Book Report: Rescuing Socrates

Authored by Roosevelt Montás, the senior lecturer in American Studies at Columbia University, this work answers the question “what is the value of a traditional liberal education?” The full title is Rescuing Socrates: How the Great Books Changed My Life and Why They Matter for a New Generation. I am not a fan of putting the full thesis of the work in the subtitle, but then again, no one can complain they were misled about what they were about to read!

Montás is a capable writer, and this work is part autobiography and part argument for a traditional liberal education. By that he means an undergraduate curriculum focused on intense study of the classics of Western philosophy and literature. This is the program he went through as an undergraduate, and it deeply affected him, so much so he dedicated his teaching career to carrying on the tradition.

Thus his arguments do not stem from a neutral perspective, nor does he try to marshal an imposing array of data to support his points. This does not slight his work, which remains powerful based on his personal experience. Through a variety of helpful government, charitable, and fraternal organizations, he moved from a tiny village in the Dominican Republic to New York City, where he eventually lands a scholarship to Columbia and engages its Core Curriculum, one of the few such programs in the country.

Montás begins by describing the original intent of a university education, an intent long lost in modern America: not to earn a good living, but to lead a good life. Working skills were taught by the trades, and were (and still are) an effective means to earn a good living. But what constitutes a life well-lived? Such a challenge requires serious engagement with “what is good?” and “how would we know?” While the classics of Western thought may be of little value in programming the next immersive digital experience, they are critical to those looking for answers to those nagging “why?” questions. Montás believes everyone–even students looking for a solid STEM education–would benefit from an engagement with the classics. A point I would add in his favor: if a person like Facebook founder Mark Zuckerberg had spent more time engaging the classics at Harvard, he might not have made the naive mistake of thinking his social media project would only be used for good purposes!

Montás eschews the typical partisan battles about “dead white males” or “what constitutes the Western Canon” by stating of course the material can be enlarged, but whatever is chosen must stand the test of quality and the test of time. For this work, he highlights Plato, St. Augustine, Freud, and Gandhi, winding together a short synopsis of what makes these thinkers “great” with how they affected him. He proofs his argument by including Freud and Gandhi: the former is largely discredited but has a profound influence on society, the latter a modern and non-“Western.” Of the four parts, I found the one on Freud the least interesting, since it leads into Montás personal experience with psychoanalysis, which to me is as useful as astrology (Hey, I’m a Libra!).

I came to this book as a true believer, already convinced of the value of such an education. University curricula today have become à la carte offerings that leave dedicated students with marketable skills but little balance, little depth, and little ability to argue persuasively. One only need look at social media to see the paucity of serious engagement. I hoped for a juggernaut of an argument, but Montás presents more of a personal plea, citing his own rise. This is effective, even if I wanted more.

The book is an easy read, and provides nice summaries of the four great thinkers for those who may have forgotten–or never had the chance to engage with–them. I sincerely hope more parents encourage students to demand a rigorous core curriculum in place of the thin gruel offered today. Some will benefit greatly, and all will benefit some. The rest of us will benefit from a more intelligent discourse!