Question

In the context of science, according to the passage, the interaction of dogmatic beliefs and critical attitude can be best described as:

• A. A duel between two warriors in which one has to die.
• B. The effect of a chisel on a marble stone while making a sculpture.
• C. The feedshare (natural gas) in fertilizer industry being transformed into fertilizers.
• D. A predator killing its prey.
• E. The effect of fertilizers on a sapling.
• A. Critical and important, as, without it, initial hypotheses or conjectures can never be made.
• B. Positive, as conjectures arising out of our dogmatic attitude become science.
• C. Negative, as it leads to pseudo-science.
• D. Neutral, as the development of science is essentially because of our critical attitude.
• J. Inferior to critical attitude, as a critical attitude leads to the attitude of reasonableness and rationality.
• A. Primitives are people who are not educated, and hence can be compared with children, who have not yet been through school.
• B. Primitives are people who, though not modern, are as innocent as children.
• C. Primitives are people without a critical attitude, just as children are.
• D. Primitives are people in the early stages of human evolution; similarly, children are in the early stages of their lives.
• O. Primitives are people who are not civilized enough, just as children are not.
• A. A critical attitude implies endless questioning, and, therefore, it cannot lead to strong beliefs.
• B. A critical attitude, by definition, is centred on an analysis of anomalies and “noise”.
• C. A critical attitude leads to questioning everything, and in the process generates “noise” without any conviction.
• D. A critical attitude is antithetical to conviction, which is required for strong beliefs.
• T. A critical attitude leads to questioning and to tentative hypotheses.
• A. Scientific theories or hypotheses are tentatively true whereas pseudo-sciences are always true.
• B. Scientific laws and theories are permanent and immutable whereas pseudo-sciences are contingent on the prevalent mode of thinking in a society.
• C. Science always allows the possibility of rejecting a theory or hypothesis, whereas pseudo-sciences seek to validate their ideas or theories.
• D. Science focuses on anomalies and exceptions so that fundamental truths can be uncovered, whereas pseudo-sciences focus mainly on general truths.
• Y. Science progresses by collection of observations or by experimentation, whereas pseudo-sciences do not worry about observations and experiments.

Answer 1

The Correct Option is B

The passage explains that science starts with dogmatic beliefs (myths, untested theories) but progresses through critical discussion and revision. The critical attitude does not destroy dogmatic beliefs outright but shapes, refines, and improves them — much like a sculptor uses a chisel to shape marble. - Option (1) suggests complete destruction of one side, which contradicts the passage’s idea that criticism builds upon dogma rather than eradicating it.
- Option (2) is the best fit, as it captures the idea of working on an existing form to improve and refine it, without discarding it entirely.
- Option (3) implies a transformation into something entirely new, which doesn’t match the iterative improvement described.
- Option (4) describes a destructive process, which is not the intended meaning.
- Option (5) implies growth and nourishment but lacks the shaping and refinement aspect.
Thus: \[ \boxed{\text{Option (2)}} \]

Answer 2

The passage states that dogmatism is to some extent necessary because it forces us to propose and hold onto conjectures long enough to test and refine them. Without this, science could not begin, as initial hypotheses would never be formulated. This means dogmatism plays a foundational role before critical thinking refines the theories. - Option (1) matches the passage’s assertion perfectly.
- Option (2) partially overlaps but is less precise, implying direct transformation into science without refinement.
- Option (3) ignores the constructive role of dogmatism.
- Option (4) contradicts the text’s emphasis on dogmatism’s necessity in initiating science.
- Option (5) downplays its role rather than acknowledging its importance.
\[ \boxed{\text{Option (1)}} \]

Answer 3

The author associates dogmatism with a lack of willingness to question or modify beliefs. Both primitives and children share this absence of a developed critical attitude, holding onto beliefs rigidly. This is the specific point of comparison, not their education, innocence, or civilization level. \[ \boxed{\text{Option (3)}} \]

Answer 4

The passage contrasts strong, rigid beliefs of dogmatism with the tentative, self-questioning nature of critical thinking. This openness to modification inherently weakens the firmness of belief, even though it improves accuracy. Option (1) captures this essence directly — continuous questioning prevents unshakable conviction. \[ \boxed{\text{Option (1)}} \]

Answer 5

The passage emphasizes that science maintains a critical attitude — open to refutation, constantly testing and modifying theories. Pseudo-science, in contrast, seeks only to confirm pre-held ideas, avoiding critical challenges. Option (3) captures this distinction precisely. \[ \boxed{\text{Option (3)}} \]