We shouldn't teach great books; we should teach a love of

Hearken, O seekers of wisdom, and attend to the words of B. F. Skinner, a thinker who pondered the mysteries of learning and the mind, who proclaimed: “We shouldn't teach great books; we should teach a love of reading.” At first glance, these words may appear as counsel on pedagogy, yet beneath them lies a profound meditation on curiosity, intrinsic motivation, and the cultivation of lifelong wisdom through passion rather than mere instruction. The ancients understood that knowledge imposed without desire is barren, while the spark of love for learning can ignite minds across a lifetime.

Skinner begins with the principle of inspiration over obligation. To impose the reading of revered texts, however illustrious, risks dulling the spirit if the heart is not engaged. Socrates, the philosopher of Athens, did not merely instruct his disciples in the words of poets or playwrights; he guided them to ask questions, to wonder, and to seek understanding for its own sake. In this, we see the timeless truth that the cultivation of curiosity surpasses rote absorption of content.

The essence of this wisdom lies in nurturing intrinsic desire. A student who loves reading explores beyond the confines of prescribed texts, discovers new worlds, and exercises imagination and judgment. Consider the story of Leonardo da Vinci, who devoured texts, observed nature, and sketched ideas of flight and anatomy, not by mandate but through irresistible curiosity. Skinner reminds us that love for learning transforms the act of reading into a lifelong journey of discovery.

Skinner’s reflection also illuminates the difference between knowledge and understanding. Great books contain wisdom, yet without engagement, they remain inert. The ancients valued dialogue and reflection as tools to awaken comprehension. Cicero, for example, urged students to read widely but to dwell upon ideas, debate them, and integrate them into the life of the mind. Similarly, Skinner asserts that reading should be a doorway to thought, not a checklist of titles mastered.

The quote further underscores the cultivation of habit through delight rather than discipline alone. Love, when genuine, motivates repetition and mastery more effectively than compulsion. History shows that the greatest scholars, inventors, and leaders often pursued knowledge for its own pleasure: Galileo studied the stars not merely to fulfill instruction but to satiate his wonder. In nurturing a love of reading, educators cultivate the habits of lifelong learning and reflection.

From this reflection emerges a practical teaching: inspire curiosity and passion in learners, rather than imposing only canonical texts. Encourage exploration, dialogue, and choice, allowing the mind to follow its own fascination. The goal is not to accumulate accolades or recite works, but to instill a yearning for insight, imagination, and comprehension that endures beyond the classroom.

Practically, this calls for creating environments rich in accessible, engaging materials; modeling the joy of reading; and guiding learners to discover the subjects that ignite their own passion. Offer stories, ideas, and challenges that awaken curiosity, and allow learners to wander intellectually, drawing connections and forming judgments. In doing so, you transform reading from duty to delight.

Thus, let it be known: to teach a love of reading is to ignite the mind, to awaken curiosity, and to cultivate wisdom that endures a lifetime. Walk among learners not merely as instructors of content, but as guides to fascination and discovery. In this practice, knowledge is not imposed, but born from desire; learning becomes an adventure, and the human spirit is nourished by the enduring flame of curiosity and imagination.