In the following questions, you have eight brief passage with 5/10 questions following each passage. Read the passages
carefully and choose the best answer to each question out of the four alternatives.
Passage III:
There is a general consensus that ‘International Understanding’ need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to promote International Understanding.
The school subject which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology, Political Science, Social Science, Languages as well as Physical and Life Science. However, at the higher education level, international education can be prescribed as a separate subject of study. In fact, the present situation on India broadly conforms to this consensus so far as the school stage is concerned.
At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science,
International Law and International Organizational have been prescribed by most of the universities and these contain content which
has a direct or indirect bearing on promoting UNESCO ideals.
In the following questions, you have eight brief passage with 5/10 questions following each passage. Read the passages
carefully and choose the best answer to each question out of the four alternatives.
Passage IV:
Authors William Strauss and Neil Howe are known for their theories about cycles of generations in American history. They refer to
each cycle of four generations as a constellation, and they posit that each constellational era corresponds to “recurring types of historical events” and moods. They state that adjacent generations do not live similar lives, and that each generation ages as a singular cohort as time moves forward. According to Stratus and Howe, each generation is comprised or people who possess (1) common age (2) common beliefs and (3) perceived membership in the same generation. A generation is approximately 22 years in length. Since a lifetime may reach 80-90 years, members of 4 generations are alive at one time. The four generational archetypes identified by Strauss are Idealist, Reactive, Civic and Adaptive. Idealist are “increasingly indulged youth after a secular crisis,” who cultivate principle rather than pragmatism in midlife, and emerge as “visionary elders.” Reactives grow up “Under protected and criticized youths during a spiritual awakening,” mature into risk taking adults, mellow into “pragmatic midlife leaders during a secular crisis,” and become reclusive elders. Civics grow up “increasingly protected youths after a spiritual awakening,” become “a heroic and achieving cadre of young adults,” build institutions as midlifers, and “emerges as busy midlifers, attacked by the next spiritual awakening.”
Adaptive grow up as “overprotected and suffocated youths during a secular crisis,” become “risk-average, conformist rising adults,” mature into “indecisive arbitrator leaders during a spiritual awakening,” and become sensitive elders.
According to the passage, what happens to the Civic generation at its members enter midlife?
