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A Guidebook to Learning: For a Lifelong Pursuit of Wisdom
A systematic approach to lifelong learning interconnects disciplines and ideas, explains the shortcomings of specialization, shows how to assimilate information and knowledge into understanding and wisdom, and offers a defense of the liberal arts.
163 pages, Hardcover
First published March 31, 1986
7 people are currently reading
566 people want to read
About the author
Mortimer J. Adler
571 books1,027 followersNumerous published works of American educator and philosopher Mortimer Jerome Adler include
How to Read a Book
(1940) and
The Conditions of Philosophy
(1965).
This popular author worked with thought of Aristotle and Saint Thomas Aquinas. He lived for the longest stretches in cities of New York, Chicago, San Francisco, and San Mateo. He worked for Columbia University, the University of Chicago, Encyclopædia Britannica, and own institute for philosophical research.
Born to Jewish immigrants, he dropped out school at 14 years of age in 1917 to a copy boy for the New York Sun with the ultimate aspiration to a journalist. Adler quickly returned to school to take writing classes at night and discovered the works of Aristotle, Thomas Aquinas, John Locke, John Stuart Mill, and other men, whom he came to call heroes. He went to study at Columbia University and contributed to the student literary magazine, The Morningside, (a poem "Choice" in 1922 when Charles A. Wagner was editor-in-chief and Whittaker Chambers an associate editor). Though he failed to pass the required swimming test for a bachelor's degree (a matter that was rectified when Columbia gave him an honorary degree in 1983), he stayed at the university and eventually received an instructorship and finally a doctorate in psychology. While at Columbia University, Adler wrote his first book: Dialectic, published in 1927.
In 1930 Robert Hutchins, the newly appointed president of the University of Chicago, whom Adler had befriended some years earlier, arranged for Chicago’s law school to hire him as a professor of the philosophy of law; the philosophers at Chicago (who included James H. Tufts, E.A. Burtt, and George H. Mead) had "entertained grave doubts as to Mr. Adler's competence in the field [of philosophy]" and resisted Adler's appointment to the University's Department of Philosophy. Adler was the first "non-lawyer" to join the law school faculty. Adler also taught philosophy to business executives at the Aspen Institute.
Adler and Hutchins went on to found the Great Books of the Western World program and the Great Books Foundation. Adler founded and served as director of the Institute for Philosophical Research in 1952. He also served on the Board of Editors of Encyclopædia Britannica since its inception in 1949, and succeeded Hutchins as its chairman from 1974. As the director of editorial planning for the fifteenth edition of Britannica from 1965, he was instrumental in the major reorganization of knowledge embodied in that edition. He introduced the Paideia Proposal which resulted in his founding the Paideia Program, a grade-school curriculum centered around guided reading and discussion of difficult works (as judged for each grade). With Max Weismann, he founded The Center for the Study of The Great Ideas.
Adler long strove to bring philosophy to the masses, and some of his works (such as How to Read a Book) became popular bestsellers. He was also an advocate of economic democracy and wrote an influential preface to Louis Kelso's The Capitalist Manifesto. Adler was often aided in his thinking and writing by Arthur Rubin, an old friend from his Columbia undergraduate days. In his own words:
Unlike many of my contemporaries, I never write books for my fellow professors to read. I have no interest in the academic audience at all. I'm interested in Joe Doakes. A general audience can read any book I write—and they do.
Source: http://en.wikipedia.org/wiki/Mortimer...
This popular author worked with thought of Aristotle and Saint Thomas Aquinas. He lived for the longest stretches in cities of New York, Chicago, San Francisco, and San Mateo. He worked for Columbia University, the University of Chicago, Encyclopædia Britannica, and own institute for philosophical research.
Born to Jewish immigrants, he dropped out school at 14 years of age in 1917 to a copy boy for the New York Sun with the ultimate aspiration to a journalist. Adler quickly returned to school to take writing classes at night and discovered the works of Aristotle, Thomas Aquinas, John Locke, John Stuart Mill, and other men, whom he came to call heroes. He went to study at Columbia University and contributed to the student literary magazine, The Morningside, (a poem "Choice" in 1922 when Charles A. Wagner was editor-in-chief and Whittaker Chambers an associate editor). Though he failed to pass the required swimming test for a bachelor's degree (a matter that was rectified when Columbia gave him an honorary degree in 1983), he stayed at the university and eventually received an instructorship and finally a doctorate in psychology. While at Columbia University, Adler wrote his first book: Dialectic, published in 1927.
In 1930 Robert Hutchins, the newly appointed president of the University of Chicago, whom Adler had befriended some years earlier, arranged for Chicago’s law school to hire him as a professor of the philosophy of law; the philosophers at Chicago (who included James H. Tufts, E.A. Burtt, and George H. Mead) had "entertained grave doubts as to Mr. Adler's competence in the field [of philosophy]" and resisted Adler's appointment to the University's Department of Philosophy. Adler was the first "non-lawyer" to join the law school faculty. Adler also taught philosophy to business executives at the Aspen Institute.
Adler and Hutchins went on to found the Great Books of the Western World program and the Great Books Foundation. Adler founded and served as director of the Institute for Philosophical Research in 1952. He also served on the Board of Editors of Encyclopædia Britannica since its inception in 1949, and succeeded Hutchins as its chairman from 1974. As the director of editorial planning for the fifteenth edition of Britannica from 1965, he was instrumental in the major reorganization of knowledge embodied in that edition. He introduced the Paideia Proposal which resulted in his founding the Paideia Program, a grade-school curriculum centered around guided reading and discussion of difficult works (as judged for each grade). With Max Weismann, he founded The Center for the Study of The Great Ideas.
Adler long strove to bring philosophy to the masses, and some of his works (such as How to Read a Book) became popular bestsellers. He was also an advocate of economic democracy and wrote an influential preface to Louis Kelso's The Capitalist Manifesto. Adler was often aided in his thinking and writing by Arthur Rubin, an old friend from his Columbia undergraduate days. In his own words:
Unlike many of my contemporaries, I never write books for my fellow professors to read. I have no interest in the academic audience at all. I'm interested in Joe Doakes. A general audience can read any book I write—and they do.
Source: http://en.wikipedia.org/wiki/Mortimer...
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Displaying 1 - 10 of 10 reviews
September 4, 2011
I found this book very interesting. If you are the type who loves organization, information, learning, and philosophy you may also be intrigued. In fact, you will probably be intrigued by many of Adler's titles. It seems most of his work centers around education and philosophy. If you are not all of the above you may find having to read this book on the level of torture. To give an example of what to expect the first four chapters deal with pros and cons of organizing information alphabetically. That should be a litmus test for you.
The book was easy to read in that Adler was brief and concise. Chapters were short. However, I cannot say that he was to the point. In a book of 15 chapters he ends chapter 13 by saying,
I was looking forward to his “Conclusion” with hopes of more clarity and direction. The direction I was given was to a handful of Adler’s other works. Along with this wisdom:
It’s always nice to have your own ideas confirmed in the statements of others. It’s just that I was reading his book in hopes of gaining more than what I already knew.
To be fair there were many general principles that I found beneficial and seeing the strategies of antiquity were interesting and instructive.
I am glad I read this book and I am still eager to mine some of his other works. All in all however I would not list this as an essential Adler work. It seems to me even he would point to things like: How to Read a Book, and How to Speak, How to Listen.
The book was easy to read in that Adler was brief and concise. Chapters were short. However, I cannot say that he was to the point. In a book of 15 chapters he ends chapter 13 by saying,
“If readers of this book, reaching this point, have a sense that what they have been offered so far does not give them the guidelines that this work promised to provide, I hope that what lies ahead will fulfill that promise reasonably well.”
I was looking forward to his “Conclusion” with hopes of more clarity and direction. The direction I was given was to a handful of Adler’s other works. Along with this wisdom:
"What, then, shall autodidacts do? How should persons proceed who wish to conduct for themselves the continuation of learning after all schooling is finished?
The answer is in one way very brief and simple. looked at in another way it is rich and substantial enough to occupy a lifetime of learning in the pursuit of wisdom.
The simple answer is: Read and discuss!”
It’s always nice to have your own ideas confirmed in the statements of others. It’s just that I was reading his book in hopes of gaining more than what I already knew.
To be fair there were many general principles that I found beneficial and seeing the strategies of antiquity were interesting and instructive.
I am glad I read this book and I am still eager to mine some of his other works. All in all however I would not list this as an essential Adler work. It seems to me even he would point to things like: How to Read a Book, and How to Speak, How to Listen.
April 20, 2022
This book is so underrated :))
I think many readers may misunderstand the book's title as they want to look for tips on "how to learn" and miss the important points this book wants to give. Some may be disappointed because of the dreadful and boring chapters in more than the first half of the book on reviewing the order and classification of knowledge by the predecessors, but these chapters are needed for readers to know why the author gave such advice on the later parts of the book.
Here are some important points:
1. In the introduction, he stated why the specialization of knowledge we learn in our higher education may be a quick and easy way to prepare us for our future careers, but it's far from enough for making us become a fully educated human
2. This comes to the point that one needs to prepare for oneself the kind of general education which includes learning the most important ideas but keeping the learning as widely as possible. The problem is, in our era of information, there are too many things to learn, and even if the learner wants to seek the categorization of knowledge, they may just find that it's arranged in alphabetical order without any emphasis on the level of importance in each of them.
3. On the importance of knowledge, Adler started by giving us the 6 types of the "goods of mind" (what kinds of knowledge are in our head): a) information; b) knowledge (more systematic than information, but it can still be applied in good or evil purposes); c) understanding (knowing fully the significance of the knowledge we possessed, and understanding well the ethical purposes behind the use of it); d) wisdom (the coordination of many understandings to grasp the most fundamental insights); e) art (bodily or intellectual skills needed for some forms of production or performance); f) prudence (practical skills needed for living a meaningful and well-conducted life)
4. On the categorization of knowledge, he divided all of them into ART (including fine arts and useful arts) which fits with the goods of mind of art and prudence, and SCIENCE (including philosophy, poetry, history, empirical sciences, and math) fitting with another four remaining types of the goods of mind. There is a detailed justification of why he divided like that.
5. In the discussion of the form and matter in "The Transcendental Forms" part, he considered that learning philosophy, poetry, and history can achieve a more widely and more fundamentally understanding of the ideas than learning the empirical science or math, which concerns more with the particular and special subject matter.
6. On the importance of knowledge given how it can benefit our 6 types of the goods of the mind, philosophy, and poetry (especially the philosophical understanding of religion) that can lead us to wisdom is much more important than science and history which is only the initial preparation for us to be enlightened by poetry and philosophy.
7. For the ways of how to learn effectively and what specific matters to learn, Adler refered all of that in the appendix (including his own works) which I found it so valuable.
I think many readers may misunderstand the book's title as they want to look for tips on "how to learn" and miss the important points this book wants to give. Some may be disappointed because of the dreadful and boring chapters in more than the first half of the book on reviewing the order and classification of knowledge by the predecessors, but these chapters are needed for readers to know why the author gave such advice on the later parts of the book.
Here are some important points:
1. In the introduction, he stated why the specialization of knowledge we learn in our higher education may be a quick and easy way to prepare us for our future careers, but it's far from enough for making us become a fully educated human
2. This comes to the point that one needs to prepare for oneself the kind of general education which includes learning the most important ideas but keeping the learning as widely as possible. The problem is, in our era of information, there are too many things to learn, and even if the learner wants to seek the categorization of knowledge, they may just find that it's arranged in alphabetical order without any emphasis on the level of importance in each of them.
3. On the importance of knowledge, Adler started by giving us the 6 types of the "goods of mind" (what kinds of knowledge are in our head): a) information; b) knowledge (more systematic than information, but it can still be applied in good or evil purposes); c) understanding (knowing fully the significance of the knowledge we possessed, and understanding well the ethical purposes behind the use of it); d) wisdom (the coordination of many understandings to grasp the most fundamental insights); e) art (bodily or intellectual skills needed for some forms of production or performance); f) prudence (practical skills needed for living a meaningful and well-conducted life)
4. On the categorization of knowledge, he divided all of them into ART (including fine arts and useful arts) which fits with the goods of mind of art and prudence, and SCIENCE (including philosophy, poetry, history, empirical sciences, and math) fitting with another four remaining types of the goods of mind. There is a detailed justification of why he divided like that.
5. In the discussion of the form and matter in "The Transcendental Forms" part, he considered that learning philosophy, poetry, and history can achieve a more widely and more fundamentally understanding of the ideas than learning the empirical science or math, which concerns more with the particular and special subject matter.
6. On the importance of knowledge given how it can benefit our 6 types of the goods of the mind, philosophy, and poetry (especially the philosophical understanding of religion) that can lead us to wisdom is much more important than science and history which is only the initial preparation for us to be enlightened by poetry and philosophy.
7. For the ways of how to learn effectively and what specific matters to learn, Adler refered all of that in the appendix (including his own works) which I found it so valuable.
July 7, 2011
There are some really helpful insights here. Particularly his ranking certain types of knowledge over others. For example he categorizes learning into 1. Information, 2. Organized knowledge 3. Understanding 4. Wisdom. I also gave a hearty amen to his ranking of general education as more important than specialized knowledge. He does not look down on specialization in itself, but he argues that we should receive a broad education and that learning is really just beginning after college which is mostly focused on specialization.
I gave it only three stars because he takes so long to get to the points above. He does a historical survey of different attempts by individuals to organize all knowledge. This part is dry and Adler probably could have written the book differently to avoid this deficiency. It was interesting to learn a little about the history of the encyclopedia.
I gave it only three stars because he takes so long to get to the points above. He does a historical survey of different attempts by individuals to organize all knowledge. This part is dry and Adler probably could have written the book differently to avoid this deficiency. It was interesting to learn a little about the history of the encyclopedia.
October 23, 2020
the answer for a lifelong pursuit of wisdom:
Read & Discuss. Reading without discussion can fail to yield the full measure of understanding that should be sought, and discussion without the substance for discussion that good and great books afford is likely to degenerate into chitchat or be little more than an exchange of opinions and personal prejudices
Read & Discuss. Reading without discussion can fail to yield the full measure of understanding that should be sought, and discussion without the substance for discussion that good and great books afford is likely to degenerate into chitchat or be little more than an exchange of opinions and personal prejudices
June 4, 2017
I do not know what I thought this book would be, but it wasn’t what I got. Even the author admits that if you get through most of the book and make it to the final chapters you might wonder what everything you have read so far has to do with the proposed goal of the book. I was in that position myself. Which is not to say that there was nothing I found interesting there. Adler goes through a historical survey of how information has been organized and collected. He also outlines the reasons why alphabetical order is not the best way to organize information and the reasons it is so hard to organize it any other way. Some of which was interesting for its own sake. But it isn’t for everyone. I can see how some people would be bored to tears. I have never read anything else by Adler but he talked about his other work a lot. So much that it started to feel self-promoting at times. He explains that he thinks everyone should have a general education and gives you some tips on how to go about giving yourself one along with an outline of information to give you some place to start and something to aim for.
June 1, 2011
At the right point in life, this book saved my mind. Ready to check into the nine to five stamp me as I enter, kick me as I leave world I was when I read this book.
Thanks Mortimer, for all the years of joy in the pursuit of my real dreams.
Thanks Mortimer, for all the years of joy in the pursuit of my real dreams.
July 27, 2008
A fascinating book on what we should read and why. I especially liked the distinction Adler makes between the learning of a specialist and the learning of a generalist, and the value in each.
September 27, 2024
"A Guidebook for Learning" by Mortimer Adler is a thought-provoking work that addresses the challenges of education in our information-rich era. Adler's ambitious goal - to provide a comprehensive guide for those seeking true education amidst the modern knowledge explosion - is admirably realized in this insightful book.
Adler's critique of the alphabetical organization of knowledge in encyclopedias, library catalogs, and university course listings is particularly compelling. He argues convincingly that this approach creates a fragmented and chaotic understanding of knowledge.
The book's historical survey of classification systems is enlightening, offering readers a broader perspective on how knowledge has been organized throughout time. Adler's proposed solutions to "alphabetiasis" are innovative, particularly his endorsement of the Encyclopedia Britannica's Propaedia and the Syntopicon of the Great Books of the Western World as superior learning guides.
It's an essential read for educators, students, and professionals in library and information science. Adler's work challenges us to rethink our approach to organizing and acquiring knowledge, making it a valuable resource for anyone committed to meaningful learning in the modern age.
Adler's critique of the alphabetical organization of knowledge in encyclopedias, library catalogs, and university course listings is particularly compelling. He argues convincingly that this approach creates a fragmented and chaotic understanding of knowledge.
The book's historical survey of classification systems is enlightening, offering readers a broader perspective on how knowledge has been organized throughout time. Adler's proposed solutions to "alphabetiasis" are innovative, particularly his endorsement of the Encyclopedia Britannica's Propaedia and the Syntopicon of the Great Books of the Western World as superior learning guides.
It's an essential read for educators, students, and professionals in library and information science. Adler's work challenges us to rethink our approach to organizing and acquiring knowledge, making it a valuable resource for anyone committed to meaningful learning in the modern age.
February 13, 2022
I am an Adler fan but I don't even think he knew why this book was written. The contents are not what the title suggests. The introduction does not give any insight into the primary topic, which is how categories of knowledge have been broken down in the past and how he would do it in the modern 1980's. This reads like an expanded introduction to an encyclopedia set which, in essence, it kind of is.
Read
February 13, 2018Not quite what I expected. A thorough understandable review of knowledge organization in past & present.
Displaying 1 - 10 of 10 reviews