College grads are “aristocrats of the intelligence”. We know how to discover and impart knowledge. But, we can make mistakes.

It’s not a question of being more or less intelligent. The question has to do with skill in using a certain product of intelligence, books.

If the reader is competent, he can turn the knowledge in that narrative into something he can use in life or as a starting point for further work. In other words, turn knowledge into learning.

However, learning is marred by many pitfalls. A common one is pedantry.

What is a pedant? The friend who corrects every fact as you speak is a pedant. The party guest who details the fuel consumption and all the humps and traffic lights he had to go through, instead of simply saying he drove an Altis to the party, is a pedant. Pedantry is to speak with more precision than is required by the purpose.

Because of this obsession with precision, pedants have found an ally in the natural sciences. Indeed, pedantry is rampant there. Most of us scientists are more concerned about how we describe our work than about saying something useful. I’m a pedant when I talk to non-biologists as if they were biologists. When I do that, and I do in fact, I’m really thinking more about how awesome I am.

The problem is, we do sound awesome. And so everyone else wants to imitate us. The result is linguistic fuzz.

Take this example: “”Indeed, it should be assiduously noted that the quantity of dihydrogen monoxide utilized in the experiment was precisely measured to the microgram, utilizing a volumetric apparatus calibrated in accordance with the International System of Units, ensuring the utmost accuracy and precluding the possibility of even the most infinitesimal deviation from the intended quantity.”

The writer could just have said he measured the mass of water using a weighing scale.

Here’s an example from the fine arts.

“For me the challenge of painting lies implicit with the act, to penetrate inherited conceptual deposits and attempt the possible impingement of spirit, the personal image remains the enduring command of conscience.”

Do we even understand that? But, wow, pare: penetrate, deposits, impingement, image, command. By the way, that’s how you can tell someone graduated from a university.

More examples; here’s a list of 3 pairs. One member of the pair is the title of an article from the natural sciences, and the other an actual book in popular psychology.

1. Reaction of aldehydes with monosubstituted malonic acids.
2. The happiness hypothesis.

1. Ion-forming equilibria of triarylmethyl chlorides in liquid sulfur dioxide.
2. Psycho-cybernetics: how to program your mind for success.

1. Ultrasonic propagation in liquid ammonia and in liquid ammonia solutions of sodium, lithium, sodium bromide, and sodium iodide.
2. Neurolinguistic programming: a systematic approach to change.

To be clear, I’m not against the content of neurolinguistic programming or NLP, nor do I deny that happiness can have a neurological component. I’m just being careful about the unnecessarily arcane way they are sometimes presented.

Why am I being careful? Obviously, because fuzz is boring. And it’s unintelligible. And, a subject half-learned made to sound fully learned and then applied to solve real problems? A little knowledge is a dangerous thing.

Last week I chatted with my high school best friend, Gil. He took a 3 month course in NLP because he wanted to help people with mental issues. No doubt, NLP works very well. But, to grow one’s clientele hahanapan ka pa rin ng license to practice psychology. He’s now taking a master’s degree from a university and plans to get his PRC license in 2025.

Gil works hard. But for the lazy, the approach is, if you can’t dazzle them with your brilliance, baffle them with your bullshit.

And so, the marriage between pedantry and science has made it so easy to look sophisticated. The result? A massive barrage of bullshit.

To compete, creators sell you their content as being at least as valuable as anyone else’s. To convince you that joy is important they will not just call it joy, but “the happiness hypothesis“, or “the happiness equation“, or “happiness: lessons from a new science“. One book for the price of three. An idea that sounds scientific is as good as any idea that is also scientific, right?

Wrong. All knowledge is not equal. What you SAW does not have the same truth value as what it MEANT. The jump from knowledge to learning starts with data, goes through judgement, reaches a conclusion. There’s a technique to read science, one for history, for poetry, for fiction, for psychology. A 3-month seminar on NLP is a far different animal from a 3-year masters program in psychology.

But, experts, if they snub anything outside their field, must face another problem: to think that their technique is THE technique, they turn a method into a doctrine. Hence, Dawkins proved God doesn’t exist using Darwinian evolution, while Descartes proved the opposite using mathematics. Marx turned economic analysis into the doctrine of communism, and Malthus turned exponential equations into a doctrine of population control, that the Chinese Communist Party in 1979 turned into the One Child Policy, a disaster they’re unable to reverse.

The market is swamped with books, also false teachings, memes, fake news, clickbait, conspiracy theories. How can we navigate this tsunami of knowledge in a way that gets us safely to port? Two ways.

1. Talk less, say more. Learned men have dug deep enough to hit the aquifer that connects all truth, allowing much to be left unsaid in conversation. You only need a few very sharp tools to quickly reach that aquifer. Choosing good books was easier when publication was expensive and so only the best got printed. I mean even Das Kapital, The Interpretation of Dreams, and Madame Bovary are great books, and useful if it’s clear to you why and how to read them. With modern syllabi, fewer and fewer people now read the same books; good conversation is becoming more and more rare, although we can still safely quote from the Apocalypse. Anyway, consult, study, and test your tools.

2. Read only books that have stood the test of time. Jean Guitton, Catholic philosopher, suggests to prefer books that are still talked about at 3 years old, better 30 years, best 300 years. He says to read only those books that make you gasp “I would love to have written this myself.” Guitton is not against quantity itself, but against uncritical and disorganized consumption. To counter this, he suggests a method of comparative study. As an example let’s say you read Les Miserables. How to read it according to Guitton? Three steps: Choose, distinguish, contradict.

Step one, choose: you’ve already chosen a good book; now, in one sentence what is this book about? what does each chapter say? What is not said that could have been said?

Step two, distinguish: How does this book compare and contrast with other books of Victor Hugo, with other authors? Why this choice of detail and not this other?

Step three, contradict: What facts, what assumptions did these authors get wrong? How do we resolve the dispute?

Now, how the hell am I supposed to read 52 books a year if I followed this method? But who said you have to read cover to cover? Or in one direction, front to back? And who said that 52 books is even a good idea?

You know, as you master these skills you’ll see the true superpower of a learned man lies in the quality of his questions. Mama Mary is not recorded as having read a single book. Yet after she asked, “How can this be since I know not man?,” the Word was made flesh.

To conclude. We teach the way we learn. If we consume BS then we vomit BS. But, if we read judiciously, then like a mother pelican, pie pellicane, we will regurgitate healthy food.

(Q.C. 230707)

How to Read a Book by Mortimer J. Adler (1902-2001) and Charles Van Doren (1926-2019) is a classic guide that provides insights and strategies for improving one’s reading skills and comprehension. The book presents a systematic approach to reading, focusing on understanding and engaging with a wide variety of written works, from fiction to complex non-fiction.

The authors categorize reading into four levels:

1. Elementary reading: Basic reading skills learned during primary education, such as recognizing words and understanding their meanings.
2. Inspectional reading: Skimming or superficial reading to get a quick understanding of the book’s structure, main ideas, and purpose.
3. Analytical reading: A more in-depth and focused approach to reading, with the goal of fully understanding and engaging with the material.
4. Syntopical reading: Reading multiple books on the same topic and comparing their ideas, arguments, and perspectives to gain a comprehensive understanding of the subject.

Adler and Van Doren outline a series of steps for each level, particularly focusing on analytical reading. Some key steps for analytical reading include:

1. Classifying the book: Determine the type of book you’re reading (fiction, history, science, philosophy, etc.) to set the right approach and expectations.
2. Understanding the book’s structure: Examine the table of contents, headings, and subheadings to understand how the book is organized and to identify the main topics covered.
3. Pre-reading the book: Skim through the book, read the introduction, and glance at key sections to gain a general understanding of the material.
4. Identifying the author’s main point: Determine the central argument, thesis, or theme of the book.
5. Understanding the author’s reasoning: Analyze the arguments and evidence the author presents to support their main point, and evaluate the strength and validity of their reasoning.
6. Critiquing the book: Assess the book’s strengths and weaknesses, consider alternative viewpoints, and form your own opinions about the material.
7. Engaging in active reading: Take notes, ask questions, and engage in discussions with others to deepen your understanding and retention of the material.

Parallels with Guitton’s Arts of Thinking that I discuss in my previous blog — election, distinction, and contradiction — are evident.

Suggestions for applying the principles in How to Read a Book include:

Practice different reading levels: Develop your skills at each level of reading by intentionally applying the appropriate techniques to different types of books or materials.

Set reading goals: Establish clear objectives for your reading, such as understanding specific concepts, learning new skills, or exploring a new topic.

Take notes and summarize: As you read, take notes, and periodically summarize what you’ve learned to help reinforce your understanding and retention of the material.

Discuss with others: Engage in conversations or discussions about the books you’re reading to gain new insights, clarify your understanding, and share your perspectives.

Be patient and persistent: Developing strong reading skills takes time and practice. Be patient with yourself and commit to reading regularly to improve your comprehension and enjoyment of the material.

Now, let’s delve into reading that we engage in specifically for enjoyment: fiction. I will tackle that subject in two parts. First, I will outline the benefits of reading fiction; and second, I will outline a method for discussing fiction with others.

Beyond simple enjoyment or entertainment, reading fiction has numerous benefits. It can be a practical tool for personal growth, understanding, and skills development in several ways:

1. Empathy and Understanding: Fiction allows readers to experience different perspectives and walk in the shoes of characters who are different from them. This can foster empathy and understanding toward others’ situations, feelings, and actions.
2. Cultural Awareness: Reading novels from different countries, cultures, or time periods can expose readers to different ways of life, beliefs, and customs, enhancing their cultural awareness and understanding.
3. Critical Thinking and Problem Solving: Fiction often presents complex plots, characters, and moral dilemmas. Readers must interpret, analyze, and make judgments about these elements, which can improve their critical thinking and problem-solving skills.
4. Language and Communication Skills: Regularly reading fiction can improve vocabulary, grammar, writing, and overall language skills. It can also enhance storytelling abilities and verbal communication, as readers often discuss books with others.
5. Emotional Intelligence: Fiction often delves deeply into characters’ inner lives, emotions, and personal growth. This can help readers better understand and manage their own emotions, enhancing emotional intelligence.
6. Creativity and Imagination: The imaginative worlds and situations in fiction can stimulate readers’ creativity, encouraging them to imagine possibilities beyond their own experiences.
7. Relaxation and Stress Management: Reading can be a relaxing activity that provides an escape from everyday stresses. It can also improve sleep if done before bed as part of a nighttime routine.
8. Life Lessons and Morals: Fiction often explores themes related to morality, ethics, and human behavior. Readers can gain insights and learn valuable lessons from these explorations.

Fiction is also an extraordinarily effective communication tool. Humans have a tendency to relate to narratives. Information structured within a story is more engaging, memorable, and easier to comprehend than raw data or disconnected facts. Stories create a vivid picture and immerse the audience in a context that they can relate to personally, stirring emotions and empathy. They can also help to illustrate complex ideas or abstract concepts in a more accessible way. Stories tap into our shared cultural and social constructs, making it a universally understood language that can bridge differences and foster shared understanding.

Thus, storytelling can inspire, motivate, and persuade very effectively, making it an invaluable tool in effective communication. While reading fiction might not provide “practical” skills in the way that learning to cook or change a tire might, the soft skills and insights it provides can enrich personal and professional lives in meaningful ways.

It will therefore serve the reader to know a little about how to make shared learning efficient, i.e., how to maximize the benefit of stories by discussing them in a small group such as a book club.

One model that is useful for this purpose is called the Shared Inquiry Discussion Model. It’s a democratic and interactive approach to exploring texts. The objective of the exercise is not to “review”, but to think together, wherever that takes them, whether they learn any life hacks or not. Discussion aims and encourages participants to engage deeply with the material and with each other’s interpretations.

Here’s how it works:

1. Preparation: Everyone in the group reads the book before the discussion. It’s also helpful if members take notes on thoughts, reactions, or questions they have while reading, especially for points they’d like to discuss with the group. I recommend that members dedicate a special journal or diary that they use only for book clubs.
2. Question Selection: The discussion begins with an open-ended question about the book. This could be something like, “What is the main theme of the book?” or “Why do you think the character made that decision?” It’s important that the question is not fact-based (i.e., can be answered directly from the text) but rather interpretative, promoting thought and discussion. The moderator would have prepared a short list. The list serves as a guide, and it is not assumed that all questions will be tackled.
3. Initial Responses: Each member takes turns giving their initial response to the question. These should be brief and without interruption.
4. Discussion: After everyone has given their initial responses, the floor is open for discussion. Members can respond to each other’s interpretations, ask follow-up questions, provide textual evidence for their views, etc. The goal is not to come to a consensus but to explore the question in depth and from various perspectives.
5. Follow-Up Questions: Once the discussion on the first question has naturally concluded, any member can pose a new question for the group to discuss, and the process repeats. It’s encouraged for these questions to arise organically from the discussion.
6. Wrap Up: After all questions have been discussed, the group wraps up by reflecting on the conversation and perhaps discussing how their understanding of the book has evolved through the discussion.
7. Feedback: After the discussion, it can be beneficial to have a feedback session where members can express their feelings about the discussion process, what they liked, what they didn’t like, and any suggestions for future discussions.

The facilitator’s role is crucial in maintaining a productive and pleasant atmosphere during the discussion. He or she should ensure everyone gets a chance to speak, guide the discussion back on track if it strays too far from the topic, and ensure that the conversation remains civil and respectful at all times.

These suggestions can enhance your reading skills, deepen your understanding of a wide range of topics, and cultivate a lifelong love of learning.

(Q.C. 230511)