Mortimer Adler has engaged in yeoman’s work in his book Six Great Ideas, which seeks to place broad parameters around Truth, Beauty, Goodness, Justice, Liberty, and Equality. Since these great ideas are in fact, great ideas, I found the book remarkably helpful for Seminar class. I have proposed to our Seminar team that we study his chapters on Truth in 9th grade Seminar, his chapters on Goodness in 10th grade Seminar, and his chapters on Beauty in 11th grade Seminar. That leaves the trifecta of Justice, Equality, and Liberty for 12th grade Seminar. As this is the class into which I most directly contribute, I am very excited to introduce his conceptions to our students.
Ninth-grade Seminar deals with the question of “What is the Good Life?” Adler’s thoughts on Truth are perfect for this section. Adler states, "So the truth of thought consists in agreement or correspondence between what one thinks, believes, or opines, and what actually exists or does not exist in the reality that is independent of our minds, and of our thinking one thing or another” (34). This definition helps lead the students into what is fundamental in the good life, namely, the pursuit of Truth. Not only does truth exist, but it is foundational that we align ourselves with it. Of course, as Christians, this Truth has taken the form of a person, Jesus Christ. As humans, Adler says we have a “moral duty” to pursue Truth. He states, “When we recognize that the possession of truth is the ultimate good of the human mind, and, recognizing this, commit ourselves to the pursuit of truth, we have a number of moral obligations to discharge” (63). This perfectly summarizes the lesson we would love our 9th graders to take away: The pursuit of Truth is essential to the good life.
The pursuit of Goodness is also perfect for 10th grade. We focus on how to rightly order our loves. Therefore, all of our loves should be aimed at the Good. Adler helps here with his discussion of real and apparent goods. We all believe that what we desire is in fact, good. And yet Adler makes the distinction between “is and ought.” As humans we must figure out what we ought to desire. These oughts line up with what is actually good for us. In 10th grade, as we discuss rightly ordering our loves, we can easily segue into loving what is an actual good: loving what we ought to love.
Eleventh-grade Seminar, deals with modern philosophy, mostly Enlightenment thinking. We also discuss the way art is impacted by and impacts the culture around it. Art at this time breaks down from realistic, mostly religiously themed, art, dedicated to the proliferation of truth, to a more chaotic and confused modern, abstract version of art. Therefore, a discussion of beauty fits in perfectly with 11th grade. Here, Adler makes a distinction between “enjoyable beauty” and “admirable beauty.” Enjoyable beauty, is that which we simply enjoy. Admirable beauty is that which we ought to enjoy. Therefore, we once again see this “is and ought” distinction. Adler gives this admonition, “We need only say that education should result in the formation of good taste so the individual comes to enjoy that which is admirable, and to derive more enjoyment from objects that have greater intrinsic excellence or perfection” (119). I would add to Adler's discussion of beauty, that true beauty is beautiful to the extent that it reflects the qualities of God. In fact, beauty is, at its essence a reflection of the character and heart of God. This can be applied not only to the visual arts, but even to beautiful ideas. As 11th grade begins to discuss ideas which move past revelation to reason alone, we can discuss the “beauty,” or lack thereof in those ideas.
Finally, we come to the Great Ideas of Justice, Liberty, and Equality. Adler begins by saying Justice must rule over Liberty and Equality. We cannot have too much Justice, but we can definitely have too much Liberty or too much Equality. It is Justice that determines their boundaries.
Adler begins by defining Liberty in three ways: the liberty inherent in human nature, the liberty associated with wisdom and virtue, and the liberty to do what one wants based on external circumstances. It is this final liberty which falls within the domain of Justice.
Similar to Liberty, Equality exists in three parts: equalities we are entitled to by nature, equalities were entitled to due to our own efforts, and equalities we experience through circumstances. Once again, it is this third dimension in which Justice is most relevant. Inequality is justified when “All must have an equal opportunity to employ their innate and acquired abilities in productive work” (185).
The earlier discussions of Truth, Goodness, and Beauty should lead the students to an understanding of a virtuous man. And that virtuous man, according to Adler, “Is still able to do as he pleases, since he pleases to do what he ought. A right rule of conduct, and a just civil law command actions that ought to be performed and prohibit ask it ought not to be done” (147). Therefore, when just laws are in place, the virtuous man is free to do whatever he “wants,” because he wants to do the right thing.
Here is the place for a discussion of Justice. Twelfth-grade Seminar begins with Plato’s Republic. In it, Socrates, seeks to make the argument of why men should want to be just. He does this by designing the Just Society. Yet in actuality, this Just Society is a tyranny. If a man will not be just, justice will be imposed upon him. And he will not like it. Since Socrates arrives at such a roundabout, definition of Justice, I believe it is imperative to study Adler’s more focused discussion of Justice. He divides Justice into two main spheres: the man to the state and the state to the man. When dealing with the man to the state, or to the community, a man must recognize what his fellow citizens deserve by right and what they deserve by comparison with others. But he must also act in a way which serves the common good. Justice is often conflated with “fairness.” But fairness is only justice in comparison to others. Justice, vis-à-vis rights due, and Justice vis-à-vis the common good of all fall outside the scope of fairness. In regards to Justice, vis-à-vis the state to men, the state has a similar duty. Adler states, “The man-made laws of the state, derives its authority from justice, in each of three ways: one by the enactment of measures that protect natural rights; two by legislation that prescribes or safeguards of fairness in transactions among individuals; three by regulating matters affected with the public interest for the general welfare of the community” (197).
This ties in beautifully to the Republic where Thrasymachus advocates a “might makes right” philosophy. Adler makes the convincing case that Justice based on might alone destroys the concept of Justice entirely. That cannot be the case. Adler answers Socrates question, “Why should we be just?” with a great answer. “It is an indispensable factor in our achieving happiness for ourselves” and others (204).
I'm very excited to incorporate all of this into Seminar next year. I think it will give us great umbrella ideas in which to subsume everything else we are discussing. It provides a coherence and consistency. That just makes me happy.
