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प्रश्न
Direction: Four alternative summaries are given in the text: Choose the option that best captures the essence of the text.
Develop Critical Thinking
The way we see the world and relate to others is intrinsically connected to our own set of values that govern the way we decide to live. However, the influence of fashion, consumerism, pop culture, broken homes, social unrest, and the media is all-pervasive. For many people, teachers and students alike, this influence goes unquestioned. Critical thinking, if successfully taught at this level, becomes the antidote for individual and social illiteracy. For the authors, critical thinking should constitute an indivisible part of the overall educational process. Facione (1995) comments: ‘Critical thinking lies at the root of civilisation. It is a cornerstone in the journey humankind is taking from beastly savagery to global sensitivity’. Supporting the development of these skills involves reflective teaching and learning, which is highly complex and which some students may find difficult, or interpret as weakness on the part of the teacher. But in the long run, with patience on the part of the teacher, it will develop students who can view old or new material, from a variety of sources, through new eyes, using their skills to define their own stance and express it, often better in their second language, with open-minded confidence.
विकल्प
The world view of a human beings today is influenced by a lot of things. Critical thinking cannot be taught as it involves reflective teaching and could be misunderstood.
Critical thinking must be part of an individual’s education but it is a difficult concept because it very often reflects a teacher as a dominating individual.
Critical thinking is an important aspect of an individual’s literacy level and social know-how. It is part of civilization and eventually leads to global sensitivity. Students can look at the information in a variety of ways.
Reflective teaching is another aspect of initial thinking and it could lead to individual and social illiteracy.
उत्तर
Critical thinking is an important aspect of an individual’s literacy level and social know-how. It is part of civilization and eventually leads to global sensitivity. Students can look at the information in a variety of ways.
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संबंधित प्रश्न
Direction: The passage given below is followed by a set of question. Choose the most appropriate answer to each question.
Ahmedabad’s Sunday market that sells junk is this 35-year-old artist’s favourite hunting ground. That’s where he picks saw-blades, printer toners, monitors, busted VCDs and hard disks, video players and other castaway gems. Back home, he painstakingly dismantles his treasure of scrap and segregates it into big pieces (the video player's outer case), mid-sized (the insides of a hard disk) and small pieces (innards of a mobile). This is art you can get up, close and personal with. The works grab the viewer’s attention at several levels. Aesthetically, the creations themselves - such as Frivolity which uses feathers and terracotta diyas painted in dark fossil green that give it a strange life - appeal in a live-and-kicking sort of way. Look a little closer and hey, you spot a zipper. Then it’s a journey all your own. Your eyes identify hairpins, spray spouts that hairdressers use, paper clips, thread, computer ribbons and the insides of everything from watches to the sliding metal bits that support drawers. You can almost hear the works whirr. So Hashissh, constructed from paper clips, backpack clips, a shining CD and twirled thread, may invite you to study its water-blue, pinks and green or Nelumbeshwar may beckon, bathed in acrylic pink and grey-black. But once you’re standing in front of a piece, you spot the zips and the hairpins. Then you simply visually dismantle Har’s work and rebuild it all over again. Zoom in, zoom out. It’s great fun. Visualising the colour of his work demands a lot of attention, says Har. “During creation, the material is all differently coloured. So there’s a red switch next to a white panel next to a black clip. It can distract. I don’t sketch, so I have to keep a sharp focus on the final look I am working towards.” As his work evolved, Har discovered laser-cutting on a visit to a factory where he had gone to sand-blast one of his pieces. Hooked by the zingy shapes laser-cutting offered, Har promptly used it to speed up a scooter and lend an unbearable lightness of being to a flighty autorickshaw, his latest works. The NID-trained animation designer’s scrap quest was first inspired by a spider in his bathroom in Chennai when he was a teenager. He used a table-tennis ball (for the head), a bigger plastic ball (for the body) and twisted clothes hangers to form the legs. His next idea was to create a crab, and his mother obligingly brought one home from the market so that he could study and copy it. Winning the first Art Positive fellowship offered by Bajaj Capital Arthouse last year gave Har the confidence to believe that he could make it as an artist or ‘aesthete’ as he likes to call himself.
According to the passage, which of the following statements can be inferred?
In the question given below, each sentence is labelled with a letter. From the given choices, choose the most logical order of sentence that constructs a coherent paragraph.
- The responsible citizen helped to foil the plan of a hijack.
- The deep pockets of his leather jacket contained what had been feared!
- A person called up the airport and gave a message.
- All the passengers were carefully frisked, and one of them was asked to step aside.
Read the passage and answer the question based on it.
Civilization is basically a vital kind of grouping. Without civilizations, the world as we know it would not be. Civilizations have different qualities than regular groups of people such as nomads. For example, a civilization develops surpluses of things which helps the people be a stable community. These surpluses also create the construction and growth of cities and help develop secure, formal states. The government is also present in civilizations. One very important part of a civilization is an advanced writing method. A civilization can only be complete with all of these factors, or it will just fall apart. Nomads are nowhere close to being a civilization even though sometimes groups of nomads have good technology. The words 'culture' and 'civilization' have been often used synonymously, though they have clearly defined meanings differentiating them. 'Civilization' means the betterment of ways of living, making Nature bend to fulfill the needs of humankind. It includes also organizing societies into politically well-defined groups working collectively for improved conditions of life in matters of food, dress, communication, and so on. Thus a group considers itself as civilized, while others were looked down upon as barbarians. This has led to wars and holocausts, resulting in the mass destruction of human beings. What are the good parts of our civilization? First and foremost there are order and safety. If today I have a quarrel with another man, I do not get beaten merely because I am physically weaker and he can kick me down. I go to law, and the law will decide as fairly as it can between the two of us. Thus in disputes between man and man right has taken the place of might. Moreover, the law protects me from robbery and violence. Nobody may come and break into my house, steal my goods or run off with my children. Of course, there are burglars, but they are very rare, and the law punishes them whenever it catches them. It is difficult for us to realize how much this safety means. Without safety, these higher activities of mankind which make up civilization could not go on. The inventor could not invent, the scientist find out or the artist make beautiful things. Hence, order and safety, although they are not themselves civilization are things without which civilization would be impossible. They are as necessary to our civilization as the air we breathe is to us, and we have grown so used to them that we do not notice them any more than we notice the air. Another great achievement of our civilization is that today civilized men are largely free from the fear of pain. They still fall ill, but illness is no longer the terrible thing it used to be... Not only do men and women enjoy better health; they live longer than they ever did before, and they have a much better chance of growing up... Thirdly, our civilization is more secure than any that have gone before it. This is because it is much more widely spread... Previous civilizations were specialized and limited, they were like oases in a desert.
What according to the author has the freedom from the fear of pain led to?
Passage in this section is followed by a group of question which is to be answered on the basis of what is stated or implied in the passage. For some questions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer, that is, the response that most accurately and completely answers the question and blacken the corresponding space.
One of the most prolific authors of all time, Isaac Asimov was influential both in science fiction and in the popularization of science during the twentieth century, but he is also justly famous for the scope of his interests. Although the common claim that Asimov is the only author to have written a book in every category of the Dewey decimal system is untrue, its spirit provides an accurate picture of the man: a dedicated humanist who lauded the far-reaching power of reason. His most famous work, the Foundation trilogy, can be read as an illustration of Asimov’s belief in reason and science, but even while he expressed that belief, science itself was calling it into question.
Foundation describes a time in which a vast Empire spanning the galaxy is on the verge of collapse. Its inevitable doom is a consequence not of its size, but of the shortsightedness of its leaders. In this environment, a scientist named Hari Seldon devises an all encompassing plan to help human civilization recover from the trauma of the Empire’s coming collapse. Using mathematics, Seldon is able to predict the future course of history for thousands of years, and he takes steps that are geared toward guiding that future in a beneficial direction. The trope of the benevolent and paternalistic scientist shaping existence from behind the scenes, present in much of Asimov’s fiction, is never more explicit than in the Foundation series, which describes with an epic sweep the course and progress of the Seldon Plan.
As naive and, perhaps, self-serving as the conceit of Foundation may seem to contemporary readers, it retains to some degree its ability of comfort by offering an antidote to the complex and unpredictable nature of experience. Science in Asimov’s time was, in popular conceptions, engaged in just this pursuit: discerning immutable laws that operate beneath a surface appearance of contingency, inexplicability, and change. But even while Asimov wrote, science itself was changing. In Physics, the study of matter at the subatomic level showed that indeterminacy was not a transitory difficulty to be overcome, but an essential physical principle. In Biology, the sense of evolution as steady progress toward better-adapted forms was being disturbed by proof of a past large-scale evolution taking place in brief explosions, of frantic change. At the time of Asimov’s death, even Mathematics was gaining popular notice for its interest in chaos and inexplicability. Usually summarized in terms of the so-called ‘butterfly effect’, chaos theory showed that perfect prediction could take place only on the basis of perfect information, which was by nature impossible to obtain. Science had dispensed with the very assumptions that motivated Asimov’s idealization of it in the Seldon Plan. Indeed, it was possible to see chaos at work in Foundation itself: as sequels multiplied and began to be tied into narrative threads from Asimov’s other novels, the urge to weave one grand narrative spawned myriad internal inconsistencies that were never resolved.
Which one of the following statements most accurately expresses the purpose of the final paragraph?
Read the following passage carefully and answer the question:
Antigone was one of the daughters of Oedipus, that tragic figure of male power who had been cursed by Gods for mistakenly his father and subsequently marrying his mother and assuming the throne of Thebes. After the death of Oedipus, civil war broke out and a battle was waged in front of the seventh gate of Thebes his two sons led opposing factions and at the height of the battle fought and killed each other. Oedipus brother Creon, uncle of Antigone, was now undisputed master of the city. Creon resolved to make an example of the brother who had fought against him, Polynices, by refusing the right of honourable burial. The penalty of death was promulgated against any who would defy this order.
Antigone was distraught. Polynices had been left unburied, unwept, a feast of flesh for keen eyed carrion birds. Antigone asks her sister Ismene, for it was a challenge to her royal blood. Now it is time to show whether or not you are worthy of your royal blood is be 'not my brother and yours? Whether you like it or not? I shall never desert him-never. But Simone responds, “How could you dare-when Creon has expressly forbidden it? Antigone, we are women, it is not for us to fight against men". With a touch of bitterness, Antigone releases her sister from the obligation to help her. but argues she cannot shrug off the burden. "if I die for it what happiness! Live,..if you will live, and defy the holiest of laws of heaven".
Why did Antigone decide to defy the orders of Creon?
Read the given passage carefully and attempt the question that follows.
The work which Gandhiji had taken up was not only regarding the achievement of political freedom but also the establishment of a new social order based on truth and nonviolence, unity and peace, equality and universal brotherhood and maximum freedom for all. This unfinished part of his experiment was perhaps even more difficult to achieve than the achievement of political freedom. In the political struggle, the fight was against a foreign power and all one could do was either join it or wish it a success and give it his/her moral support. In establishing a social order on this pattern, there was a strong possibility of a conflict arising between diverse groups and classes of our own people. Experience shows that man values his possessions even more than his life because in the former he sees the means for perpetuation and survival of his descendants even after his body is reduced to ashes. A new order cannot be established without radically changing the mind and attitude of men towards property and, at some stage or the other, the ‘haves’ have to yield place to the ‘have-nots’. We have seen, in our time, attempts to achieve a kind of egalitarian society and the picture of it after it was achieved. But this was done, by and large, through the use of physical force.
In the ultimate analysis, it is difficult, if not impossible, to say that the instinct to possess has been rooted out or that it will not reappear in an even worse form under a different guise. It may even be that like a gas kept confined within containers under great pressure, or water held back by a big dam, once the barrier breaks, the reaction will one day sweep back with a violence equal in extent and intensity to what was used to establish and maintain the outward egalitarian form. This enforced egalitarianism contains, in its bosom, the seed of its own destruction.
The root cause of class conflict is possessiveness or the acquisitive instinct. So long as the ideal that is to be achieved is one of securing the maximum material satisfaction, possessiveness is neither suppressed nor eliminated but grows on what it feeds. Nor does it cease to be possessiveness, whether it is confined to only a few or is shared by many.
If egalitarianism is to endure, it has to be based not on the possession of the maximum material goods by a few or by all but on voluntary, enlightened renunciation of those goods which cannot be shared by others or can be enjoyed only at the expense of others. This calls for substitution of material values by purely spiritual ones. The paradise of material satisfaction, which is sometimes equated with progress these days, neither spells peace nor progress. Mahatma Gandhi has shown us how the acquisitive instinct inherent in man can be transmuted by the adoption of the ideal of trusteeship by those who ‘have’ for the benefit of all those who ‘have not’ so that, instead of leading to exploitation and conflict, it would become a means and incentive for the amelioration and progress of society respectively.
According to the passage, the root cause of class conflict is
The question in this section is based on the passage. The question is to be answered on the basis of what is stated or implied in the passage.
Although the legal systems of England and the United States are superficially similar, they differ profoundly in their approaches to and uses of legal reasons: substantive reasons are more common than formal reasons in the United States, whereas in England the reverse is true. This distinction reflects a difference in the visions of law that prevails in the two countries. In England, the law has traditionally been viewed as a system of rules; the United States favours a vision of law as an outward expression of community’s sense of right and justice.
Substantive reasons, as applied to law, are based on moral, economic, political and other considerations. These reasons are found both “in the law” and “outside the law” so to speak. Substantive reasons inform the content of a large part of the law: constitutions, statutes, contracts, verdicts, and the like. Consider, for example, a statute providing or purposes were explicitly written into the statute was to ensure quiet and safety in the park. Now suppose that a veterans’ group mounts a World War II jeep (in running order but without a battery) as a war memorial on a concrete slab in the park, and charges are brought against its members. Most judges in the United States would find the defendants not guilty because what they did had no adverse effect on park’s quiet and safety.
Formal reasons are different in that they frequently prevent substantive reasons from coming into play, even when substantive reasons are explicitly incorporated into the law at hand. For example, when a document fails to comply with stipulated requirements, the court may render the document legally ineffective. A Will requiring written witness may be declared null and void and, therefore, unenforceable for the formal reason that the requirement was not observed. Once the legal rule–that a Will is invalid for lack of proper witnessing –has been clearly established, and the legality of the rule is not in question, application of that rule precludes from consideration substantive arguments in favour of Will’s validity or enforcement.
Legal scholars in England and the United States have long bemused themselves with extreme examples of formal and substantive reasoning. On the one hand, formal reasoning in England has led to wooden interpretations of statutes and an unwillingness to develop the common law through judicial activism. On the other hand, freewheeling substantive reasoning in the United States has resulted in statutory interpretations so liberal that the texts of some statutes have been ignored.
The author of the passage suggests that in English law a substantive interpretation of a legal rule might be warranted under which one of the following circumstances.
The question in this section is based on a single passage. The question is to be answered on the basis of what is stated or implied in the passage.
The spread of education in society is at the foundation of success in countries that are latecomers to development. In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substituted for universities that provide educational opportunities for people at large.
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people, it has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the republic. The reality is that we have miles to go. The proportion of our population, in the age group 18-24, that enters the world of higher education is around 7%, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement? IT is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul so that we can educated much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part, on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society.
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ration of at least 15% by 2015. It is just as important to raise the average quality of higher education in very sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India into a knowledge economy and society.
According to passage, which of the following is not a challenge that confronts higher education in India?
Read the given passages and answer the question with the help of the information provided in the passage.
A large number of branches of banks have been set-up in the villages. The main purpose of setting up these banks is to develop the habit of saving among the villagers and also to give loans to farmers for boosting production in one way or the other. So, banks had been concentrated in the bigger cities and Indian villagers had no faith in them.
The new banks also intend to re-channel bank credit -from the big industries to the small sectors. With the intention of promoting rural banking, regional rural banks were established. These aligned the local field with rural problems. These banks are not to replace the other credit-giving bodies but to supplement them.
The Steering Committee of the Regional Rural Banks considered some structural changes. First of all, they gave thought to the staffing spectrum, then to effective coordination among banks rural cooperatives and commercial and the possibility of bringing credit within the access to weaker sections. They wanted to recruit staff for the rural banks at lower salaries. But, this type of discrimination would have been unfruitful. So, it was given up.
A problem with regard to the rural banks is the creditworthiness of the poor. The Indian farmers are so poor that they cannot pay back their loans. The rural Indian surveys make it quite clear that practically rural farmers have no creditworthiness. Their socio-economic mobility is almost zero. That is why banks fear that their credit will never be paid back.
Another difficulty for the rural banks is that loans cannot be processed so easily. Processing loans also entails heavy expenditure. This was also going to affect their financial position. Still, the establishment of the rural banks was decided because the social advantages were more important than the commercial consideration.
Rural banks definitely encourage savings. No doubt the villagers do not have to pay income tax and they get many other concessions, yet their saving is not significant. Despite all the hurdles, the rural banking system will boost up the economy of villages and thereby the economy of the country.
Which of the following is not true according to the passage?
Read the given passages and answer the question with the help of the information provided in the passage.
A new analysis has determined that the threat of global warming can still be greatly diminished if nations cut emissions of heat-trapping greenhouse gases by 70% this century. The analysis was done by scientists at the National Centre for Atmospheric Research (NCAR). While global temperatures- would· rise, the most dangerous potential aspects of climate change, including massive losses of Arctic sea ice and permafrost and significant sea-level rise, could be partially avoided.
This research indicates that we can no longer avoid significant warming during this century, said NCAR scientist Warren Washington, the study paper's lead author. But, if the world were to implement this level of mission cuts, we could stabilise the threat of climate change, he added. Average global temperatures have armed by close to I C since the pre-industrial era.
Much of the warming is due to human-produced emissions of greenhouse gases, predominantly carbon dioxide. This heat-trapping gas has increased from a pre-industrial level of about 284 parts per million (ppm) in the atmosphere to more than 380 ppm today. With research showing that additional warming of about l °C may be the threshold for dangerous climate change, the European Union has called for dramatic cuts in emissions of carbon dioxide and other greenhouse gases.
To examine the impact of such cuts on the world's climate. Washington and his colleagues ran a series of global studies with the NCAR based Community Climate System Model (CCSM). They assumed that carbon dioxide levels could be held to 450 ppm at the end of this century. In contrast, emissions are now on track to reach about 750 ppm by 2100 if unchecked.
The team's results showed that If carbon dioxide were held to 450 ppm, global temperatures would increase by 0.6 ·c above current readings by the end of the century.
What would be the impact of unchecked greenhouse gas and carbon dioxide emissions?
