The Great Conversation has spanned millennia, shaping human thought and understanding. Tracing its development and exploring the works of influential thinkers provides a foundation for active participation in this ongoing intellectual dialogue.
The Great Conversation, a term popularized in the 20th century, is an ongoing process of intellectual dialogue that has spanned human history. Through the exchange of ideas, thinkers, writers, and scholars connect across time and cultures.
The Dawn of the Great Conversation
The Great Conversation began at the inception of human thought, when the first questions about existence, purpose, and the cosmos were posed. These early inquiries laid the foundation for a millennia-spanning dialogue encompassing every field of human endeavor: philosophy, science, art, literature, and religion. From the oral traditions of ancient civilizations, where myths and legends were passed down to explain the universe and human society, to the advent of written language, which allowed these ideas to be recorded and shared across generations, the Great Conversation took its first steps.As civilized human beings, we are the inheritors, neither of an inquiry about ourselves and the world, nor of an accumulating body of information, but of a conversation, begun in the primeval forests and extended and made more articulate in the course of centuries.
It is a conversation which goes on both in public and within each of ourselves.
Antiquity and the Classical World
In ancient Greece, the Great Conversation found its voice in the works of philosophers like Socrates, Plato, and Aristotle. Their dialogues, which explored ethics, politics, metaphysics, and the nature of knowledge, invited future generations into a conversation that questioned the essence of a good life and the universe’s structure.
Similarly, in the East, figures like Confucius, Laozi, and the authors of the Upanishads contributed their perspectives on ethics, governance, and the nature of reality.
The Middle Ages and the Renaissance
During the Middle Ages, the Great Conversation flourished in the Islamic Golden Age, where scholars like Al-Khwarizmi, Avicenna, and Averroes made significant contributions to science, philosophy, and medicine, engaging with the works of their Greek predecessors and passing their knowledge to the West.
In Europe, figures like Thomas Aquinas and Duns Scotus weaved together Christian theology with Aristotelian philosophy, further expanding the dialogue.
The Renaissance ignited a resurgence in classical learning. Thinkers like Erasmus, Machiavelli, and later Shakespeare engaged with ancient texts and ideas, sparking new thoughts on humanism, governance, and the arts. This period marked a reinvigoration of the Great Conversation, as the rediscovery of classical works led to a flowering of art, science, and literature.
The Enlightenment and Beyond
The Enlightenment brought the Great Conversation to new heights, with philosophers such as Descartes, Locke, and Kant exploring the realms of reason, empiricism, and human rights. This era’s revolutionary ideas on liberty, equality, and democracy would profoundly influence the course of human history, laying the groundwork for modern political and social thought.
In the following centuries, the Great Conversation expanded to include voices from beyond the European intellectual tradition, incorporating perspectives from around the world. The 19th and 20th centuries saw the emergence of thinkers like Marx, Nietzsche, and Freud and the voices of postcolonial, feminist, and civil rights movements, each contributing new insights and challenging existing paradigms.
The Digital Age and the Future
The digital age has transformed the Great Conversation, making it more accessible and diverse. The Internet has democratized access to information, allowing individuals from all walks of life to participate in the dialogue and share ideas and perspectives across global platforms. This era has the potential to usher in a new phase of the Great Conversation, characterized by unprecedented inclusivity and interconnectivity.
Mortimer Adler, Robert Maynard, and the Great Conversation
The Great Conversation concept owes much of its formulation and popularization to the efforts of Mortimer Adler and Robert Maynard Hutchins. Both were instrumental in the development and dissemination of this idea, mainly through their collaboration on the Great Books of the Western World series.
This collection was designed to encapsulate the intellectual dialogues that have shaped Western thought. While Hutchins, as the president of the University of Chicago, provided crucial institutional backing and philosophical support, it was Adler who was more directly engaged in articulating and promoting the concept of the Great Conversation. His work aimed to foster an educational framework that encourages engagement with the seminal texts of Western culture, viewing them as a continuous and evolving dialogue.
Mortimer Adler (1902-2001) was an American philosopher, educator, and popular author who is best known for his work on the “Great Books of the Western World” series and his contributions to the “Great Books” movement in American education. Along with Robert Maynard Hutchins, Adler was a crucial figure in developing and promoting the idea of the “Great Conversation.”
In his book How to Read a Book (1940), Adler argued that the key to effective reading and lifelong learning was to engage actively with the ideas and arguments presented in books rather than simply absorbing information passively. He encouraged readers to approach texts critically, to ask questions, and to relate the ideas they encountered to their own lives and experiences.
Adler saw this kind of active, engaged reading as a way of participating in the Great Conversation. By grappling with the ideas of the great thinkers of the past and present, he believed that individuals could deepen their understanding of the world and of themselves and contribute to the ongoing dialogue about the most important questions facing humanity.
In his later work, Adler continued to develop and promote the idea of the Great Conversation. He argued that the Western intellectual tradition was not a static body of knowledge but a living, evolving conversation that included not only the classic works of literature, philosophy, and science but also contemporary contributions and critiques.
Adler believed that the Great Conversation was essential for the health and vitality of a democratic society. He argued that by engaging with the ideas of the past and present, individuals could develop the critical thinking skills and moral reasoning abilities needed to participate effectively in public discourse and decision-making.
Throughout his career, Adler worked to make the Great Conversation accessible to a broader audience. In addition to his work on the “Great Books” series, he wrote numerous books and articles aimed at popularizing philosophical and intellectual ideas, and he was a frequent guest on television and radio programs.
While Adler’s approach to education and the canon of Western literature has been the subject of debate and criticism, his contributions to the idea of the Great Conversation have had a lasting impact. His emphasis on active, engaged reading and lifelong learning continues to inspire educators and learners worldwide, and his vision of a shared intellectual tradition that transcends time and place remains a powerful ideal.
According to Hutchins, the Great Conversation refers to the ongoing dialogue among the great minds of the Western world about the most fundamental questions of human existence, such as the nature of reality, the purpose of life, the meaning of justice, and the role of the individual in society. This conversation, he argued, is embodied in the works of literature, philosophy, history, and science that constitute the Western intellectual tradition.
Hutchins believed that the Great Conversation was essential for preserving and advancing civilization, as it provided a framework for critical thinking, moral reasoning, and the pursuit of truth. He argued that by engaging with the ideas and arguments of the great thinkers of the past, individuals could develop their own intellectual and moral faculties and contribute to the ongoing dialogue about humanity’s most critical issues.
The “Great Books of the Western World” series was conceived as a means of making the Great Conversation accessible to a broader audience. The series included 54 volumes of works by authors ranging from Homer and Plato to Freud and Einstein, along with introductory materials and reading guides designed to help readers engage with the texts and participate in the conversation.
Hutchins’ vision of the Great Conversation was rooted in a belief in the value of liberal education, which he saw as the foundation for responsible citizenship and the advancement of human knowledge. He argued that by studying the great works of Western civilization, individuals could gain a deeper understanding of the human condition, develop critical thinking skills, and acquire the wisdom needed to navigate the complexities of modern life.
While Hutchins’ approach to education and the canon of Western literature has been the subject of debate and criticism, his concept of the Great Conversation remains an influential and enduring idea. It continues to inspire efforts to promote the study of the humanities, foster intellectual exchange, and engage with the most pressing questions of our time.
MICHAEL OAKESHOTT AND THE GREAT CONVERSATION
Michael Oakeshott (1901-1990), a British philosopher and political theorist, made significant contributions to the Great Conversation through his unique perspective on the nature of human knowledge and the role of education in society. Though not directly focused on the concept of the Great Conversation, his work provides valuable insights into the importance of intellectual traditions and the transmission of knowledge across generations.
Oakeshott’s philosophy emphasizes the distinction between two types of knowledge: practical knowledge and theoretical or propositional knowledge. He argued that practical knowledge, acquired through experience and practice, is often overlooked in favor of theoretical knowledge, which is more easily codified and transmitted through formal education.
In his essay The Voice of Poetry in the Conversation of Mankind (1959), Oakeshott presents a metaphor that resonates with the idea of the Great Conversation. He describes human discourse as an ongoing conversation, with each participant contributing their own voice and perspective. In this conversation, he argues that the voice of poetry (which he uses as a broad term encompassing art, literature, and creative expression) plays a vital role in enriching and expanding our understanding of the human experience.
Oakeshott’s emphasis on the importance of tradition and the transmission of knowledge across generations aligns with the concept of the Great Conversation. In his book Rationalism in Politics and Other Essays (1962), he argues that knowledge and understanding are not solely the products of individual reason but are shaped by the intellectual traditions and cultural contexts in which they arise. He sees education as a process of initiation into these traditions, through which individuals acquire the tools and perspectives necessary to participate in the ongoing conversation of human knowledge.
While Oakeshott’s work does not directly address the canon of great books or the specific idea of the Great Conversation formulated by Mortimer Adler and Robert Maynard Hutchins, his philosophical insights complement their ideas. His emphasis on the importance of tradition, the role of creative expression in human discourse, and the need for a balanced approach to different types of knowledge all contribute to a deeper understanding of the Great Conversation and its significance in human intellectual life.
As the Great Conversation continues to evolve and expand, Oakeshott’s ideas remind us of the importance of recognizing the diverse voices and perspectives that contribute to our shared intellectual heritage. His work encourages us to value the role of tradition and creative expression in shaping our understanding of the world and to approach the conversation of human knowledge with humility, openness, and a deep appreciation for the complexity of the human experience.
THE TALMUD AND THE GREAT CONVERSATION
The Talmud, a central text of Rabbinic Judaism, is a significant contributor to the Great Conversation. Compiled over centuries by Jewish scholars, the Talmud is a vast collection of discussions, debates, and interpretations of the Torah, the central text of Judaism. It delves into a wide range of topics, including law, ethics, philosophy, and religion, providing a comprehensive record of Jewish thought and intellectual discourse.
The Talmud’s structure and content embody the spirit of the Great Conversation. It presents a dialogue between generations of scholars, with each commentator building upon, questioning, and interpreting the ideas of their predecessors. This ongoing exchange of ideas mirrors the larger Great Conversation, demonstrating how knowledge and understanding evolve through the interplay of different perspectives and interpretations.
The Talmud’s influence extends beyond Jewish thought. Its methods of argumentation, logical reasoning, and close textual analysis have significantly impacted Western intellectual traditions. Medieval Christian scholars, such as Thomas Aquinas, engaged with Talmudic ideas and incorporated its methods of reasoning into their own theological and philosophical works. This cross-pollination of ideas exemplifies the Great Conversation’s ability to transcend cultural and religious boundaries.
Moreover, the Talmud’s emphasis on the importance of education, lifelong learning, and the value of intellectual discourse resonates with the core principles of the Great Conversation. The Talmudic tradition encourages active participation in the learning process, with students expected to question, debate, and interpret the text. This approach fosters critical thinking, intellectual curiosity, and a deep appreciation for the power of ideas – all essential components of the Great Conversation.
The Talmud continues to be a vibrant part of the Great Conversation in the modern era. Scholars from diverse fields, including philosophy, law, and ethics, draw upon Talmudic wisdom to inform their own work and to engage with the enduring questions of human existence. The Talmud’s inclusion in the canon of great books and its study in universities worldwide attest to its ongoing relevance and place within the larger tapestry of human knowledge and intellectual discourse.
As the Great Conversation continues to evolve and expand, the Talmud remains a vital voice, offering timeless insights and a model for meaningful intellectual engagement. Its presence in the Great Conversation underscores the importance of diverse perspectives and the enduring value of ancient wisdom in shaping our understanding of the world and our place within it.
The Great Conversation is a timeless exchange of ideas that spans cultures and eras, shaping our understanding of the world and ourselves. As this vibrant tradition evolves, it invites us all to participate, question, listen, and contribute to the ongoing dialogue that defines the human quest for knowledge.
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