《如何阅读一本书》读书笔记

1 PART ONE: THE DIMENSIONS OF READING

1.1 The Acticity and Art of Reading

1.1.1 Active Reading

“Since reading of any sort. is an activity, all reading must to some degree to active. “

阅读是一种行为，所有阅读一定程度上都是主动阅读。

“Hence when we contrast active with passive reading, our prupoese is, first, to call attention to the fact that reading can be more or less acrive, and second, to point out that more acitve the reading the better. “

阅读可以多或少的主动，越主动越好。

“On the contrary, the reader or listener is much more like the catcher in a game of baseball.”

读者或听者更像棒球里的街球手。

“Both are active, though the activities are different.”

读和写都是主动行为，只是方式不同。

“We can take this analogy a step further. The art of catching is the skill of catching every kind of pitch—fast balls and curves, changeups and knucklers. Similarly, the art of reading is the skill of catching every sort of communication as well as possible.”

读者要尽可能好的抓住各种各样的信息。

“The ball is a simple unit. It is either completely caught or not. A piece of writing, however, is a complex object. It can be received more or less completely, all the way from very little of what the writer intended to the whole of it.”

读者获取的信息可能不完整。

1.1.2 The Goals of Reading: Reading for Information and Reading for Understanding

“Thus we can roughly define what we mean by the art of reading as follows: the process whereby a mind, with nothing to operate on but the symbols of the readable matter, and with no help from outside,* elevates itself by the power of its own operations. The mind passes from understanding less to understanding more.”

阅读的艺术：不借助外力，读懂了更多内容。

“The distinction between reading for information and reading for understanding is deeper than this. Let us try to say more about it. We will have to consider both goals of reading because the line between what is readable in one way and what must be read in the other is often hazy.”

信息阅读与理解阅读的区别：前者为获取信息，读者理解没有增加，例如读报；后者为阅读知识，读者理解增加了，例如读论文。

“The point we want to emphasize here is that this book is about the art of reading for the sake of increased understanding. Fortunately, if you learn to do that, reading for information will usually take care of itself.”

具备了阅读知识的能力，阅读信息自然迎刃而解。

1.1.3 Reading as Learning: The Difference Between Learning by Instruction and Learning by Discovery

“To be informed is to know simply that something is the case. To be enlightened is to know, in addition, what it is all about: why it is the case, what its connections are with other facts, in what respects it is the same, in what respects it is different, and so forth.”

了解与知道的不同。

“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.”

学习还得靠自己呀。

1.1.4 Present and Absent Teachers

1.2 The Levels of Reading

Elementary Reading —— 基础阅读（读字面意思）

Inspectional Reading —— 检视阅读（大概读）

Analytical Reading —— 分析阅读（认真读）

Syntopical Reading —— 主题阅读 / 比较阅读（不局限于某一本书，构建关于主题的分析）

1.3 The First Level of Reading: Elementary Reading

1.3.1 Stages and Levels

1.3.2 Higher Levels of Reading and Higher Education

1.3.3 Reading and the Democratic Ideal of Education

1.4 The Second Level of Reading: Inspectional Reading

1.4.1 Inspectional Reading I: Systematic Skimming or Pre-reading

系统预览（预读）：预览一下序言；预览一下目录；预览一下索引；看一下书籍介绍（新书）；看一下关键章节；随便看看（例如总结）。

1.4.2 Inspectional Reading II: Superficial Reading

粗略读：遇到难的书，先通读，先忽略不懂的地方。

You will miss the forest for the trees

试图理解全部细节会导致只见树木，不见森林。

1.4.3 On Reading Speeds

对不同的书用不同的速度，同一本书的不同内容也应该用不同的速度。

1.4.4 Fixations and Regressions

不要看啥读啥，大脑能处理比眼睛看到的信息更多的内容。

1.4.5 The Problem of Comprehension

“The problem of speed reading, then, is the problem of comprehension. Practically, this comes down to defining comprehension at levels beyond the elementary.”

读懂字面意思不代表真的理解内容。

1.4.6 Summary of Inspectional Reading

“Every book should be read no more slowly than it deserves, and no more quickly than you can read it with satisfaction and comprehension.”

“Race through even the hardest book. You will then be prepared to read it well the second time.”

1.5 How to Be a Demanding Reader

“What kept the famous candlelight readers awake? One thing certainly—it made a difference to them, a great difference, whether or not they read the book they had in hand.”

有意义的读书，就不会困。

1.5.1 The Essence of Active Reading: The Four Basic Questions a Reader Asks

“one simple prescription for active reading. It is: Ask questions while you read—questions that you yourself must try to answer in the course of reading.”

1. “WHAT IS THE BOOK ABOUT AS A WHOLE?”
2. “WHAT IS BEING SAID IN DETAIL, AND HOW?”
3. “Is THE BOOK TRUE, IN WHOLE OR PART?”
4. WHAT OF IT?

在阅读中提出问题，包括但不限于：这书是关于什么的？这书说了啥，咋说的？这书是完全正确的吗？书为啥提这些内容？

“Reading a book on any level beyond the elementary is essentially an effort on your part to ask it questions (and to answer them to the best of your ability). That should never be forgotten.”

在阅读过程中提问，并努力自答是非常重要的。

1.5.2 How to Make a Book Your Own

“But the act of purchase is actually only the prelude to possession in the case of a book. Full ownership of a book only comes when you have made it a part of yourself, and the best way to make yourself a part of it—which comes to the same thing—is by writing in it.”

买书 ≠ 拥有书，买了不读也白搭。

“The person who says he knows what he thinks but cannot express it usually does not know what he thinks.”

说清楚 = 想清楚，说不清楚 = 没想清楚。

“After finishing the book and making your personal index on the back endpapers, turn to the front and try to outline the book, not page by page or point by point (you have already done that at the back), but as an integrated structure, with a basic outline and an order of parts.”

不就是现在流行的画思维导图嘛。

1.5.3 The Three Kinds of Note-making

三种读书笔记：

1. 预览时的结构性笔记。
2. 精读时的概念性笔记。
3. 主题读时的辩证性笔记。

1.5.4 Forming the Habit of Reading

“Any art or skill is possessed by those who have formed the habit of operating according to its rules. This is the way the artist or crafsman in any field differs from those who lack his skill.”

任何技巧、技能，只有在形成习惯时，才能被称之掌握。太有道理了，恶魔奶爸沟通课里的沟通技巧也是一样。

“Now there is no other way of forming a habit of operation than by operating. That is what it means to say one learns to do by doing.”

实践是掌握技能的唯一途径。

“That is what it means to say that habit is second nature”

习惯是第二天性。我滴妈，至理名言。

1.5.5 From Many Rules to One Habit

“In other words, you must learn to forget the separate acts in order to perform all of them, and indeed any of them, well. But in order to forget them as separate acts, you have to learn them first as separate acts.”

先学分散的技巧，然后忘记分散的技巧，才能融合成完整的技能。非常哲学的道理。

2 PART TWO: THE THIRD LEVEL OF READING: ANALYTICAL READING

2.1 Pigeonholing a Book

2.1.1 The Importance of Classifying Books

“RULE 1. YOU MUST KNOW WHAT KIND OF BOOK YOU ARE READING, AND YOU SHOULD KNOW THIS AS EARLY IN THE PROCESS AS POSSIBLE, PREFERABLY BEFORE YOU BEGIN TO READ.”

先搞清楚自己读的是哪一类书。

2.1.2 What You Can Learn from the Title of a Book

“Again, however, to group books as being of the same kind is not enough; to follow this first rule of reading you must know what that kind is.”

2.1.3 Practical vs. Theoretical Books

“Theoretical books teach you that something is the case. Practical books teach you how to do something you want to do or think you should do.”

2.1.4 Kinds of Theoretical Books

“If a theoretical book emphasizes things that lie outside the scope of your normal, routine, daily experience, it is a scientific work. If not, it is philosophical.”

2.2 X-raying a Book

“Recognition of the need to see the structure of a book leads to the discovery of the second and third rules for reading any book.”

要先搞清楚书的结构。

“RULE 2. STATE THE UNITY OF THE WHOLE BOOK IN A SINGLE SENTENCE, OR AT MOST A FEW SENTENCES (A SHORT PARAGRAPH).”

用一句话或几句话概括一本书。

“To find out what a book is about in this sense is to discover its theme or main point.”

概括不是说明书的类型，而是说明书的主题 / 大意。

“RULE 3. SET FORTH THE MAJOR PARTS OF THE BOOK, AND SHOW HOW THESE ARE ORGANIZED INTO A WHOLE, BY BEING ORDERED TO ONE ANOTHER AND TO THE UNITY OF THE WHOLE.”

搞清楚书的内容是如何组织的。

“You must also know how it is many, not a many that consists of a lot of separate things, but an organized many.”

一本书是一堆内容的有机整合，组成部分之间是有联系的，不然就只是堆砌而已。

2.2.1 Of Plots and Plans: Stating the Unity of a Book

这一部分的几个概括的例子简直登峰造极了，我估计我一辈子也写不出来。

2.2.2 Mastering the Multiplicity: The Art of Outlining a Book

“A well-stated unity indicates the major parts that compose the whole; you cannot comprehend a whole without somehow seeing its parts. But it is also true that unless you grasp the organization of its parts, you cannot know the whole comprehensively.”

理解了组成部分，才能理解整体。

“It means outlining them, that is, treating the parts as if they were subordinate wholes, each with a unity and complexity of its own.”

每个部分在互相联系组成整体的同时，又具有各自的独立性。

“We mention this to show you that you need not follow the apparent structure of a book as indicated by its chapter divisions. That structure may, of course, be better than the outline you develop, but it may also be worse; in any event, the point is to make your own outline.”

给出列提纲，也就是我正在做的事情。

“Another way of saying this is to say that Rule 2—the requirement that you state the unity of a book—cannot be effectively followed without obeying Rule 3—the requirement that you state the parts that make up that unity.”

知道一本书的大概，不知道组成部分以及其如何组织，不足以弄清楚这本书到底讲了啥。

2.2.3 The Reciprocal Arts of Reading and Writing

“The author starts with the skeleton and tries to cover it up. His aim is to conceal the skeleton artistically or, in other words, to put flesh on the bare bones. If he is a good writer, he does not bury a puny skeleton under a mass of fat; on the other hand, neither should the flesh be too thin, so that the bones show through……Just so, actually writing the book from an outline, no matter how detailed, gives the work a kind of life that it would not otherwise have had.”

如果一本书，干巴巴的列，像大纲一样，就仿佛一个骨架没有生命。（虽然我觉得没啥问题）

“the old-fashioned maxim that a piece of writing should have unity, clarity, and coherence.”

2.2.4 Discovering the Author’s Intentions

“RULE 4. FIND OUT WHAT THE AUTHOR’S PROBLEMS WERE.”

如果没说书的主要问题，就要自己问，包括复杂问题包含的子问题。

“That is the fallacy of thinking you can discover what was in an author’s mind from the book he has written.”

看书就完事了，不要去揣测作者的意图。

2.2.5 The First Stage of Analytical Reading

“That is, it is not necessary to read a book through in order to apply the first four rules, then to read it again and again in order to apply the other rules. The practiced reader accomplishes all of these stages at once.”

规则运用要灵活。

2.2.6 The First Stage of Analytical Reading, or Rules for Finding What a Book Is About

1. Classify the book according to kind and subject matter.
2. State what the whole book is about with the utmost brevity.
3. Enumerate its major parts in their order and relation, and outline these parts as you have outlined the whole.
4. Define the problem or problems the author is trying to solve.

精读第一阶段：

1. 判断书的类型。
2. 了解书的主题。
3. 了解书的内容如何组织。
4. 了解书要解决的问题。

2.3 Coming to Terms With an Author

2.3.1 Words vs. Terms

“RULE 5. FIND THE IMPORTANT WORDS AND THROUGH THEM COME TO TERMS WITH THE AUTHOR.”

找到关键词 / 术语，并搞清楚它们的意思。

“The main point is that one word can be the vehicle for many terms, and one term can be expressed by many words. ”

词和术语是两回事。同一个词，作者在特定语境下表达的，可能是不同的意思。 同一个意思，可能用不同的词表达。

2.3.2 Finding the Key Words

“Our only concern is with the fact that some words in a book are more important than others.”

书肯定有关键词。

“From your point of view as a reader, therefore, the most important words are those that give you trouble. It is likely that these words are important for the author as well. However, they may not be.”

读不懂的一般是重要的，有时候也不一定。

2.3.3 Technical Words and Special Vocabularies

“Every field of knowledge has its own technical vocabulary.”

每个领域都有自己的特定的术语。

“You can spot them positively through having some acquaintance with the field, or negatively by knowing what words must be technical, because they are not ordinary.”

如果你对这个领域有所了解，那么你很容易发现关键词，否则读不懂的那些就是。

“The trouble with most readers is that they simply do not pay enough attention to words to locate their difficulties. They fail to distinguish the words that they do not understand sufficiently from those they do.”

要特别关注读不懂的词（很可能就是关键词）。

2.3.4 Finding the Meanings

“There are two main possibilities. Either the author is using these words in a single sense throughout or he is using them in two or more senses, shifting his meaning from place to place.”

两种情况，作者要么用一个词一直表达一个意思，要么用一个词表达不同的意思。

“The answer is that you have to discover the meaning of a word you do not understand by using the meanings of all the other words in the context that you do understand.”

用已知的词去理解未知的词。（这不英语考试经常考的吗😂）

“The surrounding words are the context for the words to be interpreted. ”

不懂的词的周围的词，就是语境 / 上下文。

“There is no rule of thumb for doing this. The process is something like the trial-and-error method of putting a jigsaw puzzle together. The more parts you put together, the easier it is to find places for the remaining parts, if only because there are fewer of them. A book comes to you with a large number of words already in place. A word in place is a term. It is definitely located by the meaning that you and the author share in using it. The remaining words must be“put in place. You do this by trying to make them fit this way or that. The better you understand the picture that the words so far in place already partially reveal, the easier it is to complete the picture by making terms of the remaining words. Each word put into place makes the next adjustment easier.”

觉得这段解释很好。

“On the one hand, a single word may be related to several terms. On the other hand, a single term may be related to several words.”

同一个词，作者在特定语境下表达的，可能是不同的意思。 同一个意思，可能用不同的词表达。

“In the third place, and finally, there is the matter of phrases.”

术语也可能用短语表达而不是关键词。

“It follows, therefore, that a term can be expressed by a phrase as well as by a word. And all the relations that exist between words and terms hold also between terms and phrases.”

和词一样，同一个短语，作者在特定语境下表达的，可能是不同的意思。 同一个意思，可能用不同的短语表达。

2.4 Determing An Author’s Message

“His propositions are nothing but expressions of personal opinion unless they are supported by reasons.”

作者的主张，如果没有理由的话，就仅仅是个人观点。

2.4.1 Sentences vs. Propositions

“Sentences and paragraphs are grammatical units. They are units of language. Propositions and arguments are logical units, or units of thought and knowledge.”

主张和论据是逻辑的单位，思想与知识的组成单位。

“Propositions are the answers to questions. They are declarations of knowledge or opinion.”

主张是问题的答案，知识或观点的声明。

“Not only can a single sentence express several propositions, either through ambiguity or complexity, but one and the same proposition can also be expressed by two or more different sentences.”

简单的句子可以表达好几个主张（复杂的更可以），同一个主张也可以被很多句子表达。

“RULE 5. FIND THE IMPORTANT WORDS AND COME TO TERMS.”

找到关键词，就找到了术语。

“RULE 6. MARK THE MOST IMPORTANT SENTENCES IN A BOOK AND DISCOVER THE PROPOSITIONS THEY CONTAIN.”

发现重要的句子和他们所包含的主张。

“RULE 7. LOCATE OR CONSTRUCT THE BASIC ARGUMENTS IN THE BOOK BY FINDING THEM IN THE CONNECTION OF SENTENCES.”

通过找到基本论据与句子的联系，定位或构建基本论据？？？（后文解释了）

2.4.2 Finding the Key Sentences

“But the heart of his communication lies in the major affirmations and denials he is making, and the reasons he gives for so doing.”

对读者来说，看不懂的句子，是重要的句子。对作者来说，交流的核心在于他的论断即理由。

“Terms constitute propositions. Propositions contain terms.”

术语组成主张，主张包含术语。

“This suggests one further clue to the location of the principal propositions. They must belong to the main argument of the book. They must be either premises or conclusions.”

主要的主张，肯定是前提或者结论，其归属于主要的论据 / 论述。

“They pause over the sentences that interest them rather than the ones that puzzle them.”

阅读中停下来的地方不是有意思的地方，而应该是使人困惑或令人思考的地方。

2.4.3 Finding the Propositions

“State in your own words!” That suggests the best test we know for telling whether you have understood the proposition or propositions in the sentence.”

能讲出来说明懂了。

2.4.4 Finding the Arguments

“another formulation of RULE 7, as follows: FIND IF YOU CAN THE PARAGRAPHS IN A BOOK THAT STATE ITS IMPORTANT ARGUMENTS; BUT IF THE ARGUMENTS ARE NOT THUS EXPRESSED, YOUR TASK IS TO CONSTRUCT THEM, BY TAKING A SENTENCE FROM THIS PARAGRAPH, AND ONE FROM THAT, UNTIL YOU HAVE GATHERED TOGETHER THE SEQUENCE OF SENTENCES THAT STATE THE PROPOSITIONS THAT COMPOSE THE ARGUMENT.”

论据 / 论述不一定会集中阐述，可能会很分散。尽可能找到阐述了主要主论据 / 论述的段落。如果论据 / 论述不是通过段落集中表达的（也就是分散的情况），就要自己通过不同的段落，去找一系列陈述了主张的句子，去构建论据 / 论述。

“If the author summarizes his arguments for you at the end of a chapter, or at the end of an elaborate section, you should be able to look back over the preceding pages and find the materials he has brought together in the summary.”

如果作者帮忙总结了论据 / 论述，那么就要往前翻翻看细节。

“If the book contains arguments, you must know what they are, and be able to put them into a nutshell. Any good argument can be put into a nutshell.”

一定要搞清楚作者要表达的东西。

2.4.5 Finding the Solutions

“RULE 8. FIND OUT WHAT THE AUTHOR’S SOLUTIONS ARE. ”

找到作者提出问题的答案。

2.4.6 The Second Stage of Analytical Reading

5. Come to terms with the author by interpreting his key words.
6. Grasp the author’s leading propositions by dealing with his most important sentences.
7. Know the author’s arguments, by finding them in, or constructing them out of, sequences of sentences.
8. Determine which of his problems the author has solved, and which he has not; and as to the latter, decide which the author knew he had failed to solve.

5. 通过关键词掌握术语。
6. 通过关键句掌握主要主张。
7. 通过寻找或构建一系列句子，掌握论述 / 论据。
8. 查明作者的问题有无被解决。

2.5 Critizing a Book Fairly

“A good book deserves an active reading. The activity of reading does not stop with the work of understanding what a book says. It must be completed by the work of criticism, the work of judging.”

不敢苟同。

2.5.1 Teachability as a Virtue

“The most teachable reader is, therefore, the most critical. He is the reader who finally responds to a book by the greatest effort to make up his own mind on the matters the author has discussed.”

同意。

2.5.2 The Role of Rhetoric

2.5.3 The Importance of Suspending Judgment

“RULE 9. YOU MUST BE ABLE TO SAY, WITH REASONABLE CERTAINTY, “I UNDERSTAND,” BEFORE YOU CAN SAY ANY ONE OF THE FOLLOWING THINGS: “I AGREE,” OR “I DISAGREE,” OR “I SUSPEND JUDGMENT.”

读懂了才可以评价。

2.5.4 The Importance of Avoiding Contentiousness

“RULE 10, and it can be expressed thus: WHEN YOU DISAGREE, DO SO REASONABLY, AND NOT DISPUTATIOUSLY OR CONTENTIOUSLY.”

要理性的表示不同意一本书的观点，不是为了引起争论而这么说。

2.5.5 On the Resolution of Disagreements

“RULE 11, therefore, can be stated as follows: RESPECT THE DIFFERENCE BETWEEN KNOWLEDGE AND MERE PERSONAL OPINION, BY GIVING REASONS FOR ANY CRITICAL JUDGMENT YOU MAKE.”

区分看待作者表达的知识与其的观点（区别在于有无合理论据）。

2.6 Agreeing or Disagreeing with an Author

“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 author.”

批判性看待作者表达的内容。

2.6.1 Prejudice and Judgment

2.6.2 Judging the Author’s Soundness

1. Uninformed：作者缺乏解决问题的相关知识。
2. Misinformed：作者做出错误论断。
3. Illogical： 作者逻辑有问题。

2.6.3 Judging the Author’s Completeness

4. Incomplete：作者未完成，如没有回答完他所提出的问题，或者讨论展开不够等等。

2.6.7 The Third Stage of Analytical Reading

A. General Maxims of Intellectual Etiquette

9. Do not begin criticism until you have completed your outline and your interpretation of the book. (Do not say you agree, disagree, or suspend judgment, until you can say “I understand.”)
10. Do not disagree disputatiously or contentiously.
11. Demonstrate that you recognize the difference between knowledge and mere personal opinion by presenting good reasons for any critical judgment you make.

B. Special Criteria for Points of Criticism

11. Show wherein the author is uninformed.
12. Show wherein the author is misinformed.
13. Show wherein the author is illogical.
14. Show wherein the author’s analysis or account is incomplete. Note: Of these last four, the first three are criteria for disagreement. Failing in all of these, you must agree, at least in part, although you may suspend judgment on the whole, in the light of the last point.”

精读第三阶段：

1. 礼节方面
   1. 没完全看懂不说不同意。
   2. 不因为引起争论而说不同意。
   3. 区分知识与作者个人观点。
2. 批评方面
   1. 表达作者知识不足。
   2. 表达作者做出错误论断。
   3. 表达作者逻辑不对。
   4. 表达作者未完成。

Aids to Reading

“It is a common-sense maxim of reading that outside help should be sought whenever a book remains unintelligible to you, either in whole or part, after you have done your best to read it according to the rules of intrinsic reading.”

用尽全力仍感到困难，可寻求外部帮助，帮助阅读。

2.7.1 The Role of Relevant Experience

“The surest test is one we have already recommended as a test of understanding: ask yourself whether you can give a concrete example of a point that you feel you understand.”

能举例子说明懂了。

2.7.2 Other Books as Extrinsic Aids to Reading

2.7.3 How to Use Commentaries and Abstracts

“the rule in the case of extrinsic reading is that you should not read a commentary by someone else until after you have read the book.”

读完书之后，在看书评，因为书评可能有错或不完整，摘要也是如此。

2.7.4 How to Use Reference Books

2.7.5 How to Use a Dictionary

“The dictionary’s primary service is on those occasions when you are confronted with a technical word or with a word that is wholly new to you.”

查字典太多影响阅读过程。

2.7.6 How to Use an Encyclopedia

3 PART THREE: APPROACHES TO DIFFERENT KINDS OF READING MATTER

3.1 How to Read Practial Book

3.1.1 The Two Kinds of Practical Books

“The most imporant thing to remember about any practical book is that it can never solve the practical problems with which it is concerned.”

实用类书籍，只能提供方法，解决问题还要靠自己。

3.1.2 The Role of Persuasion

3.1.3 What Does Agreement Entail in the Case of a Practical Book?

3.2 How to Read Imaginative Literature

3.2.1 How Not to Read Imaginative Literature

“Don’t look for terms, propositions, and arguments in imaginative literature.”

3.2.2 General Rules for Reading Imaginative Literature

3.3 Suggestions for Reading Stories, Plays, and Poems

3.3.1 How to Read Stories

“Again, almost everyone has some unconscious sadism and masochism in his makeup. These are often satisfied in novels, where we can identify with either the conqueror or victim, or even with both.”

Indeed.

We do not know, we cannot be sure, that the real world is good. But the world of a great story is somehow good.”

Yep.

3.3.2 A Note About Epics

3.3.3 How to Read Plays

3.3.4 A Note About Tragedy

3.3.5 How to Read Lyric Poetry

3.4 How to Read History

3.4.1 The Elusiveness of Historical Facts

3.4.2 Theories of History

“Because theories of history differ, and because a historian’s theory affects his account of events, it is necessary to read more than one account of the history of an event or period if we want to understand it. Indeed, this is the first rule of reading history.”

3.4.3 The Universal in History

3.4.4 Questions to Ask of a Historical Book

3.4.5 How to Read Biography and Autobiography

3.4.6 How to Read About Current Events

“Thus the most important thing to know, when reading any report of current happenings, is who is writing the report.”

屁股决定脑袋。

“To understand what kind of filter our reporter’s mind is, we must ask a series of questions about it. This amounts to asking a series of questions about any material dealing with current events. The questions are these:

1. What does the author want to prove?
2. Whom does he want to convince?
3. What special knowledge does he assume?
4. What special language does he use?
5. Does he really know what he is talking about?”

多思考，多提问，实质是批判性思维了，带节奏者常利用逻辑谬误，或通过情绪煽动达到目的。

3.4.7 A Note on Digests

3.5 How to Read Science and Mathematics

3.5.1 Understanding the Scientific Enterprise

“The attitude of scientists to historians of science could be summed up in that famous remark of George Bernard Shaw’s: “Those who can, do; those who can’t, teach.”

😂

3.5.2 Suggestions for Reading Classical Scientific Books

3.5.3 Facing the Problem of Mathematics

3.5.4 Handling the Mathematics in Scientific Books

3.5.5 A Note on Popular Science

3.6 How to Read Philosophy

“The great philosophers have always been able to clear away the complexities and see simple distinctions—simple once they are stated, vastly difficult before.”

这大概就是抓主要矛盾吧。

3.6.1 The Questions Philosophers Ask

3.6.2 Modern Philosophy and the Great Tradition

3.6.3 On Philosophical Method

3.6.4 On Philosophical Styles

3.6.5 Hints for Reading Philosophy

controlling principle 这里的 controlling 的意思，不应该是控制的，不然怎么都理解不通，而应该是决定性的。controlling principle 即指决定性原则，也可以理解为核心原则，或决定性原则，或根本性原则，或纲领，这样才讲得通。

可以参考作者阐述亚里士多德的这一段，侧面印证 controlling 的意思。

“We can find other examples in Aristotle. In the first place, it is always important to recognize, in reading any Aristotelean work, that things said in other works are relevant to the discussion. Thus the basic principles of logic, expounded in the Organon, are assumed in the Physics. In the second place, owing partly to the fact that the treatises are not finished works of art, their controlling principles are not always stated with satisfactory clarity. The Ethics is about many things: happiness, habit, virtue, pleasure, and so forth—the list could be very long. But the controlling insight is discovered only by the very careful reader. This is the insight that happiness is the whole of the good, not the highest good, for in that case it would be only one good among others. Recognizing this, we see that happiness does not consist in self-perfection, or the goods of self-improvement, even though these constitute the highest among partial goods. Happiness, as Aristotle says, is the quality of a whole life, and he means “whole” not only in a temporal sense but also in terms of all the aspects from which a life can be viewed. The happy man is one, as we might say nowadays, who puts it all together—and keeps it there throughout his life. This insight is controlling in the sense that it affects almost all of the other ideas and insights in the Ethics, but it is not stated nearly as explicitly as it might be.”

3.6.6 On Making Up Your Own Mind

3.6.7 A Note on Theology

3.7 How to Read Social Science

3.7.1 What Is Social Science?

3.7.2 The Apparent Ease of Reading Social Science

3.7.3 Difficulties of Reading Social Science

3.7.4 Reading Social Science Literature

“Typically, there is no single, authoritative work on any of these subjects, and we must therefore read several.”

社会科学的很多问题，无法完全定量分析回答，只能定性，因此需要看不同的内容。

“Fully to understand a philosopher, you should make some attempt to read the philosophers your author himself has read, the philosophers who have influenced him. ”

4 PART FOUR: THE ULTIMATE GOAL OF READING

4.1 The Fourth Level of Reading: Syntopical Reading

4.1.1 The Role of Inspection in Syntopical Reading

“The first thing to do when you have amassed your bibliography is to inspect all of the books on your list. You should not read any of them analytically before inspecting all of them.”

“First, it will give you a clear enough idea of your subject so that your subsequent analytical reading of some of the books on the list is productive. And second, it will allow you to cut down your bibliography to a more manageable size.”

“He also discovers, in the very short time it takes him to inspect it, whether the book says something important about his subject or not.”

有了话题相关的书目后，先通过检视阅读确定所选书目的话题相关性，同时缩减列表。

4.1.2 The Five Steps in Syntopical Reading

“STEP 1 IN SYNTOPICAL READING: FINDING THE RELEVANT PASSAGES.”

“In syntopical reading, it is you and your concerns that are primarily to be served, not the books that you read.”

主题阅读中，最重要的是你要解决的问题，而不是阅读的材料。

“STEP 2 IN SYNTOPICAL READING: BRINGING THE AUTHORS TO TERMS.”

“Thus it is you who must establish the terms, and bring your authors to them rather than the other way around.”

我的理解是，主题阅读中，诸多作者有诸多术语，不能一一完全搞懂，还是在理解的基础上，让作者的各种术语，服务于我们的问题。

“STEP 3 IN SYNTOPICAL READING: GETTING THE QUESTIONS CLEAR.”

“But since we ourselves are establishing the terminology in this case, we are faced with the task of establishing a set of neutral propositions as well. The best way to do this is to frame a set of problem, and to which each of our authors gives answers”

每一个参考资料，作者都从不同角度，阐述不同问题，大概率不能直接解答我们的主问题（如果有直接解答的资料，也不需要去看其他资料了）。因此，在参考不同资料的时候，我们需要用一系列问题，去阐述主问题，才有可能在不同的资料中，找到相关的提示。

“STEP 4 IN SYNTOPICAL READING: DEFINING THE ISSUES. ”

“Usually, differences in answers must be ascribed to different conceptions of the question as often as to different views of the subject.”

同一个问题，出现了不同的解答，大概率是作者看待问题的角度不同。因此有必要去定义清楚议题，且综合各种答案。定义议题的过程中，可能会衍生出各种相关的子议题，有必要将这些子议题梳理清楚。

“STEP 5 IN SYNTOPICAL READING: ANALYZING THE DISCUSSION.”

“we have to do more than merely ask and answer the questions”

不仅仅提出和解答问题，还要搞清楚这个问题是如何被提出又解答的。大概就是知其然并且知其所以然的意思吧。

4.1.3 The Need for Objectivity

“The syntopical reader, in short, tries to look at all sides and to take no sides.”

客观平等看待每一种声音（参考资料）。

4.1.4 An Example of an Exercise in Syntopical Reading: The Idea of Progress

4.1.5 The Syntopicon and How to Use It

过时的建议。

4.1.6 On the Principles That Underlie Syntopical Reading

4.1.7 Summary of Syntopical Reading

“I. Surveying the Field Preparatory to Syntopical Reading

1. Create a tentative bibliography of your subject by recourse to library catalogues, advisors, and bibliographies in books.

2. Inspect all of the books on the tentative bibliography to ascertain which are germane to your subject, and also to acquire a clearer idea of the subject. Note: These two steps are not, strictly speaking, chronologically distinct; that is, the two steps have an effect on each other, with the second, in particular, serving to modify the first. II. Syntopical Reading of the Bibliography Amassed in Stage I

3. Inspect the books already identified as relevant to your subject in Stage I in order to find the most relevant passages.

4. Bring the authors to terms by constructing a neutral terminology of the subject that all, or the great majority, of the authors can be interpreted as employing, whether they actually employ the words or not.

5. Establish a set of neutral propositions for all of the authors by framing a set of questions to which all or most of the authors can be interpreted as giving answers, whether they actually treat the questions explicitly or not.

6. Define the issues, both major and minor ones, by ranging the opposing answers of authors to the various questions on one side of an issue or another. You should remember that an issue does not always exist explicitly between or among authors, but that it sometimes has to be constructed by interpretation of the authors’ views on matters that may not have been their primary concern.

7. Analyze the discussion by ordering the questions and issues in such a way as to throw maximum light on the subject. More general issues should precede less general ones, and relations among issues should be clearly indicated. Note: Dialectical detachment or objectivity should, ideally, be maintained throughout. One way to insure this is always to accompany an interpretation of an author’s “views on an issue with an actual quotation from his text.”

1. 创建一个主题阅读的参考书目。
2. 检视阅读参考书目，精简书目。
3. 检视阅读精简书目，获取最相关的篇章。
4. 创建中性术语，使不同的作者可以尽可能的回答我们的问题。
5. 定义议题。
6. 分析讨论。

4.2 Reading and the Growth of the Mind

4.2.1 What Good Books Can Do for Us

“The books that you will want to practice your reading on, particularly your analytical reading, must also make demands on you. They must seem to you to be beyond your capacity.”

超出自己现有能力的书，才能提升自己。

“a good book can teach you about the world and about yourself. You learn more than how to read better; you also learn more about life. You become wiser. Not just more knowledgeable—books that provide nothing but information can produce that result.”

真正的好书，不仅提升知识更提升智慧。

4.2.2 The Pyramid of Books

“Our point, instead, is that you should seek out the few books that can have this value for you. They are the books that will teach you the most, both about reading and about life. They are the books to which you will want to return over and over. They are the books that will help you to grow.”

有必要去寻找那些最有价值，值得反复读的书。

4.2.3 The Life and Growth of the Mind

“But there is no limit to the amount of growth and development that the mind can sustain. The mind does not stop growing at any particular age; only when the brain itself loses its vigor, in senescence, does the mind lose its power to increase in skill and understanding.”

“But this great advantage that man possesses carries with it a great peril. The mind can atrophy, like the muscles, if it is not used. Atrophy of the mental muscles is the penalty that we pay for not taking mental exercise.”

“Television, radio, and all the sources of amusement and information that surround us in our daily lives are also artificial props. They can give us the impression that our minds are active, because we are required to react to stimuli from outside. But the power of those external stimuli to keep us going is limited. They are like drugs. We grow used to them, and we continuously need more and more of them. Eventually, they have little or no effect. Then, if we lack resources within ourselves, we cease to grow intellectually, morally, and spiritually. And when we cease to grow, we begin to die.”

“Reading well, which means reading actively, is thus not only a good in itself, nor is it merely a means to advancement in our work or career. It also serves to keep our minds alive and growing.”

思维与心智的提升，没有上限，但是一样用进废退。读书是保持思维与心智的提升的非常好的方式。