You may have known it before you started the B. H. Carroll DMin program, but if not, after reading the syllabi for your first two seminars, you now know that you will be reading, reading, reading over the next three years. Actually, you most likely have been reading much before starting this program and will continue to read much after finishing it. Reading is an essential skill for doctoral studies. That is why we start the Research & Writing in Ministry seminar with a discussion about reading. You are reading How to Read a Book by Adler and Van Doren, and you are writing a book review of it for submission by the end of this class week. Please answer the two questions below based on your reading of and reflection on How to Read a Book:
1) What insights have you gained about reading from How to Read a Book?
2) How do you think these insights can be applied to your reading in this course, your core readings seminar, and the other courses in your DMin program?
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Class,
Welcome to our first forum. Please post a comment giving your initial answer to this question on reading. Check back to read the posts of your peers and respond to them. We want the forum to be a place for class dialogue. Please engage one another.
Blessings,
Dr. Bryan
Just to verify, we are to respond to two of our peers? I did three responses just in case.
Johnny,
That is fine. Two responses is the minimum required level of response. Feel free to respond to everyone if you like.
These forums are focused on engaging in meaningful dialogue with your peers on each topic.
Don’t feel that you are done for the week. Keep checking back through Sunday to see your peers’ responses to your initial post and to your follow-up posts to them. Keep the dialogue going. Learn from each other.
Dr. Bryan
Thank you Dr. Bryan!
1) What insights have you gained about reading from How to Read a Book?
Good afternoon classmates and Dr Bryan. The most beneficial parts to the book for me were the skimming and superficial reading process, and the synoptical reading (Which is the ultimate goal that the book wants to move us to).
For the first subject matter, skimming and superficial reading, the knowledge was highly beneficial to increase my speed in reading. I grew up with dyslexia so reading was full of obstacles. It was a mental strain to read. I learned that my learning would take longer than some in my undergrad. One of the things I did to learn was I worked very hard to be detailed in my comprehension of what I read. And although the working of details slowed me down, understanding occurred. What Skimming in particular taught me was before I work on this detailed format, I have to quickly read to simply understand the path of the book and its main subjects.
As for the second main point I gleaned, synoptical reading, this is the heartbeat of the book. The author reviewed a lot processes and gave very clear understanding about the subject matter (reading) to get us to the final goal, synoptical reading. And as I look ahead to the dissertation, this understanding of how to read multiple books on a subject matter that I have will benefit me greatly in the years to come.
2) How do you think these insights can be applied to your reading in this course, your core readings seminar, and the other courses in your DMin program?
There are two ways I believe this book will aid in my two courses this semester.
The first way is I will be able to read the material faster when need be and slower other times. As the author noted, good reading is doesn’t just have one speed (fast).
Secondly, I will be able to read with better understanding as I first decipher what kind of book I am reading.
But probably the most beneficial part of this book will be seen in what his ahead in our program. As synoptical reading becomes more prevalent I will a frame work of what I must do.
The book also constantly spoke of good books, which means good writing. This patterns of what a good writer does and doesn’t do, charts a path to be a good writer.
Johnny,
Thank you for your initial reply. You have picked up on two major points in the book. Syntopical reading is the core concept of this book as you note. Thank you for sharing about your dyslexia and how it has affected your learning style. It is important to match your reading style to the goal of reading the book. Sometimes one skims to find the key part of the book which will require a deeper reading. Finding the key information and digesting it is critical for doctoral research.
Dr. Bryan
Thanks for sharing, Johnny. I also have dyslexia. I love to read but I often get embarrassed by my spelling and grammar. I have found something that works for me. After reading a book, I go back and read the first sentence of each paragraph. Sometimes I will highlight the first sentence of each paragraph too. I appreciated that the book had important points in italics or different fonts. I know that is often helpful for people with dyslexia. It helped me comprehend the point or section better. The book defined practical as “something that works”. That is a great definition of the book too.
Hey Johnny! Looking forward to doing our DMin work together! Thanks for sharing your thoughts. The different types of reading for different types of books was helpful to me as well. I thought the author’s transparency on good books vs. bad books was good as well. Different books require different approaches. For me personally, it helps resolve a little bit of guilt that I feel when I do find my self skimming or not enjoying a book. There are times we dig in and engage syntopically, and I’m excited to get into some of that in this program!
Johnny,
I have always believed that we should be life-long learners and while I would not consider myself a ‘good’ ready, I have tried to be a faithful reader in the pursuit of knowledge. Your comment on different speeds of reading was something I missed but really appreciate, because I have encountered a lot of people in ministry who refuse to read because they are slow in speed and comprehension. Our reading assignment was good for me personally, but also provided a lot of information to share with others.
I too am pleased that you are beginning to discern the different types of reading assignments and matching your reading plan to the book and what you need to glean from it.
My wife did her M.Ed. focusing on reading, especially helping students with dyslexia then utilized her skills for many years teaching children. It was rewarding to see them move past their reading challenges.
Keep up the good work!
One of the most important insights I have gained from “How to Read a Book” is the difference between reading for information and reading for understanding. The authors challenge the reader to read actively for the sake of enlightenment over becoming “a learned fool.” This is an encouragement for me to think about reading as an active process of asking questions instead of quickly reading over assigned pages.
A second insight has been the usefulness of inspectional reading. I was under the impression that “skimming” and reading at different paces were not legitimate reading practices at the graduate level. Now that I understand the usefulness of these practices, I will incorporate these stages into my preliminary readings so that I can be aware of the unifying concepts, arguments, and structure of the different assigned books.
The third insight that has been significant to me is that a reader should fully understand an author before criticizing him. I will hold myself more accountable to follow the ordered steps of analytical reading (identify the unity of the book, outline the structure, determine the author’s important terms and propositions, and understand the main arguments that follow) before I criticize (agree, disagree, or suspend judgment).
These three insights will be especially useful throughout the DMin program. Inspectional reading should make reading as a whole more efficient and focused. Analytical reading will benefit due to an awareness of what portions of the book require more focus and time.
Regarding the core readings seminar, these principles seem to be especially useful. As different authors address related questions about theology or ministry practices, I am encouraged to understand each author fairly before comparing their arguments and conclusions. “Coming to terms” with each author will help me not take quotations out of context, and I will be more aware if authors genuinely agree or disagree. In addition, the section on syntopical reading will be especially helpful in the core readings seminar and other courses that require the student to search for sources on a particular ministry practice.
Finally, these habits should improve my work due to the vital role that research and writing plays across the DMin program. My notes will look less like a compilation of quotations and interesting fact; they will instead focus on authors’ intended theses, terms, arguments, evidence, questions, and my critiques. This shift in my database should make it easier for me to compare sources and construct better arguments of my own.
Overall, “How to Read a Book” has equipped me to be a better doctoral student that will read more efficiently, actively, and critically.
Skylar,
Thank you for your initial post. All three of your insights are excellent. I especially like your understanding that reading is an active process. One must interact with the writer, ask questions, look for theses, motivations, and prejudices. I am glad that you now understand that “skimming” does have a place in doctoral work. There is simply not enough time to read everything on a topic and make writing deadlines. One must skim to find the meat and then spend time chewing and digesting that meat with deeper reading.
Dr. Bryan
You answered that prompt so well, Skylar. I liked what you said, the “active process” of reading. It reminds me of when the book said the art of reading. I find myself quickly reading and trying to “get it done”. Instead of slowing down to really understand what I am reading. I believe the steps in syntopical reading will really help us when putting together our annotated bibliography. I like the fact that the book also has simple definitions of the four levels of reading. Such as syntopical reading can also be called comparative reading and inspectional reading can also be called systematic skimming.
Thank you Skylar for your insight. I especially liked your dialog about information and understanding. We are an Information Age, and sometimes the gathering of information can intoxicate us thinking we understand a lot more than we do.
Hey Skylar! Thanks for sharing. I identify with your initial feelings on skimming. I shared under Johnny’s comment that I often felt guilty when engaging a book this way. This book’s perspective helped me recognize that there’s a time and place for different types of reading and levels with engagement. I also felt convicted by the comments on not criticizing before the author is understood. I’ve definitely been guilty of that before, and can even think back on some specific books that I feel the need to revisit to gain understanding. Thanks for your thoughts!
Good catch – reading for information & reading for understanding. Far too often people just glean the data they need for their assignment at work or at school or wherever. Understanding is vital.
Keep up the good work!
As I read How to Read a Book, I find myself coming across ideas that seem obvious or elementary, but somehow at the same time have escaped consideration before now. To be honest, I never much considered that there are different types of reading, and that each type of reading has it’s appropriate place. To me, reading was reading, and I didn’t put much thought into how I was reading. Understanding the purpose and methodology of syntopical reading provides clarity as I dive into the rest of this book and the others we’ll read throughout the courses. It also challenged me to reflect on how I approach Scripture at different times, and what type of reading I do for sermon prep, personal devotion, etc.
Another insight concerned agreement between the author and the reader. There is an intention by the author, and an understanding by the reader. It is easy to search a work for a quote that affirms your position, or to take a part of an author’s work without engaging the totality of the author’s intention. This does a disservice to the author and their work. The obligation of the reader is to search the work for the author’s true meaning.
Lastly, one thing that struck me that I immediately began implementing was reading with a notecard blocking everything except the sentence I am reading at that moment. I tend to get distracted as my mind wanders. There are times I find myself a couple pages from where I last consciously engaged the text. When How to Read a Book discussed distracted reading and some practical tips to combat a wandering from the text, I knew I needed to put some things into effect. I have noticed better focus, more efficient reading, and better understanding of what I just read. I also started summarizing what I read after a period of time, so that I can keep track and try to retain it all.
All of these insights, I believe, lay the foundation for effective reading throughout this program. The way I see it, the program is like building a house, and these courses help to provide a foundation, as well as the tools in our tool belts that we will need in the years to come. It excites me to begin this journey, and to see the intentionality that has gone into the DMin program layout.
Mark,
Thank you for you good insights. I am glad that the book crystalized some overlooked insights about reading for you. Reading for understanding is critical. I’m glad you found the notecard suggestion helpful. Also, I truly appreciate your insight about not just lifting a quote from a resource because it supports your position without understanding the full context and intention of the author. This so often happens in poorly done research efforts and results in the use of a quotation in a way that is contra to the author’s intension. As readers, we must engage with the author in a dialogue to understand not only what is being said but also why this author is saying it.
Dr. Bryan
I really like how the book defined term as the author and the reader coming into agreement with definitions. I had to do that a lot with Childs book. Childs often used German to define certain theological words. It was a great read, but a slow read because of the amount of time I had to come to terms with the author.
Mark,
You seem very self-aware and honest as you considered how the book challenges your original approach to research and sermon preparation. With a weekly deadline, we all feel tempted to scan for quotes that can “prove” our preconceived notions! I was also encouraged to be a more objective reader, and the book rekindled my values to accurately depict each author’s perspective and arguments as well as possible.
I’m honored to start the program alongside you. I agree that the training we will experience together shows great promise to equip us for future ministry challenges.
Mark,
I had some of the same thoughts concerning the three reading styles. There were actually a few things caught me off guard and had me asking how I made it through advanced english in high school, an undergraduate degree, and seminary without knowing!
As a fellow distracted reader, I will be praying for you. The struggle is real, brother!
Glad to see that you are beginning to utilize your new reading skills as you read God’s Word. For me it’s easy to get drawn down a rabbit hole, digging out insights into a word or phrase and miss the grand vista of the passage I should be reading devotionally.
Glad to have you in our classes
The biggest insights I gained are the practical tools the book provides. One of the tools I put into practice right away was when the author’s suggested using your finger to skim under the words as you read. That helps you read faster and stay more alert. The exercises and the tests in the appendixes helped me realize that I was doing more inspectional reading instead of reading more analytical or syntopical. I need to grow more in active reading. Another tip was to read the table of contents before reading the book to know where to go for references and get an overview of the book. This book has a thorough table of contents. I really appreciated the chapter title but then section titles and page numbers. Making it easy to navigate the book. Chapter Five was full of tips. The tips on how to intelligently and fruitfully mark a book were easy and doable. It has been fourteen years since I was in grad school. I feel like this is all new again. So, I really appreciate a book that is simple enough to understand but full of depth. I want to take the list of books they recommended at the back and start reading some of them. To grow in reading skills and knowledge.
I know there will be a lot of reading for the DMin program. This book took some of the pressure off for me because it taught me how to read better. I will be applying this book to every course.
Lezeh,
Thank you for sharing the practical ways the book helped you to read more effectively. Reading is such a critical part of academic engagement. It seems that the focus in reading is often more on growing vocabulary and speed when it should also include growing understanding. Knowing when to read inspectionally, analytically, and syntopically is critical. One must apply the proper reading skill based on one’s need. In doctoral work, one often reads a book using multiple techniques. An inspectional reading provides a quick overview and notation of parts of the book that will require a more analytical or syntopical reading. Knowing which reading skill to apply in a given reading context is important.
Dr. Bryan
Hi Lezah,
I think the practical side of the book really appeal to me as well. I am so quick to getting into the book that don’t study where the book is headed. Reading the table context before reading has already been implemented in my reading practice as well.
I have a personal challenge reading with my finger “on the page” since about 90% of my reading is digital on my computer screen 🙂 That is a very good technique, however, whatever media you use for your reading.
I can relate to the time gap since your Masters work. It was 20 years for me between Masters and Doctorate. I had A LOT of catching up to do. So glad you have chosen to continue your studies with Carroll
The biggest personal insight that I gained from “How to Read a Book” is that I do not need to feel guilty for not reading every word on every page or for not remembering every detail. I have been out of the academic world for seven years, and most of the classes I took in seminary required close attention to details in preparation for exams. Coming into the Doctorate of Ministry program and seeing this semester’s reading list, I was very overwhelmed. Reading a seasoned academic book that emphasizes inspectional reading was useful and encouraging.
I also appreciated the area of the book that dealt with disagreeing with an author. In pastoral ministry I am very guarded in who I read, but knew coming into this program there would be a need to read people who may differ from my personal views of theology and practical ministry. The old term, “Don’t throw the baby out with the bath water” came to mind as I worked my way through the areas in which disagreeing with an author is acceptable in academia.
Concerning practical ways in which “How to Read a Book” can be applied, I immediately think of the suggestions given in the chapter that dealt with being a demanding reader. The different tools given on making a book your own connected well with the chapter on inspectional reading.
Looking ahead to the number of papers that will be written over the next few years, the five steps in syntopical reading laid some great groundwork in moving forward with my mental preparation. I have had conversations with several people who are doctoral candidates and the fear for all of them has been a question of their research leading them down a path they are not prepared for. The section of the chapter that deals with objectivity stated that there may be an unstated/unexpressed opinion closer to the truth that most people agree on. With that said, I am trusting the process of research!
Rob,
Looking at the total reading and work to be done in the course of completing a DMin or even sometimes in one seminar can be overwhelming. I’m glad that the insights on inspectional reading were helpful to you in this regard. I often ask overwhelmed doctoral students, “How do you eat an elephant?” The answer, of course, is “One bite at a time.” I often also add, “And be sure to chew thoroughly before swallowing.” This is good advice for reading a book or several books as in your current seminars. Take each book one-at-a-time. Read it using the proper reading techniques for your purpose. Sometimes you will need to read the book or at least sections of the book multiple times (e.g., inspectionally, analytically, syntopically). This is the process of chewing thoroughly so that you will be ready to digest or swallow the work into your research writing. However, you don’t always swallow everything. You eat the meat and spit out the bones. Or as you said, “Don’t throw the baby out with the bath water.” The origin of that truism is quite humorous. However, the nut of truth in it is valuable. If you will apply these insights on reading to the work ahead, you will find that the elephant is soon consumed and that you have grown in your understanding not only of a variety of topics but also of how to read a book.
Dr. Bryan
Good evening Rob,
My struggle is not so much guilt, but if I don’t read everything I might miss something. It is funny how our minds work. One of the things I am trying to do is skipped passed illustrations. If I understand the concept then I don’t need an example. Let’s see how it goes!
Rob,
I also became invested in the chapter “How to Be a Demanding Reader.” When I became a Christian at 17, I received conflicting opinions for church members on what was appropriate when reading – especially the Bible. Some people were adamant that we weren’t supposed to write in it, and others said writing in the margins was essential. I found that engaging with any book, especially the great ones, requires me to have a pen in hand, and I have to scribble all throughout the book to stay engaged.
P.S. I appreciate you sharing your anxiety about the workload. The pressure is real, but I believe you have what it takes!
Excellent thoughts about reading from people with whom you do not always agree. I have come to deeply appreciate several well known and highly regarded authors with whom I have some differences. However, I have learned a great deal from reading them as well as honing my positions that are at odds with theirs.
Glad that you have chosen to join us this semester.
Class,
Thank you for your excellent work in both responding to this question and then dialoging with one another and learning from one another. We are off to a great start. Keep up the great work and interaction in the weeks ahead.
Dr. Bryan