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READING
THE
WORLD
o
 READING
THE WORLD
Ideas That Matter
o

THIRD EDITION

MICHAEL AUSTIN

B
W . W . N O R T O N & C O M P A N Y

N E W Y O R K L O N D O N
W. W. Norton & Company has been independent since its founding in 1923, when William
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Library of Congress Cataloging-in-Publication Data

Reading the world: ideas that matter / edited by Michael Austin.—Third edition
pages cm—(Third edition).
Includes bibliographical references and index.

ISBN 978-0-393-93630-8 (pbk.)

1. College readers. 2. English language—Rhetoric—Problems, exercises, etc.

3. Critical thinking—Problems, exercises, etc. I. Austin, Michael, 1966 II. Title

PE1417.R396 2015
808’.0427—dc23 20140338120

Instructor’s Edition ISBN: 978-0-393-93845-6

W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, N.Y. 10110
www.wwnorton.com
W. W. Norton & Company, Ltd., Castle House, 75/76 Wells Street, London W1T 3QT
1234567890
 Contents
o

Preface x v
Timeline x x i
Pronunciation Guide x x vi i

PA RT 1 R E A D I N G T H E W O RLD

1 ED U C AT IO N 3

HSÜN TZU Encouraging Learning 5

To pursue [learning] is to be a man, to give it up is to become a beast.

SENECA On Liberal and Vocational Studies 1 3

I have no respect for any study whatsoever if its end is the making of money.

* LAURENTIUS DE VOLTOLINA Liber Ethicorum des Henricus

de Alemania 21
A painting of a class lecture at one of the medieval world’s most famous
universities.

FREDERICK DOUGLASS Learning to Read 2 4

I would at times feel that learning to read had been a curse rather than a blessing.
It had given me a view of my wretched condition, without the remedy.

JOHN HENRY NEWMAN from Knowledge Its Own End 3 1

Knowledge is capable of being its own end. Such is the constitution of the human
mind, that any kind of knowledge, if it be really such, is its own reward.

RABINDRANATH TAGORE To Teachers 4 0

In this critical period, the child’s life is subjected to the education factory, lifeless,
colorless, dissociated from the context of the universe, within bare white walls
staring like eyeballs of the dead.

* Image
v
vi Contents

VIRGINIA WOOLF Shakespeare’s Sister 4 6

It would have been impossible, completely and entirely, for any woman to have
written the plays of Shakespeare in the age of Shakespeare.

RICHARD FEYNMAN O Americano Outra Vez 5 3

After a lot of investigation, I finally figured out that the students had memorized
everything, but they didn’t know what anything meant.

MARTHA NUSSBAUM Education for Profit, Education for Democracy 61

From early on, leading U.S. educators connected the liberal arts to the preparation
of informed, independent, and sympathetic democratic citizens.

2 H U MA N NATU RE AN D T HE M I N D 71

PLATO The Speech of Aristophanes 7 4

Love is born into every human being; it calls back the halves of our original nature
together; it tries to make one out of two and heal the wound of human nature.

MENCIUS Man’s Nature Is Good 7 8

Human nature is inherently good, just like water flows inherently downhill.

HSÜN TZU Man’s Nature Is Evil 8 4

Man’s nature is evil; goodness is the result of conscious activity.

THOMAS HOBBES from Leviathan 9 4

. . . wherein men live without other security than what their own strength. . . . In
such condition there is no place for industry . . . no arts, no letters, no society, and
which is worst of all, continual fear and danger of violent death, and the life of
man, solitary, poor, nasty, brutish, and short.

JOHN LOCKE Of Ideas 1 0 0

Let us then suppose the mind to be, as we say, white paper, void of all characters,
without any ideas: How comes it to be furnished? . . . Whence has it all the materi-
als of reason and knowledge? To this I answer, in one word, from experience.

* Two Pictures of the Brain 1 0 4

A phrenology chart and a PET scan offer two images of the brain.

* CARL JUNG from The Red Book 1 0 8

An illustration from the psychiatrist journal of calligraphy, drawings, and writings.

RUTH BENEDICT The Individual and the Pattern of Culture 1 1 2

No individual can arrive even at the threshold of his potentialities without a
culture in which he participates. Conversely, no civilization has in it any element
which in the last analysis is not the contribution of an individual.

NICHOLAS CARR A Thing Like Me 1 2 3

Every tool imposes limitations even as it opens possibilities.
 Contents vii

DANIEL KAHNEMAN from Thinking, Fast and Slow 1 3 4

Conflict between an automatic reaction and an intention to control it is common
in our lives.

3 L A NGU A GE A ND RH E T O R I C 145

* AESCHYLUS The Eumenides 1 4 8

Accept my argument. Don’t let rash tongues / hurl threats against this land,
condemning it / to sterile fruitlessness. Ease your anger.

PERICLES The Funeral Oration 1 5 8

In sum, I say that our city as a whole is a lesson for Greece, and that each of us
presents himself as a self-sufficient individual, disposed to the widest possible di-
versity of actions, with every grace and great versatility. This is not merely a boast
in words for the occasion, but the truth in fact.

PLATO from Gorgias 166

What is there greater than the word which persuades the judges in the courts, or
the senators in the council, or the citizens in the assembly?

ARISTOTLE from Rhetoric 17 7

And if it be objected that one who uses such power of speech unjustly might do great
harm, that is a charge which may be made in common against all good things.

AUGUSTINE from On Christian Doctrine 1 8 4

I think that there is hardly a single eloquent man who can both speak well and
think of the rules of eloquence while he is speaking.

SOR JUANA INÉS DE LA CRUZ from La Respuesta 1 8 9

But, lady, as women, what wisdom may be ours if not the philosophies of
the kitchen. . . . had Aristotle prepared victuals, he would have written more.

WAYNE BOOTH The Rhetorical Stance 1 9 8

The common ingredient that I find in all of the writing I admire—excluding
for now novels, plays and poems—is something that I shall reluctantly call the
rhetorical stance.

GLORIA ANZALDÚA How to Tame a Wild Tongue 2 0 5

If you want to really hurt me, talk badly about my language. Ethnic identity is twin
skin to linguistic identity—I am my language.

TONI MORRISON Nobel Lecture 2 1 7

Oppressive language does more than represent violence; it is violence; it does more
than represent the limits of knowledge; it limits knowledge.

ZEYNEP TUFEKCI Networked Politics from Tahrir to Taksim: Is There

a Social Media–Fueled Protest Style? 2 2 5
It is [. . .] easier to use social media to communicate a message or an image of
refusal or dissent rather than convey complicated arguments.
viii Contents

4 TH E A RT S 233

MO TZU Against Music 2 3 6

If you ask what it is that has caused the ruler to neglect the affairs of government
and the humble man to neglect his tasks, the answer is music.

BOETHIUS from Of Music 2 4 2

There can be no doubt that the unity of our body and soul seems to be somehow
determined by the same proportions that join together and unite the harmonious
inflections of music.

LADY MURASAKI SHIKIBU On the Art of the Novel 2 4 8

The novel is . . . not, as is usually supposed, a mixture of useful truth with idle
invention, but something which at every stage and at every part has a definite and
serious purpose.

* JOHANNES VERMEER Study of a Young Woman 2 5 3

A painting of a young, unknown model by one of the greatest Dutch masters.

EDMUND BURKE from The Sublime and Beautiful 2 5 6

No passion so effectually robs the mind of all its powers . . . as fear.

* WILLIAM BLAKE The Tyger 2 6 2

What immortal hand or eye / Could frame thy fearful symmetry?

LEO TOLSTOY from What Is Art? 2 6 5

Great works of art are only great because they are accessible and comprehensible
to everyone.

ALICE WALKER Beauty: When the Other Dancer Is the Self 2 7 1

I realize I have dashed about the world madly, looking at this, looking at that,
storing up images against the fading of the light. But I might have missed seeing
the desert!

ELAINE SCARRY from On Beauty and Being Just 2 7 9

One day I ran into a friend, and when he asked me what I was doing, I said I was
trying to explain how beauty leads us to justice.

* LISA YUSKAVAGE Babie I 2 8 6

A painting of a woman holding wilted flowers and looking off into the distance.

5 S C IENC E A ND NAT U R E 289

LUCRETIUS from De Rerum Natura 2 9 2

I’d have you know / That while these particles come mostly down / Straight down
of their own weight through the void, at times / No one knows when or where—
they swerve a little.
 Contents ix

MATSUO BASHŌ The Narrow Road to the Interior 3 0 0

Every day is a journey, and the journey itself is home.

* JOSEPH WRIGHT OF DERBY An Experiment on a Bird in

the Air Pump 308
A painting of a science experiment in eighteenth-century England depicts various
reactions to the scientific revolution.

WILLIAM PALEY from Natural Theology 3 1 1

In crossing a heath, suppose I pitched my foot against a stone, and were asked how
the stone came to be there, I might possibly answer, that for any thing I knew to
the contrary it had lain there for ever.

CHARLES DARWIN from Natural Selection; or, the Survival of

the Fittest 314
It may metaphorically be said that natural selection is daily and hourly scrutinis-
ing, throughout the world, the slightest variations; rejecting those that are bad,
preserving and adding up all that are good.

RACHEL CARSON The Obligation to Endure 3 2 8

The history of life on earth has been a history of interaction between living things
and their surroundings. . . . Only within the moment of time represented by the
present century has one species—man—acquired significant power to alter the
nature of his world.

KARL POPPER from Science as Falsification 3 3 6

A theory which is not refutable by any conceivable event is non-scientific. Irrefut-
ability is not a virtue of a theory (as people often think) but a vice.

BARRY COMMONER The Four Laws of Ecology 3 4 4

In the woods around Walden Pond or on the reaches of the Mississippi, most of
the information needed to understand the natural world can be gained by personal
experience. In the world of nuclear bombs, smog, and foul water, environmental
understanding needs help from the scientist.

EDWARD O. WILSON The Fitness of Human Nature 3 5 6

What is human nature? It is not the genes, which prescribe it, or culture, its
ultimate product. Rather, human nature is something else for which we have only
begun to find ready expression.

WANGARI MAATHAI Foresters without Diplomas 3 6 3

Education, if it means anything, should not take people away from the land, but
instill in them even more respect for it, because educated people are in a position
to understand what is being lost.

VANDANA SHIVA from Soil, Not Oil 3 7 4

Earth Democracy allows us to break free of the global supermarket of commodifi-
cation and consumerism, which is destroying our food, our farms, our homes, our
towns, and our planet.
x Contents

6 L AW A ND GO VER N M E N T 381

LAO TZU from the Tao Te Ching 3 8 4

The more restrictive the laws, the poorer the people.

CHRISTINE DE PIZAN from The Treasure of the City of Ladies 3 9 7

Although the prince may be lord and master of his subjects, the subjects neverthe-
less make the lord and not the lord the subjects.

NICCOLÒ MACHIAVELLI from The Prince 4 0 5

Therefore it is unnecessary for a prince to have all of the good quailties I have
enumerated, but it is very necessary to appear to have them.

* ABRAHAM BOSSE Frontispiece of Thomas Hobbes’s Leviathan 4 1 4

The frontispiece to Hobbes’s Leviathan by the artist and printmaker Abraham Bosse.

JAMES MADISON Memorial and Remonstrance against

Religious Assessments 417
We maintain therefore that in matters of Religion, no man’s right is abridged
by the institution of Civil Society and that Religion is wholly exempt from its
cognizance.

MARTIN LUTHER KING JR. Letter from Birmingham Jail 4 2 5

We can never forget that everything Hitler did in Germany was “legal” and every-
thing the Hungarian freedom fighters did in Hungary was “illegal.”

AUNG SAN SUU KYI from In Quest of Democracy 4 4 2

The root of a nation’s misfortunes has to be sought in the moral failings
of the government.

DESMOND TUTU Nuremberg or National Amnesia: A Third Way 4 5 0

To forgive is not just to be altruistic. It is the best form of selfinterest.
What dehumanizes you inexorably dehumanizes me. [Forgiveness] gives people
resilience, enabling them to survive and emerge still human despite all efforts to
dehumanize them.

BARACK OBAMA A More Perfect Union 4 6 0

I have asserted a firm conviction—a conviction rooted in my faith in God and my
faith in the American people—that working together we can move beyond some
of our old racial wounds, and that in fact we have no choice if we are to continue
on the path of a more perfect union.

7 WA R A ND P EA C E 473

MO TZU Against Offensive Warfare 4 7 6

Now all the gentlemen in the world know enough to condemn such acts and brand
them as unrighteous. And yet, when it comes to the even greater unrighteousness
of offensive warfare against other states, they do not know enough to condemn it.
 Contents xi

SUN TZU from The Art of War 4 7 9

Know the enemy and know yourself; in a hundred battles you will never be in
peril.

ST. THOMAS AQUINAS from Summa Theologica 4 8 3

Those who wage war justly aim at peace.

DESIDERIUS ERASMUS from Against War 4 8 8

War, what other thing else is it than a common manslaughter of many men
together, and a robbery, the which, the farther it sprawleth abroad, the more
mischievous it is?

* EUGÈNE DELACROIX Liberty Leading the People 4 9 4

A nineteenth-century painting celebrates the French Revolution.

* PABLO PICASSO Guernica 4 9 7

A cubist painting portrays the 1937 bombing of a Basque town in northern Spain.

MARGARET MEAD Warfare: An Invention—Not a Biological

Necessity 500
Warfare is just an invention known to the majority of human societies by which
they permit their young men either to accumulate prestige or avenge their honour
or acquire loot or wives or slaves or sago lands or cattle or appease the blood lust of
their gods or the restless souls of the recently dead.

GEORGE ORWELL Pacifism and the War 5 0 8

If Mr. Savage and others imagine that one can somehow “overcome” the German
army by lying on one’s back, let them go on imagining it, but let them also wonder
occasionally whether this is not an illusion due to security, too much money and a
simple ignorance of the way in which things actually happen.

MAREVASEI KACHERE War Memoir 5 1 4

I was tired of being beaten and so I decided . . . to join the liberation struggle.

* THE WOMEN OF WORLD WAR II MONUMENT 5 2 1

A monument to the women of the British Empire who served at home and abroad
during World War II.

TAWAKKOL KARMAN Nobel Lecture 5 2 4

When women are treated unjustly and are deprived of their natural right . . . all
social deficiencies and cultural illnesses will be unfolded, and in the end the whole
community, men and women, will suffer.

8 W EA LTH , P O VERT Y, A N D SO C I A L C L A SS 533

EPICTETUS To Those Who Fear Want 5 3 6

If your parents were poor, and left their property to others, and if while they live,
they do not help you at all, is this shameful to you?
xii Contents

NEW TESTAMENT Luke, Chapter 16 5 4 1

If therefore ye have not been faithful in the unrighteous mammon, who will com-
mit to your trust the true riches?

PO-CHÜ-I The Flower Market 5 4 5

A cluster of deep-red flowers / Would pay the taxes of ten poor houses.

* WILLIAM HOGARTH Gin Lane 5 4 8

An eighteenth-century engraving depicts the evils of gin.

THOMAS MALTHUS from An Essay on the Principle of Population 552

Impelled to the increase of his species by an equally powerful instinct, reason inter-
rupts his career and asks him whether he may not bring beings into the world for
whom he cannot provide the means of subsistence.

MOHANDAS GANDHI Economic and Moral Progress 5 6 0

I venture to think that the scriptures of the world are far safer and sounder treatises
on laws of economics than many of the modern textbooks.

* DOROTHEA LANGE Migrant Mother 5 6 8

A migrant farmworker holds her baby, surrounded by her children, during the
Great Depression.

SIMONE WEIL Equality 5 7 1

Equality is a vital need of the human soul. It consists in the recognition . . . that
the same amount of respect and consideration is due to every human being.

OCTAVIO PAZ from The Day of the Dead 5 7 5

The fiesta’s function, then, is more utilitarian than we think: waste attracts or
promotes wealth, and is an investment like any other, except that the returns
on it cannot be measured or counted. What is sought is potency, life, health. In
this sense the fiesta, like the gift and the offering, is one of the most ancient of
economic forms.

GARRETT HARDIN Lifeboat Ethics: The Case against Helping the

Poor 582
We cannot remake the past. We cannot safely divide the wealth equitably among
all peoples so long as people reproduce at different rates. To do so would guarantee
that our grandchildren and everyone else’s grandchildren would have only a ruined
world to inhabit.

JOSEPH STIGLITZ Rent Seeking and the Making of an Unequal

Society 594
American inequality didn’t just happen. It was created.
 Contents xiii

PA RT 2 A G U I D E T O R EADING AND W RITING

9 REA D ING ID EA S 605

Prereading 606 6 Annotating 6 0 9 6 Identifying Patterns 6 1 2
Reading Visual Texts 614 6 Summarizing 6 1 7 6 Reading with a
Critical Eye 618

1 0 GENERAT ING ID EA S 621

Considering Expectations 621 6 Exploring Your Topic 6 2 5
Achieving Subtlety 628

1 1 S TRU C T U RING ID EA S 633

Thesis Statements 634 6 Introductions 6 3 8 6 Transitions 6 4 1
Conclusions 646

1 2 S U P P O RTING ID EA S 649
Supporting Claims with Evidence 6 5 0 6 Logos: Appeals to Logic
and Reason 652 6 Pathos: Appeals to Emotion 6 6 1 6 Ethos: The
Writer’s Appeal 663 6 Anticipating Counterarguments 6 6 6

1 3 S Y NT H ES IZ ING ID EA S 668
Summarizing Multiple Sources 6 6 9 6 Comparing and
Contrasting 670 6 Finding Themes and Patterns 6 7 2 6 Synthesizing
Ideas to Form Your Own Argument 6 7 6

1 4 INC O RP O RATING ID E A S 681

Finding Sources 682 6 Evaluating Sources 6 8 4 6 Quoting,
Paraphrasing, and Summarizing 6 8 5 6 Documenting Sources 6 9 0
Documentation Styles 692 6 Sample Documented Essay (MLA
Format) 698

1 5 REVIS ING A ND ED IT IN G 702

Rethinking 703 6 Rewriting 7 0 4 6 Editing 7 0 5 6 Revising and
Editing Checklist 706

Credits 709
Index 713
 Preface
o

F ROM THE START Reading the World: Ideas That Matter has been based on a
simple premise: that the great-ideas tradition is fully compatible with the objec-
tives of multiculturalism. To me, this has always seemed obvious. Great ideas are
not the exclusive province of any culture, or of any historical epoch. Understanding
diversity—really understanding it—requires us to understand the great ideas that
have formed diverse societies. And overcoming prejudice requires us to see the
essential sameness between our own experiences and those that seem alien to us.
By exploring the most important and influential ideas of a variety of human cultures,
we can accomplish both objectives.
In the world of contemporary writing instruction, however, these two approaches
have come to be seen as, if not quite antithetical, at least incompatible. Multicultural
readers largely confine themselves to twentieth- and twenty-first-century issues and
readings, while great-ideas readers focus almost exclusively on Western traditions.
Those who argue in favor of a multicultural approach to teaching reading and writ-
ing often find themselves—in the textbook debates for which English departments
are justly famous—on the other side of the table from those who value a rigorous
introduction to the great-ideas tradition. Reading the World places itself, squarely
and unapologetically, on both sides of the table.
I have been extremely gratified by the responses to Reading the World: Ideas
That Matter. Since it first appeared, I have heard from many instructors who have
used the book and a number of students who have benefitted from its unique
approach. What has gratified me the most is the number of readers who have “got-
ten it,” who have understood the power of the two approaches that I have tried
to combine in this textbook. I believe now more than ever in both the importance
and the viability of a meaningfully multicultural, intellectually rigorous introduction
to the intellectual traditions of the world’s cultures.
Like earlier editions, the new edition groups its reading into chapters devoted
to universal themes. Several possible chapter groupings are purposely absent. The
book does not have, for example, a chapter called “Religion,” but not because

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