In the realm of education, the current pandemic underscores three key aspects. Firstly, there is an undeniable need for schools. Across countries, students and parents express a strong desire for schools to reopen and operate fully, albeit with necessary precautions. Secondly, the pandemic highlights the potential usefulness of technology in education, provided it is applied thoughtfully. Simply navigating the Internet aimlessly can result in a disjointed collection of information lacking coherent meaning. As Noam Chomsky emphasizes, a clear framework is essential for meaningful inquiry, guiding the search and distinguishing significance from insignificance. Technology should not impose hegemonic solutions but rather assist in respecting the linguistic and cultural diversity of students, addressing individual, peer group, and community needs. Thirdly, a collaborative effort involving the public, civil society, and private enterprise is crucial for technology to effectively bridge the gap between school and home, especially among underprivileged groups.
The concept, structure, and functioning of schools and colleges should not be trivialized. Despite proposals advocating various forms of “de-schooling,” these institutions have persisted since ancient times. While schools may perpetuate the status quo and encourage consumerism and obedience to authority, they have also played a role in nurturing individuals who have contributed to revolutionary moments in history. Criticisms about the investments required for schools, such as space, buildings, teachers, libraries, and labs, should not undermine the significant role these institutions play. Even as some people trivialize schools, memories of the school experience endure, encompassing friendships, teachers, sports, and co-curricular activities. School is a holistic entity, more than a collection of separate elements like rooms, libraries, assembly halls, canteens, and playgrounds. It embodies a symbiotic relationship among these components, sometimes apparent and at other times, mysterious.
Questions: What is the author attempting to convey by quoting Noam Chomsky?
(A) The purposeful and structured use of technology in education.
(B) The necessity of having a relatively clear framework for any inquiry.
(C) The role of technology in choosing what is significant and what is not.
(D) The importance of technology in respecting individual, peer group, and community needs.
CORRECT OPTION: A
Questions: Which of the following is not a premise of the author’s argument in favor of the need for schools and colleges?
(A) Schools and colleges provide opportunities for socialization.
(B) The institution of schools and colleges has demonstrated perseverance.
(C) The current pandemic has shown that students and parents desire schools and colleges.
(D) Random surfing of the internet may lead to a collection of meaningless information.
CORRECT OPTION: D
Questions: The expression ‘linguistic and cultural heterogeneity’ as used in the passage means
(A) Linguistic and cultural unity.
(B) Linguistic and cultural unity in diversity.
(C) Linguistic and cultural diversity.
(D) Linguistic and cultural identity.
CORRECT OPTION: C
Questions: Which of the following is not a learning outcome from the pandemic?
(A) Parents and students from around the world need schools.
(B) Technology is undoubtedly and absolutely useful in education.
(C) Technology may be used meaningfully to mediate between schools and home among underprivileged groups.
(D) None of the above.
CORRECT OPTION: B
Questions: The expression ‘symbiotic relationship’ as used in the passage means
(A) Mutually inclusive relationship.
(B) Mutually exclusive relationship.
(C) Mutually beneficial relationship.
(D) Both (B) and (C).
CORRECT OPTION: C
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