I wanted to get my series on How to Read a Book done before the end of the year. Now on to the blogging break.
I have been sharing parts of Adler and Van Doren’s How to Read a Book: The Classic Guide to Intelligent Reading (Simon and Schuster, 1972).

How to Read a Book: Index (for all related posts).
This will be the final post sharing points of what Adler and Van Doren call Analytical Reading. Analytical Reading is the third level of reading which the authors discuss in helping their readers understand the task of reading a book which involves more than simply decoding words but also understanding what is being read. Use of quotation marks or use of block quotes (more than two full lines of a quote) mean I quote the authors directly and then I summarize their explanations of the rules. Brackets and bolds are mine. Italics are original unless otherwise indicated.
This post will focus on the final section in which Analytical Reading. A reminder from the authors:
The first thing a reader can say is that he understand or that he [or she] does not. In fact, he must say he understands, in order to say more. If he does not understand, he should keep his peace and go back to work on the work (152).
If one does not understand, with enough solid support from the book itself, this could itself be a critical remark. But again, support is needed. In fact, “to the extent that a reader can support his charge that the book is unintelligable, he has not further critical obligations” (152).
If one can say I understand, and all is well, then the author has succeeded in his or her writing of the book. However, often the case is that disagreements and differing perspectives will arise. So what to do about the disagreements? How should they be expressed?
To the extent that suthors argue with their readers, and readers argue back, the good reader must be acquainted with the principles of argument. He must be able to carry on civil, as well as intelligent, controversy. “Not simply by following an author’s arguments, but only by meeting them as well, can the reader ultimately reach significant agreement or disagreement with his [or her] author” (153).
Now, let’s assume you have read a book, you understand the arguments therein, but have some disagreements. How do we proceed? Three conditions must be met if a disgreement is to be well conducted:
The first is, it is necessary the acknoweldge the emotionsone brings to a dispute (154). Some disagreements are and can be highly charged. A lot of emotions get involved. From a biblical studies view I think the whole debate between complementarianism and egalitarianism (the core issue is, can women be pastors or not?) can get quite heated and intense. Many feelings have been hurt over this controversial issue.
Second, you must make your own assumptions explicit (155). One should be aware of one’s own predjudices, or personal biases, are. If one is a complementarian, then be honest about it. Same with if one is an Egalitairan. Adler and Van Doren argue, “Good controversy should not be a quarrel about assumptions.” If an author asks a thing be taken for granted, that rquest should be honored.
Third, an attempt at imparitality is a good antidote for the blindenss that is almost inevitable in partisanship. Controversy without partisanchip is, of course, impossible. To mimimize the intensity of the controversy, it is wise to attempt to at least see the others point of view. The authors argue, “if you have not been able to read a book sympathetically, your disagreement with it is probably more contentious than civil” (155).
According to Adler and Van Doren, these three conditions are, ideally, the sine qua non of intelligent and profitable conversation.
Now on to expressing disagreement: There are four ways a book can be fairly criticized. The first three have to do with judging [or evaluating] an suthors soundness. The fourth with an authors completeness.
1) Uninformed. To say an author is uninformed is to say that he [or she] lacks some piece of knoweldge that is relevant to the problem he is trying to solve [or that pertains to the discussion at hand] (157). To support the claim an author is uninformed, you must be able yourself to state the knowledge that the author lacks and show how it is relevant, [and] how it makes a difference to the authors conclusions. Many who insist that “biblical archeology” proves the Bible is true are simply uninformed.
2) Misinformed. To say an author is misinformed is to say he asserts what is not the case (157-158). It involves making assertions that are contrary to fact. Perhaps one example might be in the area of Bible translation. Some insist that literal is more “accurate” when nothing could be further from the truth. Why? Because in translation theory, it is literally impossible to translate idoms and figures of speech literally without missing their meanings. A literal (word for word) approach would miss all kinds of literary aspects of the Biblical languages.
There is some relation in these first two points of criticism. People who inisist literal is more accurate can e both uniformed and misinformed. The same is true of those who insist that “biblical archeology” proves the Bible is true.
3) Illogical. To say an author is illogical is to say that he ahs committed a fallacy in reasoning (158). In general, there are two fallacies: non sequitor, which means that what is drawn as a conclusion simply does not follow from the reasons offered. Inconsistancy, which means that two (or more) things the author has tried to say are incompatible. To make either of these criticisms, the reader must be able to show the precise respect in which the author’s agreement lacks cogency, that is, with regard to the major conclusions.
Here it is imortant to understand that unless you can effectively show an author to be uninformed, misinformed, or illogical on relevant matters, you simply cannot disagree. Otherwise, disagreeing “just because” shows one may be more committed to certain ideals than one is willing to listen and understand what another is saying.
Adler and Van Doren state: The first three remarks are related to an authors terms [how he is saying things], propositions, and arguments. These are the elements he used to solve the problems that initiated his efforts. The fourth remark – that the book is incomplete – bears on the structure of the whole (161). Italics mine.
4) Incomplete. To say that an author’s analysis is incomplete is to say that he has not solved all the problems he started with, or that he has not made as good a use of his materials as possible, that he did not see all their implications and ramifications, or that he has failed to make distinctions that are relevant to his undertaking (161).
As the athors argue, “there is no point in making this remark, therefore, unless the reader can define the inadequacy precisely, either by his own efforts as a knower or through the help of other books” (161). So, this forth criticism is simply not a basis for disagreement. All it is saying is that not all that could or should be said, has been said in relation to whatever the author said he or she would do. This is a structural issue and not so much an argument issue.
There it is folks! You now have all the steps to analytical reading! Happy reading!
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