Login
Register
- Mocks
- Previous Papers
- Learn
- Practice
- Colleges
- Courses
- Enroll To CAT 2024
- Offers
- Other Exams
- Blogs
- Adda
Direction: Fill up the blanks numbered (a) (b) (c) (d) (e) (f) in the passage given below with the most appropriate word from the options given for each blank.
The main objective of art and ........(a) living is to develop ...........(b) sensibilities and skills of healthful living besides providing a ...........(c) ground for love of labour, ............(d) social attitudes and moral values so as to enable the child to be ...........(e) to the ideas of others with humility and sincerity in thought, word and deed. Love for mankind and helping the needy would .............(f) at this stage and its culmination would be in terms of attainment of selfless service.
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 an open-minded confidence.
The construct of democracy rests on informed choice and governance on informed policy. Answers to critical questions are stranded in the arena of claims and counter claims. Measures of progress are simply not known or available. The debate to job creation is a mystery of sorts. The public are not aware that the Center and States spend crores on education, health and social services. Take education. Barely a few of ClassV students can read a Class II text, the poor are switching to private schools and over 33% of millionplus schools do not maintain a feasible pupil teacher ratio.
The word given in each of the sentences is used contextually. Pick the word from the alternatives given that is most inappropriate in the given context.
Answer the question, based on the following information. Indicate which of the statements given with that particular question, is consistent with the information given in the passage below.
A Holistic Viewpoint
It is now recognised by modern science that the universe at the subatomic level does not have solid material objects, but consists of only wavelike patterns which represent probabilities of interconnections between other interconnections, all of which together constitute an inseparable web of inter-relationships constituting the entire universe. Fritj of Capra therefore, views the universe not as “an assemblage of independent parts” but as “a dynamic web of inter-related events” in which each part of the web determines the structure of the whole. Geoffrey Chew views such inter-penetrating and interdependent relationships in the universe in terms of a “bootstrap” theory which implies that all forces in the universe are inseparably linked together, every part affects every other part, and the whole world is held together so to say, by bootstraps. David Bohm refers to a holographic concept which implies not only that every
part is connected with every other part within the whole but also that, in a sense, each part contains the whole. This, according to David Bohm, recognises the “Undivided wholeness” of the entire universe instead of the classical idea of analysability of the world into separately and independently existent parts.
