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In a recent papal letter, discussed at some length in a recent column by Len Gutkin, a senior editor at The Chronicle of Higher Education, Pope Francis discusses literature’s value in moral and spiritual terms that one rarely hears in today’s secular academy. Literature, he argues, is essential for self-formation. It “offers access to realms of experience otherwise inaccessible.” It allows us to view life through the eyes of others, enabling us “to identify with how others see, experience and respond to reality.”
Without the empathy that literature can instill, “there can be no solidarity, sharing, compassion, mercy.”
Yet, the pope fears, individuals are rapidly losing the cognitive and emotional skills that close reading requires. To read deeply requires a capacity for sustained attention and an attentiveness to detail that various technological and cultural distractions are eroding.
The question the pope poses is one that every humanist should ponder:
“How can we reach the core of cultures ancient and new if we are unfamiliar with, disregard or dismiss their symbols, messages, artistic expressions and the stories with which they have captured and evoked their loftiest ideals and aspirations, as well as their deepest sufferings, fears and passions?”
The pope’s letter speaks to the deep, transformative power that literary engagement can have on individuals.
Literature offers readers a way to explore and understand the complexities of human existence. It provides a space where individuals can encounter diverse perspectives, grapple with moral dilemmas and reflect on their own beliefs and values. In a world increasingly driven by technology and immediate gratification, the Pope’s emphasis on the slow, contemplative nature of literary reading is a powerful reminder of the enduring value of literature and close reading.
One of the pope’s key arguments is that literature fosters empathy, which he sees as foundational for solidarity, sharing, compassion and mercy. By allowing us to see the world through others’ eyes, literature cultivates an understanding and appreciation of experiences different from our own. This is particularly important in a diverse, divided world, where the ability to empathize with others can bridge cultural, social and ideological gaps.
The pope’s view aligns with the work of scholars like Martha Nussbaum, who argue that literature plays a critical role in developing the emotional and moral capacities necessary for democratic citizenship and global understanding.
Pope Francis’s fear that students are losing a capacity for deep reading mirrors secular discussions about the impact of digital technology on attention spans and reading habits. In an age of constant distractions and information overload, the attention required to engage deeply with a text is more difficult to sustain.
I have no doubt that the decline in careful, attentive and detailed examination of texts has serious implications for the broader goals of education, affecting both the depth of learning and the development of critical thinking, comprehension and analytical abilities.
Without close reading, students are likely to engage with texts at a superficial level, focusing on basic comprehension rather than deeper analysis of symbols, characterization and thematic development. This limits their ability to critically evaluate arguments; understand subtleties in language, tone and meaning; draw inferences; and identify underlying assumptions or biases.
Close reading is also critical for understanding texts’ cultural and historical context. Literature allows readers to step into the lives of characters from different backgrounds, cultures and time periods, broadening their perspectives and helping them understand and empathize with experiences far removed from their own.
Many works of literature present readers with complex moral dilemmas and ambiguous situations that resist easy interpretation. This ambiguity forces readers to grapple with difficult questions and to think critically about the issues at hand. When readers encounter characters who defy simplistic categorizations, they are encouraged to question their own biases and assumptions.
The ability to construct and defend complex arguments is closely tied to the skill of close reading. As students lose this skill, they inevitably struggle to build well-supported arguments in their writing, leading to weaker, less developed essays and presentations.
Literature serves as a repository of cultural memory and a medium through which societies express their deepest values and struggles. To downplay close reading is to risk losing touch with the rich diversity of human experience and to weaken our ability to engage meaningfully with cultures and eras different from our own.
In today’s secular academy, where the humanities are marginalized, Pope Francis’s arguments offer a powerful defense of the importance of literary studies. The secular emphasis on measurable outcomes and marketable skills overlooks the less tangible but equally important benefits of a literary education, such as moral development, empathy and cultural literacy. The pope’s letter challenges college faculty members to reconsider the place of literature in the curriculum and to recognize its value in forming well-rounded, thoughtful and compassionate individuals.
I think we need to remind ourselves about why the close reading of works of literature needs to be at the heart of a college education. Literature provides a safe space for exploring one’s own identity, values and beliefs, allowing for a deeper understanding of oneself. Literature can also provide comfort and solace, while stimulating the imagination. By engaging with the imaginative worlds of fiction, readers can expand their own ability to envision value systems, identities and ways of life other than their own.
This idea of literature as vital for self-formation, which Pope Francis advocates, harks back to the classical humanist tradition, where reading was seen as essential to shaping the self. For the Renaissance humanists, reading was not merely an intellectual exercise; it was a transformative process that shaped the individual’s character, moral compass and understanding of the world.
Renaissance scholars like Petrarch, Erasmus and Thomas More emphasized the importance of studying literary, historical and philosophical texts as a way to cultivate wisdom, virtue and civic responsibility.
Literature served as a mirror that allowed readers to reflect on their own lives and characters. By engaging with the thoughts, emotions and actions of literary characters, readers could gain insight into their own moral and psychological makeup, a reflective process essential for personal growth and self-improvement.
For these humanists, literature provided models of virtue to emulate and moral dilemmas to ponder. It also offered a window into human nature and society in full complexity. Love, ambition, fear and desire are only a few of the issues that literature could illuminate.
Literature can provide comfort in times of adversity, serve as a source of inspiration and help readers refine their understanding of what constitutes a meaningful and purposeful life.
Judgment and discernment were also developed through the study of literature. Literature encourages readers to question their assumptions and refine their understanding of what is truly important in life. The discernment process is seen as essential for developing a coherent and meaningful worldview.
For humanists, the pope’s letter is a call to action: to defend the importance of literary studies and to ensure that future generations do not lose the cognitive and emotional capacities that literature uniquely cultivates.
Literature can serve as both a mirror to the soul and a lamp to the world (in M. H. Abrams’s words). It is a catalyst for thought, emotions and reflection. It allows us to journey beyond the self. Its words can enhance our understanding of ourselves and others, guiding us toward greater empathy and moral awareness.
When colleges sideline deep, reflective reading, they leave only a hollow shell of what higher education should be.
