How to Read a Book

Here, Adler sets forth his method for reading a non-fiction book in order to gain understanding. He claims that three distinct approaches, or readings, must all be made in order to get the most possible out of a book, but that performing these three levels of readings does not necessarily mean reading the book three times, as the experienced reader will be able to do all three in the course of reading the book just once. Adler names the readings "structural", "interpretative", and "critical", in that order.

Structural Stage: The first stage of analytical reading is concerned with understanding the structure and purpose of the book. It begins with determining the basic topic and type of the book being read, so as to better anticipate the contents and comprehend the book from the very beginning. Adler says that the reader must distinguish between practical and theoretical books, as well as determining the field of study that the book addresses. Further, Adler says that the reader must note any divisions in the book, and that these are not restricted to the divisions laid out in the table of contents. Lastly, the reader must find out what problems the author is trying to solve.

Interpretive Stage: The second stage of analytical reading involves constructing the author's arguments. This first requires the reader to note and understand any special phrases and terms that the author uses. Once that is done, Adler says that the reader should find and work to understand each proposition that the author advances, as well as the author's support for those propositions.

Critical Stage: In the third stage of analytical reading, Adler directs the reader to critique the book. He asserts that upon understanding the author's propositions and arguments, the reader has been elevated to the author's level of understanding and is now able (and obligated) to judge the book's merit and accuracy. Adler advocates judging books based on the soundness of their arguments. Adler says that one may not disagree with an argument unless one can find fault in its reasoning, facts, or premises, though one is free to dislike it in any case.

The method presented is sometimes called the Structure-Proposition-Evaluation (SPE) method, though this term is not used in the book.

Adler explains for whom the book is intended, defines different classes of reading, and tells which classes will be addressed. He also makes a brief argument favoring the Great Books, and explains his reasons for writing How to Read a Book.

There are three types of knowledge: practical, informational, and comprehensive. He discusses the methods of acquiring knowledge, concluding that practical knowledge, though teachable, cannot be truly mastered without experience; that only informational knowledge can be gained by one whose understanding equals the author's; that comprehension (insight) is best learned from who first achieved said understanding – an "original communication".

The idea that communication directly from those who first discovered an idea is the best way of gaining understanding is Adler's argument for reading the Great Books; that any book that does not represent original communication is inferior, as a source, to the original, and that any teacher, save those who discovered the subject he or she teaches, is inferior to the Great Books as a source of comprehension.

Adler spends a good deal of this first section explaining why he was compelled to write this book. He asserts that very few people can read a book for understanding, but that he believes that most are capable of it, given the right instruction and the will to do so. It is his intent to provide that instruction. He takes time to tell the reader about how he believes that the educational system has failed to teach students the art of reading well, up to and including undergraduate, university-level institutions. He concludes that, due to these shortcomings in formal education, it falls upon individuals to cultivate these abilities in themselves. Throughout this section, he relates anecdotes and summaries of his experience in education as support for these assertions.

In Part III, Adler briefly discusses the differences in approaching various kinds of literature and suggests reading several other books. He explains a method of approaching the Great Books – read the books that influenced a given author prior to reading works by that author – and gives several examples of that method.

The last part of the book covers the fourth level of reading: syntopical reading. At this stage, the reader broadens and deepens his or her knowledge on a given subject – e.g., love, war, particle physics, etc. – by reading several books on that subject. In the final pages of this part, the author expounds on the philosophical benefits of reading: "growth of the mind", fuller experience as a conscious being...