“Students in the having mode of existence will listen to a lecture, hearing the words and understanding their logical structure and their meaning and, as best they can, will write down every word in their looseleaf notebooks-so that, later on, they can memorize their notes and thus pass an examination. But the content does not become part of their own individual system of thought, enriching and widening it. Instead, they transform the words they hear into fixed clusters of thought, or whole theories, which they store up. The students and the content of the lectures remain strangers to each other, except that each student has become the owner of a collection of statements made by somebody else (who had either created them or taken them over from another source).
Students in the having mode have but one aim: to hold onto what they “learned,” either by entrusting it firmly to their memories or by carefully guarding their notes. They do not have to produce or create something new. In fact, the having-type individuals feel rather disturbed by new thoughts or ideas about a subject. because the new puts into question the fixed sum of information they have. Indeed, to one for whom having is the main form of relatedness to the world, ideas that cannot easily be pinned down (or penned down) are frightening-like everything else that grows and changes, and thus is not controllable.”
Reference: Fromm, E. (1976). To have or to be? London: Continuum