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CLAT Questions

• 1.

  Education is not the amount of information that is put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas.... If education were identical with information, the libraries are the sages in the world and encyclopaedias are the rishis. Getting by heart the thoughts of others in a foreign language and stuffing your brain with them and taking some University degree, you consider yourself educated. Is this education? What is the goal of your education? Open your eyes and see what a piteous cry for food is rising in the land of Bharata, proverbial for its food. Will your education fulfill this want?
  We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one's own feet. What we need to study independent of foreign control, different branches of the knowledge that is our own, and with it the English language and Western science; we need technical education and all else that will develop industries so that men instead of seeking for service may earn enough to provide for themselves and save against a rainy day. The end of all education, all training, should be man-making. The end and aim of all training are to make the man grow. The training by which the current expression of will are brought under control and become fruitful, is called education. What our country now wants are muscles of iron and nerves of steel, gigantic wills, which nothing can resist, which can penetrate into the mysteries and secrets of the universe and will accomplish their purpose in any fashion, even if it meant going down to the bottom of the ocean, meeting death face to face.
  There is only one method of attaining knowledge. It is by concentration. The very essence of education is concentration of mind. From the lowest to the highest man, all have to use the same method to attain knowledge. The chemist who works in the laboratory concentrates on elements to analyze them. Knowledge is acquired by concentration.
  [Extracted with edits from "Education" by Swami Vivekananda]

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• 2.

  Chinese President Xi Jinping and Indian Prime Minister Narendra Modi used a BRICS summit in Russia recently to showcase ambitions for a more harmonious relationship between the world's two most populous countries after years of animosity.
  The meeting between Xi and Modi, who have not held formal talks for five years, was one highlight of a summit. BRICS also gave an opportunity to the Russian President Vladimir Putin for showcasing that the West had failed to isolate Russia over the Ukraine war. 
  A final communique listed a number of projects aimed at facilitating trade between BRICS nations including an alternative payment system to the dollar but did not include details or timelines. 
  Just two days after New Delhi announced that it had reached a deal with Beijing to resolve a four-year military stand-off on their disputed Himalayan frontier, Xi told Modi that they should enhance communication and cooperation and effectively manage differences. 
  BRICS - an idea thought up inside Goldman Sachs two decades ago to describe the growing economic clout of China and other major emerging markets - is now a group that accounts for 45% of the world's population and 35% of the global economy. 
  Former Goldman Sachs economist Jim O'Neill, who coined the BRIC term in 2001, told Reuters that he had little optimism for the BRICS club as long as China and India remained so divided. 
  "It seems to me basically to be a symbolie annual gathering where important emerging countries, particularly noisy ones like Russia, but also China, can basically get together and highlight how good it is to be part of something that doesn't involve the U.S. and that global governance isn't good enough," 
  The 43-page final communique from the summit ranged from geopolitics and narcoties to artificial intelligence and even the preservation of Big Cats, but lacked detail on some major issues. It mentioned Ukraine just once. 
  (Excerpts from "Putin scores a BRICS win with rare Xi and Modi show of harmony" By Vladimir Soldatkin and Guy Faulconbridge, Reuters, October 23, 2024)

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• 3.

  The right kind of education consists in understanding the child as he is without imposing upon him an ideal of what we think he should be. To enclose him in the framework of an ideal is to encourage him to conform, which breeds fear and produces in him a constant conflict between what he is and what he should be: and all inward conflicts have their outward manifestations in society. If the parent loves the child, he observes him, he studies his tendencies, his moods, and peculiarities. It is only when one feels no love for the child that one imposes upon him an ideal, for then one's ambitions are trying to fulfill themselves in him, wanting him to become this or that. If one loves, not the ideal but the child, then there is a possibility of helping him to understand himself as he is.
  Ideals are a convenient escape, and the teacher who follows them is incapable of understanding his students and dealing with them intelligently; for him, the future ideal, the what should be, is far more important than the present child. The pursuit of an ideal excludes love, and without love no human problem can be solved. If the teacher is of the right kind, he will not depend on a method, but will study each individual pupil. In our relationship with children and young people, we are not dealing with mechanical devices that can be quickly repaired, but with living beings who are impressionable, volatile, sensitive, afraid, affectionate: and to deal with them, we have to have great understanding, the strength of patience and love. When we lack these, we look to quick and easy remedies and hope for marvellous and automatic results. If we are unaware, mechanical in our attitudes and actions, we fight shy of any demand upon us that is disturbing and that cannot be met by an automatic response, and this is one of our major difficulties in education.
   (Extract with edits from "The right kind of Education" by J. Krishna Murti)

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• 4.

  From a very early age, I knew that when I grew up, I should be a writer. I had the lonely child's habit of making up stories and holding conversations with imaginary persons, and I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. I wanted to write enormous naturalistic novels with unhappy endings, full of detailed descriptions and arresting similes, and also full of purple passages in which words were used partly for the sake of their sound. I give all this background information because I do not think one can assess a writer's motives without knowing something of his early development.
  His subject-matter will be determined by the age he lives in — at least this is true in tumultuous, revolutionary ages like our own — but before he ever begins to write he will have acquired an emotional attitude from which he will never completely escape. It is his job to discipline his temperament, but if he escapes from his early influences altogether, he will have killed his impulse to write. I think there are four great motives for writing, at any rate for writing prose. They are: (i) Sheer egoism: Desire to seem clever, to be talked about, to be remembered after death, to get your own back on grown-ups who snubbed you in childhood; (ii) Aesthetic enthusiasm: Desire to share an experience which one feels is valuable and ought not to be missed (iii) Historical impulse: Desire to see things as they are, to find out true facts and store them up for the use of posterity (iv) Political purpose: Desire to push the world in a certain direction, to alter other people's idea of the kind of society that they should strive after.
  [Extracted with edits from George Orwell's "Why I Write"]

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• 5.

  Mr. Das is working in a construction company. He has a family, including his wife and a daughter. His total monthly income includes a salary of Rs. 9228/- and a 10% house rent allowance. Due to increasing inflation, he is keeping a home budget that accounts for the income and expenses of the household. Out of his total monthly income, he spends 25% on food expenses, 18% on paying the house-rent, 9% on entertainment, 23% on the education of his child, 13% on medical expenses, and he saves 12% of his total monthly income.
  Based on the above information, answer the following questions.

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• 6.

  Being a consultant, your work consists of a deep examination of the company’s environment and its internal system to notice inefficiencies and potential improvements. The interaction with the company’s management and different sections to decipher their objectives, opportunities, and processes. This means that, through the use of data analysis, industry best practices, and the formulation of creative ways of solving all problems, to come up with unique solutions to all problems to increase efficiency and productivity, and hence, increase profitability for employers. This might entail operations such as logistics redesign, business process re-engineering, adopting new applications, systems, or even community relation programs. People management is a critical component of change management, to make sure that all the relevant parties interpret the potential alterations positively. Also, to offer orientation and create resources to explain the changes to the group and make it comfortable with the shift. The general goal is the organization’s ability to continue to grow and remain relevant with the shareholders and stakeholders in the industries it operates