Q. In our schools, we teach our children all that is there to know no about Physics, maths and history and what-have you.
But do we teach them about the bitter caste divide that plagues the country, about the spectre of famine that stalks large part of our land, about gender sensitivity, about the possibility of atheism as a choice, etc.? Equally important, do we teach them to ask question, or do we teach them only to passively receive our wisdom? From the cocooned world of school, suddenly, the adolescent finds himself/herself in the unfettered world of university. Here he/she is swept up in a turmoil of ideas and influences and ideologies. For someone who has been discouraged from asking questions and forming an opinion, this transition can be painful.
Q 1. Which one of the following best reflects the central idea of the passage given above?
(a) School curriculum is not compatible with the expectations of children and parents.
(b) Emphasis on academic achievements does give time for development of personality and skills.
(c) Preparing the children to be better citizens should be the responsibility of the education system.
(d) To be a better citizen, the present world order demands societal and life-coping skills in addition to academic content.
Question from UPSC Prelims 2021 CSAT Paper
Explanation :
Q1: Correct Answer – (d) To be a better citizen, the present world order demands societal and life-coping skills in addition to academic content.
Explanation – The passage raises concerns about the education system and its focus on academic subjects while neglecting to teach children about important societal issues and life-coping skills. The author argues that children should be taught about the caste divide, famine, gender sensitivity, and atheism as a choice. Additionally, the author suggests that children should be encouraged to ask questions and form their own opinions rather than passively receiving wisdom.
The transition from school to university can be difficult for someone who has not been encouraged to think critically and form their own opinions. In university, students are exposed to a wide range of ideas and ideologies which can be overwhelming for someone who has not been taught to question and think critically.
In summary, the passage argues that schools should do more to prepare children for the world by teaching them about societal issues and life-coping skills in addition to academic content.