A topic is essentially a*sub)ect for discussion. The Greek word topos from which**topic^’ is derived literally means a place. Its literal meaning is retained in suchEnglish words as “topography” and “topology,” which signify the study ofphysical or geometrical places. The conception of a topic as a subject for discus’-sion is a metaphorical extension of this root meaning. A topic is a logical place; itis a place where minds meet to consider some common problem or theme.The minds may agree or disagree; they may argue the matter from differentpoints of view; they may contribute to the discussion in a variety of ways — byoffering examples, by proposing definitions or hypotheses, by stating analyses orarguments, by debating what has already been said, or by advancing a new view.But whatever form each contribution takes, it must be relevant, though it neednot be relevant in the same way or to the same degree. The various contributionsare relevant to each other through their relevance to the common theme orproblem, and this gives unity to the variety of things being said.A topic, then, is a place where minds meet through being relevant to a commonsubject of discussion. It is a place at which an intelligible exchange of thought,insight, or opinion can occur.

The topics are the basic units of the Syntopicon. They perform a doublefunction. The Outline of Topics in each chapter is the analysis of a great idea,setting forth its various meanings, its themes and problems; and the individualtopics serve as the immediate headings under w^hich are assembled the referencesto the discussion of each particular subject in the great books. The topics are themajor subdivisions of the discussion in the sphere of each of the great ideas, as theideas are the main divisions of the whole discussion in the great books. As eachidea represents a general field of discourse— a domain of learning and inquiry—covering a variety of related themes and problems, so, under each idea, the varioustopics represent the themes and problems which are the particular subjects ofdiscussion in that field.

The two mfasi^rfs of intrinsic greatness — scope and significance

The reason which operated against such multiplication of chapters was(as already stated) the desire to avoid excessive duplication among topics andreferences.

Both the great books and the great ideas were chosen to represent the unity andcontinuity of the tradition of western thought. The great l^ks are those whichdeal imaginatively or intellectually with the ideas which arc fundamental through-out this whole tradition. Any important work -ancient, mediaeval, or modern-will necessarily be concerned with these ideas in some uay. What distinguishes thegreat books is the originality, the profundity, and the scope of their treatment ofthese ideas. Other books, important in some special field of learning, may havethese qualities with respect to one idea or even to several related ideas, but thegreat books possess them for a considerable range of ideas, covering a variety ofsubject matters or disciplines; and among the great books the greatest arc thosewith the greatest range of imaginative or intellectual content.

The great majority of terms eliminated were those which did not appear to ,receive extensive or elaborate treatment in the great books. They were terms thatdid not seem to have a lively career —a continuous and complex developmentthroughout the three-thousand-year tradition of the great books.The editors usedthe actual content of the great books as the test whereby to separate a small set oftruly great ideas from a much larger number of important concepts or notions.The reader can apply this test himself by comparing the 1800 concepts listed inthe Inventory of Terms, with the 102 ideas that are treated as the principalterms in the Syntopicon.

THE PRINCIPLES AND METHODS OFSYNTOPICAL CONSTRUCTION

Adler first came into contact with the great books idea whenhe took John Erskine’s General Honors course at Columbia Universityin 1920.

Thosebarren times caused A. J. Liebling to designate Chicago “The SecondCity” for its lesser achievements in relation to New York City.

Alice Schreyer started me on the right track withthe Mortimer J. Adler Papers (149 total record boxes!)

Adler’s communityof discourse is a crucial part of this story about the great books idea

John Birch Society

Jacques Barzun

still building the Culture Wars politicalteleology.

After leaving the University of Chicago in 1952, Adler enteredthe public intellectual phase of his life as the Cold War heated up

Or, you may say that this business of marking books is going to slow up your reading. It probably will. That's one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent read-ing. Some things should be read quick-ly and effortlessly, and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things dif-ferently according to their worth.

I use the end-pa-pers at the back of the book to make a personal index of the author's points in the order of their appearance.

1. Underlining: of major points, of important or forceful statements. 2. Vertical lines at the margin: to emphasize a statement already under-lined. 3. Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom cor-ner of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able to take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.) 4. Numbers in the margin: to indi-cate the sequence of points the author makes in developing a single argu-ment. 5. Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, be-long together. 6. Circling of hey words or phrases. 7. Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated dis-cussion to a simple statement; record-

ment, doubt, and inquiry. It's like re-suming an interrupted conversation with the advantage of being able to pick up where you left off. And that is exactly what reading a book should be: a conversation be-tween you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the prop-er humility as you approach him.

To set down your reaction to important words and sen-tences you have read, and the ques-tions they have raised in your mind, is to preserve those reactions and sharp-en those questions.

conscious; I mean wide awake.) In the second place, reading, if it is active, is tliinking, and thinking tends to ex-press itself in words, spoken or writ-ten. The marked book is usually the thought-through book. Finally, writ-ing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points.

There are two ways in which one can own a book. The first is the prop-erty right you establish by paying for it, just as you pay for clothes and fur-niture. But this act of purchase is only the prelude to possession. Full owner-ship comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it.

Confusion about what it means to own a book leads people to a false reverence for paper, binding, and type —a respect for the physical thing—the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate in-side the cover. Having a fine library doesn't prove that its owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them.

It's like re-suming an interrupted conversationwith the advantage of being able topick up where you left off.And that is exactly what readinga book should be: a conversation be-tween you and the author.

Full owner-ship comes only when you have madeit a part of yourself, and the best wayto make yourself a part of it is bywriting in it.

Politico, for example, reported that “it was unclear what the former president meant exactly,”

One of his most effective tools is what we might call the Trump Two-Step, in which the former president says something outrageous, backs away from it in the face of criticism, and then fully embraces it. The goal here is to create a veneer of deniability. It doesn’t even need to be plausible; it just needs to muddy the waters a bit.

Since leaving office in 2021, former President Donald J. Trump has spent more than $100 million on lawyers and other costs related to fending off various investigations, indictments and his coming criminal trials, according to a New York Times review of federal records.

Theindexer will want a feel, before they begin, for the concepts that willneed to be flagged, or taxonomized with subheadings. They mightskim the book – reading it in full but at a canter – before tackling itproperly with the software open. Or they may spend a while, as apreliminary, with the book’s introduction, paying attention to itschapter outline – if it has one – to gain a sense of what to look outfor. Often, having reached the end of the book, the indexer will returnto the first few chapters, going over them again now that they havegained a conceptual mapping of the work as a whole.

‘Jirt’, as the childrencalled Tolkien (short for J.R.R.T.)

He had helped Murray with the very firstentry in the Dictionary – A: not only the sound A, ‘the low-back-wide vowelformed with the widest opening of the jaws, pharynx, and lips’, but also themusical sense of A, ‘the 6th note of the diatonic scale of C major’, and finallythe algebraic sense of A, ‘as in a, b, c, early letters of the alphabet used toexpress known quantities, as x, y, z are to express the unknown’. Ellis washappy to see these and other results of his work on the printed page, includingthe words air, alert, algebra.

The bad reader is lost amonggood books. He lacks the highest pleasure available to man,according to Mrs. Woolf. If she is right, none but a fool would refuseto learn to read as well as he can.

Reading is not a passive activity

In November 1945, three months after the atomic bombings,Oppenheimer stood firmly behind the scientific attitude, saying, “It isnot possible to be a scientist unless you believe that the knowledge ofthe world, and the power which this gives, is a thing which is of in-trinsic value to humanity, and that you are using it to help in the spreadof knowledge and are willing to take the consequences.”

When the Keynesian settlement was nally put into eect, afterWorld War II, it was oered only to a relatively small slice of theworld’s population. As time went on, more and more people wantedin on the deal. Almost all of the popular movements of the periodfrom 1945 to 1975, even perhaps revolutionary movements, couldbe seen as demands for inclusion: demands for political equality thatassumed equality was meaningless without some level of economicsecurity. This was true not only of movements by minority groups inNorth Atlantic countries who had rst been left out of the deal—such as those for whom Dr. King spoke—but what were then called“national liberation” movements from Algeria to Chile, whichrepresented certain class fragments in what we now call the GlobalSouth, or, nally, and perhaps most dramatically, in the late 1960sand 1970s, feminism. At some point in the ’70s, things reached abreaking point. It would appear that capitalism, as a system, simplycannot extend such a deal to everyone

Richard Carter says: November 16, 2023 at 5:38 am   (Edit) Mortimer Adler read books more than once? I guess that made sense from someone whose name was an anagram of ‘Mr Read-More-Lit’!

Eco was aware of this predicament. As a university profes-sor, he knew that the majority of students in Italian univer-sities seldom attended classes, that very few of them wouldcontinue to write and do research, and that the degree theyeventually earned would not necessarily improve their socialconditions. It would have been easy to call for the system tobe reformed so as not to require a thesis from students ill-equipped to write one, and for whom the benefit of spendingseveral months working on a thesis might be difficult to jus-tify in cold economic terms.

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology (edtech) in their classrooms.

But sometimes Alter’s comments seem exactly wrong. Alter calls Proverbs 29:2 “no more than a formulation in verse of a platitude,” but Daniel L. Dreisbach’s Reading the Bible with the Founding Fathers devotes an entire chapter to that single verse, much loved at the time of the American Founding: “When the righteous are many, a people rejoices, / but when the wicked man rules, a people groans.” Early Americans “widely, if not universally,” embraced the notion that—as one political sermon proclaimed—“The character of a nation is justly decided by the character of their rulers, especially in a free and elective government.” Dreisbach writes, “They believed it was essential that the American people be reminded of this biblical maxim and select their civil magistrates accordingly.” Annual election sermons and other political sermons often had Proverbs 29:2 as “the primary text.” Far from being a platitude, this single verse may contain a cure to the contagion that is contemporary American political life.

There was former Ohio congressman Anthony Gonzalez (R) — a former professional football player — who deemed the hostility he faced after opposing Trump too much of a risk for his family. Former Wyoming representative Liz Cheney (R) described similar fears from other legislators, as did former Michigan representative Peter Meijer (R). That these three are all former legislators is not a coincidence: They resigned or were beaten in primaries largely because they saw how the party had turned against them. See also: Romney, Mitt.

I'm not so much saying Adler and Van Doren were trying to prevent readers from coming to grips with the unresolved issues of American history illustrated in this example. But I am suggesting that the idea that there's a "message" in these foundational texts and they know what it is and our job is to find out, is flawed. Too deterministic, too hierarchical, too supportive of a master narrative that needs to be challenged so truth can be appreciated in its complexity.

And we found this greatpsychology term—“psychogenic fugue”—describing an event wherethe mind tricks itself to escape some horror. So, in a way, LostHighway is about that. And also the fact that nothing can stay hiddenforever.

this little discussion we're having reminds me of a lecture I once gave many years ago shortly after how to read a book was first published which which I said that I thought that solitary 02:17:34 reading was almost as much advice as solitary drinking

This is one of the challenges of being reactive to the public mood, rather than shaping it. Donald Trump, too, launched his first presidential campaign by elevating arguments and rhetoric from right-wing media, but he also shaped what the media was talking about. DeSantis has largely followed the trends, and the trends shift.

I used to give oral examinations at St John's in Chicago and one of the one of the reasons why an oral examination is so much better than the written examination is the professor can never in a written examination say to the student what did you mean by these words 00:47:05 but in oral examination a student often repeats words he's read in the book and you're saying now Mr Jones what you just said is exactly what Hobbs said or what Darwin or 00:47:18 lock said now tell me in your own words what Locke or Hobbes or Darwin meant and then the student has remembered the words perfectly can't tell you in his own words no and you know he has he has noticed of the sentence right he's just 00:47:30 memorized or sometimes he actually can do it and then you say that's very good Mr Jones but now give me a concrete example of it yeah and he failed to do that guy those are the two tests I've always used to be sure the student really grasps the meaning of the key 00:47:42 sentence

"verbalism" is the besetting sin of those who fail to read analytically.

Wonder is the beginning of wisdom in learning from books as well as from nature.

Mortimer]. Adler

Underlines and margin notes in an unknown hand are interspersed throughout the texts. Volume I includes a daily devotional page that has been used as a bookmark. The back endpapers of Volume IV has been copiously annotated.

This done, Adler can say that young crit ics of “the System” are not true revolutionaries. Real revolutionaries work within the System — since the System is the Revolution.

Imagine the younger generation studying great books andlearning the liberal arts. Imagine an adult population con-tinuing to turn to the same sources of strength, inspiration,and communication. We could talk to one another then. Weshould be even better specialists than we are today because wecould understand the history of our specialty and its relationto all the others. We would be better citizens and better men.We might turn out to be the nucleus of the world community.

Adam Smith stated the case long ago: "A man withoutthe proper use of the intellectual faculties of a man, is, ifpossible, more contemptible than even a coward, and seemsto be mutilated and deformed in a still more essential part ofthe character of human nature."

I have been using the Outline of Knowledge (OoK) which Adler developed for the Propædia volume of the 15th edition of the Encyclopedia Britannica (orig. publ. 1974) as my way of indexing knowledge (there is a blog series describing this). I am now working on Part 7 of the series, which is concerned with porting from a card-based analogue system to a digital computer-based form, using the insights gained from having done so via the analogue approach initially.It appears as though the final version of the OoK which ever appeared was in 2010, and is archived at The Internet Archive.I am interested in whether anyone has continued using the OoK or has expanded upon it in any formalised or systematic way. I have made my own mods to it, of course, as it is several decades old and could bear with some revision. But I am not aware of any organisation or group that may already be doing this, including the Britannica itself (which seems a shame, if it is the case).Does anyone know of any such efforts?

But I would do less than justice to Mr. Adler's achieve-ment if I left the matter there. The Syntopicon is, in additionto all this, and in addition to being a monument to the indus-try, devotion, and intelligence of Mr. Adler and his staff, astep forward in the thought of the West. It indicates wherewe are: where the agreements and disagreements lie; wherethe problems are; where the work has to be done. It thushelps to keep us from wasting our time through misunder-standing and points to the issues that must be attacked.When the history of the intellectual life of this century iswritten, the Syntopicon will be regarded as one of the land-marks in it.

As socialist realism was imposed on Soviet writers, one form of permissible resistance, of finding an inner freedom, was to read translations of foreign writers. No private library was complete without Hemingway, Faulkner, London, Fitzgerald, Steinbeck, Salinger—all officially permitted as “progressive writers” exposing the “ulcers of the capitalist world.”

The men who crafted Great Books programs, most prominently John Erskine, Mortimer Adler, and Scott Buchanan, promoted the idea that the reading of classics was a task meant for all students, at all levels, even if the works were translated from their original language. At several colleges, the curricula of undergraduate programs came to be based upon the reading of these Great Books.

Donald Trump has Sonny Bono beat as a kind of used-car salesman.

Second, the social life of annotation is of greater importance than individual reader response. Annotation must be studied and promoted as a social endeavor that is co-authored by groups of annotators, with interactive media, spanning on-the-ground and online settings, and in response to shared commitments.

In a postwar world in which educational self-improvement seemed within everyone’s reach, the Great Books could be presented as an item of intellectual furniture, rather like their prototype, the Encyclopedia Britannica (which also backed the project).

Jackson, H. J. (2001). Marginalia: Readers writing in books. New Haven, CT: Yale University Press.

The prefrontal leukotomy procedure developed by Moniz and Lima was modified in 1936 by American neurologists Walter J. Freeman II and James W. Watts. Freeman preferred the use of the term lobotomy and therefore renamed the procedure “prefrontal lobotomy.” The American team soon developed the Freeman-Watts standard lobotomy, which laid out an exact protocol for how a leukotome (in this case, a spatula) was to be inserted and manipulated during the surgery. Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now lobotomyThe use of lobotomy in the United States was resisted and criticized heavily by American neurosurgeons. However, because Freeman managed to promote the success of the surgery through the media, lobotomy became touted as a miracle procedure, capturing the attention of the public and leading to an overwhelming demand for the operation. In 1945 Freeman streamlined the procedure, replacing it with transorbital lobotomy, in which a picklike instrument was forced through the back of the eye sockets to pierce the thin bone that separates the eye sockets from the frontal lobes. The pick’s point was then inserted into the frontal lobe and used to sever connections in the brain (presumably between the prefrontal cortex and thalamus). In 1946 Freeman performed this procedure for the first time on a patient, who was subdued prior to the operation with electroshock treatment.The transorbital lobotomy procedure, which Freeman performed very quickly, sometimes in less than 10 minutes, was used on many patients with relatively minor mental disorders that Freeman believed did not warrant traditional lobotomy surgery, in which the skull itself was opened. A large proportion of such lobotomized patients exhibited reduced tension or agitation, but many also showed other effects, such as apathy, passivity, lack of initiative, poor ability to concentrate, and a generally decreased depth and intensity of their emotional response to life. Some died as a result of the procedure. However, those effects were not widely reported in the 1940s, and at that time the long-term effects were largely unknown. Because the procedure met with seemingly widespread success, Moniz was awarded the 1949 Nobel Prize for Physiology or Medicine (along with Swiss physiologist Walter Rudolf Hess). Lobotomies were performed on a wide scale during the 1940s; Freeman himself performed or supervised more than 3,500 lobotomies by the late 1960s. The practice gradually fell out of favour beginning in the mid-1950s, when antipsychotics, antidepressants, and other medications that were much more effective in treating and alleviating the distress of mentally disturbed patients came into use. Today lobotomy is rarely performed; however, shock therapy and psychosurgery (the surgical removal of specific regions of the brain) occasionally are used to treat patients whose symptoms have resisted all other treatments.

“She is likely our earliest Black female ethnographic filmmaker,” says Strain, who also teaches documentary history at Wesleyan University.

Emily J. LevineAby Warburg and Weimar Jewish Culture:Navigating Normative Narratives,Counternarratives, and Historical Context

Musk appears to be betting that the spectacle is worth it. He’s probably correct in thinking that large swaths of the world will not deem his leadership a failure either because they are ideologically aligned with him or they simply don’t care and aren’t seeing any changes to their corner of the Twitterverse.

We find favorwith Mortimer J. Adler’s stance, from 1940,that “marking up a book is not an act ofmutilation but of love.”18

J. Russell Ramsay, Ph.D.

Reading a book should be a conversation between you andthe author.

writing your reactions downhelps you to remember the thoughts of the author.

. Full ownership of a bookonly comes when you have made it a part of yourself, and thebest way to make yourself a part of it-which comes to thesame thing-is by writing in it.

To use a good book as a sedative is conspicuous waste.

This is a rhetorical flourish, and it deserves what mererhetoric always deserves

Weare on record as holding that unlimited educational opportunity-or, speaking practically, educational opportunity thatis limited only by individual desire, ability, and need-is themost valuable service that society can provide for its members.