How to Read a Book: Thoughts and Questions
The title How to Read a Book sounds like an instructional manual. And in many ways, it is. No, the book does not teach the alphabet, nor does it illustrate how to make letters into words. Punctuation is not discussed in detail. Yet, the book has a lot to say about the experience of reading, the value of books, and how to choose what to read.
I was intrigued by the four levels of reading: elementary reading, inspectional reading, analytical reading, and syntopical reading. Throughout these discussions, I realized that I had been required to utilize all four reading levels in my Masters work without properly identifying them. The highest level, the syntopical, or comparative level of reading, lends itself to theological studies where works in archeology, history, semantics, philosophy, and sociology are extremely helpful in gaining a better understanding of an ancient theological writing…such as The Bible.
Yet, as I reflect on How to Read a Book, it was not these levels of reading that stuck with me. I was most impressed with part three, “Approaches to Different Kinds of Reading Matter.” This section included a comprehensive overview of the many forms and styles of writing. It is obvious that reading a scientific manual takes a different approach than reading poetry. Yet, reading a novel can have similarities to reading an autobiography.
In this section, the chapter about historical writings and biographies brought up the greatest number of questions in my mind. Growing up in twentieth-century America, most everything I learned about the past came from my public school education in Tennessee and Mississippi. As I was reading this chapter, some questions came to mind.
I was born in Ohio, but moved to the South at a young age. I wonder if my education about the Civil War would have been different if I had never moved to Mississippi? Did the schools in Ohio use the same history books as the schools in Mississippi?
I grew up during the Cold War. In my high school, I learned a lot about Western History—what happened in the U.S. and Europe. The only foreign languages that were taught were French and Spanish. Even in college, I learned virtually nothing about the history of Eastern Europe, Asia, Africa, or the Middle East. During my high school and college years, Russia and China were our greatest enemies. Therefore, I learned virtually nothing about them. The only exception was reading sections from Anna Karenina in my freshman literature class. Only later in life did I discover the richness of the history of Eastern Europe and Asia.
As I read through this chapter, I realized how much history affects our worldview. I grew up reading books in my school library about founding fathers and presidents that practically deified them. Those with Native American heritage read and write historical books which portray Christopher Columbus and Andrew Jackson as monsters. The history books that I have read do not give me pause in seeing Jackson’s face on a twenty-dollar bill, or celebrating Columbus Day. Those who have read other historical works cringe at these things.
Adler clearly states “it is possible that no kind of literature has a greater effect on the actions of men than history” (Adler, p. 238). This chapter in How to Read a Book touched on several questions that I have as I visit other countries and interact with other cultures. Reading a wide variety of historical works can be invaluable for missionaries and pastors who seek to connect with men and women from different backgrounds.
What about you? How have historical books, biographies, and school textbooks affected your worldview?
Mortimer J. Adler and Charles Van Doren, How to Read a Book: The Classic Guide to Intelligent Reading, (New York: Simon and Schuster, 1972).
About the Author
Stu Cocanougher
10 responses to “How to Read a Book: Thoughts and Questions”
Leave a Reply
You must be logged in to post a comment.
Stu, I really enjoyed your post. I am an accountant by vocation and a historian by avocation. As a Christian I have read many history books with a critical eye. The politically correct text books on the War of Northern Aggression don’t tell the other side of the story.
Looking forward to many good discussions with you.
My wife grew up in Texas. She failed a history test in school on the civil war. During class, my wife thought that “we” referred to the United States, and “they” referred to the Confederacy. When her teacher taught her class that “we lost the Battle of Gettysburg,” my wife assumed that the Union lost that battle.
Enjoyed reading your post Stu! I too grew up in Ohio. Good question about world views. I’m sure that the books I’ve read growing up affected my world view. I didn’t fully realize it until my first conversation over dinner with a Czech atheist. Talk about world view changing.
Stu, really liked this post….. our context is so important!
As a history major in college – that focused in 20th century European history – these questions are of great interest to me….. I am fighting off the strong urge to respond to Mary’s inaccurate naming of the civil war (ha!)…. In seminary I had the great privilege learning from Scott Sunquist (it is less of a privilege to be graded by him, but I digress)….. His book (link: https://www.amazon.com/History-World-Christian-Movement-Christianity-ebook/dp/B00B4ZQSPG/ref=sr_1_4?s=books&ie=UTF8&qid=1473447689&sr=1-4&keywords=scott+sunquist#nav-subnav ) on Early Christian History does a wonderful job of bringing in non-western perspectives and views… I highly recommend it.
A few years ago I read “A History of Christian Missions”
https://amzn.com/0140137637
I learned about the early church starts in India, Japan, China, and Africa. I came to the conclusion that this should be called the “History of the Church.” Yet, we call it “missions” because it was not an outgrowth from the movement in Europe and the Middle East.
Hi Stu,
It’s wonderful to see other views on the book. I am a reader of mystery and encouragement writings. I am an accountant and all I was ever interested in were numbers. I too was intrigued by there being levels and stages of reading.
I enjoyed your writing. I am going to have to step up my game.
So true! Being a former history teacher, I agree. History teaches us so much about ourselves and give us our worldview. The author of history shapes our perception of our perspective. They have a lot of power how they choose to edit history or what they choose to focus on.
Stu it is so interesting and true that History frames our worldview thus it informs the way in which we engage with other cultures and people. I can remember my history courses, even my world history courses, not really providing a true comprehensive world view. It was mainly an overview of war and conflict. I also, could only choose from French or Spanish as a second language.
Today as our economy has expanded globally, it has caused a change within primary and secondary education. Our son is 5 years old and just started Kindergarten this year. He had a choice of what language class he could take beyond the 2 staples. We all chose Mandarin. When I spoke with him yesterday he told me that his favorite class is his Mandarin class. How awesome is that? A 5 year old is enjoying learning about the Chinese culture and speaking one of their simplified dialects.
I also found the section on different approaches fascinating, Stu. When I was studying history in college, I was surprised to realize how much history I actually learned by reading historical novels or biographies about authors I loved.
I taught high school history and government for 6 years and it is so true that personal and geographical perspectives weigh heavily on how we view history. I was given books to teach from that were produced from a very conservative Christian publisher in the south and was surprised to see what had been omitted or was different from the history I had learned. I had to spend a lot of time researching and fact-checking. Just one more reason I am hoping to learn more about non-Western history through this program!
Excellent observations and wonderful questions: how does the history that we read shape us? That question alone could form a doctoral course! The common thought is that “history is written by the victors;” that is, those who dominate drive the description of our past. For many of us, learning about the “other” history (of the U.S., the world) is shocking, but so valuable in understanding others’ perspectives. Reading a history like “The Cross & the Lynching Tree” by James Cone opened my eyes to the prevalence of lynching in America, even into recent history, and how that has shaped the identities (and faith) of many African Americans. I can never look at our history without recognizing the nuances involved, the silent multitude behind the scenes, who perhaps suffered through events we might commonly portray as heroic or honorable.