost wholly a written language.

The dictionary also invites a playful reading. It challenges anyone to sit down with it in an idle moment. There are worse ways to kill time.

Being relevant simply consists in paying close attention to the point that is being talked about and saying nothing that is not significantly related to it.

We do not have to know everything about something in order to understand it; too many facts are often as much of an obstacle to understanding as too few.

Always keep in mind that an article of faith is not something that the faithful assume. Faith, for those who have it, is the most certain form of knowledge, not a tentative opinion.

All books will become light in proportion as you find light in them.

Now there is no other way of forming a habit of operation than by operating.

Reading a book should be a conversation between you and the author.

A good performance, like a human life, is a temporal affair - a process in time. It is good as a whole through being good in its parts, and through their good order to one another. It cannot be called good as a whole until it is finished. During the process all we can say of it, if we speak precisely, is that it is becoming good. The same is true of a whole human life. Just as the whole performance never exists at any one time, but is a process of becoming, so a human life is also a performance in time and a process of becoming. And just as the goodness that attaches to the performance as a whole does not attach to any of its parts, so the goodness of a human life as a whole belongs to it alone, and not to any of its parts or phases.

These three rules of analytical reading - about terms, propositions, and arguments - can be brought to a head in an eighth rule, which governs the last step in the interpretation of a book's content. More than that, it ties together the first stage of analytical reading (outlining the structure) and the second stage (interpreting the contents). The last step in your attempt to discover what a book is about was the discovery of the major problems that the author tried to solve in the course of his book. (As

A good book deserves an active reading. The activity of reading does not stop with the work of understanding what a book says. It must be completed by the work of criticism, the work of judging. The undemanding reader fails to satisfy this requirement, probably even more than he fails to analyze and interpret. He not only makes no effort to understand; he also dismisses a book simply by putting it aside and forgetting it. Worse than faintly praising it, he damns it by giving it no critical consideration whatever.

True freedom is impossible without a mind made free by discipline.

The First Level of Reading: Elementary Reading

Remember Bacon's recommendation to the reader: Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider.

The best protection against propaganda of any sort is the recognition of it for what it is. Only hidden and undetected oratory is really insidious. What reaches the heart without going through the mind is likely to bounce back and put the mind out of business. Propaganda taken in that way is like a drug you do not know you are swallowing. The effect is mysterious; you do not know afterwards why you feel or think the way you do.

You must be able to say "I understand," before you can say "I agree," or "I disagree," or "I suspend judgment.

The first dictionaries were glossaries of Homeric words, intended to help Romans read the Iliad and Odyssey as well as other Greek literature employing the 'archaic' Homeric vocabulary.

Find and interpreting the important words.

Only hidden and undetected oratory is really insidious. What reaches the heart without going through the mind is likely to bounce back and put the mind out of business.

To use a good book as a sedative is conspicuous waste.

Human beings are curious, and especially curious about other human beings.

Even when you have been somewhat enlightened by what you have read, you are called upon to continue the serach for significance.

The question, is it true? can be asked of anything we read. It is applicable to every kind of writing, in one or another sense of "truth" -- mathematical, scientific, philosophical, historial and poetical. No higher commendation can be given any work of the human mind than to praise it for the measure of truth it has achieved; by the same token, to criticize it adversely for its failure in this respect is to treat it with the seriousness that a serious work deserves.

Is it too much to expect from the schools that they train their students not only to interpret but to criticize; that is, to discriminate what is sound from error and falsehood, to suspend judgement if they are not convinced, or to judge with reason if they agree or disagree?

If you never ask yourself any questions about the meaning of a passage, you cannot expect the book to give you any insight you don't already possess

A person who has read widely but not well deserves to be pitied rather than praised. As

There is no inactive learning, just as there is no inactive reading.

If you are reading in order to become a better reader, you cannot read just any book or article. You will not improve as a reader if all you read are books that are well within your capacity. You must tackle books that are beyond you, or, as we have said, books that are over your head. Only books of that sort will make you stretch your mind. And unless you stretch, you will not learn.

To agree without understanding is inane. To disagree without understanding is impudent.

Mathematics is one of the major modern mysteries. Perhaps it is the leading one, occupying a place in our society similar to the religious mysteries of another age. If we want to know something about what our age is all about, we should have some understanding of what mathematics is, and of how the mathematician operates and thinks.

Reading well, which means reading actively, is thus not only a good in itself, nor is it merely a means to advancement in our work or career. It also serves to keep our minds alive and growing.

Understanding is a two-way operation; the learner has to question himself and question the teacher.

Habits are formed by the repetition of particular acts. They are strengthened by an increase in the number of repeated acts. Habits are also weakened or broken, and contrary habits are formed by the repetition of contrary acts.

The failure in reading -the omnipresent verbalism- of those who have not been trained in the arts of grammar and logic shows how lack of such discipline results in slavery to words rather than mastery of them.

Read the book through, undeterred and undismayed by the paragraphs, footnotes, comments, and references that escape you. If you let yourself get stalled, if you allow yourself to be tripped up by any one of these stumbling blocks, you are lost.

Men are creatures of passion and prejudice. The language they must use to communicate is an imperfect medium, clouded by emotion and colored by interest, as well as inadequately transparent for thought.

The beauty of any work of art is related to the pleasure it gives us when we know it well.

In judging a practical book, everything turns on the ends or goals.

The truly great books are the few books that are over everybody's head all of the time.

The art of reading, in short, includes all of the same skills that are involved in the art of unaided discovery: keenness of observation, readily available memory, range of imagination, and, of course, an intellect trained in analysis and reflection.

The communion that can be achieved by human conversation is of great significance for our private lives...It is the spiritual parallel of the physical union by which lovers try to become one.

It is traditional in America to criticize the schools; for more than a century, parents, self-styled experts, and educators themselves have attacked and indicted the educational system.

Perhaps you are beginning to see how essential a part of reading it is to be perplexed and know it. Wonder is the beginning of wisdom in learning from books as well as from nature. If you never ask yourself any questions about the meaning of a passage, you cannot expect the book to give you any insight you do not already possess.

There have always been literate ignoramuses who have read too widely and not well. The Greeks had a name for such a mixture of learning and folly which might be applied to the bookish but poorly read of all ages. They are all sophomores.

One constant is that, to achieve all the purposes of reading, the desideratum must be the ability to read different things at different - appropriate - speeds, not everything at the greatest possible speed. As Pascal observed three hundred years ago, "When we read too fast or too slowly, we understand nothing." Since

The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.

Great speed in reading is a dubious achievement; it is of value only if what you have to read is not worth reading.

The ability to retain a child's view of the world with at the same time a mature understanding of what it means to retain it, is extremely rare - and a person who has these qualities is likely to be able to contribute something really important to our thinking.

A good book can teach you about the world and about yourself. You learn more than how to read better; you also learn more about life. You become wiser. Not just more knowledgeable - books that provide nothing but information can produce that result. But wiser, in the sense that you are more deeply aware of the great and enduring truths of human life.

Television, radio, and all the sources of amusement and information that surround us in our daily lives are also artificial props. They can give us the impression that our minds are active, because we are required to react to stimuli from the outside. But the power of those external stimuli to keep us going is limited. They are like drugs. We grow used to them, and we continuously need more and more of them. Eventually, they have little or no effect. Then, if we lack resources within ourselves, we cease to grow intellectually, morally, and spiritually. And we we cease to grow, we begin to die.

You will find that your comprehension of any book will be enormously increased if you only go to the trouble of finding its important words, identifying their shifting meanings, and coming to terms. Seldom does such a small change in habit have such a large effect.

The great writers have always been great readers, but that does not mean that they read all the books that, in their day, were listed as the indispensable ones. In many cases, they read fewer books than are now required in most of our colleges, but what they did read, they read well. Because they had mastered these books, they became peers with their authors. They were entitled to become authorities in their own right. In the natural course of events, a good student frequently becomes a teacher, and so, too, a good reader becomes an author.

The undemanding reader asks no questions-and gets no answers.

A practical problem can only be solved by action itself. When your practical problem is how to earn a living, a book on how to make friends and influence people cannot solve it, though it may suggest things to do. Nothing short of the doing solves the problem. It is solved only by earning a living.

We hope you have not made the error of supposing that to criticize is always to disagree. (...) To agree is just as much of an exercise of critical judgment on your part as to disagree.

The complexities of adult life get in the way of the truth.

Theoretical books teach you that something is the case. Practical books teach you how to do something you want to do or think you should do.