The well-educated mind A guide to the classical education you never had : updated and expanded

Bauer's latest book, updating the 2003 edition, outlines a framework for approaching the so-called "Great Books," whether by Shakespeare, Cervantes, or Stephen Hawking. Encouragingly, Bauer believes "application, not genius" is required to learn the skills needed to read, interpret, and engage fully with these works. After defining a classical education, Bauer provides chapters on training to read, the act of reading, and the importance of keeping a journal or "commonplace book" of notes. After establishing these mechanics, Bauer devotes the book's second half to discussing the key texts (mostly Western) under categories including novels, autobiography, history, drama, poetry, and science that she believes serve as cornerstones of human experience. Each chapter begins with an overview of the genre and important shifts in theory, history, or politics within the disciplines that approach the form. Bauer provides, for example, "A Fifteen-Minute History of History," which clearly and efficiently encapsulates the major approaches and developments in the study of history of which readers should be aware. Page-length annotations of recommended texts include Bauer's suggestions for the cheapest, most widely available, or best translations and editions of each work. Bauer--coauthor with Jessie Wise of several editions of The Well-Trained Mind (CH, Jan'00, 37-2909), which is aimed at homeschoolers--uses highly accessible language and is a knowledgeable guide for emerging students or autodidacts seeking to continue their journey of self-education. Summing Up: Highly recommended. All readers. --Ryan M. Roberts, Lincoln Land Community College

Humanities home schooling for adults. Bauer (The History of the Renaissance World: From the Rediscovery of Aristotle to the Conquest of Constantinople, 2013, etc.) is a critic of educational institutions: high schools teach students to read to the 10th-grade level, enough to master Stephen King, newspapers, and Time; college graduates often feel "a nagging sense of their own deficiencies." In graduate school, the author once earned an A for a presentation on Moby-Dick, a novel she hadn't even finished. What should you do, she asks, "if your mind is hungry, but you feel unprepared, under-educated, intimidated by all those books you know you should have read?" Her prescription: read intensely for half an hour, four days a week, and analyze according to the trivium: "First, you'll try to understand the book's basic structure and argument; next, you'll evaluate the book's assertions; finally, you'll form an opinion about the book's ideas." Bauer offers an overview and specific questions for major literary genres: the novel, autobiography and memoir, history, drama, poetry, and science, along with a chronological list of books she deems important, each with her brief commentary. Although the author claims that no list of "Great Books" is canonical, her own echoes works endorsed by Mortimer Adler, innovator of the Great Books curriculum at the University of Chicago; and Harold Bloom, champion of the Western canon. The third part of Bauer's trivium is likely to cause the most difficulty: how are readers to know if their opinions are "correct"? She recommends getting a reading partner to discuss ideas, "skimming an essay or two of criticism," or seeking an appointment with a faculty member at a nearby college, a possibility that seems both unrealistic and frustrating for both parties. Despite her disdain for schools, her book would be most useful in a classroom setting, where discussions, essay writing, and a teacher's expert guidance could foster the critical thinking that Bauer so passionately exalts. A useful resource for highly self-motivated readers. Copyright Kirkus Reviews, used with permission.