Understanding romantic aesthetics is not a simple undertaking for reasons that are internal to the nature of the subject. Distinguished scholars, such as Arthur Lovejoy, Northrop Frye and Isaiah Berlin, have remarked on the notorious challenges facing any attempt to define romanticism. Lovejoy, for example, claimed that romanticism is "the scandal of literary history and criticism"... The main difficulty in studying the romantics, according to him, is the lack of any "single real entity, or type of entity" that the concept "romanticism" designates. Lovejoy concluded, "the word 'romantic' has come to mean so many things that, by itself, it means nothing"...
The more specific task of characterizing romantic aesthetics adds to these difficulties an air of paradox. Conventionally, "aesthetics" refers to a theory concerning beauty and art or the branch of philosophy that studies these topics. However, many of the romantics rejected the identification of aesthetics with a circumscribed domain of human life that is separated from the practical and theoretical domains of life. The most characteristic romantic commitment is to the idea that the character of art and beauty and of our engagement with them should shape all aspects of human life. Being fundamental to human existence, beauty and art should be a central ingredient not only in a philosophical or artistic life, but also in the lives of ordinary men and women. Another challenge for any attempt to characterize romantic aesthetics lies in the fact that most of the romantics were poets and artists whose views of art and beauty are, for the most part, to be found not in developed theoretical accounts, but in fragments, aphorisms and poems, which are often more elusive and suggestive than conclusive.
Nevertheless, in spite of these challenges the task of characterizing romantic aesthetics is neither impossible nor undesirable, as numerous thinkers responding to Lovejoy's radical skepticism have noted. While warning against a reductive definition of romanticism, Berlin, for example, still heralded the need for a general characterization: "[Although] one does have a certain sympathy with Lovejoy's despair...[he is] in this instance mistaken. There was a romantic movement...and it is important to discover what it is" ...
Recent attempts to characterize romanticism and to stress its contemporary relevance follow this path. Instead of overlooking the undeniable differences between the variety of romanticisms of different nations that Lovejoy had stressed, such studies attempt to characterize romanticism, not in terms of a single definition, a specific time, or a specific place, but in terms of "particular philosophical questions and concerns" ...
While the German, British and French romantics are all considered, the central protagonists in the following are the German romantics. Two reasons explain this focus: first, because it has paved the way for the other romanticisms, German romanticism has a pride of place among the different national romanticisms ... Second, the aesthetic outlook that was developed in Germany roughly between 1796 and 1801 02 − - the period that corresponds to the heyday of what is known as "Early Romanticism" ...- offers the most philosophical expression of romanticism since it is grounded primarily in the epistemological, metaphysical, ethical, and political concerns that the German romantics discerned in the aftermath of Kant's philosophy.
According to the passage, recent studies on romanticism avoid "a single definition, a specific time, or a specific place" because they:
- prefer to highlight the paradox of romantic aesthetics as a concept.
- prefer to focus on the fundamental concerns of the romantics.
- understand that the variety of romanticisms renders a general analysis impossible.
- seek to discredit Lovejoy's scepticism regarding romanticism.
The Correct Option is B
Solution and Explanation
The passage explains the complexity of defining romanticism due to its varied interpretations across different contexts. According to Lovejoy, romanticism is so diverse that it defies a singular definition, making its analysis challenging.
While recent studies acknowledge this diversity, they do not attempt to confine romanticism to a strict definition, time, or place. Instead, they address it through "particular philosophical questions and concerns", aligning with the passage's note on German romantics’ focus on epistemological, metaphysical, ethical, and political issues.
Therefore, the correct conclusion is: Recent studies prefer to focus on the fundamental concerns of the romantics.
Which one of the following statements is NOT supported by the passage?
- Many romantics rejected the idea of aesthetics as a domain separate from other aspects of life.
- Characterising romantic aesthetics is both possible and desirable, despite the challenges involved.
- Recent studies on romanticism seek to refute the differences between national romanticisms.
- Romantic aesthetics are primarily expressed through fragments, aphorisms, and poems.
The Correct Option is C
Solution and Explanation
- Option 1: Many romantics rejected the idea of aesthetics as a domain separate from other aspects of life.
This statement is supported by the passage. It mentions that many romantics rejected aesthetics as a separate domain and believed it should shape all aspects of human life. - Option 2: Characterising romantic aesthetics is both possible and desirable, despite the challenges involved.
This is supported by the passage’s claim that despite challenges, characterizing romantic aesthetics is neither impossible nor undesirable, as noted by thinkers in response to Lovejoy's skepticism. - Option 3: Recent studies on romanticism seek to refute the differences between national romanticisms.
This statement is NOT supported by the passage. The passage indicates that recent attempts focus on characterizing romanticism without overlooking differences between national romanticisms. It does not state they seek to refute these differences. - Option 4: Romantic aesthetics are primarily expressed through fragments, aphorisms, and poems.
The passage supports this statement, describing how most romantics expressed their views through fragments, aphorisms, and poems.
According to the romantics, aesthetics:
- is primarily the concern of philosophers and artists, rather than of ordinary people.
- is widely considered to be irrelevant to human existence.
- should be confined to a specific domain separate from the practical and theoretical aspects of life.
- permeates all aspects of human life, philosophical and mundane.
The Correct Option is D
Solution and Explanation
The passage discusses the inherent complexity in defining romantic aesthetics and the multitude of interpretations surrounding the concept of romanticism. Prominent scholars such as Arthur Lovejoy and Isaiah Berlin have noted the challenges and debates regarding the definition of romanticism. Lovejoy argues that romanticism lacks a single definitive entity, making it difficult to pin down, while Berlin acknowledges the need for a broader characterization. Romantic aesthetics, as per the passage, is tied to the philosophy that beauty and art should influence all aspects of human life, not just the domains of philosophy and art. This contrasts with the idea that aesthetics should be restricted to a specific area separate from the practical and theoretical aspects of life. The most distinctive romantic commitment is the belief that engagement with art and beauty should shape the entirety of human existence.
Among the options provided:
- The idea that aesthetics "is primarily the concern of philosophers and artists, rather than of ordinary people" is not endorsed by the romantics, as they believe in its widespread relevance.
- The notion that aesthetics "is widely considered to be irrelevant to human existence" contradicts the romantics' belief in its fundamental importance.
- The statement that aesthetics "should be confined to a specific domain separate from the practical and theoretical aspects of life" is directly opposed to the romantic view.
- The correct option is that aesthetics "permeates all aspects of human life, philosophical and mundane," aligning with the romantics' ideology that art and beauty should be central to all aspects of life, influencing both ordinary and philosophical pursuits.
The main difficulty in studying romanticism is the:
- absence of written accounts by romantic poets and artists.
- elusive and suggestive nature of romantic aesthetics.
- lack of clear conceptual contours of the domain.
- controversial and scandalous history of romantic literature.
The Correct Option is C
Solution and Explanation
- Notorious challenges in defining romanticism are highlighted, with scholars like Arthur Lovejoy, Northrop Frye, and Isaiah Berlin noting the absence of any "single real entity, or type of entity" that romanticism designates. Lovejoy expresses that "the word 'romantic' has come to mean so many things that, by itself, it means nothing," showcasing the difficulty in finding clear conceptual contours.
- The romantic aesthetics often feature in fragments, aphorisms, and poems, making their views elusive and suggestive rather than conclusive.
- The romantic aesthetic movement rejects the identification of aesthetics with a circumscribed domain, complicating definitions within established theoretical frameworks.
Top Questions on Reading Comprehension
- Shown below are letters ‘e’ taken from four popular logos, arranged in a sequence. Which of the options is the correct sequence?
- UCEED - 2026
- English Language Comprehension
- Reading Comprehension
- Shown below are four options, each showing consecutive frames representing the movement of a pendulum of an old-style wall clock for an animation movie. Which is the correct option?
- UCEED - 2026
- English Language Comprehension
- Reading Comprehension
- Acrucial moderating factor in how people experience comparisons is self-esteem. Individuals with high self-esteem are more likely to interpret upward comparison as informative rather than threatening. They are more resilient in the face of others’ success and more likely to believe they can reach their own goals. In contrast, people with low self-esteem are more prone to interpret comparison as judgment, reinforcing negative self-views and triggering feelings of inadequacy.
This dynamic creates a self-reinforcing loop. People with high self-esteem are less vulnerable to upward comparison, which intensifies those doubts. Those with a secure sense of self are more likely to use comparison as a learning tool. The same external stimulus—a colleague’s achievements, a friend’s popularity—can have radically different effects depending on internal stability.
Self-esteem also influences how people choose their comparison targets. Research has found that individuals often engage in “selective comparison,” seeking out those who confirm their existing beliefs about themselves. This can become a subtle form of self-sabotage. Someone who feels unworthy may subconsciously seek out targets that reinforce that sense, perpetuating a narrative of inferiority. One of the most promising antidotes to social comparison is temporal comparison—evaluating oneself not against others, but against one’s own past. This method has been shown to increase motivation and satisfaction, especially when individuals can see concrete progress. Temporal comparison activates the same reward circuits as social comparison but avoids the threat systems associated with social ranking. It also reinforces agency: individuals focus on what they can control and improve rather than what others control. In therapeutic and coaching settings, temporal comparison is used to help clients build self-efficacy and track growth over time.
Moreover, people who focus on self-improvement rather than social dominance are less likely to fall into cycles of envy or self-pity. They can still use others as inspiration, but they do so without attaching their self-worth to the outcome. This is not to say they never compare—but that they focus on learning, rather than judgment. The most skilful approach to comparison may lie in eliminating it, but in reframing it as feedback. When we interpret comparison as information rather than a verdict, we can ask, “What can I learn from this?” This shift turns comparison into a growth tool. Teachers mentor their students, not as rivals. Psychologists emphasize that the key variable here is mindset.
A fixed mindset sees comparison as a threat. If someone else is better, it means we are worse. A growth mindset sees comparison as a map. If someone else has reached a certain level, it means the path exists. This reframing is not just a cognitive trick. It changes the emotional tone of comparison, making it more likely to inspire than to wound. Reframing also requires emotional regulation—the ability to notice an initial pang of envy or shame without reacting impulsively. With practice, individuals can learn to pause, reflect, and reinterpret their emotional responses. Over time, this builds resilience and self-trust, allowing comparison to become a learning tool rather than a cage.- XAT - 2026
- Verbal and Logical Ability
- Reading Comprehension
When people who are talking don’t share the same culture, knowledge, values, and assumptions, mutual understanding can be especially difficult. Such understanding is possible through the negotiation of meaning. To negotiate meaning with someone, you have to become aware of and respect both the differences in your backgrounds and when these differences are important. You need enough diversity of cultural and personal experience to be aware that divergent world views exist and what they might be like. You also need the flexibility in world view, and a generous tolerance for mistakes, as well as a talent for finding the right metaphor to communicate the relevant parts of unshared experiences or to highlight the shared experiences while demphasizing the others. Metaphorical imagination is a crucial skill in creating rapport and in communicating the nature of unshared experience. This skill consists, in large measure, of the ability to bend your world view and adjust the way you categorize your experiences. Problems of mutual understanding are not exotic; they arise in all extended conversations where understanding is important.
When it really counts, meaning is almost never communicated according to the CONDUIT metaphor, that is, where one person transmits a fixed, clear proposition to another by means of expressions in a common language, where both parties have all the relevant common knowledge, assumptions, values, etc. When the chips are down, meaning is negotiated: you slowly figure out what you have in common, what it is safe to talk about, how you can communicate unshared experience or create a shared vision. With enough flexibility in bending your world view and with luck and charity, you may achieve some mutual understanding.
Communication theories based on the CONDUIT metaphor turn from the pathetic to the evil when they are applied indiscriminately on a large scale, say, in government surveillance or computerized files. There, what is most crucial for real understanding is almost never included, and it is assumed that the words in the file have meaning in themselves—disembodied, objective, understandable meaning. When a society lives by the CONDUITmetaphor on a large scale, misunderstanding, persecution, and much worse are the likely products.- XAT - 2026
- Verbal and Logical Ability
- Reading Comprehension
Later, I realized that reviewing the history of nuclear physics served another purpose as well: It gave the lie to the naive belief that the physicists could have come together when nuclear fission was discovered (in Nazi Germany!) and agreed to keep the discovery a secret, thereby sparing humanity such a burden. No. Given the development of nuclear physics up to 1938, development that physicists throughout the world pursued in all innocence of any intention of finding the engine of a new weapon of mass destruction—only one of them, the remarkable Hungarian physicist Leo Szilard, took that possibility seriously—the discovery of nuclear fission was inevitable. To stop it, you would have had to stop physics. If German scientists hadn’t made the discovery when they did, French, American, Russian, Italian, or Danish scientists would have done so, almost certainly within days or weeks. They were all working at the same cutting edge, trying to understand the strange results of a simple experiment bombarding uranium with neutrons. Here was no Faustian bargain, as movie directors and other naifs still find it intellectually challenging to imagine. Here was no evil machinery that the noble scientists might hide from the problems and the generals. To the contrary, there was a high insight into how the world works, an energetic reaction, older than the earth, that science had finally devised the instruments and arrangements to coart forth. “Make it seem inevitable,” Louis Pasteur used to advise his students when they prepared to write up their discoveries. But it was. To wish that it might have been ignored or suppressed is barbarous. “Knowledge,” Niels Bohr once noted, “is itself the basis for civilization.” You cannot have the one without the other; the one depends upon the other. Nor can you have only benevolent knowledge; the scientific method doesn’t filter for benevolence. Knowledge has consequences, not always intended, not always comfortable, but always welcome. The earth revolves around the sun, not the sun around the earth. “It is a profound and necessary truth,” Robert Oppenheimer would say, “that the deep things in science are not found because they are useful; they are found because it was possible to find them.”
...Bohr proposed once that the goal of science is not universal truth. Rather, he argued, the modest but relentless goal of science is “the gradual removal of prejudices.” The discovery that the earth revolves around the sun has gradually removed the prejudice that the earth is the center of the universe. The discovery of microbes is gradually removing the prejudice that disease is a punishment from God. The discovery of evolution is gradually removing the prejudice that Homo sapiens is a separate and special creation.- XAT - 2026
- Verbal and Logical Ability
- Reading Comprehension
Questions Asked in CAT exam
- The passage given below is followed by four summaries. Choose the option that best captures the essence of the passage.
In the dynamic realm of creativity, artists often find themselves at the crossroads between drawing inspiration from diverse cultures and inadvertently crossing into the territory of cultural appropriation. Inspiration is the lifeblood of creativity, driving artists to create works that resonate across borders. In a globalized era of the modern world, artists draw from a vast array of cultural influences. When approached respectfully, inspiration becomes a bridge, fostering understanding and appreciation of cultural diversity. However, the line between inspiration and cultural appropriation can be thin and easily blurred.
Cultural appropriation occurs when elements from a particular culture are borrowed without proper understanding, respect, or acknowledgment. This leads to the commodification of sacred symbols, the reinforcement of stereotypes, and the erasure of the cultural context from which these elements originated. It is essential to recognize that the impact of cultural appropriation extends beyond the realm of artistic expression, influencing societal perceptions and perpetuating power imbalances.- CAT - 2025
- Para Summary
- The number of distinct integers $n$ for which $\log_{\left(\frac14\right)}(n^2 - 7n + 11)>0$ is:
- CAT - 2025
- Linear Inequalities
- In the set of consecutive odd numbers $\{1, 3, 5, \ldots, 57\}$, there is a number $k$ such that the sum of all the elements less than $k$ is equal to the sum of all the elements greater than $k$. Then, $k$ equals?
- CAT - 2025
- Number Systems
- The number of distinct pairs of integers $(x, y)$ satisfying the inequalities $x>y \ge 3$ and $x + y<14$ is:
- CAT - 2025
- Number Systems
For any natural number $k$, let $a_k = 3^k$. The smallest natural number $m$ for which \[ (a_1)^1 \times (a_2)^2 \times \dots \times (a_{20})^{20} \;<\; a_{21} \times a_{22} \times \dots \times a_{20+m} \] is:
- CAT - 2025
- Linear Inequalities