Mortimer J. Adler Quotes

The telephone book is full of facts, but it doesn't contain a single idea.

Above all, money-making and other external indices of social success must become subordinate to the inner attainments of moral and intellectual virtue.

An educated person is one who, through the travail of his own life, has assimilated the ideas that make him representative of his culture.

The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.

You can't be a philosopher and an activist. If you do, you get all mixed up.

It is only by struggling with difficult books, books over one's head, that anyone learns to read.

It is obvious that teaching is a very special art, sharing with only two other arts, agriculture and medicine, an exceptionally important characteristic A doctor may do many things for his patient, but in the final analysis, it is the patient himself who must get well, grow in health. The farmer does many things for his plants or animals, but in the final analysis, it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place.

Montaigne speaks of an “Abecedarian” ignorance that precedes knowledge, and a doctoral ignorance that comes after it. The first is the ignorance of those who, not knowing their A-B-C’s, cannot read at all. The second is the ignorance of those who have misread many books. They are, as Alexander Pope rightly calls them, “bookful blockheads, ignorantly read.” There have always been literate ignoramuses, who have read too widely, and not well. The Greeks had a name for such a mixture of learning and folly which might be applied to the bookish but poorly read of all ages. They are all “sophomores.”

In the case of good books, the point is not to see how many of them you can get through, but how many can get through to you.

...an adequate reform of public education in our school system cannot be accomplished by anything like a quick fix. We suspect that anyone who thinks otherwise cannot fully understand the shape of an adequate reform or all the obstacles to be overcome in achieving it.

To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. ... In the history of education, men have often distinguished between learning by instruction and learning by discovery. ... Discovery stands to instruction as learning without a teacher stands to learning through the help of one. 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. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.”

[Television, radio, and magazines] are so designed as to make thinking seem unnecessary (though this is only an appearance). The packaging of intellectual positions and views is one of the most active enterprises of some of the best minds of our day. The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements—all the way from ingenious rhetoric to carefully selected data and statistics—to make it easy for him to “make up his own mind” with the minimum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and “plays back” the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think.

Too many facts are often as much of an obstacle to understanding as too few. There is a sense in which we moderns are inundated with facts to the detriment of understanding.

Every seminar should involve at its conclusion the assignment of a short composition in which students would attempt to state how their understanding of the book discussed in the seminar was increased by their participation in the discussion.

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.