The passage as a theme is discussing the hidden attributes in students. Note the opening words €œone of the earliest judgements €?. Hence, option (b) the correct answer. All the other options can be negated, on the basis of the above explanation.
2- b
Reason for the claim has been asked. Option C cannot be the reason for the claim. Think again.
3- b
refer these lines...
'The schoolmaster is a despot to his scholar; for every man is a despot, who delivers his judgment from the single impulse of his own will. The boy answers his questioner, as Dolon answers Ulysses in the Iliad, at the point of the sword.'
despot means autocrat, and so the answer is option b... sheepishness is mentioned in another context altogether...
4- e
5- c
great inequality in society may mean a great inequality in monetary terms... it is wide while our passage is specific about inequalities in distribution of talents...
option A is simply irrelevant... also you have to concentrate on the theme of the passage, which is captured in option C...
Q.1 What is the thematic highlight of this passage?a The dearth of intellectual power in students. b The presumed dearth of intellectual power in students. c The debilitating effect of peer pressure in students. d The despair surrounding fear of approbation in students. e The role of the schoolmaster as a despot
Q.2 It has been claimed in the passage that “A main criterion of the superiority of the schoolboy will be found in his mode of answering a casual question proposed by the master”. According to the passage, which of the following seem(s) appropriate reason(s) for such a claim?A. It highlights the torpedo effect.B. The schoolmaster delivers his judgment from this single reaction. C. One in a hundred or even less, will reply in a commendable manner. aA only bB only cC only dA & B eB & C
Q.3 In the passage, the comparison with Dolon assays which of the following? aThe schoolboy's foolishness. bThe schoolmaster's autocracy. cThe schoolboy's superiority. dThe schoolmaster's slippage. eThe schoolboy's sheepishness.
Q.5 A suitable title for the passage is:aSchools for the education of youth bThe Boy and the Man cOf the distribution of talents dThe Great inequality in society eThe premature judgments
The fourth para says "One of the reasons of the latter phenomenon consists in the torpedo effect of what we may call, under the circumstances, the difference of ranks"
Doesn't this latter phenomenon points to the fact that the student is reluctant to answer the question, i.e. his way of answering the question???
The fourth para says "One of the reasons of the...
first of all, it is not the reason for a claim... how can torpedo effect lead to the above claim...?
also, let us see what is the 'latter phenomenon'...
refer these lines at the end of 3rd para... A main cause of the disadvantageous appearance exhibited by the ordinary schoolboy, lies in what we denominate sheepishness. He is at a loss, and in the first place stares at you, instead of giving an answer. He does not make by many degrees so poor a figure among his equals, as when he is addressed by his seniors.
this is the phenomenon the author is referring to.... so, torpedo effect is not directly linked with the claim in question.. this makes statement A irrelevant...
Gramsci saw the role of the intellectual as a crucial one in the context of creating a counter hegemony. He was clear that the transformation from capitalism to socialism required mass participation. There was no question that socialism could be brought about by an elite group of dedicated revolutionaries acting for the working class. It had to be the work of the majority of the population conscious of what they were doing and not an organised party leadership.
The revolution led by Lenin and the Bolsheviks in Russia in 1917 was not the model suitable for Western Europe or indeed any advanced industrialised country. The Leninist model took place in a backward country with a huge peasantry and a tiny working class. The result was that the mass of the population were not involved. For Gramsci, mass consciousness was essential and the role of the intellectual was crucial.
It is important at this juncture to note that when Gramsci wrote about intellectuals, he was not referring solely to the boffins and academics that sat in ivory towers or wrote erudite pieces for academic journals only read by others of the same ilk. His definition went much further and he spread his net much wider.
Gramsci's notebooks are quite clear on the matter. He writes that “all men are intellectuals” [and presumably women] “but not all men have in society the function of intellectuals”. What he meant by that was that everyone has an intellect and uses it but not all are intellectuals by social function. He explains this by stating that “everyone at some time fries a couple of eggs or sews up a tear in a jacket, we do not necessarily say that everyone is a cook or a tailor”. Each social group that comes into existence creates within itself one or more strata of intellectuals that gives it meaning, that helps to bind it together and helps it function. They can take the form of managers, civil servants, the clergy, professors and teachers, technicians and scientists, lawyers, doctors etc. Essentially, they have developed organically alongside the ruling class and function for the benefit of the ruling class. Gramsci maintained that the notion of intellectuals as being a distinct social category independent of class was a myth.
He identified two types of intellectuals - traditional and organic. Traditional intellectuals are those who do regard themselves as autonomous and independent of the dominant social group and are regarded as such by the population at large. They seem autonomous and independent. They give themselves an aura of historical continuity despite all the social upheavals that they might go through. The clergy are an example of that as are the men of letters, the philosophers and professors. These are what we tend to think of when we think of intellectuals. Although they like to think of themselves as independent of ruling groups, this is usually a myth and an illusion. They are essentially conservative allied to and assisting the ruling group in society.
The second type is the organic intellectual. This is the group mentioned earlier that grows organically with the dominant social group, the ruling class, and is their thinking and organising element. For Gramsci it was important to see them for what they were. They were produced by the educational system to perform a function for the dominant social group in society. It is through this group that the ruling class maintains its hegemony over the rest of society.
Q.1 What is the thematic highlight of the passage?
a Intellectuals are defined by their erudite pieces for academic journals. b The changeover from capitalism to socialism for the working class. c Understanding the critical role of the intellectual in society. d The transformation from socialism to capitalism by the working class. e The different types of intellectuals and the models.
Q.2 According to the passage, Gramsci's definition of the intellectual refers to:
a The erudite academicians. b All men and women. c Intellectual is as an intellectual does. d The conservatives assisting a ruling group e The boffins engaged in research.
Q.3 The author refers to the revolution led by Lenin and Bolsheviks in Russia in 1917 in order to
a focus on the historical importance of the revolution. b point out that the revolution failed to involve the elite sections of the society. c reveal that the revolution took place in a backward country. d justify the importance of mass participation e reveal that the revolution was not supported by traditional intellectuals.
Q.4 The term 'organic intellectuals” alludes to:
a A distinct social category working for the benefit of the ruling class. b Autonomous and independent groups of intellectuals. c Intellectuals crusading for social causes independently. d Homegrown intellectuals functioning for the dominant social groups. e Conservative groups allied to the ruling class.
RC 003Gramsci saw the role of the intellectual as a crucial one in the context of creating a counter hegemony. He was clear that the transformation from capitalism to socialism required mass participation. There was no question that socialism could be brought about by an elite group of dedicated revolutionaries acting for the working class. It had to be the work of the majority of the population conscious of what they were doing and not an organised party leadership.The revolution led by Lenin and the Bolsheviks in Russia in 1917 was not the model suitable for Western Europe or indeed any advanced industrialised country. The Leninist model took place in a backward country with a huge peasantry and a tiny working class. The result was that the mass of the population were not involved. For Gramsci, mass consciousness was essential and the role of the intellectual was crucial.It is important at this juncture to note that when Gramsci wrote about intellectuals, he was not referring solely to the boffins and academics that sat in ivory towers or wrote erudite pieces for academic journals only read by others of the same ilk. His definition went much further and he spread his net much wider.Gramsci's notebooks are quite clear on the matter. He writes that “all men are intellectuals” [and presumably women] “but not all men have in society the function of intellectuals”. What he meant by that was that everyone has an intellect and uses it but not all are intellectuals by social function. He explains this by stating that “everyone at some time fries a couple of eggs or sews up a tear in a jacket, we do not necessarily say that everyone is a cook or a tailor”. Each social group that comes into existence creates within itself one or more strata of intellectuals that gives it meaning, that helps to bind it together and helps it function. They can take the form of managers, civil servants, the clergy, professors and teachers, technicians and scientists, lawyers, doctors etc. Essentially, they have developed organically alongside the ruling class and function for the benefit of the ruling class. Gramsci maintained that the notion of intellectuals as being a distinct social category independent of class was a myth.He identified two types of intellectuals - traditional and organic. Traditional intellectuals are those who do regard themselves as autonomous and independent of the dominant social group and are regarded as such by the population at large. They seem autonomous and independent. They give themselves an aura of historical continuity despite all the social upheavals that they might go through. The clergy are an example of that as are the men of letters, the philosophers and professors. These are what we tend to think of when we think of intellectuals. Although they like to think of themselves as independent of ruling groups, this is usually a myth and an illusion. They are essentially conservative allied to and assisting the ruling group in society.The second type is the organic intellectual. This is the group mentioned earlier that grows organically with the dominant social group, the ruling class, and is their thinking and organising element. For Gramsci it was important to see them for what they were. They were produced by the educational system to perform a function for the dominant social group in society. It is through this group that the ruling class maintains its hegemony over the rest of society. Q.1 What is the thematic highlight of the passage? a Intellectuals are defined by their erudite pieces for academic journals. b The changeover from capitalism to socialism for the working class. c Understanding the critical role of the intellectual in society. d The transformation from socialism to capitalism by the working class. e The different types of intellectuals and the models. Q.2 According to the passage, Gramsci's definition of the intellectual refers to: a The erudite academicians. b All men and women. c Intellectual is as an intellectual does. d The conservatives assisting a ruling group e The boffins engaged in research.Q.3 The author refers to the revolution led by Lenin and Bolsheviks in Russia in 1917 in order toa focus on the historical importance of the revolution. b point out that the revolution failed to involve the elite sections of the society. c reveal that the revolution took place in a backward country. d justify the importance of mass participation e reveal that the revolution was not supported by traditional intellectuals. Q.4 The term 'organic intellectuals” alludes to: a A distinct social category working for the benefit of the ruling class. b Autonomous and independent groups of intellectuals. c Intellectuals crusading for social causes independently. d Homegrown intellectuals functioning for the dominant social groups. e Conservative groups allied to the ruling class.
Option (a) is incorrect because the author does not favor this definition of the intellectuals. This definition is not supported by the views presented in the passage.Option (b) is incorrect because the author introduces this changeover only to move further and explain the role of the intellectual in society.Option (c) is the best choice because throughout the passage the author is concerned about the role that intellectuals have played in the society. Also, the author refers to the kind of role that should be played by the intellectuals for the benefit of the society. Hence, this is the best choice.Option (d) is incorrect because the author does not refer to change from socialism to capitalism.Option (e) is incorrect because even though the author refers to the different kinds of intellectuals, he/she does not mention their models. The only model explained in the passage is the Leninist Model which is used in order to point out the reasons for its failure. Hence, this option is not the best choice.
2- c
Option (a) is incorrect because in paragraph 5 the author explains what Gramsci meant by traditional intellectuals. The 'erudite academicians' fall under that category.Option (b) is incorrect because in paragraph 3 the author explains that for Gramsci “all men are intellectuals” [and presumably women]'. Gramsci only presumes that women are intellectual and also “but not all men have in society the function of intellectuals”. Therefore, on a general level Gramsci believed that all men were intellectuals; however, it was the use of this intellect that truly defined whether the person, according to Gramsci was truly intellectual or not.Option (c) is the best choice because it focuses on the main point of difference explained by Gramsci – function of intellectuals. Therefore, as given in the fourth paragraph, Gramsci was of the opinion that everyone possessed an intellect, but it became meaningful only if the functioning of the intellectual that was the true representation of the intellectual.Option (d) is incorrect because in paragraph 5 the author defines the traditional intellectuals and presents the example of the conservatives.Option (e) is incorrect because in paragraph 3 the author explains that while referring to intellectuals Gramsci 'was not referring solely to the boffins and academics that sat in ivory towers' and that his 'definition went much further'.
3- d
Option (a) is incorrect because there is no evidence in the passage that justifies that the author intended to highlight the historical importance of the revolution.Option (b) is incorrect because it refers to the lack of involvement of the elite sections of the society whereas in the second paragraph the author explains that the 'mass population' of the peasantry was not involved in the revolution.Option (c) is incorrect because even though this is factual information regarding the revolution, it does not justify that the author mentioned the revolution for this particular purpose.Option (d) is the best choice because in paragraph 2 the author explains that 'the mass of the population were not involved. For Gramsci, mass consciousness was essential and the role of the intellectual was crucial.' Also, in the first paragraph the author explains that 'the transformation from capitalism to socialism required mass participation.'Option (e) is incorrect because there is no evidence present in the passage that justifies this option.
4-d
Option (a) is incorrect because in paragraph 4 the author mentions that 'Gramsci maintained that the notion of intellectuals as being a distinct social category independent of class was a myth.'Option (b) is incorrect because in paragraph 5 the author explains the 'traditional intellectuals' as 'autonomous and independent'.Option (c) cannot be justified from the passage even though it is similar to the role of 'traditional intellectuals' mentioned in paragraph 5.Option (d) is the best choice because the author mentions in the last paragraph that organic intellectual 'grows organically with the dominant social group, the ruling class, and is their thinking and organising element.' Also, “They were produced by the educational system to perform a function for the dominant social group in society” Hence, this is the best choice.Option (e) is incorrect because it is an example of the traditional intellectuals as mentioned in paragraph 5.
