Mortimer J Adler’s and Charles Van Doren’s How to Read a Book sets out to assist readers who want to read well.
Our subject, then, is the art of reading good books when understanding is the aim you have in view
In order to help the reader to do this the authors compare teaching to reading. When you are in the presence of a teacher, they write, you can ask him a question and if you are ‘puzzled’ by the reply: ‘you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself.’
The reader has to do the work of analysis and thinking for themselves.
This is the difference between a present and an absent teacher. For the authors this is summed up by the difference between learning by instruction and learning by discovery. If you have learned a fact, they argue, you have only exercised your memory and you have not been enlightened, this only occurs when:
in addition to knowing what an author says, you know what he means and why he says it.
You need to know what is being said, you need to know the fact, it is the:’prerequisite to being enlightened. The point, however, is not to stop at being informed.’ Instruction by itself is not enough.
Adler and Van Doren illustrate this with the following quote from Montaigne:
an abecedarian ignorance that precedes knowledge, and a doctoral ignorance that comes after it.
The first is the ignorance of those who can’t or won’t read and the second is the ignorance of those we could refer to as sophomores, those who might seem ‘bookish’ but are in fact ‘poorly read’. The Greek ‘sophos’ meant ‘wise’ and ‘mōros’, ‘fool’. The fact that the Sophists were often accused of being fond of rhetoric more than reasoning or knowledge, might also serve our understanding here. Adler and Van Doren are at pains to point out the difference between being widely read and well read.
If you assume that discovery is better than instruction because it is active, you assume wrongly.
Learning by instruction is being taught by speech or writing, learning by discovery is learning:
by research, by investigation, or by reflection, without being taught… In both cases, the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning and instruction passive.
They then go further deeming that instruction is, in fact, ‘aided discovery… it is the student… who must do the learning.’ So the difference is between, what they now refer to as ‘aided and unaided’ learning. When discovering with the help of a teacher the learner learns by being taught, either from reading or listening. Unaided discovery is the ‘art of reading nature or the world’.
Reading is therefore allied to ‘instruction, being taught, or aided discovery.’ In order to be an active reader one ‘thinks’. This is where people go wrong. The writers posit that people believe thinking to be an ‘unaided’ process of discovery which, they concede, it probably is when one reads merely for entertainment or information. However, it is not true of more ‘active reading’. This type of reading cannot be done ‘thoughtlessly’. The wise-fool would find the next step a challenge because it asks the reader to be be more involved.
During the activity of reading one also thinks, observes, remembers and constructs ‘imaginatively what cannot be observed’. The authors give us this lovely example:
many people assume that though a poet must use his imagination in writing a poem, they do not have to use their imagination in reading it.
Nothing could be further from the truth. They go on to say that all the same skills that are said to be required in ‘unaided discovery’ learning are needed for reading. Reading is discovery learning with ‘help instead of without it’. In order to do this best:
we need to know how to make books teach us well.
This requires effort, observation, imagination, memory, analysis and reflection. Reading is an active process. The rest of the book teaches the reader how one might read, actively and intelligently.
4 thoughts on “Discovery Learning and the Art of Reading”
Have you read Reading Reconsidered? Some of the techniques that we were taught on the course follow these ideas and how to get pupils to reflect on what they have read. It is thoroughly planned too which I found to be far better than the guided reading approach I have used in the past.
A bit off topic, but are you familiar with Winston Churchill’s My Early Life? It’s a favorite I use as an example to promote reading amongst my students, since at least they’ve heard of him and have a positive association…essentially, he cheated his way through Eton and then went on to Sandhurst, but when he found himself in the sorts of parties/gatherings of officers and civil servant in India, he realized that he was woefully under-read and felt the fool. He thus took on a self-directed reading program, getting his father to send him whatever he could. Churchill realized, though, that this was leading him to develop massive gaps in his knowledge, and he lamented the fact that he was never able to consult with his teachers from Eton to see what he really ought to have read and in what order.
For us today, the message seems to be that we have to do whatever we can to encourage students to read on their own and help direct them when we can. I’ve had some sucess with this amongst my advanced students…sadly the rest seem to be too wedded to their devices, though even here there are small victories…
great stuff and wonderfully ‘on epic’ in my opinion.
Reblogged this on The Echo Chamber.