Comprehension
The critique of school as an institution has developed and grown in the past half a century. Education theorist Everett Reimer wrote School is Dead in the 1960s. Most schools are caged jails, where an alien curriculum designed by some ‘experts’ is thrust down a child’s gullet. Today, many schools are gargantuan corporate enterprises with thousands of children on their rolls, and for all practical purposes they are run like factories, or better still like mini-armies. The website of a private school in Lucknow boasts of 56,000 students, for instance. But progressive thinkers have always envisioned ‘free schools’ for children. The great Russian novelist, Leo Tolstoy, founded a school for the children of poor peasants at his home, Yasnaya Polyana, without any strict schedule, homework or physical punishment. Maria Montessori was the first Italian woman to become a doctor; she went on to work out the ‘stages of development’ in children which became the basis for her educational philosophy, which too emphasised children’s freedom and choice. Tagore’s critique of rote learning is articulated in the classic tale ‘The Parrot’s Training’ (Totaakahini). Perhaps, the longest lasting libertarian school in the world is Summerhill. It was founded in 1921, a hundred years ago in England, by A.S. Neill with the belief that school should be made to fit the child rather than the other way round. The 1966 Kothari Education Commission’s recommendation for a common school system was never implemented. Today, which school a child goes to depends on her socioeconomic status. The pandemic has furthered and exacerbated this divide. COVID-19 hit parents economically. The digital divide between the rich and poor has also widened. The poor do not have access to mobiles, laptops and internet connectivity. In such a scenario, one can try and conceive of neighbourhood learning spaces.
Question: 1
What has the author conveyed regarding the school system in India?
What has the author conveyed regarding the school system in India?
Updated On: Jul 18, 2024
- The school system in India is an advanced system which focuses on developing the personality of students.
- The schools in India are segregated based on socio-economic status.
- The schools staunchly promote the interest of every student enrolled to ensure quality education
- The pandemic has aided the students a greater access to the technology and learning spaces
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The Correct Option is B
Solution and Explanation
The correct Answer is (B):The schools in India are segregated based on socio-economic status
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Question: 2
Which of the following can be deduced from the above passage?
Which of the following can be deduced from the above passage?
Updated On: Aug 2, 2024
- Social segregation must be eliminated for furtherance of education in schools.
- The COVID-19 pandemic has lubricated the teaching-learning process in schools
- Schools should be divided on the basis of the financial capabilities only
- Private schools should be encouraged to enrol economically poor students irrespective of their caste or religion.
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The Correct Option is A
Solution and Explanation
The correct Answer is (A):Social segregation must be eliminated for furtherance of education in schools.
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Question: 3
As per the above passage, which of the following does not correctly represent the author’s view regarding imparting of education during the pandemic?
As per the above passage, which of the following does not correctly represent the author’s view regarding imparting of education during the pandemic?
Updated On: Jul 17, 2024
- There has been a disruption of education systems due to the pandemic.
- The inclusion of technology has widened the canvas of distance learning education for all, albeit its access is the biggest concern.
- The pandemic has unearthed and stimulated innovative approaches to learning.
- The crisis is worsened by reduction of opportunities for many children.
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The Correct Option is C
Solution and Explanation
The correct Answer is (C):The pandemic has unearthed and stimulated innovative approaches to learning.
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Question: 4
Which of the following can be utilised to develop a healthy environment for students’ learning in schools?
Which of the following can be utilised to develop a healthy environment for students’ learning in schools?
Updated On: Aug 16, 2024
- Individualised teaching should not be followed for growth of students
- Students should only be permitted to opt for only few subjects as elective courses.
- Community learning should be encouraged in schools.
- A fixed and robust curriculum is the need of the hour.
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The Correct Option is C
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The correct Answer is (C):Community learning should be encouraged in schools.
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Question: 5
In the above passage, which of the following cannot be referred as a characteristic of a ‘free school’?
In the above passage, which of the following cannot be referred as a characteristic of a ‘free school’?
Updated On: Jul 18, 2024
- It is an alternative to mainstream and conventional form of schooling
- Free schools provide a democratic platform to the students to voice their opinions
- The courses offered at free schools are optional for students depending on their interests
- Specific choice of subjects and a fixed schedule are quintessential features of a free school
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The Correct Option is D
Solution and Explanation
The correct Answer is (D):Specific choice of subjects and a fixed schedule are quintessential features of a free school
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Top Questions on Verbal Reasoning
- India is poised for rapid economic growth, potentially spurred by a young population driving production and demand. In the process, inevitably, lifestyles are being dramatically altered for the worse. India now reports the highest growth of ultra-processed food consumption among the youth, as well as low levels of exercise and adequate sleep. Cultural changes, including smartphones and a preponderance of English in schools, are also associated with weakened family relationships. Until recently, in the absence of extensive data, the role of these factors on mental well-being, encompassing our full range of mental capability, was not well understood. Recent findings based on a large database of over 1,50,000 individuals in India are beginning to shed light on the correlates of mental well-being among adolescents. The findings are dire. There is a silent epidemic of mental ill-health in India. Previous studies have found that ownership of smartphones is” frying” the brain. Data also suggests that it is not merely the ownership of a phone but also the early age of access that is associated with worse cognition and mental well-being as young adults. The young brain is developing and must be nurtured. These gadgets are handed to adolescents, presumably more out of convenience than sound logic. The American philosopher David Henry Thoreau remarked over 175 years ago,” Technology is an improved means to an unimproved end.” This is an extreme position but one worth mulling. India reports the highest growth in consumption of ultra-processed foods. Some evidence suggests that these foods are as addictive as smoking. Recent data globally and from India shows a strong association between the consumption of ultra-processed foods and poor mental well-being, particularly the capacities for emotional and cognitive control.
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As you begin your investigation, you gather information and observe the following:
• The company recently introduced a new production system that is more automated but requires highly specialized operators.
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Questions Asked in CLAT exam
- From a very early age, I knew that when I grew up, I should be a writer. I had the lonely child's habit of making up stories and holding conversations with imaginary persons, and I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. I wanted to write enormous naturalistic novels with unhappy endings, full of detailed descriptions and arresting similes, and also full of purple passages in which words were used partly for the sake of their sound. I give all this background information because I do not think one can assess a writer's motives without knowing something of his early development.
His subject-matter will be determined by the age he lives in — at least this is true in tumultuous, revolutionary ages like our own — but before he ever begins to write he will have acquired an emotional attitude from which he will never completely escape. It is his job to discipline his temperament, but if he escapes from his early influences altogether, he will have killed his impulse to write. I think there are four great motives for writing, at any rate for writing prose. They are: (i) Sheer egoism: Desire to seem clever, to be talked about, to be remembered after death, to get your own back on grown-ups who snubbed you in childhood; (ii) Aesthetic enthusiasm: Desire to share an experience which one feels is valuable and ought not to be missed (iii) Historical impulse: Desire to see things as they are, to find out true facts and store them up for the use of posterity (iv) Political purpose: Desire to push the world in a certain direction, to alter other people's idea of the kind of society that they should strive after.
[Extracted with edits from George Orwell's "Why I Write"]- CLAT - 2025
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- The right kind of education consists in understanding the child as he is without imposing upon him an ideal of what we think he should be. To enclose him in the framework of an ideal is to encourage him to conform, which breeds fear and produces in him a constant conflict between what he is and what he should be: and all inward conflicts have their outward manifestations in society. If the parent loves the child, he observes him, he studies his tendencies, his moods, and peculiarities. It is only when one feels no love for the child that one imposes upon him an ideal, for then one's ambitions are trying to fulfill themselves in him, wanting him to become this or that. If one loves, not the ideal but the child, then there is a possibility of helping him to understand himself as he is.
Ideals are a convenient escape, and the teacher who follows them is incapable of understanding his students and dealing with them intelligently; for him, the future ideal, the what should be, is far more important than the present child. The pursuit of an ideal excludes love, and without love no human problem can be solved. If the teacher is of the right kind, he will not depend on a method, but will study each individual pupil. In our relationship with children and young people, we are not dealing with mechanical devices that can be quickly repaired, but with living beings who are impressionable, volatile, sensitive, afraid, affectionate: and to deal with them, we have to have great understanding, the strength of patience and love. When we lack these, we look to quick and easy remedies and hope for marvellous and automatic results. If we are unaware, mechanical in our attitudes and actions, we fight shy of any demand upon us that is disturbing and that cannot be met by an automatic response, and this is one of our major difficulties in education.
(Extract with edits from "The right kind of Education" by J. Krishna Murti)- CLAT - 2025
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- Education is not the amount of information that is put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas.... If education were identical with information, the libraries are the sages in the world and encyclopaedias are the rishis. Getting by heart the thoughts of others in a foreign language and stuffing your brain with them and taking some University degree, you consider yourself educated. Is this education? What is the goal of your education? Open your eyes and see what a piteous cry for food is rising in the land of Bharata, proverbial for its food. Will your education fulfill this want?
We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one's own feet. What we need to study independent of foreign control, different branches of the knowledge that is our own, and with it the English language and Western science; we need technical education and all else that will develop industries so that men instead of seeking for service may earn enough to provide for themselves and save against a rainy day. The end of all education, all training, should be man-making. The end and aim of all training are to make the man grow. The training by which the current expression of will are brought under control and become fruitful, is called education. What our country now wants are muscles of iron and nerves of steel, gigantic wills, which nothing can resist, which can penetrate into the mysteries and secrets of the universe and will accomplish their purpose in any fashion, even if it meant going down to the bottom of the ocean, meeting death face to face.
There is only one method of attaining knowledge. It is by concentration. The very essence of education is concentration of mind. From the lowest to the highest man, all have to use the same method to attain knowledge. The chemist who works in the laboratory concentrates on elements to analyze them. Knowledge is acquired by concentration.
[Extracted with edits from "Education" by Swami Vivekananda]- CLAT - 2025
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(Extracted with edits from "An Astrologer's Day" by R.K. Narayan)- CLAT - 2025
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- The "Nari Shakti Vandan Adhiniyam", 2023 Act received near-unanimous support in both the Lok Sabha and the Rajya Sabha. The legislation mandates the reservation of one-third of all seats in the Lok Sabha, state legislative assemblies, and Delhi (as a union territory with an elected assembly) for women. This linking of the implementation of the Act to the implementing of two long-term exercises of census and delimitation, makes little sense to many, and sounds quite like empowerment delayed for now.
In a 2012 article 'Holding Up Half the Sky: Reservations for Women in India', Rudolf C Heredia breaks down the common misconceptions that cloud our understanding of women's political participation- "When women do attain a national leadership role it is often because they have inherited the mantle from their fathers ophusbands, rather than as persons in their own right and are then projected as matriarchs, part of the joint family, complementary to the patriarchy rather than a challenge to it."
In 'Equality versus Empowerment: Women in Indian Legislature', 2023, Soumya Bhowmick makes the case for going a step beyond quotas, and to turn our attention to the complexities that shape women's agency in the country. This, he argues, would require a bottoms-up approach, rather than merely handing out reservations in a top-down manner. "In a country like India with a considerably large heterogeneous population, the dissemination of legislative power would be insufficient to protect the interests of minority groups such as women, Scheduled Castes, and Scheduled Tribes." He concludes that "implementing the idea of reservation for women would bring about descriptive representation, but its transformation into substantive representation would depend on the change in the attitudes of the people."
While the reservation of one-third of seats for women belonging to the scheduled castes and tribes under the amendment to article 330a and 332 of the constitution is a welcome step, it remains to be seen whether it fully acknowledges the complex interplay of hierarchies, socio-political relationships which also affect the extent and nature of complications that surround effective realisation of women's politics for Indian politics to emerge as a truly emancipatory space.- CLAT - 2025
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