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To end this discussion on my part here, I just found something that seems to point into the same direction: "If you don’t have wisdom that goes with knowledge, you are only a walking encyclopedia. A book of knowledge is useless without the wisdom to know how to apply that knowledge." http://www.patheos.com/blogs/christiancrier/2014/04/27/what-...
I didn't want to get philosophical, but here's a short excerpt about the opposite of "totes Wissen" - "lebendiges Wissen":
"Und so muß sich der Mensch auch zu dieser 'Erkenntnis' einstellen, und entsprechend wird nun auch die Einstellung zur 'Wahrheit' sein, entsprechend wird die Tiefe des Wissens sein .... Es wird ein lebendiges Wissen werden oder ein totes Wissen bleiben. Und dann erst kann der Mensch von Erkenntnis reden, wenn das Wissen in ihm ein lebendiges geworden ist." http://www.bertha-dudde.info/leseauswahl/wortgottes/08_phtml...
Same as the other quote about religion below. "Totes Wissen" are mere words (or letters) on paper. The knowledge contained in these books only comes "alive" when it is internalized instead of merely recited. Whether or not the knowledge is up to date - or relevant - is a different question, IMO. It's also something of an interpretation, as has been pointed out before.
In conclusion, I think they want to say that books alone won't give you a "deeper understanding" (that'd be an option too) of who you are or what you can become - a thought brushed aside by those who believe books help shape your identity.
Thanks everyone. Based on some more internet research and a quote from Einstein, I think lifeless knowledge works best for this context. I appreciate all the input and ideas! It was a big help.
After the asker added context, I read it as knowledge in books that is "dead," no good, no longer important, no longer valid, obsolete, irrelevant, moribund. But because of the values still ascribed to them and the fact that they lend identity, it became important to destroy the books of the enemies but keep their own.
I'm not sure why you now seem to deviate from your original explanation. Or was there some misunderstanding here?
It's all right there: "Bücher und andere Schriftstücke repräsentierten einen materiellen, intellektuellen und sozialen Wert. Sie vermittelten – trotz warnender Stimmen vor 'totem Bücherwissen' – Identität."
In line with the German sources quoted below.
It doesn't even have to be abstract or irrelevant. People back then believed that those books helped shape identities. That's why they were either burned (blasphemy!) or cherished, despite calls for getting actual life experience.
Let me give you an example: You can read all you want about bee stings, but actually being stung by a bee is a different matter.
Here's a quote close to the context, I believe: "Dieser Glaube bleibt ein totes Bücherwissen, wenn - ja wenn ich ihn nur als Information in meinem Kopf behalte. Ich bin dann gläubig, aber nicht fromm. Denn fromm bedeutet, den Lebensalltag mit Gott teilen." http://evpfa-costadelsol.de/aktuell/predigt/100117.htm
That's why I'd stick with lifeless (honestly, Ramey, I like that one much better than your second suggestion), dead, or moribund.
Couple of more thoughts: no longer relevant knowledge from books from a bygone age/era // knowledge from non-relevant /(old) dead and buried books / from books no longer used / considered outdated
It's talking about sacred books in the Middle Ages and what was done with them (i.e. were they discarded or kept in a special place because they were holy?)
Wow thanks for all the contributions everyone. For those who asked, the surrounding context is: Bücher und andere Schriftstücke repräsentierten einen materiellen, intellektuellen und sozialen Wert. Sie vermittelten – trotz warnender Stimmen vor „totem Bücherwissen“ –Identität. Entsprechend wurden die Bücher der Feinde, Ketzer und Ungläubigen wie diese bekämpft und vernichtet, die eigenen Bücher dagegen verwahrt und geschützt.
"It is a widely spread opinion that memorizing will not hurt, that knowledge does no harm. I am afraid it may. Dead knowledge dulls the spirit, fills the stomach without nourishing the body." https://theofficeofingenuity.squarespace.com/news/
"Do you teach them to care about society or do you tell them to focus on schoolwork, to fill their heads with dead knowledge, to sit passively in class the whole time never questioning textbooks and teachers" http://thelittlewhiteattic.blogspot.de/2014_09_01_archive.ht...
"Jesus dismisses all this gossipy talk as unproductive, abstract and therefore dead knowledge. What has value is not hearsay but the presence of a living teacher who alone can effect direct transmission of the teaching and bring one nearer to realization." http://www.techofheart.co/2006/12/christian-zen-essential-te...
etc. (not going to quote R. P. Blackmur or this discussion box will turn into a philosophical forum)
"Thank you both! I like static knowledge." - Not so sure about that.
Someone has yet to provide German references, so I'll do that now. "Die Namen, nicht die Charaktere. Wir sehen lederne Pedanten, mit totem Bücherwissen vollgestopft, ohne Kenntnis vom Leben, ohne Gefühl für die Seelen der ihnen anvertrauten jungen Menschen." http://gutenberg.spiegel.de/buch/-1943/57
"Am Anfang des Bildungswesens war mit Bildung viel mehr gemeint als nur das Auswendiglernen von totem Bücherwissen. Bildung umfasste auch die Charakterbildung, den Reifeprozess des jungen Menschen ("Reifeprüfung";) und die soziale Bildung."
There are "book smarts" (getting all your knowledge from books without practical experience) which are the opposite of "street smarts" (getting all your knowledge from life experience rather than from school). Maybe you can look into that and find an appropriate phrase.
peer agreement (net): +2