Class 11

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 2 Fundamentals of Educational Psychology Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 2 Fundamentals of Educational Psychology Questions and Answers

Very Short-Answer Type Questions

Question 1.
Give the meaning of growth.
Answer:
Growth refers to the physical sense. Growth refers to an increase in height, weight, and size. It is measurable as quantitative.

Question 2.
What is development?
Answer:
Development is in a mental sense. It is both physical and mental aspects.

Question 3.
Give three natures of educational psychology.
Answer:
The nature of educational psychology is as follows:

• Educational psychology deals with two facts related to educational situations.
• It helps the process of learning like memorising, perceiving, recalling, reasoning and intelligence.
• It discovers new methods and approaches in the field of education.

Question 4.
Give three objectives of educational psychology.
Answer:
The three objectives are :

• It helps create a positive attitude towards learning.
• It helps to provide correct methods of teaching to the pupils:
• It helps to study the learner and his environment.

Question 5.
Discuss three features of educational psychology
Answer:
Educational psychology is the application of psychology in the field of education. It is the study of human behaviour. It deals with the problems of education.

Question 6.
Give three distinctions of growth and development.
Answer:
Growth refers to change in aspects of the body but development implies the organisation as a whole. Growth does not continue throughout life but development is a continuous process, from womb to tomb. Growth is structural and development is functional.

Question 7.
Give three scopes of educational psychology.
Answer:
To give knowledge of the nature of the child. To present principles and techniques of learning and teaching. To give knowledge of the growth and development of the children.

Question 8.
Explain any three principles of development.
Answer:

• The development follows a pattern, a regular step-by-step process.
• Development in intelligence correlated to physical development.
• All changes in the body are due to growth and development.

Question 9.
Give three factors that determine growth and development.
Answer:
Maturation and learning affect growth and development. Heredity and environment always affect growth and development. Environmental factors like school, family, culture, S.E.S, and nutrition always affect growth and development.

Question 10.
Give three behaviours during the childhood stage.
Answer:

• Friendship: Adolescents choose and make friends.
• Leadership: Leadership is an important aspect of this stage of behaviour.
• A boy-girl relationship is developed.

Short-Answer Type Questions

Question 1.
Explain how education and psychology are related.
Answer:
Education is the modification of behaviour whereas psychology is the science of behaviour. Education helps in the physical, moral, and spiritual development of man and psychology helps in such growth. Education is a lifelong process. By psychology, there is developmental knowledge and experience in different stages of growth. Framing the aims of educational psychology helps. In the case of a child’s internal and external responses and mental analysis, psychology helps

Question 2.
How educational psychology is an applied science?
Answer:
Educational psychology is an applied science in the sense that various psychological principles are being widely applied to the field of education. The principle of individual differences of learning by doing the self-discipline of personality, adjustment, guidance and counselling finds favour in all educational situations. The various laws of learning have made the teaching-learning process in the classroom economical and effective.

Question 3.
Discuss the aims of educational psychology.
Answer:
The aims of educational psychology are as follows:

• To give insight to the teacher about the nature of the child.
• Enlightening the teacher with the growth and development of the child
• Imparting knowledge about principles out of methods of learning.
• Studying the control of emotions and their educational implications.

Question 4.
Forming differences between growth and development?
Answer:
Though the terms growth and development are synonymous still there is a great distinction between the two. Growth refers to change in a particular aspect or aspect of the body whereas development implies the organisation as a whole. Growth does not continue throughout life. It stops at maturation but development is a continuous process which goes from womb to tomb.

Growth is structural and development is functional. Growth is quantitative which is measurable but development is qualitative which can not be measured but is assessed. The changes brought about by growth can be measured directly whereas changes brought about by development are difficult to be measured directly. Both growth and development are affected by heredity and environment.

Question 5.
Give, the nature of educational psychology.
Answer:
The nature of educational psychology is as follows:
Educational psychology deals with the facts related to educational situations. Educational psychology studies the behaviour of the child in teaching learning matters. Educational psychology becomes general rules, laws and techniques in order to achieve educational objectives. Educational psychology discovers the method and approaches in the field of education. Educational psychology develops a scientific outlook.

Question 6.
Give the scope of educational psychology.
Answer:
The following is the scope of educational psychology:
To give knowledge of the nature of the child. To give an understanding of the nature, aims and purposes of education. To present principles and techniques of learning and teaching. To give training in methods of measuring abilities and achievement in school subjects.
to give knowledge of the growth and development of the children.

Question 7.
How is educational psychology helpful to a teacher?
Answer:
Educational psychology is helpful to a teacher and a learner in many ways. To study the most effective ways to teach, specific materials to different children. To place the learner in the best possible learning situation, independent study, large or small group instructions with one or several teachers for a given course. To estimate the optional level wage at which the subject matter should be presented. To determine what courage material is appropriate to the needs, characteristics and goals of each teamer.

Question 8.
Define in short educational psychology?
Answer:
Educational psychology is a combination of two different words- education and psychology. Education is aimed at the modification of behaviour whereas psychology is the science of behaviour. Psychology is an applied science related to the principles and techniques of psychology to solve all the problems in education to achieve educational objectives.

Educational psychology is concerned with the child, the learning situation, the learning process and, the teacher. The teacher with the help of educational psychology becomes conscious of the content of the educational method of teaching, the nature of the child and the frame curriculum. He studies the characteristics of the child as well.

Question 9.
Write at least five contributions to educational psychology.
Answer:
Educational psychology influences the aims of education and studies the developmental characteristics of the child. A survey of learning situations and different types of education centres is opened taking into account to individual differences. Psychology helps the teacher with new methods and techniques of teaching.

The pupils face a large number of problems at different stages of growth and development. The knowledge of psychology aids him so solve those problems. It helps in curriculum construction. It helps in evaluating learning outcomes. The psychological study helps in making provision for learning, the process for exceptional children.

Question 10.
What special behaviours are seen during the childhood stage?
Answer:
In the late childhood stage, some special features are seen in children.
Friendship:
Adolescents choose and make friends with others of some age group.

Social maturity:
As they become socially mature they develop a wide behavioural form of hard living, kindness, sympathy, emotional stability, cooperation and sacrifice.

Leadership:
Leadership is an important aspect of this stage of behaviour.

Boy-girl relationships:
The boy-girl relationship is developed. There are recreational interests.

Question 11.
Give five distinctions of growth and development.
Answer:

• Growth is structural arid development is functional
• Growth is quantitative in nature whereas development is both qualitative and quantitative.
• Growth refers to change in particular aspects of the body arid development implies the organisation of the whole body.
• Growth continues till maturation but development continues till death.
• Growth is additive in nature whereas development is both additive and subtractive.

Question 12.
What are the factors that determine that growth and development?
Answer:
The growth and. development is affected by the factors like maturation and learning and heredity and environment. The factors influence the development of physical, moral, social intellectual and emotional abilities. Heredity is quite inclusive and affects the sex hormones, twin birth, sex and chromosomal anomalies. The environment includes a large variety of actors such as family, school culture, socioeconomic status, nutrition etc.

Question 13.
Give the role of the environment in growth and development.
Answer:
The environment has a powerful effect on the growth and development 6f an organism. The same person may behave differently in a different environment. Moreover, different persons behave differently in the same environment. The environment which influences growth and development can be classified under two heads. Physical environment and social environment in the form of condition takes care of self-expression, play and exercise etc.

Question 14.
Give five objectives of educational psychology.
Answer:
Some specific objectives of educational, psychology art are as follows:
It helps in creating a positive attitude towards learning. It helps to provide correct methods of teaching to the pupils. It helps to study the principles and techniques of learning. It helps to study the learner and his environment. It helps to study individual differences.

Question 15.
Give the nature of educational psychology.
Answer:
The nature of educational psychology arc as follows:
Educational psychology deals with the facts related to educational situations. Educational psychology studies the behaviour of the child in teaching-learning situations. It helps the process of learning like memorizing, perceiving recalling, reasoning and intelligence. It studies the instincts and drives, habits and attitudes, emotions and sentiments and personality. It discovers new methods and approaches in the feels of education.

Long Type Questions With Answers

Question 1.
What is psychology? What is educational psychology? How it is derived? Give its meanings.
Answer:
Psychology i$ a mind’ and mental process. It is also that part of philosophy which studies the mind and mental process as a positive science. In the beginning, it was the part of philosophy known as mental philosophy. The word Psychology is derived from two greek words ‘psyche and Logos’ in which ‘Psyche’ means ‘soul’ and ‘logos’ means ‘to study’ or ‘science of’.

Therefore, Psychology means the science of the soul. Such a definition was put. forward by the Greek philosopher Plato and Aristotle. But such a definition of psychology was discarded, Soul is a metaphysical idea. It can neither be perceived nor imagined. The nature and function of the soul cannot be studied. Scientific methods like observation and experimentation in psychology.

On this ground, the definition that psychology is the science of the soul’ has been rejected. Psychologists like Descartes defined psychology as the ‘science of the mind’. It is also supported by Aristotle, But the word ‘mind’ is as vague and ambiguous as soul. The mind is not a, part of human anatomy. It is nothing but an assembly of ideas.

It stands for the private, personal and internal experience of a man like pleasures and pain, wishes and images, dreams arid desires. No two psychologists agree on the such definition of mind. Moreover, that definition of psychology had been rejected and discarded by other psychologists.

The psychologists like Descartes and Mc. Dougall could not agree with the mind’s definition of psychology. Sir William James put forward another definition of ‘psychology. “Psychology is the science of consciousness”. But the mental life is not only conscious but also there are unconscious and sub-conscious mental levels.

These conscious and subconscious mental levels also affect and influence the behaviour of men and animals in various ways without our knowledge and consciousness. Our conscious mental, functions cannot be fully explained without the help of unconscious and sub-conscious mental processes. Consciousness constitutes only a part of our mental life and it does riot include animal, behaviour.

Therefore, psychology is the science of consciousness is an incomplete definition which it is discarded and rejected by modem psychologists. Again, psychology has also been defined as the ‘science of experience’. This is out and out a subjective definition as it does not take Into consideration outward or external behaviour into account.

Experience is what a man feels internally during any activity. Psychology deals with both inward and outward activities, experiences and behaviours, So the definition is also incomplete. J.B. Watson, the American psychologist, and the founder of the school of behaviourism put forward the latest definition of psychology, “Psychology is the science of behaviour”.

Behaviour means actions and activities. J .B. Watson and other behaviourists wanted to make psychology an objective science and so they rejected experience as the subject matter of psychology. Psychology is a positive science of behaviour with two scientific methods – objective observation and experiment.

Meaning of Educational Psychology:-
Psychology is applied in the field of education with principles and techniques to the development of educational practices and solutions to educational problems like wastage and stagnation, and dropouts. So educational psychology is the science of engineering concerned with the application of psychological principles, the practical problems in the field of education.

Other Definitions of Educational Psychology:
To support the definition of psychology put forward by J.B.Watson, some other modem psychologists advanced some other supporting definitions, as follows:-

• Me Dougall- “Psychology is the positive science of human conduct and behaviour”.
• Woodworth- “Psychology is the science of the activities of the individual in relation to the environment”.
• Skinner – Educational psychology – deals with the behaviour of human beings in educational situations.
• Tro – Educational psychology is the study of the psychological aspect of educational situations.
• Pillsbury – “Psychology is the science of human behaviour”.
• Nunn – “Psychology is the positive science of experience and behaviour”.

Question 2.
What are the aims and objectives of educational psychology? Give its nature.
Answer:
The aims and objectives of educational psychology are as follows- Educational psychologists assist a teacher to give an insight into the nature of the child. To enlighten the teacher with the growth and development of the child, the developmental process. It helps the teacher in finding ways and means of social adjustment for the child.

A study of the psychological method of investigation is used in the field of educational psychology. It helps to control the emotions of the child and their emotional development. It imparts knowledge about the principles and methods of learning. It helps to understand the social problems of the children.

It helps to plan the education of children to their age, ability and aptitude. Imparting knowledge to the teacher about the latest problem in education, the latest development in the field of education, the field of child psychology and various methods of teaching.

Helping the teaching in solving the problems that may arise in the classroom.
Nature of Educational Psychology:

Positive science:
Educational psychology is a positive science but not a normative science like logic and ethics. It always deals with the facts that are happening. It studies the laws of children’s nature as they are or as they operate. It has nothing to do with “ought to be”. It has scientific investigation and application.

It is an applied science:
Educational psychology is an applied science. It constitutes the application of psychological principles and techniques in the development of educational practices and programmes and in the study of educational problems. It acts as an applied science.

As a social science:
Educational psychology acts as a social science because educational findings are applicable to all individuals. As a social science, it studies the behaviour of human beings in all activities. It also studies both the social individual and the interaction.

A practical science:
Educational psychology is practical in nature because the educator makes use of the knowledge of, the educational psychology of each and every walk of teaching and learning situations.

A growing and developing science:
Educational psychology is a growing and developing science new facts and principles also come about from human nature and behaviour a number of researches in the field of education. So educational psychology as a science is ever-growing and developing.

An academic discipline:
Educational psychology is an academic discipline. It is a science which is focussing on human behaviour and its result can be generalised into the principles theories.

Question 3.
Discuss the scope of Educational Psychology.
Answer:
The word ‘Scope’ means the range extent and limitations of the study of what is to be included in the study of a particular subject of the subject matter. The scope of educational psychology is very vast, and wide because it studies human behaviour under various conditions from birth to death.

The scope of educational psychology centres around” the learner- developmental characteristics, individual differences, intelligence, personality and mental health of the teacher and students. It deals with the learning process, motivation in learning, and factors affecting learning and the evaluation of learning performances, in conducting research on educational problems.

Some of the scopes of educational psychology are as follows:
Human behaviour:
It studies human behaviour in all educational situations in the various stages of growth and development, and the characteristics of each stage are included in the study of educational psychology.

Growth and development:
Educational psychology is a psychological process study, the growth and development of a child. How a child passes through the various stages of growth like infancy, childhood and puberty and what the characteristics of each stage can be included in the study of educational psychology.

Learning process:
Educational psychology as-a a psychological process it studies the laws of learning. Learning is a major phenomenon in education. It studies how learning can take place most effectively and economically.

Heredity and Environment:
To what extent do heredity and environment contribute towards the growth of individuals and how knowledge can be made used for bringing about the optimum development of the child, It studies the heredity and environment of the child for better learning achievement.

Intelligence:
The scope of educational psychology also includes the study of the nature of intelligence as well as its measurement. The teacher educator handles educational psychology to measure. The intelligence of the child.

Individual differences:
Every individual child differs from others in physical and mental aspects. The learning experience differs in the same manner. Educational psychology deals with the nature of learning, laws in learning, principles and theories of learning, remembering and forgetting, perceiving, concept formation, thinking and realising process, problem-solving, transfer of learning, and training ways and means of effective earning etc.

The learning situation:
Educational psychology deals with the environmental, factors and learning situations which come between the learner and the teacher. Topics like classroom climate and group dynamics, techniques and aids which facilitate learning situations, techniques and practices, guidance and counselling etc. which help in the smooth functioning of the teaching-learning process come under the scope of educational psychology.

Question 4.
How the knowledge of psychology is helpful to a teacher in the teaching-learning process? Explain. Discuss the application of educational psychology helpful in the teaching-learning process. Explain.
Answer:
Educational psychology is helpful to a teacher to guide the process of education and the knowledge of psychology helps the teacher to realise the objective of effective teaching and educating the pupils properly. The knowledge of psychology helps the teacher in the below following ways.

Understanding the child:
It has been recognised that the teacher can truly teach the child only when he possesses the knowledge of child psychology. The teacher must know how children think, what are their interests of various stages of development and how their energies can be utilised for educational purposes. All modifications in the technique of teaching are really the growing application of the knowledge of psychology in the process of teaching and learning.

To understand the developmental characteristics:
The human child passes through different stages of development as infancy, childhood and adolescence. Each stage has its unique characteristics. A teacher possessing knowledge of these characteristics can profitably apply them to properly educate his pupils.

To understand, individual differences:
No two individuals are alike even though maybe twins. We find individual differences in body structures, achievement, intelligence, personality, interests, and attitudes of children, A teacher must be responsible for determining such individual .differences. The teacher can adopt different methods of instruction, curricular and means of evolution for individual interests.

To develop knowledge of the learning process:
All education depends upon the learning of new responses and the capacity of a human child to learn new responses. Psychology analyses different aspects of the process of learning. It tells us that learning is impossible if the learner does not cooperate in the learning process. The problem of teaching then takes the form of a psychological problem. Incentives like illustrative aids in the classroom and general maxim of the teaching area all are based on sound psychological theory.

To understand the relative importance of heredity and environments :
The heredity and environment of the child determine his growth and development, his personality and his learning process, intelligence, interest and attitude. The body structure is determined by heredity whereas other factors like intelligence, personality interest and attitude are determined by the environment. So, teachers should create environments for the healthy development of their pupils.

Curriculum construction:
For constructing a balanced curriculum educational psychology is helpful to a teacher. The needs of the child, his developmental characteristics, interests, attitudes etc. are some of the essential factors that should be taken into consideration while framing the curriculum.

Planning methods of education:
Psychology is also helpful to a teacher planning methods of education in such a manner – that there is no problem with motivation. Modem methods of teaching like project methods help to achieve educational goals. Separate methods of instruction should be adopted for gifted or bright children, average children and slow learners. The knowledge of educational psychology equips the teacher with all these effective methods of teaching.

Research :
The knowledge of educational psychology helps teachers to develop and try out tools and devices for measuring various variables which affect the child’s behaviour. He can control, direct and predict the behaviour of students on the basis of action research in the classroom.

Question 5.
What do you mean by growth and development? Bring the difference between G and D.
Answer:
Growth and Development: Growth means it is in a physical Sense. When and after the birth of a human baby, we make a number of changes in-bodily parts gradually, which is seen in the increase in height, weight, and body size. Such changes in the structure of the body of the child are known as growth. Structural change is the result of rapid cell divisions in the body.

At different stages of growth, a number of physical changes take place in the child. Development implies changes in bodily functions. As the body grows there is gradual progress in the movements. The child starts to swing his hands and legs. He is able to sit wait and run to and throw many things. The child starts to walk, to think, to express emotions like laughter, anger mid fear.

Thus, all the changes in the functions of different parts of the body and mind are the features of this development. So development is a progressive series of functional changes in a child and such changes lead the child towards maturity. So development is in a mental sense, the mental powers, mental ability. There is the power of concept formation, thinking, reasoning and power judgement.

Difference between growth and development:-
Growth and development seem to be synonym terms but in a strict sense there is a gulf of difference between the two, as follows:

Growth implies quantitative changes in bodily structures. Such changes can be expressed in some quantitative terms like metres (height), and kilograms (weight). On the other hand, development is qualitative in nature. All aspects of development like the development of motor activities: language, thinking, and emotions cannot be expressed in numerical measures.

So growth is structural and quantitative in nature but development is functional and both qualitative and quantitative in nature. Growth refers to changes in particular aspects of the body but development implies the organisation of the body as a whole. Growth continues for a specific period called physical maturation. But development continues throughout life.

For example, after the age of 25, there is no growth but development continues till death. Growth is always additive in nature which means adds something to the structure of the body, So it proceeds in the forward direction only. But development is both additive and subtractive in nature and may add new features and eliminate some old features to improve the quality of body functions.

Question 6.
Explain the general principles of growth and development.
Answer:
Various studies and research have highlighted certain significant principles underlying the process of growth and development.

The development follows a pattern:
If we take any dimension of growth and development we will find a particular pattern of growth. In physical development, in the cephalo-caudal sequence, the development proceeds from the head to the upper parts of the body and grows earlier than the lower parts. At birth, the head is much large compared to the adult head. Similarly, the development of movements is earlier in the upper parts of the body. The child can raise his head first with better control before he can move his chest or hand or leg.

Development proceeds from general to specific:
The child first shows general responses and then he shows specific responses to specific stimuli. For example, the new bom baby moves his whole body. If one time instead of moving one part of it. He moves his whole hand to specify one object instead of using a finger. In the emotional field, he responds through only general responses like crying to denote joy, hunger, pain or fear.

Development is a continuous process:
Development maintains continuity at a slow and regular pace. It does not take place abruptly or by leaps and bounds. All dimensions of development continue to grow gradually until they reach their maximum. For example, a child cannot speak all of a sudden and he develops speech habits through continuous efforts.

Growth is not uniform:
Different aspects of growth develop at different rates. All parts of the body can never grow at the same rate. At birth, the head is larger, about one-fourth of the body in length, But the rate of growth slows down and hands and legs grow at a faster rate. The brain reaches its maximum size at about six. Likewise, memory develops faster than creative imagination.

Most traits are correlated:
Most of the traits of growth and development are correlated which means superior in other respect, he is also found superior in other respect. A child whose intelligence is above average is also so in health size, sociability and special aptitudes. But this is not always true. We find very lean and thin boys with high intelligence but not sociable.

Individual differences in growth and development:
There are Individual differences in growth and development. No two individuals grow and develop in the same way or at the same rate. Some grow taller, some dwarf, and some become adolescents very soon. Some others develop secondary sex characteristics very soon and some get early maturation. So there is the individual difference in physical and mental characteristics.

Development is predictable:
It is impossible to predict in advance what type of development a child will follow because the rate of development of a particular child remains fairly constant. The environmental factors determine the product of maturation. But mental development cannot be predicted with some degree of accuracy.

Development is a product of heredity and environment:
Both hereditary and environment determine the growth and development of a child. Heredity is responsible for physical growth and intellectual development, whereas the environment is responsible for the intellectual, social and temperamental development of the child. Likewise, parental care, nutrition, the climate in the home and school and society are also essential for a child’s sound development. So hereditary and environment both contribute effectively maximum growth of the child.

Question 7.
What is physical growth? Explain the physical characteristics of growth and development.
Answer:
In growth and development remarkable physical and physiological changes take place in boys and girls, Specially in adolescence period, there is rapid physical and physiological changes are seen.

Changes in height and weight:
In the infancy stage, there is rapid physical growth. The development of the body and nervous system is very fast. Almost all adolescent boys and girls show remarkable growth in height and weight. There is a rapid growth in girls from 10 to 14 years and in boys from 12 to 16 years. The mature height is attained from 13 to 20 years. Boys are in average taller than girls up to 11 years. From 12 to 15 years girls grow faster than boys. Boys are heavier than girls in all ages.

Changes in body proportion:
Human individuals differ not only in height and weight but also in body proportion as they grow. The different parts of the body mature more in one age while others attain maturity at earlier or later ages.

Changes in internal organs:
During the growth of child important changes occur in the internal organs such as the brain, muscles, skeleton and glands. The brain gradually matures with the nervous system. The skeleton becomes .longer day by day and the joints of the bone become also stronger. During the physical. growth there are glandular changes and the sex glands. The thyroid, Hymus, and pituitary also develop ill at maximum rates. The changes, in glands, affect the behaviour of adolescents, boys and girls and they also develop masculine and feminine qualities.

Change in voice:
There is a change in the voice of the boys and girls. During the stage of adolescence, the voice becomes course day by day and the voice of the adolescent girls becomes sweeter day by day.

Changes in physical activity strength:
In the childhood stage, the child remains engaged in play. He becomes physically strong. Adolescent boys and girls become physically active and they develop the ability, skill, strength and speed in doing any work or activity. Jn physical activity girls become more mature than boys. Boys are more muscular in strength. Then the girls always like adventure activities.

Growth of secondary sex qualities:
During adolescence, secondary sex characteristics are seen in both boys and girls. Hairs appear in different parts of the body and boys develop beards on their faces and menstruation starts in girls.

Development of sex:
During the stage of adolescence, both boys and girls are sexually mature. The genital organs in boys and the sex organs in girls increase. Both boys and girls develop an interest in the opposite sex and develop an interest in mutual intercourse or heterosexuality. For sex satisfaction, they practise masturbation, and both adolescent boys and girls achieve production capacity.

Question 8.
What is social development? What are the social characteristics seen in adolescents? Explain.
Answer:
Man is a social animal. As the child grows and psychologically matured he develops gradually some of the social behaviours. Social development means the attainment of the maturity of social relationships and helps the individual for adjustment to his environment.

As the child grows to adolescence he learns the social ways of the society like customs, traditions, miners and languages, and ways of living which change his tastes, interests, and attitudes. He may develop interaction from person to person, person to group and group to group.

The social characteristics seen among adolescent boys and girls are given below:
Friendship:
Adolescents tend to choose friends of their own age and temperament They develop friendships based on common interests, needs and goals.

Social consciousness:
Adolescent boys and girls become socially conscious and they develop social responsibilities duties, rights and responsibilities, and obligations. In attending social programmes, they develop group loyalties. Social service attitudes are developed with them.

Social maturity:
Adolescent boys and girls attain social maturity and they very soon develop the ability to adapt to changing situations. They become social and develop social potential ties like kindness, sympathy, tolerance, cooperation, dependability etc. They also learn sacrifice and wise judgement.

Leadership:
Leadership is an important aspect of social development in adolescence. The adolescent boys and girls participate in group activities and develop leadership qualities. They develop the qualities like patience, endurance, quality of domination, sincerity, hard-working, and responsibility. In schools and colleges, adolescents show their leadership in academic performances, games and sports, participating in college union elections, and organising debates, competitions, excursions and social service programmes.

Development of social, cultural, recreational, and vocational interests:
Social interests:
The adolescents develop an interest in attending different fairs, social functions, festivals etc. visiting religious places, running discussions on social problems and developing social awareness and interests.

Recreational interests:
The adolescents develop an interest in reading, cultural activities, attending movies, group games, and radio listening, and they also organise different hobbies like gardening, writing, photography, collection of stamps etc. which develop a recreational interest in them.

Development of social attitudes:
Social interaction determines the degree of adjustment of adolescents. Such social interaction is possible by observing different customs, organising cultural and religious ceremonies and marriage functions etc.

Question 9.
What is emotional growth? What are the emotional characteristics seen in adolescence? Explain.
Answer:
Emotion is a feeling, a state of mind, a state of being moved or stored up. So emotion involves feelings, impulses and physiological reactions. The feelings of emotions are anger, disgust, pleasure and fear. Emotions are accompanied by physiological changes including heart and stomach problems, heartbeat, breathing and blood pressure which affect hunger, rest, sleep etc.

Such emotions are reflected with over behaviour like throwing, smiling, staring at etc. The adolescence period is marked by heightened emotions like nailbiting, tension, conflicts, quarrels with parents and teachers, and siblings with classmates. Other emotions like absent-mindedness, shyness and negativism are seen.

Emotional characteristics during adolescence:
Complexity:
As the child grows from childhood to adolescence his emotions become complex. Various experiences come from the environment and to the complexity of emotional development. The adolescent hides his emotions and it is difficult to understand.

Emotional feelings widened:
At adolescence, adolescents start making friends, forming groups with other taking leadership etc. and he is also emotionally attached to the group or person.

Development of tolerance:
Adolescents develop the tendency to bear and tolerate tensions, troubles, frustrations and failures in different social situations. They give emphasis to self-control and redirect their emotions in acceptable directions.

Capacity to share emotions:
The adolescents develop the ability to share with others and to love their neighbours, mates, fellow beings, and members of groups. Adolescents also derive pleasure from the achievement of their friends.

Love for freedom:
Adolescents develop a kind of inner freedom to feel, express act and behave independently which makes them rebellious and stubborn.

Tolerance of aloneness:
Adolescents at times prefer to stay alone in their homes and get pleasure from daydreaming and fantastic imagination by sitting alone for a long time.

Common emotions-during adolescence:
Love and affection :
During the period of childhood, love comes around as the object of interest but in adolescence, love is associated with relatives, peers and the opposite sex. During adolescence, love takes a sexual colour and adolescent boys and girls engage in conversations about sex and its problems.

Joy, pleasure and delight:
In adolescence period, adolescents feel joy when he is well adjusted and they also he get pleasure and delight from their achievements. He develops a feeling of superiority. He gets delighted when he gets successful in competitions, sports, debates and other such activities.

Worries and anxieties:
Worry is an imaginary fear which is caused by frequent thinking about a situation. Adolescents get worried about school work, examinations and tests, unreasonable homework, failure in competitions, and sex problems. Some other worries include lack of adjustment with parents, illness of parents and poverty of parents family problems and presence of stepmother.

Fear:
Fear is formed by the child from the environment which includes fear of animals and snakes, fear of electric appliances, huge machines, deep seas and rivers, high places, strange noise and darkness etc.

Anger:
Anger is the violent emotion expressed by adolescents due to the reasons like unfair treatment by teachers and parents, satirical remarks, encroachment of human rights, tasks beyond ability etc. Sometimes anger is seen in the failure of responsibility.

Question 10.
What is intellectual development? Give its characteristics.
Answer:
Intellectual development refers to cognitive, mental, memory, reasoning, understanding, intelligence, generalisation, interpretation, language ability, conceptual ability etc. These abilities are interrelated. Intellectual development is the mental development and overall development of all those above abilities.

Characteristics of intellectual development:
Development of time senses:
As the child grows he develops the ability to differentiate, between events that are now occurring and those which have occurred in the days gone by. He is in a position to locate events in the space where they are performed. As he advances in image his ability to react in terms of recollection from the past and anticipation of the future increases.

Increase in the power of attention:
The child has the ability to utilise past experiences but with the passage of time, he acquires an increasing ability to plan out remote goals and actions. For instance, in order to advise the remote goal through the examination a child may make or prepare time table plan to study.

Increasing ability to use symbols and signs:
With the increased ability to use signs and symbols, for example, the hungry child who would stop crying only when he was actually fed a later stage ceasing crying at the sight of a milk bottle a symbol for being fed.

Increase in the development of morality:
As a child advances in age, he learns to obey certain moral norms and starts thinking in terms of good and bad. In that way, the foundations of moral character are laid in the child.

Increase in curious questions:
As a child’s age increases the questions put by him to satisfy his curiosity are more definite as compared to those put by him prior to what is it? Who has done it? Why is it so?

Increase in creative impulses:
As the child grows in age he exhibits creative impulse in another world he engages himself in making on collecting things. He creates interest and social pleasure in solving puzzle problems. In this way, he develops the power of abstract thinking.

Increasing sensory development:
Sensory development occurs during the first month of the child. It learns to make effective use of the sense and experiences. Many topics of sensations such as hardness, pain, pleasure, and the sensation of smell and sound. As it advances in age it comes to have developed sensory equipment more accurately and sharpened the power of perception, the ability to compare various sensations. Logical thinking in place of vivid memory and the ability to generalise on the basis of experience.

Increase in language development:
The crying of a child at birth is an expression of the emotion of pain and pleasure. At the age of six months, its crying stands for its recognition of the new situation. By the time he is one year of age, he utters a few words- Aa, Ba, Maa, Daa etc. and at the age of two to three years it can repeat very short sentences spoken by elders.

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 4 Process, Stratification and Change Short Answer Questions.

CHSE Odisha 11th Class Sociology Unit 4 Process, Stratification and Change Short Answer Questions

Short Type Questions and Answers

Question 1.
What do you mean by Social Process?
Answer:
Social interaction assumes a number of terms. These forms of social interaction are called social processes. Different sociologists have defined social processes in different ways. Social processes are many. However, it can be broadly categorised into two kinds:

• Associative
• Disassociative.

Question 2.
What is Associative Social Process?
Answer:
The associative social process always works for integration in society. These include cooperation, accommodation, assimilation, acceleration.

Question 3.
What is a Disassociative Social Process?
Answer:
The disassociative social process often works towards the disintegration of society. These include competition and conflict.

Question 4.
Define Co-operation?
Answer:
Merril and Eldredge say “Co-operation is a form of social interaction wherein two or more persons work together to gain a common end”.

Question 5.
What is the main characteristic of cooperation?
Answer:

• Cooperation is a conscious process.
• Cooperation takes place between two or more individuals.
• Cooperation is a personal process.
• Cooperation is a continuous process.
• Cooperation is an associative process.

Question 6.
Write the names of several types of co-operation?
Answer:

• Direct co-operation
• Indirect co-operation
• Primary co-operation
• Secondary co-operation
• Tertiary co-operation

Question 7.
What is the competition?
Answer:
Competition is the most fundamental form of social struggle. It is a contest to obtain something which does not exist in a quantity sufficient to meet the demand that makes two or more individuals or groups struggle for some naturally desired ends.

Question 8.
Define competition?
Answer:
Park and Burgess says-that “Competition is an interaction without a social contract”.

Question 9.
What is the type of competition?
Answer:
Bernard mentions three broad types of competitions, such as:

• Social
• Economic and
• Political competition.

Other sociologists have spoken of cultural and racial competitions.

Question 10.
What is conflict?
Answer:
A conflict is an extreme form of disassociative process in which individuals and groups try to achieve their goals by eliminating other contestants.

Question 11.
Define various types of conflict?
Answer:
There are various types of conflict.

• Terminal conflict.
• Personal conflict.
• Episodic conflict.
• Racial conflict.
• Continuous conflict.

Question 12.
What is Political Conflict?
Answer:
Political conflict creates different political parties trying to achieve their self-interests. The main reason for political conflict is the power and money which they want to capture. The conflict between different political parties is an example of political conflict.

Question 13.
What is international conflict?
Answer:
International conflict occurs among the different nations of the world that are engaged in war. The conflict between India and Pakistan is an example of international conflict.

Question 14.
What ¡s Personal Conflict?
Answer:
Personal conflict occurs between two individuals on one personal level. It arises due to two individual classes with each other. The quarrel between two persons in a college for the post of principal is an example of personal conflict.

Question 15.
What is Racial Conflict?
Answer:
Racial conflict arises due to physical differences and cultural differences. This type of conflict is now found in South Africa between black people and white people.

Question 16.
What is Direct Cooperation?
Answer:
In direct cooperation, individuals do like things together playing and worshipping together.

Question 17.
What is Indirect Cooperation?
Answer:
Persons work individually for the attainment of a common goal called indirect cooperation.

Question 18.
What is Primary Cooperation?
Answer:
Where there is an identity of ends called primary cooperation. Each and every member work for the betterment of all primary co-operation is found in primary groups such as family, neighbourhood, friends, groups and children’s playground.

Question 19.
What is Secondary Cooperation?
Answer:
Secondary cooperation is directed towards achieving definite goals and collective interests. In secondary co-operation, members co-operate without knowing each other. This type of cooperation is found among the members of secondary groups such as economic, political and industrial organisations.

Question 20.
What is Automatic Cooperation?
Answer:
People cooperate with each other and live in a particular locality to achieve common goals unplanned and unnoticeable cooperation is called automatic cooperation.

Question 21
What is Tertiary cooperation?
Answer:
Aimed to meet a particular situation called tertiary cooperation. Two political parties may work together to defeat a third party although they have different ideologies.

Question 22.
What is Direct Cooperation?
Answer:
Cooperative with each other as a requirement of the organisation is called direct co-operation. This type of cooperation is found among the members of military organisations.

Question 23.
What is Automatic Cooperation?
Answer:
People cooperate with each other and living1 in a particular locality to achieve common goals unplanned and unnoticeable cooperation are called automatic Cooperation.

Question 24.
What is Contractual Cooperation?
Answer:
People co-operate with each other in a formal way according to some agreed terms and conditions called contractual co-operation.

Question 25.
What is Traditional Cooperation?
Answer:
People co-operate with each other to achieve some common goal is not prompted will call traditional cooperation. For example, Co-operate among the members of a joint family and members in a village community.

Question 26.
What is Economic Competition?
Answer:
Economic competition occurs due to producing distribution and consumption of goods. Both group and individual-level economic competition arise.

Question 27.
What is Social Competition?
Answer:
People compete to achieve higher status and positions called social competition. This type of competition is found in open societies.

Question 28.
What is Cultural Competition?
Answer:
Competition between two or more cultural groups is called cultural competition. Competition between Aryan and Dravidians. Hindus and Muslims examples of cultural competition.

Question 29.
What is Racial Competition?
Answer:
Competition between the different races of the world to establish racial superiority is called racial competition. Example – In South Africa competition between white and black people.

Question 30.
What is Political Competition?
Answer:
The desire of capturing power by the political party is called political competition.

Question 31.
What is stratification?
Answer:
Stratification is simply a process of interaction of differentiation whereby some people come to rank higher than others.

Question 32.
Definition of Social Stratification?
Answer:
Raymond W. Murry says that “Social stratification is a horizontal division of society into high and lower social limits”.

Question 33.
Mention characteristics of social stratification?
Answer:
According to M.M. Tumin the main characteristics of stratification is:

• It is universal.
• It is ancient.
• It is social.
• It is consequential.
• It is in diverse forms.

Question 34.
Define the origin of the word caste?
Answer:
The term caste is derived from the Spanish also Portuguese word meaning breed, or lineage. The Portuguese used the term caste first to denote the division in the Indian Caste System.

Question 35.
Define the origin of the Caste System?
Answer:
The caste stratification of the Indian Society has/had its origin in the chaturanga system. According to the chaturanga doctrine, the Hindu Society was divided into four main games namely the Brahmins, the Kshatriyas, the Vaishyas and the Shudras.

Question 36.
What is Caste System unique to India?
Answer:
The caste system as a form of social stratification is peculiar to India. The caste is an inseparable aspect of Indian Society. It is peculiarly Indian in origin and development.

Question 37.
Define the Universality of Social Stratification?
Answer:
Social stratification is obiquitious. In all societies, there is social differentiation of the population by age, sex and personal characteristics.

Question 38.
What is the meaning of Social Stratification?
Answer:
All societies arrange their members in terms of superiority interiority and equality. The vertical scale of evaluation this places people in strata or layers is called social stratification.

Question 39.
What is Social Change?
Answer:
Social change means a change in the social structure of society or in other words social change means a significant change in social relationships. Social changes include those changes in society which are sufficiently durable and which influence a majority of people.

Question 40.
Mention four characteristics of social change?
Answer:

• Social change is universal.
• Social change is continuous.
• Social change is associated with time.
• Social change is caused by multiple factors.

Question 41.
Mention the cause of social change?
Answer:
A number of factors are responsible for social change such as:

• Cultural
• Physical
• Biological
• Technological factors.

Question 42.
What is Endogenous Social Change?
Answer:
Endogenous social change refers to change from within the society. For example The birth of trade unions and communalism are some examples of endogenous social change.

Question 43.
What is Exogenous Social Change?
Answer:
Change comes from outside called exogenous change. Wars and conquest and western technology are the best examples of exogenous social change.

Question 44.
What is Planned Social Change?
Answer:
Planning in our society brings about changes field of social and economic development. Such as city planning and rural development. Planning in our country also caused significant and widespread changes in the fields of agriculture, industry and technology such changes are called planned social change.

Question 45.
Name of the main sociologists who support the technological factors?
Answer:
W.F. Ogbum and Karl Marx have supported technological factors.

Question 46.
Write short notes on any three factors of social change?
Answer:
Demographic Factors play an important role in bringing change in society. The size and composition of the population and the quality of the population bring a variety of changes in society. Cultural Factors bring changes in society. Cultural factors include values, attitudes, beliefs, ideologies, customs and traditions. Technological Factors bring changes in society. Technology refers to the use of animate power in production. Change in the technology of work produces changes in material conditions.

Question 47.
Write a short note on demographic factors of social change?
Answer:
Social change is caused by multiple factors out of which demographic, factors is the most important. Demography means the science of population. The size, composition and quality of the population produce a variety of changes in society. Differences in the density of the population also bring changes in society.

Question 48.
Write a short note on cultural factors of social change?
Answer:
Cultural factors greatly influence social changes and determine social change. Cultural factors include values, attitudes, beliefs, ideologies, customs and traditions. Any change in these factors brings changes in society. The relationship between society and culture is very close. Hence cultural change involves social change.

Question 49.
Write short notes on technological factors of social change?
Answer:
Among other factors of social change technological factor is important. By technology, we mean the use of inanimate power in production. Many sociologists recognised the role of technology in bringing social change. Karl Marx opines that change in technology brings changes in all areas of social life.

Question 50.
Write short notes on cultural lag?
Answer:
The concept of cultural lag was first used by W.F. Ogbum in his book social change. He classified culture into two types. Material, Non-material aspects of culture call for changes in the non-material aspect of culture. Non-material culture takes time to adjust to the changes taking place in the material aspect. As a result, a gap is created between the two which is known as cultural lag.

Question 51.
Write short notes on the effects of technology on family life?
Answer:
Technology brings changes in all areas of social life. Accordingly changes in technology results in changes in family life, its structure and functions:
Technology led to the breaking up of joint families and the formation of the nuclear family. Technology led to the liberation of women in different fields. Technology brought industrialization which brought women from home to factories and offices. Technology reduces the importance of family as an agent of social control.

Question 52.
Write short notes on the effects of technology on social life?
Answer:
Technology brings changes in all areas of social life. It affects our social life in the following ways:
Technology made social relationships formal and contractual and goal-oriented. It changed the old bases of stratification and introduced wealth and power to new determinants of social stratification. Technology led to the fall of community life individuals became more selfish.

Question 53.
Explain the Social process?
Answer:
The social process is the fundamental way in which men. interact and establish relationships. They are repetitive forms of behaviour which are commonly found in social life. These are forms of social interaction and characteristic ways in which interaction occurs.,

Question 54.
Distinguish between Social interaction and Social process?
Answer:
Social interaction is a process whereby men inter-penetrate into the minds of each other. But social processes are repetitive forms behaviour which is commonly hard in social life. Smiling with friends is an example of social interaction whereas cooperation is an example of an associative process.

Question 55.
Explain the dissociative Social process?
Answer:
Though there are many kinds of social processes they can be broadly divided into two kinds associative and dissociative social processes. The dissociative social process works -towards disintegration in society. Competition and conflict are examples and dissociative social processes.

Question 56.
Distinguish between the Associative and Dissociative process?
Answer:
Associative social process. works towards the integration of society whereas the dissociative social process works towards the disintegration of society. Co-operation accommodation and assimilation are examples of the associative social process whereas competition and conflict are examples of the dissociative social process.

Question 57.
Explain Co-operation?
Answer:
Co-operation is an associative social process. The term co-operation is derived from the two Latin words ‘Co’ meaning together and operate meaning to work. According to, co-operation means working together for a common goal. It is the continuous and common endeavour of two or more persons to perform a task or to reach a goal that is commonly cherished.

Question 58.
Distinguish between Direct and Indirect Co-operation?
Answer:
When co-operating individuals do like things it is called direct cooperation. But in indirect cooperation, people do different tasks towards a similar goal. In direct cooperation, members perform identical .functions whereas indirect co-operation is based on the principle of division of labour and specialisation. Playing together weaving cloth is an example of indirect cooperation.

Question 59.
Distinguish between Primary and Secondary Co-operation?
Answer:
In primary cooperation, there is the identity of ends whereas in secondary cooperation members cooperate without knowing each other. Primary cooperation is found among the members of the primary groups like family whereas secondary cooperation is found among members of secondary groups such as banks, offices etc. Mutual obligations are the bases of primary cooperation whereas the achievement of individual aims is the bases of secondary cooperation.

Question 60.
Explain Competition?
Answer:
Competition is a dissociative social process. Here, people strive to forget scarce goods. Park and Burgess opine that competition is an interaction without social contact. It is a struggle to possess rewards which are limited so that all cannot share.

Question 61.
Explain three characteristics of Competition?
Answer:
Competition is both an impersonal and personal activity. It is impersonal because it is directed towards a goal when it is face-to-face it is personal. Competition is always governed by norms. It never goes in an unrestricted manner. It hardly operates in an unrestricted manner. Competition is a never-ending and continuous social process. Competition is always going on among people to get their desired things.

Question 62.
Distinguish between Cooperation and Competition?
Answer:
Co-operation is an associative social process whereas competition is a dissociative social process. Co-operation means working together for a common goal whereas competition is interaction without social contact. Co-operation is a conscious process whereas competition is an unconscious process.

Question 63.
Distinguish between Cultural and Racial Competition?
Answer:
Cultural competition Recurs between two or more cultural groups, whereas racial competition occurs between two different races. Competition between Hindus and Muslims is an example of cultural competition whereas competition between white and black is an example of racial competition.

Question 64.
Explain Conflict?
Answer:
A conflict is an extreme form|of dissociative social process. Here individual it. groups try to achieve their goals by eliminating contestants. Defeat or destruction of the opponents to attain the goal is the main aim of conflict. It is the deliberate attempt to oppose, resist or coerce the will of another.

Question 65.
Explain any three characteristics of Conflict?
Answer:
Conflict is a conscious activity because individuals or groups involved in conflict know that they are conflicting. Conflict is an intermittent social process. It does not take place continuously. It occurs suddenly and disappears after some. Conflict is universal in nature. It is found in all societies and at all stages of development.

Question 66.
Distinguish between Cooperation and Conflict?
Answer:
Co-operation is an associative social process whereas conflict is a dissociative social process. Co-operation means working together for a common goal whereas conflict is the deliberate attempt to oppose, resist or coerce the will of another or others. Co-operation is continuous process but conflict is an intermittent process.

Question 67.
Distinguish between Competition and Conflict?
Answer:
Competition is dissociative. social process but conflict is an extreme form of dissociative social process. Competition is interaction without social contact whereas conflict is the deliberate attempt to oppose, resist or coerce the will of another. Competition is an unconscious process whereas conflict is a conscious process.

Question 68.
Distinguish between Latent and Manifest Conflict?
Answer:
The unexpressed and hidden conflict is known as manifest conflict. Hostile action is an example of latent conflict whereas war between India and Pakistan is an example of overt or manifest conflict.

Question 69.
Explain Social Stratification?
Answer:
Every society is divided into various groups and these groups enjoy different social statuses and privileges. This deviation of society is called social stratification. The term social stratification refers to the division of a population into strata, one on top of another, on the basis of possession of certain characteristics like inborn qualities material possessions and performance. It involves the distribution of unequal rights and privileges among the members of society.

Question 70.
Explain the Indian Stratification system?
Answer:
The system of stratification in India fails in a class itself. The advanced industrial societies of the west the characterised by the ‘open-class system’. The social structure of India on the other hand is dominated by the closed class that is the caste system. Any careful observer will find two types of class hierarchy in Indian social science, the traditional caste hierarchy which is articulated in religious terms and the modem hierarchy which is emergent.

Question 71.
What do you mean by a caste system?
Answer:
Caste is or was until recently almost universal in India. There are many castes among Muslims whose religion supposedly derives caste. Even among the Indians who have embraced Christianity caste distinctions still generally prevail. It is, however, the Hindu caste system that is unique among the system of social stratification.

Question 72.
Explain the concept of class.
Answer:
Another important element of social stratification is class. A social class is a category or group of persons having a definite status in society that permanently determines their relations to other groups. Social classes have been defined by various thinkers in different manners. The nation of objectivity of class existence is the main contribution of Karl Marx.

His emphasis is on the economic factors, power style of life, and property that determines the class status of individuals in society. Karl Marx defined the social classes by their relation to means of production (ownership or non-ownership). In a modem capitalist society, there are two principal classes the capitalist and the proletariat.

Question 73.
Distinguish between Social Stratification and Social Differentiation.
Answer:
Social stratification is however different from social differentiation. In social stratification, there is a hierarchy in which one class is above the other. On the other hand in social differentiation, there is no hierarchy e.g. male and female. In stratification organized group division is needed whereas in differentiation there is no such division of society.

Question 74.
What is Racial competition?
Answer:
Competition among the different races of the world to establish racial superiority’ is called racial competition. In South Africa competition between white and black people is the burning example of racial competition.

Question 75.
What is Cultural competition?
Answer:
Competition between two or more cultural groups is called cultural competition. Competition between Aryan and Dravidians. Hindus and Muslims Indians and Britishers can be cited as examples of cultural competition.

Question 76.
What is Political competition?
Answer:
The desire of capturing power by the political party is called political competition. This type of competition is even found at the international level like the Nations U.S.S.Rand U.S.A.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Short Answer Questions.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Short Answer Questions

Very Short-Answer Type Questions

Question 1.
Give the nature of education.
Answer:
The nature of education is:

1. Education is growth,
2. Education is training,
3. Education is the continuous reconstruction of experience,
4. Education is life,
5. Education is a lifelong process,
6. Education is direction.

Question 2.
Explain the narrow meaning of education.
Answer:
Education is narrow in the sense it is limited by the four walls of the classroom. It has no external experience in it. The child learns from textbooks and has no outside experience.

Question 3.
Give the elements of formal agency.
Ans.
The elements of formal agencies are:

• it aims,
• curriculum,
• teaching methods,
• the teacher, and
• interaction of teacher and taught.

Question 4.
Give the elements of informal agency of education.
Answer:
The elements of informal agencies of education are-

• aims,
• curriculum,
• methods of teaching,
• teacher,
• communication of opinions etc.

Question 5.
Give the developmental work of education:
Answer:
The developmental works of education are-It aim at novelty. It aims at the development of man, society and state, its existence, progress, reformation and prosperity. It eradicates ignorance and blind beliefs.

Question 6.
Educational functional radio?
Answer:
The educational functions of radio are:

• improvement of language,
• development of culture and civilization,
• leisure time entertainment,
• spiritual and religious consciousness,

Question 7.
Three educational functions of school?
Answer:
The educational functions of the school are:

• character building,
• development of leadership,
• development of social efficiency,
• social reconstruction etc.

Question 8.
Give the educational role of the community.
Answer:
The educational role of the community is as follows:
It controls the learning centres. It finances the learning centres. Appointment of qualified teachers and supply of aids.

Question 9.
Give three aims and objectives of pre-primary education.
Answer:
To provide a healthy environment to the children. To promote a healthy, happy and regular life. To develop good health habits and habits like toilet habits, dressing, washing cleaning etc.

Question 10.
Give three aims of elementary education.
Answer:
To understand and practise desirable social relationships. To appreciate worthwhile activities. To develop a sound body and moral mental attitudes.

Question 11.
Education is the continuous reconstruction of experience.
Answer:
To John Dewey, the experience of all individuals involves the situation. So continuous reconstruction of experience gives a more socialized value. Through the process activities undergo changes.

Question 12.
Explain the democratic aim of education.
Answer:
Democratic government demands educated people. Education can generate and instil the qualities that democracy demands, The aim of the state is to achieve the highest moral value through education. Democratic aim aimed all-round development of personality.

Question 13.
Civic function.
Answer:
The child learns the first lesson of citizenship between the mother’s kiss and the father’s care. The child learns various civic virtues in the family. It develops the quality, of discipline, cooperation and tolerance.

Question 14.
Give three aims of Higher Secondary Education.
Answer:
Providing job training is an important function of vocational education. To develop an awareness of social problems. To lead them to participate in productive work. To inculcate a positive attitude of teamwork, the dignity of labour, cooperation etc.

Question 15.
Education and training.
Answer:
Education is meant for training the individual to discharge certain responsibilities. Primary education is meant for the acquisition of knowledge and skills. In preparation for teachers, there is a definite curriculum. So modem concept of education is training only.

Question 16.
Give three objectives of secondary education.
Answer:
To promote social virtues, intellectual development and practical skills of students. To develop literacy, artistic and cultural interests for expression. To inculcate the qualities necessary for living efficiently with one’s fellowmen.

Question 17.
Three characteristics of nonformal education.
Answer:

• It is deliberately organised and systematically complemented.
• It provides part-time instruction for non-enrolled children.
• It aimed to wipe out and eradicate illiteracy.
• It is organised outside the formal system of education
• It is diversified, flexible and open-ended.

Short Answer Type Questions

Question 1.
What do you mean by child-centred education?
Answer:
In child-centred education, more stress is given to students or children rather than to teachers. In this education, Children are considered the focal point of Education. In this education, a teacher should have better knowledge about children rather than other aspects. By this education, the innate potentialities of children can be expressed. This is known as child-centred education.

Question 2.
Explain the aim of child-centred education.
Answer:
Education should help the educand for complete living leading to balanced, harmonious, useful and natural life. The supreme aim of child-centred education is a generous and liberal cultivation of the innate endowment of the child. What is artificial is evil and what is natural is good.

Hence, the natural child should not receive education in the artificial society. His education should be negative on non-social by nature. It is a part of preventive education which protects the child from social evils. Education is not a preparation for life, but rather a preparation against the social condition in which the child lives.

Question 3.
What type of correlation should be adopted- in child-centred education? Explain.
Answer:
In child-centred education, the curriculum should be based on the needs, interests, abilities, aptitudes, developmental level and circumstances of the child. It should provide rich experiences to children for proper development. The child is to be prepared for life. The curriculum for handicapped children cannot be the same as for average students. In other words, it should revolve around the child because the child is the central factor in the curriculum.

Question 4.
Explain the methods which have suited to child-centred education.
Answer:
In child-centred education methods of education are child-centred. Some of the methods which are used in child-centred education are the kindergarten method, play-way method, Montessori method, project method, Dalton plan, learning by doing or experiential learning. by living. Method of individual instruction.

Various teaching devices like exposition and explanation, narration and description, stories and illustrations like maps, models, charts, pictures, diagrams, graphs and various other audio-visual aids ate used. Maxims of teaching like proceeding from known, to unknown simple to complex, concrete to abstract, empirical to rational and psychological to logical are followed.

Question 5.
Explain the role of the teacher in child-centred education.
Answer:
In the child-centred education process, the children are the keyboard and the teachers are with them very consciously. The curriculum in different stages like primary, higher primary and secondary are prepared to take into the age, intelligence, interest, attitude, Knowledge and need of the child.

The teacher does not impose any matter rather he inspires the child in which the child is more interested. The teacher presents the problem before the child and guides how the activities are done to achieve the goal. The teacher adopts the play way method and other suitable methods for imparting knowledge and evaluation.

Question 6.
Define character building aim of education.
Answer:
The one essential aim of education is character building. Education consists of the cultivation of certain human values and the development of attitudes and habits which constitute the character of a person. Gandhi gave top priority to character education. This meant that the purpose of education is to develop courage, strength and vitality. Education for the character is the need of the hour in India. Today various commissions of Indian education have laid down that building character is one of the most important aims of Indian education.

Question 7.
What are the aims of vocationalisation of education?
Answer:
Vocationalisation of education makes education economically self¬sufficient. It helps the child in his post-school adjustability and stimulates his observation and arouses his thoughts and feelings. Vocational education is the only hope for children with lower intelligence. It bridges the gulf between the elite class and the general masses. These are the main aims of the vocationalisation of education.

Question 8.
What do you mean by the social aim of education?
Answer:
The supporters of the social aim of education behave the society or the state alone as real and the individual is only a means and therefore, must always work for the. welfare and progress of the society on the state. They, therefore hold that an individual should be educated for the good of society. The interests of society are supreme and the position of the individual is always subordinate to that of the state.

The supporters of social aim cannot think of an individual living and developing in solution from society. As Raymont says, the isolated individual is a figment of the imagination. As long as human beings are civic in society, there will be some subordination of individuality to the public or social needs of society.

Question 9.
What do you mean by the Individual aim of education?
Answer:
The concept of individual development aim is based on the socio-political philosophy that social institutions such as the family, the church, the school and the state exist only four bettering and improving the lives of the individual. The individual is the end and social institutions are the means. Therefore, they justify their existence only if they are conducive to the promotion of individual welfare.

Society, the state and in fact all the social and political institutions exist and work for the welfare of the individual. Therefore, the aim of education should be the fullest possible development of the individual. The school as one of the social institutions for the educand offers an environment conducive to development. Education should aim at training the individual.

Question 10.
Write a synthesis, between the individual and social aims of education.
Answer:
Society and man are integrally connected. Just like the two sides of the same coin individual and society, the individual and social aims of education interact between society and the individual. The individual is an integral part of the vast society, thus for the round development of the individual all-around development of the whole human society and the world is badly needed. Society is formed by the individuals by the development and welfare of the individual and the welfare of the human society is possible.

Question 11.
What is Informal education?
Answer:
Informal education is that education which occurs automatically in the process of living. It continues as the child grows up. Informal education is just the opposite of formal education. The child in the individual learns -from out-of-school or college influences. He leams from his home and the community, where he spends most of his time. Informal education consists of activities Other than formal instruction. It is not planned at all. Good informal education plays a vital role. It prepares the child for formal education.

Question 12.
What do you mean by formal education?
Answer:
Nowadays the teaching-learning process is made functional through formal agencies of education. These agencies have their own rules and regulations, curriculum, aims, teachers, and periods which are previously fixed. According to those rules, the formal agencies of education are functioning. Besides this magic hall, libraries are included in the formal agency has great importance in modem social environments and situations.

Question 13.
What do you mean by ‘Non-formal education’?
Answer:
Non-formal education is formal education but is not given formally in set institutions like schools during fixed hours. There is a tremendous need for non-formal education in developing countries in India. On the one hand, it is needed to make illiterates literate and on the other, it is needed for those whose desire for education is insatiable but cannot afford it in formal institutions. The correspondence course is one example of non-formal education.

Question 14.
Distinguish between active and passive agencies of education.
Answer:
The active agencies of education are active and play a prominent role in imparting education. These agencies play their role through the interaction of persons involved in the educational process. The school is an active agent of education since the teachers and the pupils interact with each other. The family is an active agent of education as the parents and the children interact with each other.

Besides the school and the family, other active agencies are the church, state, the youth club etc. The passive agencies of education are those agencies which influence learners but are not themselves influenced in return. In their case, education is a one-way process. The educational radio, educational press, and the library are some of the important passive agencies of education.

Question 15.
What is the function of the school as a formal agency?
Answer:
School is the most important formal agency of education set up by the society or state. It is a well-established, organised and systematic organisation which imparts useful experience to the youngsters conservation and promotion of culture and civilization is one of the functions of the school. Besides, it builds the character of the learner and prepares the child to face the challenge of life. It evolves the leadership attitude of the child and gives gratification to his latent powers. The school acts as quite active agent in social control and social change.

Question 16.
Explain the functions of the family.
Answer:
The functions of the family are as follows:
The family helps in maintaining the physical health of the child. The character of the child is built in the family. It plays role in the intellectual development of the child. The child is acquainted with the family vocations to earn living.  It helps in the free expression of die child. The family plays an indispensable role in the development of the interests of the child.

Question 17.
Explain the objectives of non-formal education.
Answer:
Non-formal education has the following objectives:
Understanding the environment and conditions and arousing awareness of the need to make changes in it. Generating faith in science and technology knowledge and encouraging the individual to adopt their skills. Creating the capacity to learn by working and to increase one’s skills. Utilising acquired experiences in new situations. Performing the role of an agency for bringing the desired changes in history.

Question 18.
Discuss the role of radio as an agency of education.
Answer:
Radio is one of the passive agencies of education. Through this students can be able to read from great teachers and education. The students whose eyes are not capable to look are to get knowledge from this, we can get a lot of materials from the radio which is not present in our textbooks. Through radio, students can get knowledge about all over the world. Through radio, students can get an education at home without going to school.

Question 19.
Discuss the role of television as an agency of education.
Answer:
Television has brought a revolutionary change in the field of education. A student can get an education from great teachers and educators without going to school and taking anybody’s help. Through television, an educand can see the educators like him and also hears the answers given by them. If television teaching-learning processes are shown separately then students can not feel the necessity of school.

Question 20.
The role of cinema as an agency of education.
Answer:
Cinema is more important than drama. The role of cinema is as follows: It imparts education through attractive methods. The vast expanse of land, time, things incidents of inventions is produced with a few records. Education is imparted along with recreation.

Direct presentation of the smallest part of the body like blood circulation, blood bacteria etc is possible.  It imparts cheap education. It maintains us and adult education is imparted through it. The knowledge of the world, plant and animal kingdom is known from geographical situations.

Question 21.
Give the educational function of this state.
Answer:
The educational function of the state is as follows:

• Appointment of qualified teachers.
• Establishment of educational institutions.
• Training of ideal citizenship.
• To control educational institutions.
• Encourage research work.
• To bring reformation in education and set up commissions and committees.

Question 22.
Explain the educational functions of the home.
Answer:
The educational functions of the home include:

• Development of knowledge and
• cultural transmission and conservation.

Educational development is the role of the family. Literate parents affect the children and they become educated. Home helps in the mental development of the child. Secondly, cultural transmission is possible through interaction. The child learns about cultures from home and tries to conserve them. This is done generation-wise. One generation inherits culture from another generation.

Question 23.
Liberal aims of education.
Answer:
Plato condemned vocational education: Liberal education consists of studies that were fine and worthy of free man for liberal means free liberal education in Greece was meant for the self-suffering life of leisure to thinking for its own sake. Liberal education consisted of tools in the study of seven liberal arts, grammar, history and geography, rhetoric and astronomy. It is the study of classical literature.

Question 24.
Character building aim of education.
Answer:
The highest love for man is called morality. So man is considered as a moral being and has education consists in the cultivation of socially approved behaviour The man-making aspect of education reveals the idea of character formation. Every human being possesses this tendency, the higher intelligence known as morality, The Gurucul system of education emphasizes the character-building aim of education. Moral qualities like justice, sincerity, honesty, tolerance, self-control etc. make an individual socially efficient.

Question 25.
Complete living aims of education.
Answer:
The complete living aim of education includes- It should teach one. how to earn a living. It should prepare the pupils fOr social and socially political duties. Education should teach the art of self-preservation. It should ensure survival by imparting knowledge about bearing and hearing children. It should equip one for the enjoyment of the retirement of culture art literature and the like.

Question 26.
Citizenship Aim of education.
Answer:
Education is to prepare the individual for the different roles he has to perform in life. In a democratic society, the political role is to be played as important. As a citizen an individual has certain rights, education for citizenship should train him to discharge his duties and make him conscious of his rights. Education for citizenship results only in training to work out the political machinery and democracy such as the election of responsible executives to worry about public business legislation through discussions and debates.

Question 27.
Educational characteristics of Non- formal education.
Answer:
It is organised outside the formal system of education. It is deliberately organised and systematically implemented. It is life long process. It is diversified j flexible and open-ended. It provides part-time in the situation of non-filled children. To wipe out and eradicate illiteracy.

Question 28.
Aims and objectives of pre-primary education.
Answer:
To provide a healthy environment to the children. To promote a healthy, happy and regular life. To provide continuous medical supervision. To assist in the formation of healthy and good habits. To develop desirable social attitudes and habits with children. To develop an aesthetic sense of all children.

Question 29.
Aims of elementary education.
Answer:
To Understand and practise desirable social relationships. To cultivate, habits of critical thinking. To develop round body and moral mental attitudes. To develop basic skills and independence. To develop social responsibility and cooperation to improve social institutions. To develop all the constructive talents.

Question 30.
Education is a social process.
Answer:
Education as a social process continues from birth to death. Behaviour is modified interaction from person to person, and wish group. Social interaction brings desirable social, and economic value to education. The social processes as bipolar and tri-polar processes interact with the environment and a better experience is gathered by the child.

Question 31.
What are the merits of radio as a mass media?
Answer:
Radio is one of the mass media systems of education useful in the following ways

• It gives information about the happening of the world, from any comer of the world.
• Through Vidyalaya programmes, the school subjects are taught by experts.
• It facilitates learning the outside campus.
• It arises interest in tearing.
• What cannot be understood in the classroom can be felt and understood through radio programmes.

Question 32.
Give the important role of education of TV as a mass media system.
Answer:
In modem times TV- has become an important audiovisual and the mass roles played by it are as follows- Different school subjects are taught through TV programmes. TV programmes are educative and informative, giving various information about the world like science, plays interviews, business matters, music and documentary films.

When we see experiments on TV screens through tale lessons, interest arouses, it develops an interest to study science. TV programmes arises the feeling of national integration1 and international understanding among the students.

Question 33.
What is the function of school as an agency of education?
Answer:
The school as the most important formula agency of education -$s a well-organized education centre that imparts the following functions- It provides useful, experiences for youngsters. It promotes and conserves -our culture and civilization. It builds the character of the learner. It develops the quality of leadership, tolerance, and cooperation. It helps to develop the latent powers of the pupil. It acts as the social control and social change and develops the child with social qualities.

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 4 Process, Stratification and Change Long Answer Questions.

CHSE Odisha 11th Class Sociology Unit 4 Process, Stratification and Change Long Answer Questions

Long Type Questions With Answers

Question 1.
What do you understand by the term Social Stratification? What are its different forms? What is its social functional utility? Or, Write a short note on Social Stratification?
Answer:
In every society, there is caste and class difference. In some cases, these are more rigid as compared with others. But the ‘class’ and ‘caste’ systems are everywhere deep-rooted. It is usually difficult to get rid of this system whether these are individually or collectively liked or disliked.

What is Stratification:
Gilbert has given a very simple definition of the term social stratification when he says that social stratification is the division of society into permanent groups or categories liked with each other by the relationship of superiority and subordination. Thus it is based on the superiority and subordination relationship i.e. on the concept of inequality. Thus as long as social inequality continues to exist, there will be social stratification.

Moreover, even among the castes, and classes there are differences. Some people in the same caste and class consider themselves more prestigious than others. Since a classless and casteless society is merely a dream the castes and classes are bound to remain divided on the basis of prestige, social stratification is bound to continue.

Origin of Social Stratification :
How and when social stratification began or originated is a very important problem. Some think that stratification started when people began to amass wealth. Economically better people became a class among themselves and the poor formed a separate class. Some others believe that stratification started when the nation of victor and defeated came into being. The former formed a separate and later another separate class.

Some even say that stratification came with the coming of occupations. Those who were engaged in good and rewarding professions formed a separate class compared with those who were engaged in dirty and unrewarding vocations. But so far nothing can be said about the exact origin of social stratification. All that can be said is that all these factors at different stages and with the passage of time brought stratification in the society, till the present stage came.

Forms of Stratification:
In societies, stratification can be economic, political, religious and social. Economically stratified groups can be the owners and the workers i.e, the rich and the poor. Then political stratification can be on the basis of the rulers and the ruled or those who are governors on the one hand and governed on the other. In feudal society, stratification was on the basis of property. On the one hand. were feudal lords whereas the others were the slaves who served them.

The stratification was on the basis of estates as well. Those who owned estate formed a separate class from those who did not own it. Caste also became a form of stratification. The people belonging to a higher caste considered themselves a separate class as compared with those who did not belong to that caste. Religion was also responsible for the bringing of social stratification. The orthodox formed a separate class against the unorthodox. Thus stratification is of different forms and kinds.

The necessity of Social Stratification :
Social stratification has its own advantages some such beings :
Stratification provides a sense of competition and thus all try to go up and find a higher place in society. It makes people responsible for the nature of the work that they are doing. It is also essential] for locating the status of a person in society.

Without stratification, it will be difficult to locate people with the degree of their wisdom, initiative and knowledge. It needed to give recognition to those who are able and capable so that the ability is not clubbed together with the inefficient. It helps in deciding the roles and functions of each category of person lowing in society.

Social Stratification in India:
In India, there is social, economic and political stratification. In the social field, India is both class and caste-ridden. The country’s caste system is known all over the world over various classes. Similarly, in India, there is economic stratification. Society is divided between the rich and the poor and the distinction as well as the gap between the two is very wide.

It is also increasing and day by day the rich are growing richer and the poor poorer. In the political field also there is wide stratification. Since independence practically only one family is ruling over India. A class of people is politically more conscious than the rest of the nation. Only those who can afford election expenses can contest the elections whereas the others are destined to be ruled.

Social Stratification and Social Differentiation:
Social stratification is however different from social differentiation. In social stratification, there is a hierarchy in which one class is above the other. On the other hand, in social differentiation, there is no hierarchy e.g. male and female. In stratification organised group division is needed whereas in differentiation there is no such division of society.

Question 2.
Briefly discuss some of the important characteristics of Social Stratification. Or, Explain the basic principle of Social Stratification. Can industrialisation replace the caste system with a class system in India?
Answer:
There is no society without social stratification, only the degree varies. Some of the important characteristics of social stratification are:
It is not Uniform:
Social stratification is not uniform in all societies. It varies from one society to the other. In fact, it cannot be uniform because social problems and institutions are not the same all over. As long as social problems will continue to vary stratification will not be uniform.

It helps in the valuation, of social structure :
Each society has some social structure. Whether such a structure is good or bad can be evaluated by knowing the number of classes and sub-classes in the society, occupation prestige and income of each class, gap in the thinking mixing and income of each class etc.

It is influenced by Technology :
In every society rigidity or flexibility of the system is influenced by organisation and industrialisation. Social stratification in India considerably been influenced by both those factors which are gradually but steadily sweeping India.

It is influenced by Governmental policies:
It is usually believed that the government should not interfere in the social structure of a society and as such social stratification should not be influenced by governmental actions. But in actual practice, social stratification is deeply influenced by the government’s economic, political and social policies and programmes. The present policies of the government of India e.g. in respect of backwards classes, scheduled castes and scheduled tribes are bound to influence social stratification in India.

The struggle is its inherent characteristic :
Social stratification means that society is divided into various classes and as the such struggle is its inherent characteristic. It implies that the people belonging to lower classes try to come up whereas those belonging to higher classes do not allow the lower classes to join the upper classes. Similarly, people belonging to low classes try to improve their economic social and political conditions.

Implies division of labour :
Social stratification also implies the division of labour each class is expected to perform a particular type of work and accomplish that to the entire stratification of the society. Thus the division of labour is another important characteristic of society. How far the people are in a position to leave their occupation i.e. what is the extent of occupational mobility indicates the rigidity of the system.

Replacement case by class :
Now a very important question which arises is whether the caste system can be replaced by the class system due to industrialisation. In Indian society, industrialisation has no doubt given a great setback to the caste system. In the factories, industrial areas and townships, it is impossible to maintain caste rigidity. The people of different castes mix freely with each other. Not only this; but they also eat drink and play together children of different castes play in the same parks and study in the same school.

Upper caste people work under the so-called low caste people and feel proud in inviting them to their marriage and other ceremonies. In fact, there is hardly an occasion when caste is a distinction that can be maintained. But in India caste system is very much deep-rooted. It is an age-old institution. The people particularly the orthodox and those living in the rural areas. Can hardly think of Indian society without a caste system. In fact, in some cases, the caste system is becoming more deep-rooted.

It is a well-known fact that in India at the time of elections caste plays a very big, if not decisive role. Therefore, it is really difficult to think that in India class is likely to replace caste in spite of the fact that the country is being industrialised. It is only wishful thinking that in the distant future when the country gets industrialised class system will replace the caste system. But so far there is no such hope.

Question 3.
What is the social process? Explain the associative in details?
Answer:
Man lives in a society which is based on dynamic relationships. This relationship is constantly changing. Man tries to establish contacts and makes adjustments and co-operates with other members of society. All these things result in social interaction. Two forces always working in society and these forces bring about organization and disorganization of society.

All these factors are responsible for various types of processes, known as social processes or social interactions. According to Dawson and Getty, “Social interaction is a process whereby men inter-penetrate the mind of each other”.

Associative Processes :
The associative processes of social interaction are a positive type of interaction. They are also called as ‘integrative interactions’ and always work for the integration and benefit of society. This type of interaction brings progress and stability to society. These include cooperation, accommodation and assimilation. Therefore, cooperation, accommodation and assimilation are principally known as the associative processes of social interaction.

which are elaborately discussed below:
Co-operation:
Co-operation is the first fundamental and associative posses of social interaction. The word co-operation has been derived from the two Latin words ‘Co’ means ‘together’ and operate meaning ‘to work’. Hence cooperation means working together for the achievement of a common goal to goals.

Definition of Co-operation:
According to Fairchild, “Co-operation is the process by which individuals or groups combine their efforts, in a more or less organised way, for the attainment of common objectives”. A. W. Green says “Co-operation is the continuous and common endeavour of two or more persons to perform a task of reach a goal that is commonly cherished”.

Characteristics of Co-operation:

• Co-operation is one type of social interaction which takes place between two or more individuals.
• Cooperation is a conscious process.
• Cooperation is an associative process.
• Co-operation is a personal process.
• Cooperation is a continuous process.
• Cooperation is a universal process.

Role and Importance of Co-operation :
Cooperation is indispensable for both society and individuals. It creates a direct relationship between individual and individual, group and group and individual. It contracts the behaviour of individuals, it maintains balance in society through the checking of the disassociative process. Co-operation is essential for the socialization process of individuals it fulfils all the fundamental needs of human beings it brings social, cultural, political and economic development in society.

Assimilation :
Assimilation is the third associative process of social interaction. It occurs at the end of the accommodation process. An assimilation is a form of social adjustment. The process by which individuals or groups to came to share the same sentiment and goals is known as assimilation.

Definition of Assimilation:
According to Biesanz and Biesanz, “Assimilation is the social process whereby individuals and groups come to share the same sentiments, feelings and goals”. According to Ogburn and Nimkoff say “Assimilation is the process whereby individuals or groups once dis-similar become, similar and identified in their interest and outlook”.

Characteristics of Assimilation:

• Assimilation is an associative process of social interaction.
• Assimilation is closely related to accommodation.
• Assimilation is a universal process.
• Assimilation is a slow and gradual process.
• Assimilation is a conscious process.
• Assimilation- is a cultural and physiological process.

Role and Importance of Assimilation:
Assimilation creates friendly and cordial relationships between individuals and groups. It maintains unity and integrity in society. It plays a very important role in the development of human personality. Assimilation brings fundamental changes in the ancient culture, customs and traditions. It helps individuals and groups to adjust to new situations.

Accommodation:
Accommodation is another associative process of social interaction. Sometimes new conditions and circumstances arise in society. These conflicts are called accommodation, in other words, accommodation is a social adjustment. Definitions of Accommodation According to Maclver and Page “The term accommodation refers particularly to the process.

which man attains a sense of harmony with his environment”. Gillin and Gillin have defined accommodation as given below. “Accommodation is the process by which competing and conflicting individuals and groups adjust their relationship to each other in order to overcome the difficulties generally, arise in competition, contravention or conflict”.

Characteristics of Accommodation:

• Accommodation is an associative process of social interaction.
• It is a conscious activity.
• Accommodation is a universal process.
• Accommodation is a continuous process.
• Accommodation is a mixture of love and hatred.

Role and Importance of Accommodation:
Accommodation maintains peace and security the society. Accommodation checks conflicts, competition and contradiction. Accommodation helps people to adjust to the new condition of society. Accommodation prepares the way for assimilation. Accommodation resolves conflicts. Accommodation brings unity and integrity to society.

Question 4.
Discuss the dissociative social processes with suitable examples. Or, Describe the dissociative processes of social interaction?
Answer:
The dissociative processes of social interaction are a negative type of interaction. It is also known as a disintegrative interaction and always works for the disintegration of society. This type of interaction hinders the whole progress and development of society. Competition and conflict come under this category. Hence, competition and conflict are basically known as the two dissociative processes of social interaction.

Competition:
Competition is the most fundamental form of social struggle.

Definition of Competition:
According to Sutherland, Woodward and Maxwell, “Competition is an impersonal, unconscious, continuous struggle between individuals or groups for satisfaction which because of their limited supply all may not have Maclver has defined it by saying that “Competition is the simultaneous offer of like or of alternative economic sources to the same potential purchaser”. Competition is a contest to obtain something which does not exist in a quantity sufficient to meet the demand.

Characteristics of Competition:
Competition is an impersonal activity. It is not directed against any individual or group in particular. Competition is an unconscious struggle. In competition, the competitors do not know each other. Competition continuous process. It never comes to an end. Competition most universal process. It is found in every place and at all times. Competition is a means so filling one desire and aspirations. Competition is different from rivalry.

Forms of Competition:
The competition takes four main forms – economic, cultural, social and racial and political competition

Economic Competition:
It is found in production exchange and distribution as well as consumption in the field of economic activities.

Cultural Competition :
Taking the history, of any country, it can be seen that there was a great difference in the cultures of the natives and the invaders.

Social Competition:
To get high status in society everybody seems to engage in competitive activity.

Racily Competition :
In South Africa, there is intense competition between the black and the white races.

Political Competition:
In all countries, competition is obvious between the various political parties and even between the different members of the same political party to obtain political power. In the international circle, there is always diplomatic competition between different nations.

Importance of Competitions:
Competition plays an important role in the life of people, society and groups. It increases efficiency. In all cases competition for status and rise in the ladder of social importance, there is amazing progress and development of individuals and social competition between individuals and groups aims largely towards the objective of preserving or improving their respective status rather than survival.

However advantageous the competition may be it should not be left uncontrolled because then its disadvantages will overcome advantages and the result will be harmful to society Bogards is correct in saying that competition logically develops into conflict.

Conflict:
Competition gradually changes into rivalry which in turn, changes into conflict. Definition of Conflict:
Kingsley Davis observes “It is thus a modified form of struggle. According to Gillin and Gillin, ‘ ‘Conflict is the social process which individuals or groups seek their ends. by directly challenging the antagonist by violence or threat or violence”.

Characteristics of Conflict:

• Conflict is a conscious action, it is deliberate Intex to oppose.
• Conflict is a personal activity.
• Conflict lack continuity.
• Conflict is universal.
• Conflict is an emotional process.

Important of Conflict:

• Conflict often brings about social unity and oneness among the people.
• Conflict defines issues.
• Conflict institutions social change.
• Conflict destroys the lives and properties of individuals.
• Conflict increases bitterness.
• Conflict leads to destruction and bloodshed.
• Conflict may lead to group tension.
• Conflict disturbs the normal channels of cooperation accommodation and assimilation.

Question 5.
What is social interaction? Discuss Cooperation and conflict as two different forms of social interaction. Or, Show that cooperation and conflict go together?
Answer:
Society is both necessary and natural for man. Man can not live in isolation. People always like to live in groups. As members of these groups, they act and behave in certain manners. The behaviour of an individual is affected by the behaviour of others. This mutual interaction or activity is the essence of social life.

Definition of social interaction:
“Social interaction consists of those mutual influences that individuals and groups have on one another in their attempts to solve problems and in their striving towards goals”. “Social interaction is a process by which men inter-penetrate the minds of each other”. Cooperation and conflict are universal elements in social life. They occur among animals as well as among human beings and they after come together.

As in the physical world where there are forces of attraction and repulsion simultaneously, operative and determinant of the position of bodies in space. So in the social world, there is a combination of cooperation and conflict revealed in the operations of men and groups. They resemble in this respect the equivalent of linked emotions of love and note. Psychologists have shown how these emotions may exist in the same individual.

A child may have his mother for the satisfaction and pleasures she provides, yet dislike her too because of the discipline, she imposes. In the same way cooperation and conflict often go together. According to Cooley, conflict and cooperation are not separable things but phases of one process which always involve something of both. Even in the most friendly relations and in the most intimate associations, there is some point where interests diverge or where attitudes are not in accord.

They can not cooperate beyond that point and conflict is inevitable. The closest cooperation”, for example, within the family does not prevent the occurrence of quarrels. Cooley writes “It seems that there. must always be an element of conflict in our relations with others as well as one of mutual aid, the whole plan of life calls for it; our very physiognomy reflects it and love and strife sit side by side upon the brow of man”. “Conflict of some sort is the life of society and progress emerges from a struggle.

In which each individual, class or institution seeks to realize its own ideal of good. The intensity of this struggle varies with the vigour of the people and its caseation if conceivable would be death”. Cooperation is a condition of conflict. Internal harmony and external conflicts are opposite sides of the same shield. It is difficult to eliminate conflict altogether from society.

Question 6.
Define social change and discuss its nature?
Answer:
According to S. Koening, “Social change refers to the modifications which occur in the life patterns of the people”. According to Lundberg “Social change refers to any modifications in established patterns of inter-human relationship and standard of conduct”. According to M.D. Johnson, “Social change may be defined as modification in ways of doing and thinking of people”.

Nature of Social Change:
Social change occurs in all societies. No society remains completely static. Society exists in a universe of dynamic influences. The population changes, technologies expand, material equipment changes ideologies and values change. The speed and extent of these changes may differ from society to society. Some change rapidly others change slowly. It is difficult to make any prediction about the exact forms of social change.

There is no inherent law of social change according to which it would assume definite forms. We may say that on account of the social reform movement untouchability will be abolished but we can not predict the exact form that social relationships will assume in future. A society’s pattern of living is a dynamic ‘ system of many related parts.

Therefore, change in one of these parts usually reacts on others and those on additional ones until they bring a change in the whole mode of life of many people. For example, industrialisation has destroyed the domestic system of production. The destruction of the domestic system of production brought women from their homes to the factory and offices.

The employment of women meant their independence from the bondage of men. It brought a change in their attitude and ideas. It meant a new social life for women. It consequently affected every part of family life. It is thought that a factor like changes in technology economic development or climatic conditions causes social change. This is called monistic theory which seeks to interpret social change in terms of one single factor.

But the monistic theory does not provide an adequate explanation of the complex phenomena of social change. As a matter of fact, social change may trigger a change but it is always associated with other factors that make the triggering possible. Social changes may be broadly categorised as modifications or replacements. It may be a modification of physical goods or social relationships. For instance, the form of our breakfast food has changed.

Though we eat the same basic materials which we ate earlier wheat and eggs, com but their form is changed. Ready to eat come Places bread, the omelette is substituted for the form in which these same materials we consumed in yesteryear. There may also be modifications of social relationships. The old authoritarian family has become a small equalitarian family. The one-room school has become a centralised school.

Our ideas about women’s rights & joint family, religion, government and co-education stand modified today. Social change does not refer to the change in the life of an individual or the life patterns of several individuals. It is a change which occurs in the life of the entire community. Its influence can be felt in a community form.

Social change is social and not individual. While social change occurs in all societies its speed is not uniform in every society. In societies, it occurs so slowly that it is not often noticed by those who live in them. Social changes in urban areas are faster than in rural areas. The speed of social changes is not uniform in each age or period in the same society.

In modem times the speed of social change is faster today than before 1947. Change is the law of nature. Social change is also natural. It may occur either in the natural course or as a result of planned efforts. Our needs keep on changing. For changing needs social change becomes a necessity.

Question 7.
Examines the role of cultural factors in social change?
Answer:
It is not an accepted fact that cultural factors do play a vital role in social change. This can very well be studied under the following heads.

The impact of social values, norms, faiths, etc. on the social structure and social change :
Social norms, values, beliefs etc. are parts of the culture. ‘They do not only determine an influence on the behaviour of the members of the society, but they also change them according to the new developments. These cultural factors give birth to technological factors and also determine their directions.

Social factors provide direction to the technological factors:
The cultural factors study the tone of thinking in the society whatsoever the material progress is made in the society is carried out in the direction in which the thinking of the people goes.

Cultural factors create new situations and new situations result in social change:
Because of cultural factors, new situations are created. In this respect, Max Weber’s interpretation of religion or his sociology of religion presents a categorical explanation of this point. According to him, Protestantism grew out of the primary stage of capitalism and its new values and norms created a new situation and also brought about new changes.

According to Max Weber, the social structure and cultural norms or values or religious norms are very much interlinked. These religious norms are very important. In fact, they form the basic form of cultural patterns. Through this principle and interpretation of region, Max Weber has very categorically proved that cultural factors which include religious factors also play a very wide role in social change.

Question 8.
What is social change? Examine the role of technology in social change?
Answer:
By social change, we mean change in the social structure of the society or in order words social change means a significant change in social relationships & Social changes include those changes in society which are sufficiently durable and which influence a majority of people.

According to Jones, “Social change is a term used to describe variations, in or modification of any aspects of social process, social patterns, interrelations or social organisations”. In According to Maclver and Page, “Our directed concern as sociologists is with social relationships. It is the change in this relationship which alone we shall regard as social change”.

The role of Technology in social change :
Technological growth and industrialisation:
The introduction of machines in the industry has resulted in some fundamental changes in the social structure of society. The invention of machines has led to the creation of huge factories which employ thousands of people and where most of the work performed automatically. Industrialisation and the birth of gigantic factories led to urbanisation and this city came into existence. Again the processes of urbanisation and industrialisation transformed the structure of society.

The social organisation divided itself into classes such as capitalists and labourers between which a fierce conflict raged. To promote class interests lockouts strikes processions become the stocks in trade. Industrialisation destroyed the domestic system of production bringing women from the home to the factory and the office differentiating their tasks distinguishing their earnings. The burden of work in the family which falls on the women has been decreased, by the increasing use of mechanical appliances.

Development of new agricultural techniques and social change :
An important factor in technology is the development of new techniques in agriculture. Due to the development of new techniques in agriculture muscle power has been replaced by machine power. Agricultural production is increased due to the use of new chemical manures. The quality is also improved by the use of superior seeds. Hence the increase in agricultural production also improved the standard of living of the people.

Advancement of means of communication transport and social change:
The introduction of machinery in the industry led to the development of large-scale production which necessitated communication between traders situated far apart. In this connection, many benefits were reaped through postal service, telegraph, telephone etc. Newspaper, television, radio etc. helped to bring news from the comer of the world right into the household. The development of the cycle, motor, rail, ship and aeroplane made transportation of communities much easier.

Technology and new values:
The new values have come up as growth of technological development as such. A new philosophy of life came into being. Technological factors change men’s values thoughts habits and finally bring change in culture as a whole success is measured in monetary terms. Quantity is preferred to quality. The desire for immediate results is intense men have come more pragmatic in their out locks. In this way, technological factor brings many changes in society.

Question 9.
Describe the major factors of social change with examples. Or, What is social change and discuss its factors?
Answer:
Social change is the change in society. Society is a web of social relationships. Hence social change is a change in social relationships. Maclver and Page, writing in this context, have observed correctly, “It is the change in these which alone we shall regard as social change is a change in social relationships. Social relationships include social processes, social patterns and social interactions.

These include the mutual activities and relations of the various parts of society. In the words of Johnes, “social change is a term used to describe variations or modifications of any aspect of social processes, social patterns, social interactions, or social organisations”. Thus social change is a change in the social organisation. It is in this sense that Davis has written that “By social change is mean only such alterations as secure in social organisations.

the structure and functions of society”. Social change can be observed in every society. The fact of social change can be verified by glancing at the history of society. Man is a dynamic being. Hence society can not remain static. It undergoes constant social change. Sometimes, the change is slow and at the other time, it may be very rapid.

Factors of Social Change:
Some thinkers regard diffusion to be the main factor of social change while some other writers consider invention in a similar capacity. Actually, both diffusion and invention have a hand in the change which sets social relationships. Roughly, the main causes of social change are the following:

Cultural Factors:
The main cause of social change, in the opinion of Max Weber, is the cultural factor. According to him, changes in culture are accompanied by social changes. Max Weber has proved his theory through a comparative study of religious and economic institutions. Actually, no one can deny that changes and variations in culture inevitably influence social relationships.

Technological Factors :
Technological factors have a tremendous influence on social change. Technology changes society by changing over environments which we in turn adopt. This change is usually in a material environment and the adjustment we make to the changes often modifies customs and social institutions. Society is undergoing change as a result of the development and invention of electric, steam and petrol-driven machines for production.

the means of transport and communication and various mechanical appliances in everyday life. Even institutions like family and marriage have not remained immune to the effect of these developments. The apparent effects of technological advances are labour organisations and the division of labour. Socialization, high speed of life, increase in production, etc. In the modem age, technological factors are among the predominant causes of social change.

Biological Factors:
Biological factors have some indirect influence on social change. Among the biological factors are Population, and heredity. The qualitative aspect of the population is based upon powerful and great men and their birth is dependent to a large extent upon heredity and mutation. Hence, biological factors play a part in social change to that extent. In addition to this, the biological principles of natural selection and the struggle for survival are constantly producing alternation in society.

Population Factors :
Change in the quality and size of the population has an effect on social organisations as well as customs and traditions, institutions, associations etc. Increase and decrease in population, a change in the ratio of men and women, young and old, have an effective relationship. A decrease or increase in the population has an immediate effect on economic institutions and associations. The ratio of men to women in a society affects marriage, family and the condition of women in society. In the same way, the birth and death rates etc. also influence social change.

Environmental Factors :
Geographers have emphasized the impact of the geographical environment on human society. Huntington has given so far as to assert that an alternation in the climate is the sole cause of the evolution and devolution of civilizations and cultures. Even if these claims of the geographers are to be discarded, it cannot be denied that floods, earthquakes, excessive rain, drought, change of season etc. have significant effects on social relationships and these are modified by such natural occurrences.

Psychological Factors :
Most sociologists regard psychological factors as important elements in social change. The cause of social changes is the psychology of man himself. Man is, by nature, a lover of change. He is always trying to discover new things in every sphere of his life and is always anxious for noble experiences. As a result of this tendency, the modes, traditions, customs, etc. of every human society are perpetually undergoing changes.

Question 10.
Discuss the Demographic factors of social change?
Answer:
Population and its impact on social change:
Population plays vital in social change if the population of a country is far ahead of the available resources, the country suppers economic difficulties and poverty. The division of labour which is an important factor of social change is also governed by the population. Normally a society which has less population has more uniformity and increases in population bring about diversity.

In fact, population-like geographical factors play a vital part in social change. Thinkers and economists like Malthus, Sanders etc. have propounded their theories which law down that population plays a vital role in social change. Malthusian theory of population and its impact on social change Malthus has propounded a theory of population which mainly deals with the increase of population, ways to check it, and methods for feeding it.

But along with this theory, this theory also puts forward the effects that population has on social change, Malthus has said that as a result of an increase in population which grows in a natural manner, within 25 years the population which if of a country, due to rise. geometrical proportion shall become double it. On the other hand, the resources and means of livelihood do not rise in geometrical proportion, they rise in mathematical proportion so the rise in population leaves the growth of resources far behind.

This disbalance creates a lot of problems for society. Unless there is a balance between the resources and the population, the society shall have to face a lot of problems. That is why Malthus has pleaded for use of checks for the rise in population. He has said that the population is not checks nature by it Creates certain situation that reduces the population. Due to dis-balance the resources and the population, several problems like hunger, poverty and unemployment etc.

grow they bring about several changes. Malthusian theory suffers from various weaknesses. It fails to recognize the contribution of scientific and technological factors to the growth in resources. Apart from it, the problems of want, hunger unemployment etc. are not the natural colliery to rise in population in many countries where there is proper balancing between the population and the resources but the country suffers from these problems.

Apart from it, this theory fails to recognize the importance of economic factors in checking the population. As a result of the rise in the standard of living, people reduce the number of issues and so the growth of the population is automatically checked. In spite of the weakness of the Malthusian theory, income rates above, the fact can not be denied that population has an impact on social change. Solder and his theory of rise in population and its impact on social change.

This is the theory which is quite different from Malthusian theory. According to this theory, with every new generation, the power of fecundates of the population goes down. By this theory, he tries to prove that with the rise in the social standard, the power of people to produce children and to increase in population goes down. In this manner they try to drive that there is a close relationship between social change and the rise and fall of the density of the population.

Malthus says that with every generation the power of producing children goes down. This theory is not accepted by the modem thinkers but the basic underline idea of the theory that the population is linked with social change is established. Demographic or population factors of social change Having studied these two theories which are even today looked on with respect in regard to a study of population, we can now safely rate the factors that bring about social change.

These factors are as follows.
Effect of excess population on society and the developments in society :
As a result of an excess population, several changes and development take place in society. It creates problems of food, employment education, provision for good need necessities development the responsibility lies on the excess population. Because of this excess population, the benefits of development and the new resources are not fairly utilised and used.

Effect of birth rate and death rate on Social change and social developments :
If due to the rise of the birth rate, the population of a country goes up, society is faced with several problems, similarly if due to a rise in the death rate the number of working hands goes down in a society when society is not able to make ful use of its resources. People are able to take full advantage of the resources of scientific and technological development only when there is balanced birth and death rate.

Composition of population and social change:
By composition of the population, it is meant the composition of various groups, sex etc. in a society if in a society the number of old people is more than the young, the society shall not be able to make progress, On the other hand, in a society, there are very few old persons, that society shall not be able to take full advantage of the women and children, the problems of feeding them brings about various social complications developments and the changes. In other words, it means the composition of the population has an impact on social change.

Population, immigration and emigration:
if the population of a country goes up. At rapid speed and people are faced with various economic problems they migrate form one country to another this creates problems for the society from which migrate and in countries like Australia people of other countries are welcomed while in countries like India it is not possible to welcome addition to the population.

People of countries like Australia want manpower to utilise their resources while countries like India want their populations so balanced that there is close coordination between the population and the resources. All these points go to prove that population and social changes are very much interrelated rise or decline in population has an impact on society and brings about several developments and changes.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Long Answer Questions Part-1.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Long Answer Questions Part-1

Long Questions with Answers

Question 1.
Explain the meaning of education with its definitions.
Answer:
Education is life and life is education. Education is an integral part of human life and it is the basic condition for the development of the whole man. It is a human activity which helps in the prosperity of human beings. Education brings a difference between man and animal, literate and illiterate. Without education, man would be like an animal.

Education is a process, an activity which continues throughout life. From a sociological point of view, education is a lifelong process which starts at the birth of the individual and ends with his death. Education has different meanings interpreted differently by different persons, and professions of life. For example, a parent may consider education as a positive force to enable the child to prepare for life or to earn a name and fame in society.

A teacher considers education for the Newman, a new society and a new nation. To a student education is nothing but the acquisition of knowledge skills and attitudes and passing in the examination to achieve degrees or diplomas. To an Artist, education as a way to love and enjoy the beauty and an Artisan considers education as a means to master a skill.

To a statesman, education is a means to train ideal citizens. So in society, parents, teachers, administrators, engineers, doctors, policemen and other professionals consider education differently. So education has no definite unitary meaning. The learning of socially approved behaviour is the most widely accepted definition of education.

Derivative Meaning of Education:
Education is explained as the art of leading out in which “E” means: out of” and “Duco” means. “I lead”. So education is to draw out: It helps in the intellectual, moral, physical and innate powers and development of man and the child. Education is derived from three Latin terms “Educare”, “Educere” and “Educatum”, The term “Educere” means “to bring up”, “To raise” and “To levate”.

To term “Educare” means “to lead out”, “to draw out”, “to nourish”, and “to flourish” and the third term “Educatum” means “to educate” or train”. So education helps in the social, intellectual, physical, moral, emotional and spiritual development of man. It is the process of innate powers, and development. Both Eastern and Western thinkers have given their opinions differently on the term education with its functions.

Education to Eastern philosophers:

(1)	Rig Veda	To Rig Veda “Education is something in this earth that makes one self-reliant and selfless”.
(2)	Bhagavad Gita	“Nothing is purifying in this world than education”.
(3)	Upanishad	“Education is for liberation”.
(4)	Kautilya	“Education means training for the country, society and love for the nation”.
(5)	Tagore	Education helps in the solution of all our problems.
(6)	Aurovindo	Education is a process whereby one can love for the divine, for the country, for himself and for others.
(7)	Gandhiji	“By Education”, I mean an all-round drawing out of the best in child, with body, mind and spirit”.
(8)	Swami Vivekananda	“Education means the manifestation of the divine perfection”.
(9)	Gopabandhu	“The knowledge gained in the training centre is education”.

Education to Western Thinkers:

(1)	Plato	“Education is a capacity to feel pleasure and pain in the right moment
(2)	Aristotle	“Education is the creation of a sound mind in a sound body”.
(3)	Pcstalozzi	“Education is natural, harmonious and progressive development of man’s innate powers.”
(4)	Froebel	“It is the process by which” the child makes internal-external”
(5)	Socrates	“Education is a process which brings out universal validity which is latent in minds of everyone”.
(6)	John Dewey	“Education is the process of continuous reconstruction of experiences”.
(7)	John Ross	“Education aims at a personality development and spiritual consciousness of man”.
(8)	Herbert Spencer	“Education is complete living”.

Narrow Meaning of Education:
In a narrow sense, education is linked with schooling and ends when the child leaves the educational centre. It emphasizes classroom teaching, linked within the four walls of the classroom and bookish knowledge. No external influence is there and no experience is there. There is no importance on external experience or knowledge, It is limited to four walls of the classroom only. It is a systematic pre-planned process.

Wider Meaning of Education:
In a broader sense, education helps with growing and development of the child. A child’s life is filled with external experiences. The child gets a chance to mix with the outside world. Along with curricular activities, co-curricular social activities, attitudes, and social qualities develop. The character is modified, and the behaviour is changing. Constant interaction with the environment results in the modification of human behaviour. In a wider sense, education is life and life is education.

Question 2.
Discuss Education as a process a social process.
Answer:
Education is a process which continues throughout life from birth to death. Brown considers that education is a consciously controlled process whereby changes in behaviour are produced in the person and through the process within the group. Here, a consciously controlled process is meant for external control.

This means that through the educational process the changes in the behaviour of the person are brought about not only by the internal forces but by the external forces which are latent in the environment like getting when a child learns any activity on his dress, eating food with his own hands etc. The environment and the child’s close relations are the key figures in the learning process.

The educational process is a social process from a specific point of view. The innate powers of the child get motivated due to the social environment and the child begins to learn a change in his behaviour. This, in fact, is education. There are many aspects of social interaction that make for more effective participation in the total process of social interaction whether in terms of social, economic, health or any other socially desirable value in education.

In this way, education is a process which occurs by itself, due to social interaction and social motivation. The process is helpful in the progress of society and encourages social institutions. From an educational sociology point of view in the study of social relations. In the past, the process of education was bipolar. There was a direct interaction between the teacher and the teacher and textual knowledge is gained.

But with the interaction of teacher, taught and environment social interaction is possible and greater experienced learning takes place. In tri-polar process of education is experience gained by social process from the environment: So education is a social process. This is also a social interaction process. In all social changes and social cohesion, social mobility is the result of social interaction. There are a large number of social factors which bring social change such as technological factors. So education is a social process and the child educates himself within the social environment.

Question 3.
Discuss the social aims of education.
(or)
How far it is applicable to the social development of man? Explain.
Answer:
The aims of education are social and individual. Individual aims of education are aimed at individual development. The educational aims tend to lay stress on the growth of social values, and social attitudes of men, and individuals.

Society Education :
Education is an integral part of society which takes place in the interaction of individuals with groups and entire cultures. It brings a change in the behaviour of man. Education through its social process or instructions tries to modify society and the behaviour of the individual and society. Education and society are interrelated. The chief aim of education is to socialize men.

Education as a Social Process:
Man is a social being who dwells in society, and grows in society. The growing and thinking for a vast complex of interaction and relations. Right education helps the child to adjust himself to the social environment. Through education the child is able to develop reasoning in social relations and cultivates social awareness, social virtues and social sensitiveness, The social reconstruction takes place in the adjustment, Through education society can formulate its own purpose and organise its means and resources.

School as a Society in Miniature:
The school can be considered a society in miniature. Varied experiences are to be provided for the child so that in his own way he is prepared to live. Activities leading to his child’s emotional, aesthetic, intellectual and physical development must find an equal emphasis with the school.

Continuous Reconstruction of Experiences:
To John Dewey, education is the continuous reconstruction of experiences, It is the development of all those capacities in the individuals which will enable them to control their environment and pupils has possibilities. It helps in the transmission of experiences. The experience of an individual involves a situational context, that is not spatial and temporal but continual. So continuous reconstructions of experience give a more socialized value. Every generation inherits experiences from the last generation’s participation in changing situations. So activities also undergo changes accordingly.

Merits of Social Aims:
Society or state is essentially needed for the individual without a state peace, security tranquillity, and justice can not be maintained Thus, individuals should be prepared to maintain society’s state even at cost of their life. When an individual child comes from his/ her mother’s word he/she comes with certain raw instincts.

But it is through the magic of the social environment that he develops into a normal social human being. That’s why the social aim of education should be emphasized. Raymont says, “An isolated individual is a figment of imagination. Hence, individuals make society stable and well-organised. Culture and civilization are intimately related to each other.

They are bom and developed in society. It is the responsibility of every citizen to serve society to develop both. The extreme social aim of education neglects the individual’s freedom and it develops narrow nationalism, The extreme social aims of education neglect the individual’s freedom and the individual are neglected.

Question 4.
Explain the individual aims of education. Too many individual aims of education are not desirable Why? Explain.
Answer:
In a narrow sense the individual aim is known as self-expression and in a broader sense education should develop in the individuality of a child, by individual aims of education we mean, not the individual development only but both the individual and society. Individual aims of education directly benefit the individual. The importance is given to an individual’s capacity to earn his livelihood, fulfilling his own and his family’s needs.

The second objective is the development of the individual. The individual can fulfil the complexities of life. Individual aims of education have their own merits and limitations. Firstly, the individual instincts and inherent tendencies. Every child differs from every other in respect of Colour, a form of interest, mental abilities, intelligence, thinking etc. The aim of education is to develop each child in conformity with his special abilities.

The success of life depends upon the development of this kind. It is believed that education must seek to develop individual abilities and education becomes child-centred. Progressivists supported the individual aims of education. According to T.P. Nunn, the progress of the world is rooted in the development and progress of the individual personality. The individuals have contributed to their special abilities.

Nothing good enters into the human world except in and through the free activities of individual men and women and so the aim of education is to develop individual men and women. To Rousseau, Pestalozzi, Froebel and T.P. Nunn, individuality is the ideal of life. Democrats supported the importance of individual aims of education. Democracy gives stresses the freedom of the individual.

Democracy aims at providing the greatest freedom and equality to all individuals and the state should make special arrangements for the education of the backward, orphans and physically handicapped. Individual aims of education are not free from criticism. Individual aims provide sufficient freedom to individuals as a result society is neglected.

Unrestricted freedom leads to indiscipline, conflict, and tension which promotes social disintegration. Individual aims of education neglect the moral values of children. It emphasizes the individual differences of the children. It is difficult to develop love, sympathy, sacrifice, service, cooperation, brotherhood and moral values among children. Due to much emphasis on individual aims society is neglected.

Question 5.
Discuss the vocational aims of education and its merits.
Answer:
The basic need of a man is food, clothing and shelter. If education does not enable us to provide these basic needs, the education of Oil industrialisation and mechanisation and emphasis is given to vocational education. Different commissions put stress on vocational education at secondary and higher secondary stages of education. Emphasis is given to vocational education which is known as the bread-and-butter aim of education.

It aimed at fulfilment of his basic needs. Hence, educationists emphasized, the vocational aim of education so that he would be able to solve economic problems without any difficulty. It is the economic self-sufficiency of a person. which makes him a worthy and contributing person. So education should prepare the child for future vocations. Now the vocational aim of education has become very essential.

Merits of Vocational Aims:-
The merits of vocational aims of education are as follows:
A person who is trained in vocation develops confidence, and self-assurance, He knows that he will not be a drag on society, and he feels that he is not a parasite or dependent on others. Vocational education not only benefits the individual but also leads society towards greater prosperity, and industrial advancement. Vocational education is very necessary for school-going children.

Such children lose, interest when made to perform academic tasks which are beyond their understanding, but they indicate a keen interest in making things and in acquiring manual and physical skills. Vocational schools and poly technique schools for such students have proved immense value in the educational systems all over the world. Vocational aim results in the creation of more doctors, engineers and technicians of high calibre who lead their country towards prosperity.

Question 6.
Discuss the democratic aims of education.
Answer:
The political system in a country is reflected in the educational system. It means democracy can never be successful without education. Whenever democracy becomes unsuccessful has been because of education. In a democracy, the government is composed of the elected representation of the people and if the people are uneducated they can never elect the right leaders we cannot hope for a good democracy to prevail.

Democratic government demands educated people. Education can generate and instil the qualities that democracy demands. The aim state is to achieve the highest moral level and this can be reached through education alone. Democracy aims at the round development of personality. The success of a democratic society also depends upon mature men and women.

A mature personality has gone through physical, mental, social, ethical and spiritual development. Hence education should aim at the development of all aspects of personality through various kinds of training. Education in a democracy must create a democratic personality. It discovers individual potentialities and enables them to realize and utilize the facilities provided to the individuals.

It must equip the individual with the power of judgement and scientific thinking. The Secondary Education Commission has remarked that democracy aims at developing some vocational skills in education. No nation can progress in the absence of economic development. The first and foremost duty of the state is to provide a system and means of education which imparts some vocational skills to education so that they can earn their livelihood as well as they can contribute to the nation’s economic prosperity.

The success of democracy depends largely upon the people’s awareness of their rights and duties and the extent to which people fulfil their responsibilities. Education aims at developing this ability in people. Democracy aims at inculcating the individual spirit of tolerance. The individual’s personality and emotional balance are needed. The important aim of education is to develop leadership.

The success of democracy depends on the capabilities of the leadership. In a decentralised government, there is a need for skilled leadership at different levels of administration. Democratic government run by the elected representatives of the people needs expert leadership for the development and progress in every sphere political, economic, social, scientific and cultural. Education should aim at evoking such leadership because without doing this, education cannot make any contribution to democracy.

Question 7.
Bring a synthesis between individual vs. Social aims of education.
Answer:
For better development of individuality and improvement of society, there is a need for a synthesis between the two ‘aims The individual aim if stressed greatly, will produce against, while the extreme emphasis on social aim will create suppressed personalities. Therefore the extreme form of either of them should be avoided.

If we examine both aims dispassionately, we shall find that neither the individual nor the society can exist without each other. Both individual and society are the two parts of a coin. Society is formed with the aggregate of individuals and individuals cannot exist without society. The individual is the product of society, while society finds its advancement in the development of the individual member.

It must be admitted that, the individual cannot develop in a vacuum. He is a social animal. In all walks of life, he is influenced by all who surround him. He can not escape the cultural influences of society. These influences shape the personality makeup of man. His potentialities are stimulated by environmental forces. Therefore, individuality cannot and should not be emphasized by neglecting general human ideals.

In the words of Sir- John Adams.”Individuality requires a social medium to grow, without Social contract we are not human.” Thus, both schools, of thought have made valuable contributions to the art and science of education. The school should try to develop the individuality of children through social contacts and social control, with maximum possible freedom for individuals.

Individuality is not a private possession but is the means through which real good can enter the world. The good of all is the good of each! So the real aim of education may be defined as the highest development of the individual as a member of society. Therefore, we may conclude by saying that the individual and the society may both be regarded as equally important neither of the two being absolutely independent of the other.

Instead of being regarded as isolated entities the individual and the society should be considered as functionally related to each other, the individual acting on the society and the society, re-acting on the individual. The personality of the individual has to be developed, but this cannot be done in. isolation. The individual personality is essentially a product of the interaction between the individual and society.

The claims of the individual as well as the society are equally important. The individual has the right to live on his own, according to one’s needs and desires fie, and must have the freedom to develop himself according to his potentialities and capacity. But his freedom must have its limits. Freedom cannot be allowed to degenerate in science because the right of freedom of everybody has to be protected.

It is here that society and the state should see that the freedom of every individual is safeguarded. But the state should not go beyond this. The state or the society should not curb the freedom of the individual to such an extent that his very growth and development is thwarted. On the other hand, the state should do everything possible to promote the happiness and welfare of each and every member of society.

Individuals should think it is their sacred duty to Work for the welfare and progress of the whole of society. Both the individual and society should work for a common objective. Both have their own sphere of action and work and they should not try to cross the boundaries of their own jurisdiction. In this way, their rate will be complementary to each other and the individual, as well as the society, will grow and develop simultaneously.

Question 8.
Discuss the scope of education.
Answer:
Scope refers to the extent, broad range, comprehensive and variety of learning experiences. So scope means, the extent of the study, range of view, outlook, application, effectiveness and operation. From this education should concern with the whole man. Education is life itself. Its scope is very wide as the whole world, as long as the history of mankind. The following subject matters included the scope of education.

Philosophy of Education:
The philosophy of education is one of the oldest disciplines. Plato devoted his attention to the- nature and content of education. Philosophy and education are related to flowers and fragrances. Philosophy determines all the aspects of education-nature of education, curriculum, method of teaching, nature of textbooks, nature of discipline, evaluations, role of the teacher, school/organisation etc. and education makes them practical. So philosophy and education are interrelated.

Educational Sociology:
To Prof Ottaway, Education can be studied from many different points of view. What is called the sociology of education? Education is an activity which goes on the society. Hence, its aims and methods depend on the nature of the society in which it functions. The sociology of education is the study of the relationship between education and society. It is a social study. Since the method is scientific, it is accepted as a branch of social science. This branch of education deals with the aims of education, methods of teaching, administration and supervision, and cultural and religious forces of the society in which they take place.

Educational Psychology:
The child is the central point of education. Education is organised according to the potentialities, developmental level, interests and aptitudes. Educational psychology helps in understanding the child, his nature, interests, abilities, attitudes, power of memory, thinking, imagination, learning habits and personality, learning process and conditions which influence the learning situation.

History of education:
The history of education also comes under the scope of education. By the help of this we understand the gradual development of education, during different periods of history. It also helps us to find a suitable system of education, for the changing needs of our society. It recalls of the past and consciousness for the present and future.

Comparative education:
Comparative education helps us to modify, reform, reorient and improve an educational system. It is the study of a cross-cultural comparison of the structure, operation methods and aims of achievement of various educational systems and practices of the different countries of the world.

Problems and issues of education:
Educational problems and issues are found in the methods of solving these problems. Some of the important problems like vocationalisation of education, problems of population education, non-formal education, y adult education development of a national system of education, religious and moral education, national integration, medium of instruction, improvement of examination system etc. Education cannot achieve progress unless k. studies the problems and finds out their solutions.

Educational Administration and Organisation:
In educational administration and organisation, we study topics like the role of central and state govt, in education, how to build and equip schools, how to organise co-curricular activities how to maintain discipline, how to classify evaluation and promote educational and vocational guidance, how to keep records, how to organise the library, how to frame time table are under the scope of education.

The technique of teaching:
The technique of teaching is also included in the scope of education. The most useful methods are employed in teaching-learning. In order to make education effective we are to study and use various techniques of teaching and learning.

Question 9.
Discuss the Nature of Education.
Answer:
The Nature of Education is as follows:

Education is growth:
Growth is the characteristic of life which- begins from birth and continues till the end of life. It is the result of the constant interaction of the organism with the environment. Experiences result from the natural interaction between the organism and its environment and learning take place in the organism. The entire process of growth and development resulting from learning is called education.

Education is the direction:
Education directs the capacities, attitudes, interests and urges, needs, instincts, tendencies etc. of the individual into the most desirable and socially accepted channels.

Education is an Art of Training:
Education is a conscious purpose to train children to fulfil the responsibilities of adult life. True education is the training of the individual to discriminate between good and evil. It is the training of the intellect, body and mind, training of cooperation, love and sympathy.

Education is influence:
Education is the influence of the environment upon the individual in order to bring about healthy change in his habits of the behaviour of thought and attitude. Through such influences, he develops those capacities which enable him to control influence and to adjust to his environment realise the possibilities and fulfil them in a socially desirable manner.

Education is the modification of behaviour:
Education changes instinctive behaviour into human behaviour. It gives a new shape to the child. Education helps this child to know the world. It enables him what he is and what he is not.

Education is a continuous reconstruction of experience:
Education has been defined as growth which is a process of transformation from the order to the new order of life. It reorganises experiences to make the child relevant to the need of life and in the process, the individual and the society grow. New ideas, new values, new attitudes and new interests develop from new experiences and the dynamism of life.

Question 10.
Discuss the process of education.
Answer:
The process of education is as follows:

Education is a lifelong process:
Education is a lifelong process and there is no end to education. It starts right from the cradle and ends in the graveyard. Education is not confined to a definite place or environment. The task of imparting education can not be limited to some definite persons like teachers or instructors. At every moment of one’s life, there are situations that provide a learning experience. Thus education is life and life is education.

Education-A.Bipolar process:
Adams in his book “Evolution of Educational. Theory” has advocated education as a bipolar process and that bipolar education has two poles. In his words – “There must always be a teacher or educator pole and a pupil or educand pole and pupil or educand pole”. We should not think of education with one pole. Thus, in the process of education, Moliere is the interaction between the teacher and the child.

The teacher tries to mould and modify the behaviour of the child so that he later” develops his personality to the full. In this way, with the active cooperation of the teacher and the child the processor’s education goes on smoothly and effectively.

Education-A tri-polar process:
Sir, A.E. Adamson proposed this tri-polar process, the theory of education. This is the modem concept of education, It is maintained that all education is taking place in the society or social environment. The total environment of the child becomes the basic source of education. John Dewey, says that education is not a bi-polar process but it is a tripolar process.

John Dewey recognises the importance of the psychological side, which includes the study of the child’s needs, interests, capacities, and talents. He has also laid great stress on the sociological side. He believes that society plays a vital role in this process of education. When the child participates in the social situation and there is an interaction between him and the social environment. So the third pole is the social environment or social fillies. Thus, the Tripolar process involves three things:

• the teacher
• the taught
• the social environment.

Education-A dynamic process:
Education is not confined to certain fixed rules and regulations. It is a dynamic process. It includes all the aspects of this fast-changing world, It is this dynamic aspect of education, which enables the individual to face future problems of life.

Education-A deliberate process:
The process of education is not only conscious but also deliberate. The educator is fully aware of the fact that his aim is to develop the personality of the child along definite lines through the modification of his behaviour.

Education-A psychological and sociological process:
According to the psychological aspect of the process, the educator. must understand the nature, interests, capacities and limitations of the child. A sociological aspect implies that the educator must also interpret the endowments of the child in a social setting.

Question 11.
Discuss the aims of Secondary Education.
Answer:
Since the inception of the modern education system in the country, the aim of education has undergone great changes. However, the aims of secondary education can be discussed in the following manner.

Development of democratic citizenship:
India is a democratic country which needs efficient citizens for smooth functioning. Education should shoulder the responsibility of providing training to children in democratic citizenship. Democratic citizenship involves many intellectual, social and moral qualities. It should develop the capacity for clear thinking and receptivity to new ideas.

It should bring about the development of all the innate capacities of the child. It should cultivate in the children an openness of mind and heart so that they become capable of entertaining of the diversities in various fields. It should include a true spirit of world citizenship in the children.

Improvement of vocational efficiency:
Our present national situation demands that the productive or mechanical and vocational efficiency of our students should be increased. This involves an appreciation of the dignity of work as well as the realization of that self-fulfillment and national prosperity is only possible through work. There is also a need to promote technical skill and proficiency so as to provide trained and efficient personnel to work out a scheme of industrial and technological advancement. This is possible through a diversified curriculum at the secondary stage.

Development of personality:
The students should be trained to appreciate their cultural heritage and to contribute in later life, to the development of the heritage. The pupil’s whole personality, emotional life, social impulses, constructive talents, his artistic talents etc. are to be looked after by education. It is therefore recommended that the curriculum should include subjects like art, craft, music, dancing and the development of hobbies which will be in the development of the whole personality of the students.

Education for leadership :
For a democracy to function successfully requires that all its people should be trained to discharge their duties and responsibilities efficiently. This involves training in discipline as well as leadership. Primary education will inculcate the capacity for discipline work in the pupils whereas university education will train leadership at the highest level in different walks of life. The special function of Secondary education is to train personnel Who Will be able to assume the responsibility or leadership in the social, political, industrial and cultural fields, in their small own group or community of locality.

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 4 Process, Stratification and Change Objective Questions.

CHSE Odisha 11th Class Sociology Unit 4 Process, Stratification and Change Objective Questions

Multiple Choice Questions With Answers

Question 1.
Who defines “Social process refers to the repetitive terms of behavior which are commonly sound in social life”?
(a) M. Ginsberg
(b) Horton and Hunt
(c) A. W. Green
(d) Maclver
Answer:
(b) Horton and Hunt

Question 2.
Does the associative social process work for the _____?
(a) Disintegration of society,
(b) Organisation of society,
(c) Integration of society.
Answer:
(c) Integration of society.

Question 3.
Does the dissociative social process work for the ______?
(a) Integration of society.
(b) Disintegration of society.
Answer:
(b) Disintegration of society.

Question 4.
The term co-operation is derived from _______?
(a) French word.
(b) Greek word.
(c) Latin word.
Answer:
(c) Latin word

Question 5.
Who said that “Co-operation is the continuous and common endeavor of two or more persons to perform a task or to reach a goal that is commonly cherished?
(a) A. W. Green
(b) Wilson
(c) Fairchild
(d) Maclver
Answer:
(a) A. W. Green

Question 6.
Tilling the fields together is an example of ______?
(a) Indirect co-operation
(b) Direct co-operation
(c) Secondary co-operation
Answer:
(b) Direct cooperation.

Question 7.
When people do different tasks towards a similar goal we call it _______?
(a) Direct co-operation
(b) Indirect co-operation
(c) Primary co-operation
Answer:
(b) Indirect co-operation

Question 8.
Which of the following is a characteristic of cooperation?
(a) Impersonal process
(b) Personal process
(c) Indirect co-operation
Answer:
(b) Personal process.

Question 9.
Co-operation found among the members of a political party is an example of a?
(a) Primary co-operation
(b) Secondary co-operation
(c) Direct co-operation
Answer:
(b) Secondary co-operation

Question 10.
When two political parties of different ideologies cooperate among themselves to defeat the third party it is an example of?
(a) Primary co-operation
(b) Secondary co-operation
(c) Tertiary co-operation
(d) Direct co-operation
Answer:
(c) Tertiary co-operation

Question 11.
Who opines “Competition is an interaction without social contact”?
(a) Horton and Hunt
(b) Maxwell
(c) Biesonz
(d) Park and Burgess
Answer:
(c) Biesonz

Question 12.
Which one of the following is the characteristic of competition?
(a) Conscious activity
(b) Intermittent process
(c) Governed by norms
Answer:
(c) Governed by norms

Question 13.
When people compete to achieve higher status, we call it?
(a) Economic competition
(b) Social competition
(c) Educational competition
Answer:
(b) Social competition

Question 14.
The competition found in the process of production distribution and consumption is?
(a) Political competition
(b) Cultural competition
(c) Economic competition,
Answer:
(c) Economic competition

Question 15.
When two political parties compete for the power it is called?
(a) Political competition
(b) Economic competition
(c) Social competition
Answer:
(a) Political competition

Question 16.
Competition between Aryans and Dravidians is an example of a?
(a) Social competition
(b) Cultural competition
(c) Economic competition
(d) Political competition
Answer:
(b) Cultural competition

Question 17.
Competition between white and black is an example of a?
(a) Racial competition
(b) Cultural competition
(c) Social competition
(d) Political competition
Answer:
(a) Racial competition

Question 18.
Who opines “Conflict is the deliberate attempt to oppose, resist or coerce the will of another or others”?
(a) Maclver
(b) A.W. Green
(c) Herton and Hunt
(d) GillinandGillin
Answer:
(b) A. W. Green

Question 19.
Who defines “Conflict as the total social process in which individuals or groups seek their ends by directly challenging the antagonists by violence or threat of violence”?
(a) A. W. Green
(b) Horton and Hunt
(c) GillinandGillin
(d) Ogburn
Answer:
(c) Gillin and Gillin

Question 20.
Which of the following is a characteristic of conflict?
(a) Conflict is impersonal
(b) Intermittent process
(c) Unconscious activity
Answer:
(b) Intermittent process

Question 21.
Who mentioned about four forms of conflict such as war, feud, litigation, and conflict of impersonal ideals?
(a) Maclver
(b) George Simmel
(c) K. Davis
(d) Ogbum
Answer:
(b) George Simmel

Question 22.
When one participant in conflict attempts to destroy another it is called a?
(a) Episodic conflict
(b) Terminal conflict
(c) Continuous conflict
Answer:
(b) Terminal conflict

Question 23.
The conflict regulated by rules is known as a?
(a) Terminal conflict
(b) continuous conflict
(c) Episodic conflict
Answer:
(c) Episodic conflict

Question 24.
The conflict which takes place among the members of some group is called?
(a) War
(b) Feud
(c) Litigation
(d) Racial conflict
Answer:
(b) Feud

Question 25.
When individuals fight not for themselves but for an ideal we call it is?
(a) Conflict of impersonal ideals
(b) Litigation
(c) Episodic conflict
(d) Work
Answer:
(a) Conflict of personal ideal

Question 26.
Conflict graded on physical differences is called a?
(a) Social conflict
(b) Racial conflict
(c) War
(d) Feud
Answer:
(b) Racial conflict

Question 27.
The conflict that arises among different nations is known as?
(a) National Conflict
(b) International conflict
(c) State conflict
(d) War
Answer:
(b) International conflict

Question 28.
When an individual or group does not express their feeling of conflict it is?
(a) Patient conflict
(b) Manifest conflict
(c) Personal conflict
(d) War
Answer:
(a) Patient conflict

Question 29.
Conflict among classes with different interests is ______?
(a) Economic Conflict
(b) Class conflict
(c) War
Answer:
(b) Class conflict

Question 30.
The end of conflict opens the way for ________?
(a) Competition
(b) Co-operation
(c) Accommodation
Answer:
(c) Accommodation

Question 31.
Which one is the end result of conflict?
(a) Co-operation
(b) Assimilation
(c) Accommodation
Answer:
(c) Accommodation

Question 32.
Which is not an associative process?
(a) Accommodation
(b) Assimilation
(c) Competition
(d) Co-operation
Answer:
(d) Co-operation

Question 33.
Which one is not a dissociative process?
(a) Co-operation
(b) Competition
(c) Conflict
Answer:
(c) Conflict

Question 34.
What type of process is cooperation?
(a) Universal
(b) Impersonal
(c) Unconscious
Answer:
(a) Universal

Question 35.
Which of the following is not associated with the competition?
(a) Conscious
(b) Impersonal
(c) Continuous
Answer:
(b) Impersonal

Question 36.
What type of process is conflict?
(a) Unconscious
(b) Intermittent
(c) Impersonal
Answer:
(c) Impersonal

Question 37.
What is the meaning of social stratification?
(a) Social hierarchy
(b) Universal system
(c) Ranking in society
(d) Simple society
Answer:
(d) Simple society

Question 38.
“The process by which individuals and groups are ranked in a more or less in during hierarchy of states is known as stratification”. Who defines this?
(a) Gisbert
(b) Ogbum and Nimkoff
(c) Lundberg
(d) Melvin M.Tunin
Answer:
(b) Ogbum and Nimkoff

Question 39.
“Social stratification is the division of society into permanent groups of categories linked with each other by the relationship of superiority and subordination”. Who defines?
(a) Gisbert
(b) M. Tunin
(c) Lundberg
(d) Ogbum
Answer:
(a) Gisbert

Question 40.
“A stratified society is one marked by inequality by differences among people that are evaluated by them as being lower and higher”?
(a) Lundberg
(b) W. Murry
(c) Ogbum
(d) Tumin
Answer:
(a) Lundberg

Question 41.
“Sociafstratification is a horizontal division of society into high and lower society units”?
(a) Ogbum
(b) Raymond W. Muny
(c) Gisbert
(d) Tumin
Answer:
(b) Raymond W. Murry

Question 42.
Social stratification is _______?
(a) Obiquitious
(b) Privileges
(c) Differentiation
(d) Societies
Answer:
(a) Obiquitious

Question 43.
Stratification is simply a process?
(a) Interaction
(b) Hierarchy
(c) Interaction of differentiation
(d) Differentiation.
Answer:
(c) Interaction of differentiation

Question 44.
Does stratification tend to perpetuate these differences in ________?
(a) Status
(b) Stage
(c) Process
(d) Role
Answer:
(a) Status

Question 45.
Stratification in society, sorted and classified into groups?
(a) Class and Gender
(b) Caste, Class, and Gender
(c) Caste, Class
(d) All of the above
Answer:
(b) Caste, Class, and Gender

Question 46.
In the caste system occupation is _______?
(a) Fixed
(b) Charging
(c) Discontinue
Answer:
(a) Fixed

Question 47.
The word caste owes in origin to which word?
(a) French
(b) Greek
(c) Spanish
Answer:
(c) Spanish

Question 48.
Status in the caste system is _______?
(a) Ascribed
(b) Achieved
(c) none of the above
Answer:
(a) Ascribed

Question 49.
Marriage in the caste system is _______?
(a) Enogamous
(b) Endogamous
(c) None of the above
Answer:
(b) Endogamous

Question 50.
“When a class is somewhat strictly hereditary, we may call it a caste”?
(a) Risely,
(b) A. W, Green
(c) C.H.Cooly
(d) Maclver and Page
Answer:
(b) A. W. Green

Question 51.
Warmer and Lunt had not given me the following classification of classes?
(a) Lower-lower class
(b) Capitalist class
(c) Upper-middle class
Answer:
(b) Capitalist class

Question 52.
“Unstratified society with a real equality of its members is a myth which has never been realized in the history of mankind”?
(a) Maclver
(b) Tumia
(c) Sorpkim
Answer:
(c) Sordkim

Question 53.
The process which aims to destroy the opponent is called?
(a) competition
(b) Conflict
(c) Co-operation
Answer:
(b) Conflict

Question 54.
Which among the following is based on direct cooperation?
(a) Parliament
(b) Family
(c) General Assemble
(d) Government
Answer:
(b) Family

Question 55.
Which one of the following does not involve secondary cooperation?
(a) Teacher-student relations
(b) Industry
(c) Religious organization
(d) Trade union
Answer:
(a) Teacher-student relations.

Question 56.
Which of the following is a disjunctive social process?
(a) Assimilation
(b) Competition
(c) Integration
(d) Co-operation
Answer:
(b) Competition

Question 57.
The essential element of cooperation is that _______?
(a) People should belong to some nation.
(b) People should work under some roof.
(c) People should work together to gain a common end.
(d) People should progress some religious faith.
Answer:
(c) People should work together to gain a common end.

Question 58.
Which of the following statement is not true?
(a) Competition is the result of to struggle for existence.
(b) Competition is an impersonal struggle.
(c) Competition is an unconscious activity.
(d) Competition does not care for social norms.
Answer:
(d) Competition does not care for social norms.

Question 59.
The organizational trend today is towards?
(a) More co-operation
(b) More competition
Answer:
(b) More competition

Question 60.
Which of the following statement is not true?
(a) Competition is conducive to progress.
(b) Competition is a source of motivation.
(c) Competition is a prerequisite to social progress.
(d) Competition believes in achieved _ status.
Answer:
(c) Competition is a prerequisite to social progress.

Question 61.
Which of the following is not a characteristic of conflict ______?
(a) Conflict is universal
(b) Conflict lacks continuity
(c) Conflict is a conscious action
(d) Conflict is an impersonal activity.
Answer:
(d) Conflict is an impersonal activity.

Question 62.
Which one of the following is not a form of conflict?
(a) War
(b) Feud
(c) Litigation
(d) Examination
Answer:
(d) Examination

Question 63.
The conflict between capitalists and workers is an example of _______?
(a) Personal conflict
(b) Class conflict
(c) Racial conflict
(d) Political conflict
Answer:
(b) Class conflict

Question 64.
Hindu and Muslim riots are an example of _______?
(a) Personal conflict
(b) Corporate Conflict
Answer:
(b) Corporate conflict.

Question 65.
Co-operation is crossed by conflict is the famous statement of ________?
(a) Maclver
(b) Cooley
(c) Comte
(d) GillinandGillin
Answer:
(a) Maclever

Question 66.
Does social change refer to change in _______?
(a) Obsess
(b) Value system
(c) Habitation pattern.
(d) Food habits
Answer:
(b) Value system

Question 67.
Who among the following has analyzed the process of social change in terms of fluctuation between the cultural mentalities such as identical, idealistic, and sensate?
(a) O. Spengler
(b) L.Wirth
(c) P. Sorokin
(d) A.Toyntee
Answer:
(c) P. Sorokin

Question 68.
Who defines social change in the following way “By social change is meant only such alternation as occur in social organization that is in the structure and functions of society”?
(a) Jones
(b) K. Davis
(c) Maclver
(d) Ogburn
Answer:
(b) K. Davis

Question 69.
Who defines “Social change as variations from the accepted modes of like”?
(a) GillinandGillin
(b) Comte
(c) Marx
(d) Weber
Answer:
(a) Gillin and Gillin

Question 70.
Who defines “Social change as a term used to describe variations in or modifications of any aspects of social processes social patterns, social interaction of social organization”?
(a) K. Davis
(b) P. Sorokin
(c) Jones
(d) M. N. Srinivas
Answer:
(a) K. Davis

Question 71.
Who of the following sociologists views social change and culture change as one?
(a) GillinandGillin
(b) Maclever and Page
(c) K. Davis
Answer:
(a) Gillin and Gillin

Question 72.
Which of the following view that social change is different from cultural change?
(a) P. Sorokin
(b) GillinandGillin
(c) K. Davis
(d) Maciver and Page
Answer:
(d) Maclver and Page

Question 73.
Which of the following says that cultural change is broader than social change?
(a) Ogbum
(b) Max Weber
(c) Jones
(d) K. Davis
Answer:
(d) K. Davis

Question 74.
Which of the following introduced the concept of cultural log?
(a) W. F. Ogbum
(b) O. Spengler
(c) Maclver
(d) K. Davis
Answer:
(a) W. F Ogburn

Question 75.
Which of the following is the characteristic of social change?
(a) Social change is related to time.
(b) Social change takes a particular form.
(c) Social change is intermittent.
(d) Social change is caused by a single factor.
Answer:
(a) Social change is related to time.

Question 76.
Who divided the culture into material and non-material types?
(a) M. N. Srinivas
(b) W.F. Ogburn
(c) T.R. Mathus
(d) E.S. Bogardus
Answer:
(b) W.F. Ogburn

Question 77.
What is cultural change?
(a) Change in social organization,
(b) Change in social relationships.
(c) Change in housing
(d) Change in art, science, literature, and values.
Answer:
(d) Change in art, science, literature, and values.

Question 78.
Which of the following speaks about social selection?
(a) OgbumandNinkoff
(b) Maclver and Page
(c) C. Dawin
Answer:
(a) Ogburn and Ninkoff

Question 79.
What is technology?
(a) Use of ox in tilling the land.
(b) Use of inanimate power in production
(c) Use of animate power in production
Answer:
(b) Use of inanimate power in production

Question 80.
Does exogenous social change refer to______?
(a) Change due to external factors
(b) Change due to internal factors
Answer:
(a) Change due to external factors

True & False Type Questions With Answer

Question 1.
Competition is an example of an associative social process.
Answer:
False

Question 2.
Competition is an example of a dissociative social process.
Answer:
True

Question 3.
Does the associative social process work towards the integration of society?
Answer:
False

Question 4.
Does the associative social process work towards the integration of society?
Answer:
True

Question 5.
Competition is a personal struggle.
Answer:
False

Question 6.
Competition is an impersonal struggle?
Answer:
True

Question 7.
Competition is an interaction with social contact.
Answer:
False

Question 8.
Competition is interaction without social contact.
Answer:
True

Question 9.
Conflict is the unconscious attempt to oppose, resist or. coerce the will of another?
Answer:
False

Question 10.
Conflict is the deliberate attempt to oppose, resist or coerce the will of another.
Answer:
True

Question 11.
When cooperating individuals do like things we call it indirect cooperation.
Answer:
False

Question 12.
When cooperating individuals do like things we call direct cooperation?
Answer:
True

Question 13.
The term co-operation is derived from the Greek word ‘Co’ and ‘operator’.
Answer:
False

Question 14.
The term co-operation is derived from the Latin word ‘co’ and ‘operator’?
Answer:
True

Question 15.
When cooperating individuals do dissimilar things it is called direct cooperation.
Answer:
False

Question 16.
When cooperating individuals do dissimilar things it is called indirect cooperation.
Answer:
True

Question 17.
Co-operation found among the members of the family is called ‘ Secondary co-operation?
Answer:
False

Question 18.
Cooperation found among the members of the family is called primary cooperation.
Answer:
True

Question 19.
When people cooperate among themselves to meet a particular situation it is called secondary cooperation.
Answer:
False

Question 20.
When people cooperate among themselves to meet a particular situation it is called tertiary cooperation.
Answer:
True

Question 21.
Competition is an intermittent process.
Answer:
False

Question 22.
Competition is a continuous process.
Answer:
True

Question 23.
Competition is interaction without social contact is the definition given by Biesanz?
Answer:
False

Question 24.
Competition is interaction without social contact is the definition given by Park and Burgess?
Answer:
True

Question 25.
The competition that occurs between cultural groups is called social competition.
Answer:
False

Question 26.
The competition that occurs between cultural groups is called cultural competition.
Answer:
True

Question 27.
Conflict is an unconscious and impersonal process.
Answer:
False

Question 28.
Conflict is an unconscious and personal process.
Answer:
True

Question 29.
A conflict is an extreme form of the associative social process.
Answer:
False

Question 30.
Conflict is an extreme form of the dissociative social process.
Answer:
True

Question 31.
The conflict which is regulated by rules is known as terminal conflict.
Answer:
False

Question 32.
The conflict which is regulated by rules is called episodic conflict.
Answer:
True

Question 33.
Conflicts in which one participant attempts to destroy another is known as episodic conflict.
Answer:
False

Question 34.
Conflicts in which one participant attempts to destroy another is known as terminal conflict.
Answer:
True

Question 35.
A judicial form of conflict is known as a feud.
Answer:
False

Question 36.
A judicial form of conflict is known as litigation.
Answer:
True

Question 37.
Four terms of conflict such as war, feud, litigation, and conflict of impersonal ideals are mentioned by Ogburn.
Answer:
False

Question 38.
Four terms of conflict such as war, feud, litigation, and conflict of impersonal ideals are mentioned by George Simmel.
Answer:
True

Question 39.
When conflict ends accommodation ends.
Answer:
False

Question 40.
When conflict ends accommodation begins.
Answer:
True

Question 41.
Does accommodation refer to a process of biological adjustment?
Answer:
False

Question 42.
Does accommodation refer to a process of social adjustment?
Answer:
True

Question 43.
Co-operation is an impersonal process?
Answer:
False

Question 44.
Co-operation is a personal process?
Answer:
True

Question 45.
The lasting strife that takes place among the members of the same group is called war.
Answer:
False

Question 46.
The lasting strife that takes place among the members of the same group is called feud.
Answer:
True

Question 47.
Tertiary cooperation is found in the second group only.
Answer:
False

Question 48.
Tertiary cooperation is found in the primary and secondary groups only.
Answer:
True

Question 49.
Competition is always a personal process.
Answer:
False

Question 50.
Competition is always an impersonal process.
Answer:
True

Question 51.
Social stratification is simply a process of interaction of difference.
Answer:
False

Question 52.
Social stratification is simply a process of interaction of differentiation.
Answer:
True

Question 53.
Social stratification is intercourse?
Answer:
False

Question 54.
Social stratification is ubiquitous.
Answer:
True

Question 55.
The term social stratification refers to the division of a population into strata one on the top of other.
Answer:
False

Question 56.
The term social stratification refers to the division of a population into strata one on top of another.
Answer:
True

Question 57.
Class is a major characteristic of stratification.
Answer:
False

Question 58.
Class is a major type of stratification.
Answer:
True

Question 59.
The caste system is a major characteristic of social stratification?
Answer:
False

Question 60.
The caste system is a major type of social stratification?
Answer:
True

Question 61.
Social change is caused by a single factor.
Answer:
False

Question 62.
Social change is caused by multiple factors.
Answer:
True

Question 63.
Social change is not related to time.?
Answer:
False

Question 64.
Social change is related to time.
Answer:
True

Question 65.
Maclver used the concept of cultural lag.
Answer:
False

Question 66.
W.F. Ogburn used the concept of cultural lag.
Answer:
True

Question 67.
Social change is predictable?
Answer:
False

Question 68.
Social change is unpredictable.
Answer:
True

Question 69.
M.N. Srinivas divided culture into material and non-material types.
Answer:
False

Question 70.
W.F. Ogburn divided culture into material and non-material types.
Answer:
True

Question 71.
Social change is a part of cultural change.
Answer:
False

Question 72.
Cultural change is a part of social change?
Answer:
True

Question 73.
Change due to natural calamities like flow is planned change?
Answer:
False

Question 74.
Change due to natural calamities like flow is unplanned change?
Answer:
True

Question 75.
Change in social relationships is called cultural change.
Answer:
False

Question 76.
Change in art, literature, values, and culture is called cultural change.
Answer:
True

Question 77.
Communication is aji example of exogenous social change.
Answer:
False

Question 78.
Communication is an example of endogenous social change.
Answer:
True

Question 79.
Does Charles Darwin speak about social selection?
Answer:
False

Question 80.
Ogburn and Ninkoffspeaks about social selection.
Answer:
True

Question 81.
The change brought out by wars is known as endogenous social change.
Answer:
False

Question 82.
The change brought out by wars is known as exogenous social change.
Answer:
True

Question 83.
The use of animate power in production is known as technology.
Answer:
False

Question 84.
The use of inanimate power in production is known as technology.
Answer:
True

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Long Answer Questions Part-2.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Discuss the aims of education at the primary level.
Answer:
Primary or Elementary education is not complete in itself, it is just a preparatory stage. It prepares the child for higher education. According to Article-45 of the Indian constitution, free and compulsory elementary education The Committee for Elementary Education Newyork in the report has expected that elementary education should help every child.

• To understand and practice desirable social relationships.
• To discover and develop his own desirable individual attitudes.
• To cultivate the habits of critical thinking.
• To appreciate and desire worthwhile activities.
• To command common integrated knowledge and skills.

The Education Policies and Commission- 1948 have identified the following three major aims of education at the primary level. To develop the basic skills, independence, and intuition for successfully solving the problems. To develop fully all the human and constructive talents of each individual and To develop social responsibilities and cooperate in the improvement of social institutions.

The NCERT in their syllabus for 10 years of schooling has suggested the following major objectives of elementary education. Acquire the tools of formal learning nalnely literary, numeracy, and manual skills. Acquire the habits, and cooperative behavior within the family, school, and community. Develop essential responsibility by inculcating desirable habits.

Appreciate the culture and lifestyle of persons of other religions, regions, and countries. The N.P.E-1986 has also laid much stress on both quantitative and qualitative expansion of elementary education. The policy has given importance to two aspects:

• Universal enrolment and education of pupils up to 14 years of age and
• A substantial improvement in the quality of education.

Question 2.
Discuss the agencies of education with their classifications.
Answer:
Agency means the operation of action of an agent. Generally, the agent is a person who delegates certain power to transact business for another. But in education, it lies its own special meaning. Agencies of education imply those sources, institutional factors, or places that influence the learner.

In other words, the institution, organizations, or sources from where the educand gets learning experiences are called agencies of education. According to B.D. Bhatia, “Society has developed a member of specialized institution to carry out those functions of education. These institutions are known as agencies of education.

Classifications of agencies of education:
Agencies of education may be classified into three types such as:

• formal,
• informal and
• Non-formal.

Formal Agency of Education:
Formal agencies of education are popularly set up by society for various functions of education. In this category, we list those institutions which impart ready-made knowledge in a specified time under a controlled environment. In the formal agency of education, the teachers define and the objectives to be achieved are specific.

Such type of education has its own strengths because the experiences are structured and learning gained can be measured and evaluated. Important examples of formal agencies are schools, colleges, libraries, religious centers, and all cultural organizations.

Informal agency of education:
Informal agency of education are those which influence the child indirectly. It has no formality, formal center of learning, and any rules and regulations. But learning takes place incidentally, accidentally. It is not a preplanned education program. The aims and objectives of these agencies are broad and comprehensive.

Experience gained through informal agencies are either controlled nor rigidly structured. The family, the playground, and community organisations are setup for the child, recreational facilities and professional growth. Education imparted through informal agencies is natural and incidental. Informal agencies provide a natural, beneficial environment for all children.

Non-formal agencies of education:
lt has been observed that a formal system of education can not meet all social and individual needs for instruction, knowledge skills and attitudes. The rigid pattern of formal education is not found suitable for explosion of knowledge and universalisation of primary education. Non-formal education is imparted through organisation and institutions lie inside the formal system.

There are people who are deprived of formal education, the dropouts, housewives, retired pensioners and others interested to enhance their knowledge come to the field of non- formal education. The education can be provided through correspondence courses and television programs, language, laboratory, seminars, workshops, group discussions, study circles.

The Indian Education Commission recommended the growth of a parallel system of non-formal education in the country. So it was intended to develop a non-formal system of education that should be comprehensive and flexible.

Question 3.
Discuss the function of school as a formal agency of education.
Answer:
The school is an active formal agency of education that plays the role of socialization and transmission of the rich cultural heritage of the country. In the Muslim period we had Maktab and Madrassa and now named as modem school systems. Etymologically school is derived from the Greek word “Skhole” which means leisure, In ancient Greece people enjoyed plenty of leisure and they developed a school system.

Functions of school as an agency of education:
Transmission of knowledge:
School as a formal agency of education aims to prepare students to occupy social roles. The functions of middle and high schools are the transmission of knowledge and skill, and such knowledge and skill are transmitted to the next younger generation.

Transmission of culture:
Besides transmitting knowledge schools transmit culture through the traditions, rules of etiquette, and manners that are taught both by instruction and by example. Most of the schools transmit the culture of their area to the younger generation and schools must train the educates on regional and national culture.

Promotion of culture and development of civilization:
Besides the conservative and transmitting function of school has to promote cultural values in the society. School helps our learners to study and understand other societies and to compare and contrast with our own society. The school is constantly reorganizing and reconstructing learning experiences for the enrichment of culture and the development of civilization.

Promotion of social mobility :
The school is an important center for the promotion of social mobility if aimed at the fulfillment of social justice. It is a place where every social custom and transition is analyzed and evaluated. It helps in the desirable social changes and the new generation learns the defects of customs and traditions and fights for their change and replacement in the wider society.

Provision of intellectual education:
School is known as an intellectual powerhouse that provides information, knowledge, and skill to learners. So intellectual development is possible. By organizing seminars, symposiums, and cultural programs, co-curricular activities schools determine intellectual education. learners.

Provision of physical education:
School is the training ground for physical development where physical training and mental training are imparted. The school organizes physical education programs like N.C.C, N.S.S. boys scout, girls guide, sports, and games for the physical development of the learners.

School helps for spiritual development:
Every day the school organizes a common prayer class which develops a spiritual atmosphere in the school. The school also inculcates in the minds of students the higher values like Satyam Sivam and Sundaram which are otherwise known as truth, beauty, and goodness, help to lead a perfect life.

Development of moral values:
The moral values are imparted by the school through various activities like morning assemblies, prayer, a celebration of religious days, talks by eminent educationists, etc.

Development of the quality of leadership:
School brings the quality of leadership to the pupils. The students participate in the student union, and student council, participate in the union elections and learn the quality of leadership.

Development of National Feelings:
School is the best place in developing nationalist attitudes among learners. The school becomes the place for the realization of materialistic ideals. They observe the national days and develop the idea of national feelings.

School act as an agency of social change and social control:
School as a powerful agent of social change provides instructional, facilities and enables children to understand the complexities of life and adjustment. By imparting moral and intellectual education school refines the behavior of the students. It also trains the students with the principle of a responsible citizens.

Question 4.
Discuss the function of the family as an agency of education.
Answer:
Home or family is the oldest and the most important informal agency of education. It is the foundation of social organization in the world. Family is the original social institution from which all other institutions are developed. It plays a very significant role in the growth and development of a child.

Functions of family or home:
Physical developments:
One of the important functions of the family is to provide favorable opportunities for sound physical development. Home has the responsibility of providing nutritious food, the proper clothing, a nest, sleep, play, physical exercises, medical aid, etc. Parents should also pay attention to the child’s internal and external cleanliness because the child is incapable of attending to those things. Hygienic care includes cleaning the eyes, nose, ears, tongue, and teeth, regular baths, etc. He should be provided with fashionable dresses.

Intellectual developments:
Another function of the family is to provide opportunities for the intellectual development of the child for language development of healthy interests etc. If there is rich intellectual environment in the family, the mental development of the child is speeded up. If the family atmosphere is disruptive then the intellectual development of the child will be obstructed.

Character development:
Another function of the family is to help in the character-building of the child. Family should play an active part in the character development of children. The family lays the foundation of character. Ethical virtue, honesty, truthfulness, industriousness sublimation of instincts are developed in the family. If the family environment is disruptive then the child may develop a weak character.

Emotional developments:
Family is the basis of the emotional development of the child. Parents should give full affection to children so that sense of emotional security may be developed in them. Parents should be sympathetic and they should provide proper solutions to various problems. The children should not be made to feel that they are ignored and rejected children. Parents should have control of their emotions because emotions are caught not taught.

Social developments:
Family plays in the socialization of a child. The child has his first social relationship in the family and acquires many of the social patterns. The younger members were always to obey the elders in the family. The family in India has been the center of social activities,

Cultural development:
Family plays an important role in transmitting the cultural heritage of the society to the child. It makes the child familiar with the customs, conventions, traditions, values, and norms of society. Thus, the function of the family is to maintain the continuity of social life by handling the culture of the society to the child.

Religious and spiritual developments:
Family should pay attention to religion and the spiritual development of children conversant with the life history of religious leaders and religious precepts. It should encourage the children to say their family members worship in the religious shrines and show devotion to God; virtues like the brotherhood of man and fatherhood of God should be developed. love for truth, beauty, and goodness should be cultivated.

Civic functions:
The child learns the first lesson of citizenship between the mother’s kiss and the father’s care, The child learns various civic virtues in the family, which is discharging his duties and responsibilities. It develops in his quality of discipline, cooperation, and tolerance.

Question 5.
Discuss the Vocational Aims of Education and its merits.
Answer:
The basic need of all men is food, clothing, and shelter. If education does not enable us to provide these basic needs, education on industrialization and mechanization and emphasis are given to vocational education. Different commissions like the Mudaliar commission (1952-53) and the Kothari commission (1964-66) put stress on vocational education. At secondary and higher secondary stages of education.

Emphasis is given to Vocational education, which is known as the ‘bread and butter’ aim of education. It aimed to fulfill his basic needs. Hence, educationists emphasized the vocational aim of education so that he would be able to solve his economic problems without any difficulty. It is the economic self-sufficiency of a person which makes him a worthy and contributing person. So education should prepare the child for a future vocation. Now, the vocational aim of education has become very essential.

Merits of vocational Aims :
The merits of vocational aims of education are as follows :

A person who is trained in vocation develops confidence and self-assurance. He knows that he will not be a drag on society. He feels that he is not a parasite on dependent on others. Vocational education not only benefits the individual but also leads society toward greater prosperity and industrial advancement.

Vocational education is very necessary for school-going children. Such children lose interest when made to perform academic tasks which are beyond their understanding, but they indicate a keen interest in making things and in acquiring manual and physical skills. Vocational schools and Polytechnique schools for such students have proved of immense value in the educational systems all over the world.

Vocational aim results in the creation of more doctors, engineers, and techniques of high caliber who lead their country towards prosperity. There are different trades in vocational education and students after training in these vocational made become self-employed. They can earn their living Unemployment problem can be solved.

Question 6.
Discuss the democratic aims of education.
Answer:
The political system in a country is reflected in its educational system. It means democracy can never be successful without education. Whenever democracy becomes unsuccessful it has been because of education. In a democracy, the government is composed of the elected representatives of the people and if the people are uneducated they can never elect to right leader.

We cannot hope that good democracy educated people. Democratic government demands educated people education can generate and instill the qualities that democracy demands. The aim of the state is to achieve the highest moral level and this can be reached through education alone. Democracy aim at the all-round development of personality.

The success of a democratic society also depends upon mature men and women. A mature personality has gone through physical, mental, social, ethical, and spiritual development. Hence, education should aim at the development of all aspects of personality through various kinds of training. Education in a democracy must create a democratic personality.

It discovers his potential and enables them to realize and utilize the facilities provided to the individuals. It must equip the individual with the power of Judgement and scientific thinking The secondary education commission has remarked that democracy aim to develop some vocational skills in education. No nation can progress in the absence of economic development.

The first and foremost duty of the state is to provide a system and means of education which imparts some vocational skills to education so that they can earn their livelihood as well as they can contribute to the nation’s economic prosperity. The success of democracy depends largely upon the people’s awareness of their rights and duties and the extent to which people fulfill their responsibilities.

Education aims at developing this ability in people. Democracy aims at inculcating the individual spirit of tolerance. The individual’s personality and emotional balance are needed. The important aim of education is to develop leadership. The source of democracy depends on the capabilities of the leadership.

In a decentralized government, there is a need for skilled leadership at different levels of administration. Democratic government run by the elected representatives of the people needs expert leadership for the development and progress in every sphere of political, economic, social, scientific, and cultural. Education should aim at evolving such leadership because without doing this, education cannot make any contribution to democracy.

Question 7.
Discuss the functions of education towards the individual.
Answer:
Education performs various functions for the individual and towards society named individual and social functions of education.
Functions of education towards individual:

Education as integrated growth:
During infancy and childhood, a human child is like an animal and very often behaves like an animal. Education is a process that is deliberately planned to train the child to lead a group life and to adjust to the human environment. It refines and culturizes the child. Redden says, “Education is deliberate and systematic influence, exerted by a mature person upon the immature through instruction, discipline and harmonious development of physical, intellectual, aesthetic, social and spiritual powers of the human being according to individual and social needs.

Thus a child receives education according to his own needs and the needs of society. Education is a process of growth in which the individual is helped to develop his talents, powers, interests, and ambitions. The growth takes place in the directions of physical, mental, social, moral, and intellectual. Growth in direction stimulates another dimension. For example, physical growth physically affects social, moral, and intellectual growth.

Education as Direction:
Each child is born with innate powers. The environment in which the child lives stimulates him for activities. If the child acts according to the stimulus provided by his physical and social environment a lot of energy is wasted. He fails to proceed in the right direction. Here education can be used, as a device to help the child to proceed in the right direction to achieve the objectives in life. Therefore, much wastage can be saved and the child’s activity can be properly directed towards the desired objective.

Education is a preparation for adult life :
A child of today is a citizen of tomorrow. So, it is the chief function of education to prepare a child for his future life. In other words, education should create such abilities and capacities in the child that as he grows older he is able to face all the problems of life courageously. As a result of which, he will not be a misfit in society and a failure in life.

Education is not to be book centered :
The educators are of the opinion that education should not be book centered. It is to be child-centered. The book is for the child and not the child for the book. The educative process should be based on the findings of child psychology. The nature of the child is to be respected. He is needs and interests process must revolve around the child. The child himself is a book that the teacher should read from page to page.

Education aims at the Harmonious development of Individuals :
According to some eminent educators, the function of education is to look at the harmonious development of the individual. A balance should be kept between knowing, doing, and feeling No one-sided development is to be advocated. Let the child be a scholar an artist and a sportsman in one. He should learn the skill as well as pick up knowledge to appreciate that skill. Emphasis on one to the neglect of the other aspect of his growth is tantamount to miseducation.

Knowledge should be treated as synthetic:
While imparting instructions to the children, the function of the teacher is to provide knowledge in a synthetic manner. It should not come in water-tight compartments. Different subjects should be correlated as far as possible among themselves and also with life beyond and school. Nothing is to be imparted in abstractions and school life is not to be isolated from life outside. Let the child be educated in a natural way by following a purposeful activity. The child is not to be taught in fragments but through well-organized experiences.

Education should help with individual adjustments :
A child is a bom in a social environment and its existence depends on how it can adjust itself to the forces of the environment. Man can adjust himself to the environment with the help of education. The long period of infancy gives an opportunity for the child to adjust itself to the environment.

Education not only helps a man in adjusting himself to the environment, but it also helps him in controlling or changing the environment. Environment means physical, social, and mental environment. The man introduces changes in his behavior by means of education. Thus education helps individuals adjust.

Question 8.
Discuss the function of education towards the society or social aims of education.
Answer:
The function of education towards society are as follows :
Education as a social process :
Through education, the child is able to develop reasoning in social relations, cultivate social virtues and the child becomes socially efficient. He develops social awareness. Education is the fundamental method of social progress and individual upliftment. Social construction takes place in the adjustment through education. Through education, society can formulate its own purpose can organize its own means and resources.

School as a mini-society :
The school as a society in miniature provides varied experiences to the child. A school is a place of training that provides ample experiences of life. Activities leading to the child’s emotional aesthetic intellectual and physical development must find an equal emphasis in the school. The school engages the child in vocations as he likes.

Social conservation :
Social education is necessary for a child. Society guarantees the safety of man’s life end prosperity. Man realizes social existence through education. Man learns the value of cooperation with social life by means of education. The social experiences of one generation are preserved for generations to come through the medium of education.

Education as continuous Reconstruction and integration of activities and experiences :
To John Dewey, Education is the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities. The true function of education is progressive development and enrichment of the child’s experience and enrichment of his own native powers.

The experience of an individual is continuous. The subject matter we teach in school such as history, mathematics, literature, etc. are important as means but not ends. They become meaningful only when they enter an activity into social life. Thus education according to Dewey, the process of construction or reconstruction of experience giving it more socialized.

Every generation inherits experiences from its past generation the experience are modified and individual reconstructs new experiences. His activities undergo changes. The experience gets revised and reorganized.

Question 9.
What is community? How did it find? Give the function of the community towards education.
Answer:
The word community is derived from two distinct words ‘com’ and ‘munis’ means togetherness and munis meaning to serve together. A community is formed with a population aggregate having a historical heritage. The common mode of lie common religion a community is formed to Alvin good. A community is a social contact group occupying a definite area. The community is an informal agency of education that influences its children in many ways.

Functions of community:

To develop socialization :
Every community socialization its member directly by organizing different fairs, festivals, and other religious ceremonies. From these institutions and occurrences, children learn the social customs, traditions, and edicts in a natural way. They also develop the values their sympathy, cooperation, social service, sacrifice social adjustment, and tolerance and leam the importance of rights and duties in life.

To develop cultural values :
Cultures refer to a common way of life. Led by the people of a particular community of a country. Each community has its own culture. Right education lay children to imitate the culture of the won community this knowledge of cultural development must be tested on language, pronunciation, and behavior.

To develop democratic values :
In order to develop and inculcate democratic values in the minds of the children the community organizes meetings and conferences in which great political leaders and social organizers participate. The children gain knowledge about political activities that going on and leam the value of democracy in life.

To develop physical health :
A community environment contributes a lot towards the health and physical development of children. So each community establishes hospitals with the help of its community people. It also builds parks, gardens, and playgrounds for the physical growth of the children. Thus, all communities whether Hindu or Muslim or Christian contribute a lot for the protection and health of children.

To develop mental health :
To help children with their mental growth some communities organize library reading rooms, symposiums, exhibitions, small conferences, literacy and artistic activities, etc.

To develop vocational education:
The community works as the first school of vocational development. People of a particular community are engaged in various vocations. Children initiate their activities, and vocations and choose these for their future life. They also develop efficiency. It is called apprenticeship training at home.

Impact of moral development :
The children follow moral principles and ethics from their own religions. Childhood is a period of imitation. If the environment of a community is bad, children will imitate bad habits. If it is a good and wholesome environment, a community will help children with their moral upliftment. The community acts in the habit formation of children and there is moral development possible.

Impact of different agencies of the community :
The different agencies influence the life and activities of the people as well as children. These include cinema, TV, radio, zoo, museum, libraries, newspapers, magazines, etc from these agencies children receive education in different branches.

Provision to all types of education :
Each community makes necessary arrangements to provide free, compulsory and universal education to all children of 6-14 age groups. Illiteracy and ignorance can be eradicated from the country.

The problem of equal opportunities for all :
It is the responsibility of the community to provide equal opportunity for all the child and all fields of education. No discrimination should be made and no restriction should be imposed by the community on the basis of caste, creed, color, sex or religion.

Question 10.
Explain the function of Paus as an agency of education. Explain as informal press media.
Answer:
The process is another outstanding passive agency of education. In the modem world, it has developed into a social institution reading is a valuable experience. Its value, in the modification behavior, is hot so much realized in this country because it is mostly confined to classrooms, where there is very little relation between the interests of the readers and the material read.

But its reading material is related to the experience of the reader, it exerts great influence in modifying his behavior. Every civilized nation spends more and more money on the production of such materials. The influence of the press in modifying behavior is recognized by the importance which is attached to the opinions expressed in the press in regard to any matter.

Many social movements have become of national significance through the consistent campaign of the press. Francis K. Brown writes, Books and magazines even come are a vital function in determining attitudes / sometimes during so directly more after the start given to the news or through entertainment as in books and magazines.

Question 11.
Explain cinema as an agency of education.
Answer:
In present-day society, cinema has become very popular. In the field of education is rendered invaluable service. The chief advantage of the cine film over other, optical devices is its portrayal of movements end their photographic control by which a very slow growth process may be accelerated to be depicted within a very short time.

E.g. the life history of a mosquito or the growth of a plant or the action may be slowed down to show the detail is for minute observation e.g. use of limbs in swimming or how to play cricket, etc. The film provides information in a very alternative and realistic manner. E.g. screening documentary films or news reels.

The symbolic realism of the screen great economic learning process. These films may be of historical, geographical, literary, scientific, or informational value. The cinema is an effective instrument for influencing human behavior because of the reasons stated below. The Cinema enjoys great social prestige and hence suggestions from them often have great influence.

It depicts the sublimated story of human experience and emotions and portrays by word, action, and color, the love, and fear, joys, and sorrows, which all human beings have felt, but which they fail to express An unlimited variety of human experiences is portrayed in a moving panorama.

Cinemas, thus, succeed in developing and capturing the spontaneous interest of the audience which is so essential in causing learning. Producers can manipulate human experiences according to their own purpose and this secures the desired modification of behavior in the audience.

Experimental studies have revealed that cinema modifies the behavior patterns of individuals and influences groups’ standards of conduct. But they are unfortunately dominated by commercial interests. Their objective is only to make money and very often they lower their standards so as to play to the gallery.

Thus the educative influence of the cinema, to a great extent, may be regarded as a negative at the present moment. There should be more planned use of the cinema with higher objectives. Documentary and educational films should be carefully prepared even though they might have meanless profits. Such attempts to infect should be subsidized by the state.

Question 12.
Explain the function of radio as an agency of education.
Answer:
As an agency of education radio plays a very important role. Children in schools need to be informed faster and more fully about the subject that is taught. The radio very well serves this purpose. It gives an opportunity to the pupils to listen to subject experts, historians, authors, and first-rate teachers.

It promotes in children and teachers alike a deeper and wider understanding of themselves, and their surroundings and gives them habits of observation. It prevents an integrated picture and idea contained in the topic. A good school broadcast can give the teacher, through its subject matter, the freshness of its presentation and the new technique of studio production.

It offers immense scope for the economic effectiveness of teaching efforts. One of the most significant aspects of broadcast is that it combines the qualities of both speech and writing. The radio uses expression and sentence structure which are more easily comprehensible. Being primarily concerned with the spoken word the radio breathes life into the dead words of written materials.

No doubt, the listener does not see the speaker in his physical form. But the voice has a way of conveying the impression of personality from the voice the listener observes whether the speaker is serious or not while delivering the topic of different subjects. Many people fear end suspect that the school broadcast does not follow the syllabus of the different subjects fully.

But the syllabus is not the end in itself. It is a means to enable the students to know more and to grow to fullness. They give certain skill and after them disciplines, so whether the school broadcast program strictly follows the syllabus, topic by topic, or not, they provide some new information, rearrange the content in a new pattern, and enables the students to see the events in a clear perspective.

In fact, the school broadcasts, can in the hands of a thoughtful teacher become a labor-saving and time-saving device. It helps to correlate. Therefore, radio programs for schools should not be subject-centered. They should rather be life centered. They should at any rate set up standards & of speech and performance for students and teachers alike.

If the teachers keep in contact with the school broadcast programs they can make the subject interesting. Therefore, the school broadcast program should be considered an important agency of education. The radio is not a luxury today. It is an educational necessity. The children should be trained not only to hear the broadcast but also to listen to it. The radio can contribute much towards the education of not only children but the nation as a whole through its wide dissemination of knowledge and information and training for future citizenship.

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 2 Ancient Greece Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 2 Ancient Greece Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
The people of which country called themselves Hellens?
(a) Ancient Greece
(b) Ancient Rome
(c) Ancient China
(d) Egypt
Answer:
(a) Ancient Greece

Question 2.
Which of the following city-states created the warriors?
(a) Sparta
(b) Thobes
(c) Pisistratus
(d) Clecisthenes
Answer:
(a) Sparta

Question 3.
Who did introduce the code of laws in Athens?
(a) Draco
(b) Salon
(c) Pisistratus
(d) Clecisthenes
Answer:
(a) Draco

Question 4.
The Marathon race in modern sports is a tribute to whose memory?
(a) Darius
(b) Philippides
(c) Philip
(d) Euripides
Answer:
(b) Philippides

Question 5.
Who introduced the system of Ostracism?
(a) Clesilphenes
(b) Pisistratus
(c) Draco
(d) Pericles
Answer:
(a) Clesilphenes

Question 6.
Who did make Athens the school of Greece?
(a) Xanlhepas
(b) Pericles
(c) Sophocles
(d) Aeschylus
Answer:
(b) Pericles

Question 7.
Who is known as the father of history?
(a) Herodotus
(b) Socrates
(c) Plato
(d) Thucydides
Answer:
(a) Herodotus

Question 8.
Who did influence the youth with the ideas of monotheism?
(a) Plato
(b) Socrates
(c) Sophocles
(d) Pericles
Answer:
(b) Socrates

Question 9.
Who is the author of “Republics”?
(a) Aristotle
(b) Plato
(c) Machiavelli
(d) Homer
Answer:
(b) Plato

Question 10.
Where was the temple of Parthenon situated?
(a) Acropolis
(b) Delphy
(c) Olympia
(d) Laconia
Answer:
(a) Acropolis

Question 11.
When was the second Peloponnesian war waged?
(a) 431BC
(b) 470 BC
(c) 480 BC
(d) 490 BC
Answer:
(a) 431BC

Question 12.
On which river bank the city of Rome was founded?
(a) River Nile
(b) River Thames
(c) River Po
(d) River Tiber
Answer:
(d) River Tiber

Question 13.
Which city is known as the city of seven mountains?
(a) Sparta
(b) Athens
(c) Rome
(d) Nineveh
Answer:
(c) Rome

Question 14.
Who were Plebeians?
(a) The noble class of Rome
(b) The administrative class of Rome
(c) The poor class of Rome
(d) The capitalists class of Rome
Answer:
(c) The poor class of Rome

Question 15.
Who were the administrative heads of Roman Republics?
(a) Praetor
(b) Consuls
(c) Quester
(d) Aedile
Answer:
(b) Consuls

Question 16.
When did the first panic war start?
(a) 261 BC
(b) 218 BC
(c) 241 BC
(d) 149 BC
Answer:
(a) 261 BC

Question 17.
When was the ‘Battle of Pharsalus’ fought?
(a) 48 BC
(b) 58 BC
(c) 68 BC
(d) 78 BC
Answer:
(a) 48 BC

Question 18.
Which of the following months was named after Caesar?
(a) January
(b) September
(c) June
(d) July
Answer:
(d) July

Question 19.
Who did say you too, Brutus”?
(a) Pompey
(b) Crassus
(c) Julius Caesar
(d) Marius
Answer:
(c) Julius Caesar

Question 20.
Who was the author of the book named ‘Form Founding of the City”?
(a) Tacitus
(b) Livy
(c) Ovid
(d) Caesar
Answer:
(b) Livy

Question 21.
Who is known as the voice of Romi in the epic “Aeneid’?
(a) Virgil
(b) Lucretius
(c) Horace
(d) Ovid
Answer:
(a) Virgil

Question 22.
In which of the following countries feudalism was originated?
(a) England
(b) France
(c) Russia
(d) America
Answer:
(b) France

Question 23.
The piece of land given to the peasants is known as a?
(a) Abbots
(b) Fief
(c) Manor
(d) Relief
Answer:
(b) Fief

Question 24.
What do you mean by Manor?
(a) Vast area near the castle
(b) Dwelling house of vassals
(c) Deep trench full of water
(d) Camp of soldiers
Answer:
(a) Vast area near the castle

Question 25.
Who was at the top of the feudal system?
(a) Feudad lord
(b) Baron
(c) Knight
(d) King
Answer:
(d) King

Question 26.
Feudalism was destroyed by the act of which king?
(a) Henery VII
(b) Henery VIII
(c) Elizabeth
(d) James I
Answer:
(b) Henery VIII

Question 27.
Which of the following was not essential to become a knight?
(a) Be a rider
(b) Be a swordsman
(c) Be an archer
(d) Be loyal to lords
Answer:
(d) Be loyal to lords

Question 28.
What do you mean by ‘Relief’?
(a) Land tax
(b) Commercial tax
(c) Guardianship tax
(d) Fodder tax
Answer:
(c) Guardianship tax

True & False Type Questions With Answers

Question 1.
Athenians defeated the Persians in the Marathon war?
Answer:
True

Question 2.
Education was not spread by sophists?
Answer:
False

Question 3.
Education was spread by the sophists?
Answer:
True

Question 4.
The spartan society was divided into four segment?
Answer:
False

Question 5.
The spartan society was divided into three segment?
Answer:
True

Question 6.
Greece is situated in the southern part of the Balkan Peninsula in Europe?
Answer:
True

Question 7.
Greek architectural marvel is revealed by the Parthenon temple on Aeropalis?
Answer:
True

Question 8.
Does Roman legend say that twin brothers Romulus and Remus set up the Rose city?
Answer:
True

Question 9.
The Roman society only patrician?
Answer:
False

Question 10.
The Roman society is divided into patrician and plebian?
Answer:
True

Question 11.
The panic wars were fought between Rome and Carthage?
Answer:
True

Question 12.
In a panic war, Rome was defeated?
Answer:
False

Question 13.
In panic war, Carthage was defeated?
Answer:
True

Question 14.
Julius Ceasar defeated Pompey?
Answer:
True

Question 15.
The Romans worshiped Janus Vesta, Penates, Jupiter, and Mars?
Answer:
True

Question 16.
Romans are not quite adept in science instruments, architecture, and sculpture?
Answer:
False

Question 17.
Romans are quite adapted to science instruments, architecture, and sculpture?
Answer:
True

Question 18.
The period between 9th. and 14th. century AD is known as the feudal age?
Answer:
True

Question 19.
The land given to the peasant was termed as fact or feud?
Answer:
True

Question 20.
Feudalism was not an impediment to national unity?
Answer:
False

Short Type Questions With Answers

Question 1.
What Arnold did say about European civilization?
Answer:
European civilization developed in the body of Greek society like a child in the womb said Arnold Toynbee and said Greece is the mother of all European civilization.

Question 2.
Why geography of Greece is the dark side of the country?
Answer:
Geography is the darker side for the Greeks because mountains divide Greece into several separate regions that helped communities of settlers, but made their unity difficult.

Question 3.
What was the raj name of Greece and how they are known as Greeks?
Answer:
Greek was not their original name. They called themselves Hellens’ but the Romans called them Greeks and the world has adopted that name from the Romans.

Question 4.
Describe Minoan civilization?
Answer:
Minoan civilization was named after the legendary king-Minos of Crete sometimes referred to as Mycenean civilization, after a city called Mycenae which the Cretans had built.

Question 5.
Who pioneered the birth of European literature?
Answer:
Homer pioneered the birth of European literature. His most famous works were the “Illiad” and the “Odyssey” which he composed in the seventh century BC.

Question 6.
What gods do Greeks worship?
Answer:
They worshipped a number of deities like Zeus, Apollo, Athena, and Mount Olympus – the abode of gods.

Question 7.
What is Magna Grecia?
Answer:
Magna Grecia is in Greater Greece. The ancient Phoenicians turned them out to be good interiors. Gradually they conquered and colonized the whole of the Mediterrianregion. which is named Magna Grecia or Greater Greece.

Question 8.
Describe the state of Athens?
Answer:
Athens was the pioneer city-state that contributed much to the culture of ancient Greece. It was founded in the province of Attica. Its acro pales were four miles off the sea- coast. The soil was arid, the rainfall was scanty and so the inhabitants were hardened by toil and sweat for earning a living.

Question 9.
What was the contribution of Athens to Greece?
Answer:
Athens contributed immensely to Greek civilization as a whole. They improved Greek literature, philosophy, religion, politics, art, architecture, etc.

Question 10.
What is Draco?
Answer:
Draco was the written law of code entrusted in 621 B.C. an Athenian noble. These laws were extremely harsh and failed to serve the purpose of the common man. The severity of these laws led the common man of the time to quip that these were written down with blood, not ink. Since then the word ‘Draconian’ has come to symbolize any harsh law.

Question 11.
Who Is called the father of Greek democracy and why?
Answer:
Cleisthenes had rightly been called the ‘Father of Greek Democracy. A practical reformer, he took steps to prevent tyranny and protect democracy. He divided the four classes; of Athenian society into ten ‘deme’s or tribes. S Each tribe was to elect 50 members every year! to constitute the council of the “five hundred”. Every free man has the right to vote. The council was the supreme authority.

Question 12.
To protect democracy what did Cleisthenes do?
Answer:
To protect democracy, he also used a novel system called ‘Ostracism’. The method authorized the people to vote for any influential man as dangerous to the state. Individual voting to be conducted once a year on a piece of ostracon against any such person would be valid only beyond 6000 votes.

Question 13.
WhyageofPericlesisknownasthe Golden Age in Greek history?
Answer:
The age of Pericles is regarded as the ‘Golden Age in Greek history. It was as remarkable as the Augustan age in Rome Elizabethan age in England, the Gupta age in India, and the Meiji age in Japan. Around literature, philosophy, politics, etc. marked this age.

Question 14.
What was the difference between Greek and Roman civilization?
Answer:
The Roman civilization was a continuation of the Greek civilization. The two popular cultures had some distinct differences between them. The greeks were idealists and romanticists but the Romans were very practical and down to earth.

Question 15.
Describe Roman law?
Answer:
In 450 BC the Romans codified their laws. These were inscribed on twelve bronze tablets. These are called the ‘Twelve Tables’. These codified laws helped and protected the common people. In 367 BC, the Tribune Licinius stole prepared laws to protect the peasants from oppressive landlords. These came to be called the ‘Licinian laws’.

Question 16.
Describe the Gods of Romans?
Answer:
Jupiter was the principal god of their polytheism. Juno was Rome’s presiding deity. Janus was the god of past and present and Mars of war. At the beginning of Roman civilization, human sacrifices were performed to please gods.

Question 17.
When second panic war started?
Answer:
The second panic war (218 BC to 201 BC) started when the Carthaginians wanted to take revenge and in 218 BC and under their great leader Hannibal attacked the Roman city of Argentum.

Question 18.
What economic reforms occur e during the time of Caesar?
Answer:
To seek the welfare of his subjects was the principal work of Caesar. He took steps to relieve the burden of loans of the common people. He distributed lands among the landless poor. Water supply for cultivation was Caesar’s principal job He constructed highways and dams. He prepared a flood control scheme for fiber.

Colonies were established nearly 80,000 people were sent to Carthage and another place. Caesar introduced regular taxation. He protected trade and commerce. He improved the coin system which facilitated the expansion of trade. Even gold coins bearing his effigy were issued.

Question 19.
What was the order of the society of Romans?
Answer:
The Roman society wits divided into two segments – Patrician or the upper class and plebian or the poor commoners. At different times three major clashes occurred between them but finally, they lived together.

Question 20.
What was the contribution of Julius Caesar?
Answer:
As an imperator, Julius Caesar introduced reforms in the administration, justice, and finance departments. He also introduced the Julian calendar. He brought out a newspaper, the Acturbols, commentaries, and a famous history book written by him. He fell prey to a conspiracy and died in 44 B.C.

Question 21.
Who are the famous Roman Philosophers?
Answer:
Famous Roman philosophers were Cato, Cicero, Seneca, and Lucretius. Notable historians were Livy and Tacitus.

Question 22.
What is the importance Of the Caste in Europe?
Answer:
The manorial village provided the lord of the manor with profit and it also provided the villagers with the means of existence. The lord’s manor house or the castle was the nerve center of all activity in every village. In the hall of the castle was held the manor court in which villagers quarrels and business were settled.

Question 23.
Which period is known as the Feudal age?
Answer:
The period between the 9th. and 14th. century AD is known as the feudal age.

Question 24.
Who was a freeman and what was their importance in the feudal society of Europe?
Answer:
Freeman is the people who held varying amounts of land. The freeman was free in the sense that he enjoyed various legal rights. He in fact could enforce his rights even against the lord and could even sell or give away his land to anyone he liked.

Question 25.
There were no landowners in feudal society. Describe?
Answer:
All land was king’s land and there were no landowners in the modem sense of the word owners but only shareholders or tenants. Society being graded or hierarchical, kings granted land to powerful lords or barons and they in turn sublet it to numerous tenants.

Question 26.
What were the main advantages of feudalism?
Answer:
The advantages of feudalism were the provision of peace and security to end arbitrary rule, .end slavery economic upliftment of subjects, and the growth of art and architecture.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 2 Fundamentals of Educational Psychology Objective Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 2 Fundamentals of Educational Psychology Objective Questions

Multiple Choice Questions With Answers

Question 1.
What is psychology?
(a) Science of behaviour
(b) Beastly behaviour
(c) Psychology
(d) Organism science
Answer:
(a) Science of behaviour

Question 2.
From which word psychology is derived?
(a) Latin
(b) Greek
(c) Germany
(d) European
Answer:
(b) Greek

Question 3.
Meaning of soul.
(a) body
(b) mind
(c) soul
(d) science
Answer:
(c)soul

Question 4.
How psychology constitutes?
(a) Psyche and science
(b) Science and logos
(c) Psyche and Logos
(d) Germany and English
Answer:
(c) Psyche and Logos

Question 5.
The latest definition of psychology:
(a) Science of soul
(b) Science of Consciousness
(c) Science of mind
(d) Science of behaviour
Answer:
(d) Science of behaviour

Question 6.
First definition of psychology:
(a) Science of mind
(b) Science of soul
(c) Science of behaviour
(d) Science of Consciousness
Ans.
(b) Science of soul

Question 7.
‘Psychology is the sentence of activities in relation to the environment’ who told this?
(a) Mac Dougall
(b) Woodworth
(c) Skinner
(d) Tro
Answer:
(b) Woodworth

Question 8.
What is growth?
(a) Change in size, weight, height
(b) Change of behaviour
(c) Reconstruction of behaviour
(d) All round development
Answer:
(a) Change in size, weight and height

Question 9.
Meaning of development?
(a) Social development
(b) Workability
(c) Physical growth
(d) Moral development
Answer:
(b) Workability

Question 10.
When the growth of a child starts:
(a) From birth
(b) From Death
(c) From conception
(d) After 13 years
Answer:
(a) From birth

Question 11.
The first stage of development?
(a) Infancy
(b) Childhood
(c) Puberty
(d) Adult
Answer:
(a) Infancy

Question 12.
What is the time for pre-birth?
(a) 10 months 10 days
(b) 9 months 10 days
(c) 8 months 8 days
(d) 9 months 9 days
Answer:
(b) 9 months 10 days

Question 13.
When does late childhood end?
(a) at 15 years
(b) at 12 years
(c) at 18 years
(d) at 10 years
Answer:
(b) at 12 years

Question 14.
How many pairs are the chromosomes?
(a) 22 pairs
(b) 12 pairs
(c) 23 pairs
(d) 24 pairs
Answer:
(c) 23 pairs

Question 15.
When does the child start to walk?
(a) 8 month
(b) 6 month
(c) 10 month
(d) 15 month
Answer:
(d) 15 month

Question 16.
The average weight of the child at birth?
(a) 2 to 3 pound
(b) 3 to 4 pound
(c) 5 to 6 pound
(d) 7 to 8 pound
Answer:
(d) 7 to 8 pound

Question 17.
Hurlock divided how many parts of the life of man?
(a) 4
(b) 6
(c) 5
(d) 3
Answer:
(b) 6 parts

Question 18.
When the memory becomes sharp?
(a) infancy
(b) pre-childhood
(c) late childhood
(d) puberty
Answer:
(b) pre-childhood

Question 19.
When the child recognises the mother?
(a) 2 months
(b) 3 months
(c) 6 months
(d) 4 months
Answer:
(c) 6 months

Question 20.
Social activity in the late childhood stage?
(a) play
(b) friendship
(c) social service
(d) nobody
Answer:
(c) social service

Question 21.
The nearest social environment for the child?
(a) school
(b) peer groups
(c) home
(d) market
Answer:
(c)home

Question 22.
To whom does the child like the most?
(a) own mother
(b) own father
(c) own brother
(d) own grandmother
Answer:
(a) own mother

Question 23.
Which is a favourable emotion?
(a) love
(b) pleasure
(c) anger
(d) jealousy
Answer:
(a) love

Question 24.
Why did the child cry?
(a) pains
(b) pleasure
(c) fear
(d) jealous
Answer:
(a) pains

Question 25.
Which is an unfavourable emotion?
(a) love
(b) pleasure
(c) anger
(d) jealousy
Answer:
(c) anger

Question 26.
What do we call the application of psychology to education?
(a) Educational Philosophy
(b) Sociology
(c) physiology
(d) educational psychology
Answer:
(d) educational psychology

Question 27.
Why did educational psychology call a real science?
(a) It shows the science of behaviour
(b) It shows the real behaviour
(c) Behaviour may be real
(d) Behaviour shows the unreal
Answer:
(b) It shows the real behaviour

Question 28.
Which is not the utility of educational psychology?
(a) Study of the innate endowment
(b) Study of individual differences,
(c) Study of the society.
(d) To study the mental health
Answer:
(c) Study of the society

Question 29.
The age range of infancy?
(a) 6 months
(b) birth to 3 years
(c) birth to 2 years
(d) conception to 2 years
Answer:
(c) birth to 2 years

Question 30.
What mental development becomes extreme?
(a) 6 years
(b) 12 years
(c) 19 years
(d) 20 years
Answer:
(d) 20 years

Question 31.
When does the child start to talk?
(a) 10 month
(b) 1 year
(c) 18 month
(d) 2 years
Answer:
(d) 2 years

One-word answer type Questions

Question 1.
Developmental phases from birth?
Answer:
Infancy, childhood, puberty and adolescence.

Question 2.
The exciting state of mind. What do we call it?
Answer:
Emotion.

Question 3.
Give one activity of social development.
Answer:
Laughing and smiling.

Question 4.
Emotion is seen during infancy?
Answer:
Fear/worry.

Question 5.
The factors affecting growth and development?
Answer:
Heredity.

Question 6.
The qualities received from parents and forefathers. What do we call it?
Answer:
Hereditary.

Question 7.
What do we call conception to birth?
Answer:
Pre-birth.

Question 8.
The second phase of childhood?
Answer:
Late-Childhood.

Question 9.
One behaviour of social development?
Answer:
Smiling.

Question 10.
Whose reaction is known speedily?
Answer:
Extrovert.

Question 11.
Has reaction been seen in stimulus situations?
Answer:
Behaviour.

Answer in single sentences.

Question 1.
What do you mean by growth?
Answer:
Growth means an increase in the size, length height and weight of the organism.

Question 2.
What do you mean by development?
Answer:
Development is the change in shape from structure intelligence, understanding, attitude, interest and personality traits.

Question 3.
What do you mean by heredity?
Answer:
Heredity consists of all the elements of physical characteristics and functions.

Question 4.
How does life begin?
Answer:
Life begins with conception, approximately 9 months before birth.

Question 5.
State one difference between growth and development.
Answer:
Development is a progressive series. It changes till the end of life, whereas growth does not continue throughout life.

Question 6.
Write one general characteristic of growth and development.
Answer:
One of the general characteristics of growth among that growth proceeds more rapidly in the early years of life.

Question 7.
What is the period of infancy?
Answer:
The period of the infancy of a child’s life confined birth to a year.

Question 8.
What is the period of early childhood?
Answer:
The early childhood period of a child’s life is constituted from 2 to 6 years.

Question 9.
What is the period of late childhood?
Answer:
The period between 6 to 12 years or 12 years of age of a child is known as late- childhood.

Question 10.
At what stage of a man’s growth is very rapid?
Answer:
At the age of infancy of a child, growth is very rapid.

Question 11.
How does a child identify itself as a member of a group?
Answer:
When a child joins the school, he identifies himself as a member of a group.

Question 12.
What are the stages of individual development?
Answer:
Infancy, childhood, adolescence, and adulthood are the stages of individual development.

Question 13.
At what age does a child start to walk?
Answer:
A child starts to walk at the age of one year.

Question 14.
At what stage does a child start articulating?
Answer:
A child starts articulating at the age of one year.

Question 15.
At what stage do the children form gangs?
Answer:
Children form gangs in adolescence age.

Question 16.
State the physical changes during early childhood.
Answer:
During the early childhood period, there is rapid growth in terms of height, weight and size. There is rapid development of emotional, muscular and motor development.

Question 17.
Give one characteristic of physical growth among infants.
Answer:
The infant weighs about three kilograms at the time of birth and it becomes about 10 kilograms by the end of the first year.

Question 18.
What do you mean by social development?
Answer:
Social development means the increasing ability to function as a member of society, to acquisition are the social forms of behaviour and to adjust oneself and to get along with others.

Question 19.
Give the characteristics of social development.
Answer:
Social development tends the child to increase his social circle and choose new types of companies and friends.

Question 20.
Give one characteristic of social development.
Answer:
Social development tends the child to increase his social circle and choose new types of companies and friends.

Question 21.
What is the immediate social environment of the child?
Answer:
Family is the immediate social environment of the child.

Question 22.
What do you mean by intellectual growth?
Answer:
‘Intellectual growth includes the development of perception, imagination, memory, reasoning, concepts, thoughts, attention, observation, language, and abstract reasoning.

Question 23.
How does a baby exhibit his anger?
Answer:
The baby cries in order to show its anger.

Question 24.
What 36 you mean by emotional development?
Answer:
The innate feelings of the child such as joy, sorrow, fear, anger, tenderness and jealousy are the emotions those influence the development of personality and social adjustment of the child.

Question 25.
What is mental development?
Answer:
Mental development means the growth and rise of the mental abilities of the individual in the face of adverse situations.

Question 26.
Give one characteristic of mental development.
Answer:
Mental development helps the child to develop-multifarious interests.

Question 27.
What is meant by identical twins?
Answer:
The twins are called identical because they exactly carry the same germs.

Question 28.
Give one characteristic of intellectual development.
Answer:
The development of reasoning is a sure sign of menial and intellectual development Ms one of the important characteristics of intellectual growth.

Question 29.
At which stage the rate of growth is very rapid?
Answer:
At the stage of the fancy of a child, the growth is very rapid.

Question 30.
How emotion is derived?
Answer:
Emotion is derived from the Latin word. Emovere means to excite, and agitate the mind.

Question 31.
How anger is seen?
Answer:
Anger is seen and expressed by biting, throwing, and leaving the place without uttering a word.

Question 32.
How psychology is derived?
Answer:
Psychology is derived from two Greek- words psyche and logos in which psyche means soul and logos means to study or science.

Question 33.
What is the definition of psychology to Mc. Dougall?
Answer:
To Me Dougall, psychology is the positive science of human conduct and behaviour.

Question 34.
Bring a relation between psychology and education.
Answer:
Both education and psychology help to solve educational problems using the basic principles of psychology.

Question 35.
What is a psychology to Skinner?
Answer:
To Skinner, “educational psychology deals with the behaviour of human beings in educational situations.

Question 36.
In which years the child wants to play and remain alone?
Answer:
In the early childhood stage at the age of 3-6, the child wants to play alone.

Correct the sentences.

Question 1.
In educational philosophy, psychology is applied in education.
Answer:
In educational philosophy; philosophy is applied in education,

Question 2.
In educational psychology, philosophy is used in education.
Answer:
In educational psychology, philosophy is used in education

Question 3.
In late childhood, the child is very imaginative.
Answer:
In early childhood, the child is very imaginative.

Question 4.
Adulthood starts from 19 years.
Answer:
Adulthood starts from 21 years.

Question 5.
One month child can know human voice.
Answer:
Two months child can know human voice.

Question 6.
Late childhood stage age range is 3 to 6.
Answer:
Late childhood stage age range is 7 to 12 years.

Question 7.
Teeth rise at 8 months.
Answer:
Teeth rise at one year.

Question 8.
Memorisation is one of the emotional development.
Answer:
Memorisation is one of the mental development.

Question 9.
In infancy, the child likes to play alone.
Answer:
In the early childhood stage, the child likes to play alone.

Question 10.
The puberty age range is 13 to 40 years
Answer:
The puberty age range is 13 to 19 years.

Fill in the blanks with suitable words.

1. Greek word logos means _______.
Answer:
Greek word logos means science.

2. Growth is _______.
Answer:
Growth is structural.

3. The final phase of life is _______.
Answer:
The final phase of life is infancy.

4. The average height of the child at birth _______.
Answer:
The average height of the child at birth is 19 to 20 inches.

5. Growth and development is performed by _______ and _______.
Answer:
Growth and development is performed by heredity and environment.

6. Language development is _______.
Answer:
Language development is mental development.

7. At _______ age the child seeks a playmate.
Answer:
At 5 years of age, the child seeks playmates.

8. The two major emotions of children are _______ and _______.
Answer:
The two major emotions of children are love and fear.

9. _______is curiosity emotion.
Answer:
Astonishment is one of curiosity emotion.

10. One characteristic of anger is _______.
Answer:
One characteristic of anger is crying.

11. For control of emotions _______ method of training is needed.
Answer:
For control of emotions liberalisation method of training is needed.

12. Two primary emotions of the child are _______ and _______.
Answer:
Two primary emotions of the child are love and fear.

13. _______ resembles the child with parents.
Answer:
Heredity resembles the child with parents.

14. The child learns social qualities by _______.
Answer:
The child learns social qualities by imitation.

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 2 Ancient Greece Long Answer Questions.

CHSE Odisha 11th Class History Unit 2 Ancient Greece Long Answer Questions

Long Type Questions With Answers

Question 1.
How Greater Greece / Magna Greece was formed?
Answer:
Greek was not their original name. They called themselves ‘Hellens’, but the Romans called themselves ‘Greeks’ and the world has adopted that name from the Romans. The Greek tribes were a branch of the Aryan stem. About 2000 to 1500 B.C. these tribes entered the mainland of Greece from the north and soon these different groups took possession of the coast of Asia Minor, the Aegean sea, and a portion of Europe in the southeast.

However, prior to that, the Greek island of Crete was already the home of a great civilization that reached its zenith after 1600 B.C. It was the Minoan civilization named after legendary king Minos of Crete, sometimes referred to as Mycenaean civilization, after a city called Mycenae, which the Cretans had built. This civilization was quite prosperous.

The people of this Aegean civilization used the Cuneiform and pictorial writings of the Sumerians and Egyptians and had also an alphabet of their own. Sea trade, not agriculture, was their main occupation. Aryan tribes defeated the Cretan’s arid development of the latter civilization. These Aryan tribes were the Achaeans, Phocians, Thessalians, and Boeotians. The Achaeans had three main branches.

They were the Dorians who settled in the Peloponnesian regions, the Aeolians in Asia Minor, and the Ionians in Attica and the Aegean region. It was during this period that the Greeks destroyed the gold- and-bronze city of Troy in Asia Minor, to avenge the insult of the Trojan prince Paris, of having abducted the mythical beauty queen Helen. This is the theme of the famous epic of Homer, the ‘Iliad.’

To the Greeks, the Trojan war that lasted over ten years was the first important event in their history. The Aryans later called themselves Hellens and their country Hellas, after legendary tradition associated with king Hellen of Thessaly. The Achaeans had no fear of any military attack on them. They were thus free to establish a series of establishments in the region.

They lived in simple but lavishly decorated houses. The women had their separate rooms in the house. Homer, the blind poet, wrote about many feminine characters of striking beauty. Perhaps that is why the Achaeans were famous for the delicacy of their manners they were extremely courteous to strangers, elders, and women. Like most other Aryan tribes, these Greeks loved singing.

That appears to be justification enough for the Age of Homer. Homer pioneered the birth of European literature. His most famous works were the ‘Iliad’ and the ‘Odyssey’ composed in the seventh century B.C. The ‘Iliad deals with the Spartan victory over Troy after a decade-long war, as well as the exploits of their legendary hero, Achilles. The ‘Odyssey’ describes the adventurous return journey of Odysseus from Troy.

These epics give us an insight into their society before 700 B.C. Another great author of those times was Hesiod who exposed the mistakes of “bribe-swallowing lords”. This period goes down in history as the Homeric Age. Geography gave the Greeks no other option but to have city-state types of political organization. Gradually they abandoned their tendencies, adopted agriculture, and devoted their leisure to sharing the problems and privileges of their city-state governments.

Each city-state for each of their groups was governed by a king with the aid and advice of a council of elders from each clan. worshipped a number of deities like Zeus, Appolo, Athena, and Mount Olympus – the abode of Gods. Their religion was a sort of contact between a man and God. So they came to believe in divine revelations or Oracles. The most important of these was the Delphic Oracle. They would not set out on a march of conquest, nor would they take important decisions without consulting the Oracles.

Naval competition with ancient Phoenicians turned them out to be good mariners later. Gradually they conquered and colonized the whole of the Mediterranean region. This region came to be known as ‘Magna Grecia’ or Greater Greece. The increase in population at home along with limited agricultural prospects and oppression of the feudal lords made them settle down in these colonies

Question 2.
Describe the community of Greece?
Answer:
The Greeks had settled in scattered villages ever since their migrations into Greece. The absence of communication intensified their isolation from one another. But gradually the people of each valley or plain grouped themselves together to form a single political community for worshipping the gods, for buying and selling, as well as for common government and common interests in defense.

The center of the community was usually at the highest point in the valley so that it could become a fortress as well as capital. community, which developed around the city or capital in its own way, was called in Greek a ‘poll’s’ or city-state. The central fortress or capital was the ‘acropolis’. The most famous acropolis is, obviously Athens. The king lived in the fortress.

Each city was protected by a wall, each city-state had a fixed place for popular assemblies. There the king and the council of elders would take important decisions after discussions. There was this council of elders along with an Assembly to carry out the administration. The council consisted of the nobles or the Eupatrids, whereas the Assembly was constituted of the poor citizens.

Each city-state was autonomous. It collected taxes from its people, declared war, and negotiated peace with other city-states. A city-state naturally tended to be a Republic. The Greeks were thus conducting the biggest experiment in human history, the experiment of self-government. Each developed in its own way. Social and, even, religious life differed from one city-state to another.

There was no unity among them. The citizen was fanatically loyal to his own city-state. Constant infighting among the city-states also added to the absence of any sense of Greek nationalism as a whole. Of course, they still had many things in common. Firstly, they used the common Greek language in preference to the local dialects they had developed. Secondly, they were bound by a common religious faith.

Religious councils or Amphictyonies organized common religious festivals attended by all city-states. Thirdly, the Olympic games, held every fourth year at Olympia, were run and participated in by all the Greeks. Fourthly, the literature and legends of heroes were held m common by all city-states. Homeric literature was the common property of all city-states. Lastly, a sense of superiority was in their minds in relation to the non-Greeks.

This sentiment was also common to all city-states. Yet it is an irony of history that, in spite of there unifying factors, the Greeks could not establish nation-states Temporary alliances and confederations among city-states were a far cry from the ideal of a homogeneous nation-state. Among the many city-states, the most prominent were those of Athens and Sparta. Both were hostile to each other.

Both differed widely in spirit and character. The Spartans were all for physical prowess. Might be right for them. The Athenians were for mental growth in the realm of ideas. For them, the pen was mightier than the sword: If Sparta can be said to be the military capital of all Greece, Athens was its cultural capital.

Question 3.
What is the contribution of Athens to Greece?
Answer:
Athens was the pioneer city-state that contributed much to the culture of ancient Greece. It was founded in the province of Attica Acropolis was four miles off fee sea- coast. The soil was arid, free rainfall was scanty and so few inhabitants were hardened by toil and sweat for earning a living. The Athenians were a mixed race wife majority of Ionians and these were all united by king Theseus before 700 B.C.

Athens contributed immensely to Greek civilization whole. They improved on fee Greek literature, philosophy, religion, politics, architecture, etc. Another important contribution was the growth of ‘polity’ or democracy, as we know it today. After the death of their peerless ‘Archon’ (ruler) Cordus, they chose in 282 B.C. nine Archons annually the presiding Archon.

a military Archon or Polemarch and six other judges under fee Chief Priest or King Archon. All of them would govern for a year consultation wife a fee body of nobles, feat appointed them fee Areopagus. The nobles became more powerful wives fall from the monarchy. Gradually they became selfish and oppressive. Common people exploited wives through high taxation.

Overburdened with debts, they were made slaves by the nobles. Whim, not law, became the basis of administration. The time was now ripe for reformers to come up as saviors of the common people.

Draco:
There was no code of laws; The aristocrats were the judges who always interpreted the laws to their own advantage. People did not get justice. The peasants were the first to demand a written law. Ultimately the task of preparing the code was entrusted in 621 B.C. to Draco, an Athenian noble. These laws were extremely harsh and failed to serve the purpose of the common man.

The severity of these laws led the common man of the time to quip that these were written down with blood, not ink. Since then the world “Draconian” has come to symbolize any harsh law. Yet, the code of Draco was the first step towards the future prospect of rule of law.

Solon :
Solon was the proud descendant of the family of Codrus. He was born in 638 B.C. He became a great statesman of Athens. He was elected as Archon in 594 B.C. Though a noble by birth, he was a commoner by disposition and felt sorry for the misery of the poor under the code of Draco. He enjoyed full authority to remedy this. He introduced many reforms to relieve the burden on the poor. It was a custom then that any peasant who defaulted in repaying his loan would be a slave of the money-lender by virtue of the debt- agreement.

Solon freed the slaves by declaring all such laws null and void. The state paid the amount for bringing back such slaves sold outside. He also put a ceiling on land beyond which no noble can own land. The voting right was extended to all sections including the lowest class, the Thetes. All free men were equal before the law. The reforms of Solon were, indeed, salutary.

Pisistratus:
The disparity between the rich and the poor still continued in spite of Solon’s reforms. The improvement came through Pisistratus, a nephew of Solon, who became the master of Athens in 546 B.C. Aman of high ideas and ambitions, he smiled benevolently for 30 years. The period was enriched by great progress in Athenian art, architecture, literature, and even in agriculture and industry. He drove the nobles out Athens and confiscated their property to the State for the purpose of redistributing this land among the landless.

He helped the poor with loans from the State funds on moderate terms. The constitution of his illustrious uncle was left untouched. He championed an agrarian revolution, patronized state feasts, religious rites like the Panathenaea festival in honor of the principal goddess Athena. His death in 527 B.C. again brought anarchy.

Cleisthenes :
Cleisthenes had rightly been called the “Father of Greek Democracy”. A practical reformer, he took steps to prevent tyranny and protect democracy. He divided the four classes of Athenian society into ten ‘demes or tribes. Each tribe was to elect 50 members every year to constitute the Council of the ‘Five Hundred’. Every free man had the right to vote.

The Council was the supreme authority in administration The Assembly or Ecclesia discussed the Council proposals. Ten generals, popularly elected were placed in command of the army. They were responsible to the Ecclesia. Through these reforms, Athens almost became a kind of direct democracy. To protect this democracy, he also used a novel system ‘Ostracism’. The method authorized the people to vote for any influential man as dangerous to the State.

Individual voting to be conducted once a year on a piece of ostracon against any such person would be valid only beyond 6,000 votes, in which case, the man would be driven out of the country for ten years. This system of Ostracism authorized the people to ‘ostracise’ unwanted elements. It also involved the authority of the people over the administration, in consequences.

Question 4.
What are the reasons which lead to Persian inventions?
Answer:
Various reasons were there for the Persians to invade the city-states of Greece at the outset of the fifth century B.C. There was the rise of Persian power under the kingship of Cyrus and Darius. Conquest, not trade, was their motto. Persian expansion towards Europe was a threat to the Greeks especially when the latter was still in search of new colonies to house their ever-increasing population. Both the Persians and the Greeks were expanding imperialists. A clash was the logical outcome.

The Persians under Cyrus conquered many Greek city-states and appealed to Athens and Sparta for help. The Athenian and Eritrean ships destroyed the Persian city of Sardis. The then Persian Emperor despatched a strong navy under his son-in-law Mardonius in 492 B.C. to take revenge on Athens. This expedition was destroyed by a storm. The second expedition was sent in 490 B.C. The great battle was fought at Marathon. The Athenians made an urgent appeal to Sparta.

The message was sent by the hand of the Philippines which covered 150 miles of hilly track in two days of amazing running. The Spartans pledged help but took six days to mobilize. Philippides ran back equally fast to convey the news, but the Athenians won the war themselves. Philippides fought in the war. He ran to Sparta to convey the news of Athenian victory after the war. He died after conveying the news to Sparta. The ‘Marathon race in modem sports is a tribute to his memory.

Cleisthenes :
In 480 B.C. Xerxes the son of Darius, invaded Greece. The Athenians were joined by the Spartans under king Leonidas and checked the advance of the Persians in the battle of Thermopylae. Finally, in the battle of Salamis and Plataea, the Persians were defeated. Athenian fame spread and Athenian leadership were recognized. She formed a Delos or Delian league of city-states.

Her civilization flourished and reached its climax under Pericles. Athens was at last an Empire. Victory over Persia was regarded as ordained by gods and the Athenians composed hymns and constructed shrines in honor of gods. The Persian defeat also boosted the trade, commerce, and imperialism of the Greeks.

Question 5.
Why Age of Pericles is known as a golden age in Greek history?
Answer:
The age of Pericles is regarded as the ‘Golden Age in Greek history. In substance and volume of achievement, it was as remarkable as the Augustan Rome, Elizabethan Age in England, Gupta Age in India, and Meiji Age in Japan. All round prosperity and achievements in art, literature, philosophy, politics, etc, marked this age. The age is a land mark in human history as a whole. Pericles, a descendant of Cleisthenes, was born into a noble family in 490 B.C. His father Xanthepas had participated with credit in the war with the Persians.

He got good and integral education which included gymnastics and philosophy, singing and Logic, literature and military training, oratory and statecraft. He was adept in all these. Liberal at heart, he was a champion of liberty, welfare, and the general prosperity of the common man. As a politician, he was as capable as Gladstone or Lincoln. His was the thought of Plato and the voice of Socrates.

This popular noble was elected as Strategus of Athens in 465 B.C. and got elected to that post in each of the following thirty years. Austere, honest, and gentle, he was a paragon of virtue. Contemporary historian. Thucydides wrote, “He kept Athens safe from all dangers, and under his guidance, Athens reached the height of her greatness.” He died of plague in 429 B.C.

Athenian Democracy:
A significant contribution of Pericles was the system of direct, not delegated, democracy. The whole of Athens met in the General Assembly or Ecclesia to make Laws. The 1,00,000 slaves and 20,000 foreigners out of a total population of2,80,000, were not to take any part in public fife. About 50,000 citizens thus were attending the Ecclesia. Women had no political rights and so were not eligible for such bodies.

The citizens took a direct part in the administration of the state. The Ecclesia met at least ten times a year. Along with the council, constituted the Athenian Legislature. This supreme body of the Government decided questions of war and peace as well as treaties. The executive authority lay with a council of ten Strategus elected by the Ecclesia. They regulated foreign policy and defense.

Justices, Juries, and Judicial Committees were appointed for the distribution of Justice. Pericles ordered that each of the 200 Jurors should be paid for their services. Merit and equality of all before the law came as evidence of the wisdom and far-sightedness- of Periclean liberalism. The only defect, by modem standards, appears to be the denial of political rights to women and slaves.

Art:
Pericles was a patron of the scientific pursuit of knowledge. He was a close friend of the philosopher, Anaxagoras. He made Athens, in his own words, “the School of Greece”. Beauty, grace, and natural perfection came to be reflected in Periclean art and architecture. use of marble and pillars were two characteristics of Periclean architecture. Acropolis was repaired after the Persian destruction of it. The temple of the Parthenon was built by Lectinus and dedicated to the goddess Athena.

The statue of Athena was wooden, overladen with ivory and gold. Athena was worshipped till 430 A.D. The Parthenon is a unique specimen of Periclean architecture along with the ‘Temple of victory”, the Olympia statue of Zeus, and the Dionysus theatre pantheon with a capacity for 15,000 audiences. Painted potteries and painted pictures of the achievements of gods and heroes were also exquisite pieces of art.

Music and Drama:
Music was the heart-throb of Athens. The state bore the expenses for all the sixty festivals of a year that saw musical, choral singing, sports, and dramatic competitions.

Literature :
Few ages are as favored as the Periclean age in the field of literature, history, and philosophy. Sophocles, Euripides, and Aeschylus were the three tragic poets of the period. Their writings were inimitable and for all ages. were staged out of their historical plays. Aristophanes was a famous comedy writer. ‘The Clouds’ and ‘The Frogs’ were two of his great works. Pinder was a great poet.

Herodotus, the father of history, and Thucydides, the first scientific historian gave good company to Sappho, the first woman poet in history, in the Periclean Age, Xenophon was another illustrious historian. The philosophical heritage of the age is incomparable and unique: The wisest man, Socrates (469-399 B.C.) was ‘the incomparable peer of philosophical learning. Arguments and logic were his swan song.

Plato and Xenophon were his pupils. It was left to Plato to write the discourses of Socrates. Socrates was made to drink poison on charges of corrupting the minds of the youth with ideas, against polytheism and in you’re of monotheism. It happened after the death of Pericles. Plato (427-347 B.C.) carried the mantle of Socrates,- established a school (Akademy), and wrote many treaties, the most outstanding of which was the Republic’. It dealt with the ideal state.

Aristotle was a pupil of Plato who, too, contributed immensely to various branches of learning. The age was also characterized by the Sophists. They were a group of teachers in the Socratic mold of logic, moving from place to place, teaching arithmetic, geometry, and astronomy, and asking the people not to accept anything that fails the acid test of reason. The Periclean Age in its substantial import is thus not simply Athenian but for the whole of mankind.

Question 6.
Explain the Peloponnesian war of Athens?
Answer:
The glory of Athens, the Periclean Age, and the Athens Empire of the confederation of Delos ignited the spark of jealousy in Sparta. the Peloponnesian league with Corinth, it declared war on Corcyra. Corcyra sought Athenian help. The second Peloponnesian war was thus waged, in 431 B.C. In this thirty years war, the navy-oriented Athenians could not sustain the army-oriented assaults of Sparta. A plague in Athens killed Pericles along with a third of the Athenian population.

Defeat for them was inevitable. This inaugurated the hegemony of Sparta for a time. Internal quarrels continued among the city-states. Gradually they became weak and powerless. This provided the opportunity for the rise of strong men One such was King Philip of Macedon who brought all city-states under his control in 338 B.C. It was no surprise that he did it, for, after all, he was the father of Alexander, the Great.

Question 7.
Discuss Sparta, the city-state of Greece, and its system of Govt?
Answer:
Sparta was another city-state of Greece in the province of Laconia. A group of Dorans migrated from the, north and, by 1100 B.C. came to settle down in the Peloponnesus of the southern peninsula of Greece. Known as the Lacedaemonians, they established the city-state Sparta, oppressed the local people, and consequently suppressed their rebellion and set up a frame of rules for themselves. The city-state of Sparta was the largest in the whole of Greece.

The Spartan laws, commonly regarded as those formulated by Lycurgus, emphasized physical prowess and turned the Spartans into good professional soldiers. The city-state was virtually an armed camp. The Spartans made newborn babies to be first examined by experts. If found weak or with deformities, the child was put atop a to die by exposure. Women were asked to bear healthy children and in order to keep fit, had to undergo regular physical exercises. From the age of 7 to 19.

boys had to undergo vigorous and rigorous military training in the camps. Simplicity and a strong sense of discipline were the two main attributes of camp life. The trainee underwent torture to make him painstaking and tolerant. No tears were shed for those trainees who died. Away from any amusement, without any inclination for education, the Spartans were expected to gain excellence only iii physical strength and martial arts. All would serve in the army till the age of sixty.

Stem discipline and a crude military zeal thus shaped the Spartan attitude to life. They practically had no family life, for, the entire city-state was a military camp, commerce was neglected, cultural development was limited only to military arts, and agriculture was left to slaves to carry out. Constant fighting was their philosophy of life. They preferred death to surrender. As soldiers, they were second to none but as Greeks, they, unlike other Greeks, had nothing to offer in the shape of philosophy, sciences, and arts.

System of Government:
The Spartan system of government was much inferior to those of Athens and Corinth. constitution did not contain even an iota of democracy of the Athenian model. Their administration was carried out by the Kings, Ephors, and a popular assembly. A system of mutual check-and-balance however was seen in their mode of administration. They had two kings simultaneously ruling over them. Each of them tried to- curb the other’s tendency for becoming a dictator.

Their power was further limited by the appointment of Ephors by the Assembly. The Ephors were appointed for a year’s term. They were administrators who could even arrest, try, fine, or punish the kings. They enforced the laws and regulated the manners and morals of the people. The Popular Assembly had men within the age group of 30 and 60. They were called the ‘Apella’. This body of free citizens met at the time of each full moon. It had the power to declare war and negotiate peace.

But all these powers were limited. This body of Spartan nobility in general became aristocratic. However, the most significant of the Spartan system of government was the Council of Elders. It was the legislative body, consisting of thirty members, one from each of the thirty districts. All had to be retired soldiers i.e. above the age of sixty. All laws originated in this council.

The fag-end of the sixth century B.C. saw Sparta taking the lead in. the formation of the Peloponnesian Confederation in southern Greece. Sparta conquered many neighboring city-states and hosted the meeting of the Peloponnesian League. It consistently kept up its tradition through times of prestige and adversity until Philip of Macedon over-ran it. The Dorians and their Helot Slaves (the Helots were the original inhabitants of Sparta till overrun by the Dorians) did not live in harmony.

The degree of the Helot revolts was equally matched by that of Dorian’s oppression of them. Sparta made no contribution to the art human, progress or peace. They had no literature other than that of the sword. Agriculture, trade, and even gold and silver totally neglected, Ancient Sparta was thus a military colossus, without a head and heart. Brawn, not brain, was its scan song. Patriotism and discipline are their only heritages to posterity

Question 8.
Discuss the Roman Republic becoming a power in Rome?
Answer:
The Roman Republic brought the whole of Italy under its authority and direct control. Thus, though Italian in the larger context, the republic and the empire that followed it are prefixed as Roman. The Roman civilization was a continuation of the Greek civilization in a broad sense.

Yet the two popular cultures had some distinct differences between them. The Greeks were idealists and romanticists, but the Romans were very practical and down-to-earth. The Romans concentrated on law and the politics of government, military security, and an inventive genius for organization.

Patricians and Plebians :
The nobles overthrew the monarchy and captured political powers. The nobbles were called the Patricians and the other citizens – were the Plebians. The Patricians were very much oppressive. They exploited the people or Plebians in various ways, especially when in that society the Plebians were poor and enjoyed no political rights or privileges. The Plebians thus came to start a movement against the Patricians.

Their sole advantage over the Patricians was that they far outnumbered the nobility. This made possible their novel weapon of the ‘Strike’. So, whenever the Plebians thought that some injustice had been done and they had been the victim of any discrimination, they left Rome to settle in some nearby military settlement as long as the Patricians did not come to them for compromise.

The rulers and authorities cannot continue without the meld. So the Patricians would then go to the Plebians, compromise, and bring them back. On five occasions the Plebians went on this ‘Strike’. On the first such occasion, the Plebians got the concession of becoming tribunes – officers entrusted with the authority to protect the Plebians from the government.

This was the first of the many concessions to them, like, the legalization of the inter-marriages between the two classes, laws codified into ‘Twelve Tables’, the Plebians got the right to be members of the Senate and to be appointed as high-ranking officers of the government. All these opened the way for good cordial relations between them.

The Codes :
In 450 B.C. the Romans codified their laws. These were inscribed on twelve bronze tablets. These are called the ‘Twelve Tables’. These codified laws helped and protected the common people. In 367 B.C. the Tribune Licinius Stolo prepared laws to protect the peasants from impressive landlords. These came to be called the Lic Nian Laws’.

Question 9.
Discuss the government system of the Roman Republic?
Answer:
The Lesson learned from the dark days of the monarchy led the Romans to set up a republican form of government in which precaution was taken to stop too much power from getting into the hands of one person. They separated religion from the government by appointing a separate religious officer who was to act as the chief priest but was to have no political authority at all. He held the title of the King of Sacred Things.

As per the Roman constitution, there would be two Consuls with administrative and military powers. Both would enjoy equal powers. They were elected for one year. In times of peace, they would act as the Executive heads. In times of war, they would be the Chief Commanders of the army. Each Consul enjoyed equal powers as the other and each acted as a check on the other so that neither became a dictator with absolute powers.

They enjoyed the powers of life and death over the citizens. They had the power to summon the legislature. For extra-ordinary situations and emergencies of external invasion, the constitution provided for a Dictator. He would be appointed for six months only. The Senate appointed him by nomination. He was free to take any action he deemed fit to meet the crisis. All other organs of the government stood temporarily suspended for these six months.

None enjoyed the right to criticize the Dictator. He would not go out of the State and might be re-appointed for another six months. He had to resign after every such six-month period or immediately after the crisis was over. Otherwise known as ‘Magister Populi he was not to have any access to public funds. The’Patricians were alone eligible for the posts of Consul or Dictator. The general style was for the distribution of power among more and more people.

Thus, less would be the chance for anybody to become supreme. Praetor was the chief judicial officer of the state; Quester, the treasurer; Aedile, administrator of the Police and municipality. There were two censors for census after every five years and for assessing the individual property of every person for fixing revenue collections. The Roman Constitution provided for a Senate. It was the most powerful body in the Republic.

Otherwise known its the Council of Elders, it was composed of 10 members from each of the thirty Patrician groups. Each of these 300 senators held the post for life. Each Senator must have to be above twenty-eight years and must be an ex-magistrate. They embodied the wisdom and experience of the State Senate elected the Consuls and looked after the affairs of public expenditure.

To protect the interests of the Plebians, the Constitution later provided for two Tribunes to be elected for one year. They protected the common man from the oppressive Magistrates. They even came to acquire the power to veto any law of any Magistrate. They were to preside over the popular assembly. The Comitia Tribute was the popular Assembly. It was for the Plebians. It passed laws for them only.

But in 287 B.C., by a constitutional amendment, it came to be authorized to pass laws applicable to the Patricians as well. It appointed the Tribunes, and certain other low-ranking officer, and tried cases against the Plebians. There was also another Assembly, The Comitia Centuriata, that tried all cases of crimes committed against the Republic, and elected the Consuls as the highest court appeal. aristocrats manned its ranks. In all other matters, these Assemblies were to approve the Senate decisions.

Question 10.
Discuss three stages of the Roman Republic?
Answer:
First Stage: Rome defeated and humbled all hostile tribes of Italy during the period from 89 B.C. to 266 B.C. They captured the Etruscan city of Veil in 396 B.C., after a prolonged struggle, captured other such cities one after the other, and humbled all Etruscan territories. Three wars over thirty-five years were fought against the Samnite hilly tribes to humble them. They also defeated the Volscians and Aequians.

Finally, the Greeks in the south of the Italian peninsula were all conquered by 270 B.C. and Rome became the mistress of all of Italy. The only setback of the period was when the Gauls of the Po valley defeated the Romans in 390 B.C. and left two months later, after collecting a handsome penalty from the Republic. Rome treated the conquered people well and granted them citizenship.

Second Stage The Punic Wars :
The conquest of the whole of Italy made the Romans more enthusiastic about further conquests abroad. A rich Mediterranean colony of the Phoenicians soon attracted their attention. This was Carthage, “the Mistress of the Seas”. Carthage was richer and navally superior. The entire Mediterranean was a lake of the Carthaginians. A clash between Rome and Carthage was thus inevitable. Three such wars were fought between 264 B.C. and 146 B.C.

These are known as the Punic wars. The first Punic war began in 261 B.C. and continued till 241 B.C. The superiority of the navy of Carthage made the task of Rome difficult. When Rome won, it was a hard-earned victory. A treaty signed with Carthage in 241 B.C. made age to pay a huge penalty, give up Sicily, and, later in 238 B.C., Corsica and Sardinia also. Rome came to reign supreme in the Mediterranean and the Carthaginians went to settle in Spain.

The Second Punic War (218 B.C. to 201 B.C.) started when the Carthaginians wanted to take revenge and in 218 B.C. and under their great leader Hannibal attacked the Roman city of Saguntum. Hannibal succeeded his father Hamilcar and had taken an oath as a nine-year-old boy to avenge the first Punic war. He became the greatest military genius of his time and has come to rank with Alexander and Napoleon same.

He marched to Italy via France and Switzerland and after crossing the Alps, a rare feat of military achievement defeated the Romans at Trebia, Canne, and Trasimene. The emergency led the Romans to appoint a Dictator. He was Quintus Fabius Maximus. He resorted to the trick of avoiding a direct attack but was finally defeated in 216 B.C. at Canne. But, “Romans are feared most when their danger is the greatest”.

Hannibal received no help from home. Many of his good soldiers were already dead. Finally, in 202 B.C. at Zama, the new great Roman gene bliss Cornelius Scipio defeated Hannibal. A treaty followed. By it, the Carthaginians surrendered their navy, a huge price in gold, and agreed not to go to war without the permission of Rome. Thus ended the Second Punic War that re-established the supremacy of Rome over the Mediterranean.

Third Stage :
In the East lay the dominions of Alexander like Athens, Rhodes, and Pergamum, etc. now ruled by Alexander’s generals. Rome defeated Macedon in 197 B.C. and annexed it in 148 B.C., In 190 B.C. Antiochus of Syria was defeated in the battle of Thermopylae and also was Mithridates of Asia-minor. Thus, Rome came to acquire a gigantic empire, for herself.

Question 11.
Discuss Julius Caesar and his career?
Answer:
Julius Caesar did “bestride this narrow world like a Colossus”, to quote Shakespeare. He was the general who thrust the power of Rome northward; he was the dictator who made possible the existence of a Roman Empire. Here was a man who claimed kinship with the gods and came to be revered by the people as such. He left a mark on history that has never faded. Cicero was a better orator, Cassius was wealthier, and Pompey a good soldier, but Caesar was all the three put together and much more.

Gaius Julius Caesar appeared on the Roman scene when the public was withering rapidly. The vast empire arid its possible administration, the corrupt Senate, the Social war between the Italians and civil war between the Senate and the people, the slave war between the slaves and the army, and the popular demand for independence in remote areas of the Empire contributed together to the end of the Republic and the beginning of the Empire under Julius Caesar.

Julius Caesar was born in the Patrician class of Juli in 100 B.C. His father was Gaius and his mother was Aurelia. His family supported the Plebians because of previous matrimonial links with them and even Julius Caesar supported them during their struggle with the Patricians towards the far end of the Republic. One of his aunts was married to the Plebian leader Marius. He was, married to Cornelia, the daughter of the popular leader Cinna and his daughter Julia Pompey’s wife.

He lost his father in 84 B.C. and as a teenager was tutored capably by Amelia and tutor Antonius. Caesar grew up as a man of vision with a superlative will-power, clear purpose, amicable dealings, and quick decisions. He knew that would be extremely difficult to manage the empire through the Senate, knew that the trend of times pointed to dictatorship, and was determined that he should direct the affairs of the State.

Career:
The rise in his political carrier was meteoric. He began as Tribune. Aedile and Praetor before capturing the attention of all of Rome with feats of military conquest, as the governor of Spain. When Pompey returned from the East, the whole of the Republic and Crassus in 60 B.C. This was known as the First Triumvirate. Rome was ruled by the Triumvirate up to 48 B.C. with Caesar in the West, Crassus in the East and Pompey in the South, and Centre zones of the Empire.

Three changes however came in the situation. The first was the defeat and death of Crassus by the Parthians. The second was the conquests of Caesar. To dazzle the Roman eyes with his military genius, Caesar entered Gaul (corresponding to modem France) in 58 B.C. and in course of nine years won many great victories. The most notable was his victory over the Germans under Ariovistus that saw the military.

The skill of Caesar in full bloom, the capture of slaves and spoils of war, and the annexation of Gaul to Rome which continued for three hundred years. The Englanders were the allies of the Gauls in these wars and so Caesar attacked England twice in 55 B.C. and in 54 B.C. crossing the English channel to go right up to the Thames. The British Prince Cassivellaunus was forced to pay taxes and tributes.

Question 12.
Discuss Caesar as a dictator of Rome?
Answer:
Caesar won the civil war and returned to Rome. Not only was Caesar a great ‘conqueror but had great achievements to his credit. His victories brought great honors and a real power.

Dictator :
Caesar was voted dictator for life. He became in effect a monarch. He was adorned with the title – Imperator. He aimed at the all-round development of his subjects. The people of Romo enjoyed peace during his time. Mal¬administration and revolts at Rome brought chaos and indiscipline to the country. That was the time of 45 B. C. He brought confidence in the Roman citizens through his administrative, economic, and other reforms.

Administrative Reform :
Although Caesar was a virtual dictator, he respected the Republican traditions and the Government of Rome. The Roman government was brought under his own autocratic and unlimited control. He secured all the powers of the Consuls and the Tribunes. He increased the number of senators from 600 to 900 through his own supporters. The Senate just became an advisory body. He acted as the chief priest. He could appoint the magistrates, command the army and declare war and peace.

He reduced the powers of provincial governors. He was authorized to spend the public fund. Citizenship was granted to all aliens in Roman dominion like the Roman citizens. Roman laws were codified and systematized. Municipal laws were standardized. He imposed order in Roman streets and took action checking the moneylenders to participate in politics. Italy town-planning scheme was introduced.

Economic Reforms:
To seek the welfare of his subjects was the principal work of Caesar. He took steps to relieve the burden of loans of the common people. He distributed lands among the landless poor. Water supply for cultivation was Caesar’s principal job. He constructed highways and dams. He prepared a flood control scheme for the Tiber. Colonies were established.

Near 80,000 people were sent to Carthage, Corinth, and other places. Caesar introduced regular taxation. He protected trade and commerce. He improved the coin system which facilitated the expansion of trade. Even gold coins bearing his effigy were issued.

Miscellaneous Reforms:
Caesar’s building activities were no less inferior to other rulers. He renovated the old temples and buildings. He built a temple for Mars and established an auditorium. A public library was built. The introduction of Julian’s calendar was his best contribution to future Europe. The new calendar started functioning from the first of January, 45 B.C. The calendar actually came from the Hellenistic Alexandria where an astronomer suggested to Caesar that “the year of 365 days.

An extra day each fourth year would make it possible to emerge from the complexities of the traditional Roman calendar.” Census was conducted in the whole of Italy. An incentive was given to increase the population. He also for the first time in history started a kind of newspaper – the Acturbols. In this way, Caesar brought peace and prosperity to the people of the Roman empire and earned fame.

Question 13.
What are the contributions of Rome to Human Civilization?
Answer:
It is observed that the culture of the Greeks highly influenced the culture of ancient Rome. The Greek language, science, and arts penetrated Rome through the Greek colonies in South Italy. Even Greek social, political and economic conditions no less impressed the Romans. That is why the Roman poet Horace said, “captive Greece had captured her rude conquerors”. But it cannot be said that the Roman civilization was fully influenced by the Greek civilization.

The Romans created many new elements. As J.M. Roberts puts it,” “The Greek contribution to civilization was essentially mental and spiritual, that of Rome was structural and practical.” The Romans possessed creative power. In politics and jurisprudence, the Romans had greater development than the Greeks. Below are enumerated the contributions of Rome to ancient civilization.

Government and law:
Monarchy was prevalent in Ancient Rome. But soon kingship was abolished and Rome became a republic. The powers of the king were captured by two Consuls. The Consuls were elected from among the Patricians for a term of one year. The Consuls enjoyed the highest administrative and military powers. They also acted as Judges, n case there was a difference between the two the Senate meditating.

The Senate was the most powerful political body. In administrative matters, the Consuls were to seek its advice Questions related to war and peace were settled by the Senate. It also controlled the National finance. The Romans had their edit of establishing a systematic code. There was a feeling at Roman laws were often interpreted to suit the Patrician’s interest. So the Plebians demanded written laws.

Accordingly, the laws were codified and inscribed on the Twelve Tables of bronze and displayed in the marketplace. When the Roman empire grew, foreigners lived in Rome. To secure their right it was necessary to enlarge the scope of the Twelve Tables. The special judges known as the praetor were appointed to look into the matters. A new body of laws came to be evolved for the administration of justice.

In the 6th century A.D. Emperor, Justinian codified the Roman laws which came to be known as the Justinian code. The Roman laws were just and humane in character. It is not exaggerated to mention that many European countries have prepared their laws on the basis of Roman laws.

Religion :
The Roman religion was a very obvious part of Roman life. The early Romans worshipped spirits rather than gods. Every family worshipped its spirit. The head of the family offered simple ceremonies to the family spirit. There was no priestly caste, nor was there creed or dogmas. Some of the popular spirits were Vesta, Janus, Juno, Penates, and Genius Familiae. Influenced by the Greeks, the Romans started worshipping the phototype of Greek Gods.

They worshipped Mars, Jupiter, Minerva, and Neptune, Jupiter, the spirit of the sky became the God of justice, and Mars who agricultural deity became the God of war. Venus was the goddess of beauty and Minerva was the goddess of wisdom. Neptune was the sea god. They observe an agricultural festival, the Saturnalia. Mysticism also entered into Roman belief.

Philosophy:
In the field of philosophy, Rome could not progress a lot like Greece. However, Rome had great thinkers. The Romans borrowed “Epicurian and Stoic philosophic ideas of ancient Greece” Lucretius was a thinker of ‘Epicureanism and wrote ‘On the Nature of things. Cicero, Epictetus, Seneca, and Marcus Aurelius advocated Stoic philosophy. Aurelius, in his book ‘Meditations’, interpreted, “Stoic philosophy and its place in Roman civilization.”

Literature:
The literature of Greece also influenced the Romans. But Roman literature was unique and it was a great contribution to human civilization. Their Latin works were more moralistic and less imaginative. Roman literature attained perfection in the fields like didactic poetry, historical writing, and satire. Virgil, Lucretius, Horace, and Ovid were great genius in poetry written in the Latin language.

Ovid was a model poet of his time. Virgil was a poet of supreme genius. He was famous for his pastoral poem, the Georgies. Here was painted a peaceful and harmonious World with nature. His World was the World of hard work, sincere faith, and simple pleasures. In theAeneidheisknownasthe ‘Voice ofRome’. It was written in the style of Homer’s ‘Iliad’ and ‘Odyssey’. The epic ‘Aeneid’ dealt with the foundation of Rome by the great Trojan Hero, Aeneas.

Ovid wrote poetry like the Metamorphoses. It was a collection of stories taken from Greek mythology. The Roman drama was not original, yet it prospered a lot. Seneca wrote nine tragedies to please Emperor Nero. His works served as a model for plays of the sixteenth century. In comedy, the Romans were more successful than in tragedy. Terence and Plautus were two great comedians.

Architecture :
The Romans were great builders. They followed the architectural technique of the Greeks and added many new elements to it. For example, they followed the technique of construction of Greek pillars or columns but the building of arches and domes was their own creation. H. A. Davies holds the view, “If Rome plundered she also civilized the world.” Sculpture. The Roman artists were also greatly influenced by the Greek sculptural style. However, they also developed their own technique.

Their sculptures were realistic, secular, and individualistic. The Roman sculptures expressed their skill in making statues of gods goddesses. In the first century A.D. There was a school of portrait bust-makers. Busts of emperors, administrators, and soldiers were produced life-like. Most remarkable of them were die-bust images of Pompey, Julius Caesar, Augustus, and Cicero. The collection of fine Roman busts is there in British Museum.

Science and Engineering:
Probably the Romans were ignorant of pure science, but their technology was highly advanced. Roman roads, bridges, and tunnels bear the testimony of Roman constructive genius. They had a deep knowledge of metallurgy. Roman craftmen were well-skilled in mining, glass works, dyes, and textiles. Claudius Ptolemy who was an astronomer compiled “The encyclopedia of Astronomy”.

He also displayed his knowledge of Geography. He was the first map-maker in the world. Pliny wrote ‘Natural History’ on nature. Galen was a great physician. He demonstrated that the arteries contained blood, not air. Celsus, another physician practiced medicine in Rome. Chiefly the Roman doctors contributed to healing rather than to theories about diseases and medicine.

The Roman culture was rich and it was not confined to Rome. Soon it was widespread throughout the Roman empire and contributed greatly to human civilization. Being impressed by the glory of Roman civilization, Edgar Allan Poe sings – “I Kneel, a layered and humble man, Amid thy shadows and drink within my very soul thy grandeur, gloom, and glory”.

Question 14.
What is the meaning and significance of terniTeudalism?
Answer:
What is known as the Feudal system came gradually into existence in the centuries following the collapse of the Rorpan empire in the west, particularly after the death of Charlemagne. During that long period of chaos, warfare, and insecurity, when the weakness of kings was exposed, the tiller of the soil found it safer to surrender his land and ‘commend’ himself to the armed man or ‘lord’ who could protect him in the use of this land. In return, the lord himself acquired certain liberties and privileges.

This development is known as Feudalism and it took a century or more to reach its full development. The name “Feudalism” is, however, a later invention of the lawyers and historians for it was unknown to the very people who practiced it and about whom so much has been written. This new socio-economic system made its first appearance in France and it was here that the system found fruition.

Gradually, however, it spread to other parts of Europe, and through every country had its distinctive features, the basic characteristics of feudalism were almost the same everywhere. In England, Feudalism developed after the Norman conquest during the eleventh century. The term feudal is derived from the Latin word ‘forum’, that is, ‘fee’ from ancient. Germanic word meaning ‘property’. Other terms linked with the system were fief (land), vassal (land-holder), and fealty (loyalty).

There is no definite demarcation to indicate the birth of feudalism. It was essentially an outgrowth in response to the needs and conditions of the times Prior to the growth of feudalism as an institution, its duties were being performed by such Roman and Germanic organizations as the ‘Clientage’ and ‘Commendation’. But their jurisdiction was not very for a fling. After the death of Charlemagne, his weak successors were unable to maintain effective control over his vast empire.

During the 9th century A.D., his empire broke into fragments. The petty kings who emerged in this fragmented empire lacked the power and authority to maintain law, order, and discipline. Without the support of a regular standing army, they even could not provide protection to their own subjects. Taking advantage of this rampant chaos hordes of German plunderers, looted people’s properties.

External invasion too was endemic. People lived in mortal fear since there seemed no one to protect them from the internal plunderers and external enemies. The condition of the peasants and laborers became particularly deplorable. Charlemagne had been assisted by a group of high officials known as the Dukes, Courts, and Margraves. After his- death, the successors of these officials declared independence from their titular kings and each one of them maintained a regular standing army.

They built numerous castles and continued to live luxurious life within these castles. Gradually, there developed a tendency among the weak kings, to grant land to these strong and wealthy people and in return, they were given protection against internal disorder and external aggression. Such seems to be the origin of Feudalism in Medieval Europe. Though kings were only in name, they nevertheless owned all land in the state.

After receiving the land from the kings, these powerful men, now known as Lords, promised to provide protection and security to the society. These Lords were termed the king’s vassals or feudatories. Even Bishops and Abbots gave away church land to these lords and in return received protection and security. The Lords in turn gave away land to the people in general and to the helpless peasants and laborers in particular.

These people owed them to the lords. The piece of land given to the peasant by the Lord was known as a ‘Fief or ‘Feud’ and from this term took shape an institution known as Feudalism. It was based upon an implicit contract between the kings, lords, and subjects but there was no legal sanction behind it.

Question 15.
Why it is regarded that all land was King’s land?
Answer:
Theoretically, all land was king’s land and there were no landowners in the modem sense of the word ‘owners’, but only shareholders or tenants. Society being graded or hierarchical, kings granted land to powerful lords or barons and they, in turn, sublet it to numerous tenants. The main duty of the baron and the knight was to provide soldiers to the king, usually for forty days of service per year. The performance of this duty was what he owed the king in return for his land.

These barons and knights who held their land directly from the king were known as tenants-in-chief. The lesser barons and knights who held land from the tenants-in-chief and not directly from the king were the sub-tenants. Just as the great nobles or lords were expected to supply the king with soldiers when the king went to war, the obligations of the sub-tenants to their lords would be similar. But generally speaking, a vassal or a sub-tenant did not serve for more than forty days.

Other Obligations of a Vassal:
Besides rendering military service, the vassal had other obligations to fulfill. A payment called a ‘relieF was due to the lord when a vassal succeeded to his father’s estate. He could not take possession until the relief was paid. Again, a vassal had to pay his lord feudal taxes or ‘aids’ on certain occasions like to ransom the lord from captivity to provide a marriage dowry for his eldest daughter when his eldest son received the honor of knighthood.

Ceremonies: Homage and Investiture:
A tenant – the tenants-in-chief to the king and sub-tenants to their immediate lord – before receiving his land, did allegiance or ‘homage’ for their holdings of fiefs. The land which the vassal received was termed the Fief or Feud. He had to kneel before his lord to do homage by placing his hands between his lord’s and then he swore fealty [loyalty] to his lord. The tenant was then ‘invested’ or presented with some symbol, such as a clod taken from the soil of the manor or estate.

The oath of fealty not only bound the tenant to faithful obedience but implied also that he would perform his feudal duties and render some form of service, particularly military. A feudal fief was hereditary in the family of the vassal or villein and passed down to the eldest son from one generation to the other. So long as the original conditions of the grant were observed faithfully, neither the lord nor his successors could rightfully regain possession of the land given to the vassal.

Mutual Rights and Duties :
The lord held the land, the peasant tilled it. The lord was duty-bound to protect the community and his rights included a tax on both the labor and the produce from the peasant. Conversely, the peasants’ duties were to perform these personal services to the lord, His right obviously was to expect protection, and also, by custom, to farm part of the soil for his own sustenance.

The Monor Duties by Villeinss Serfs :
The normal unit of a holding of land was the manor or an estate and a manor might include a whole village or part of one or more than one village. It was through the manor that the lords enforced their feudal arrangements. The lords whom the manors were granted had the entire mass of the villagers at their command. At first, the term ‘villein’ meant a villager, but in time it came to imply servitude.

The lord of a manor had various classes of tenants and he himself had his own farm. His farm was worked by the villagers. This compulsory labor on the lord’s land was one of the distinctive marks of the system of villeinage. In return, the villein had to cultivate certain strips of land.
He received no wages, but he had to do certain ‘base’ services for his lord. It included the heavy ‘week work’ and extra work or ‘boon work’.

The villain was not ‘free’ and he was ‘bound to the soil.’ He could not change his occupation, migrate from one village to another, or even get married without his lord’s permission. However, no one could take away his land, not even the lord, as long as the peasant or the villain performed his due services.

During festivities like Christmas and Easter, the lord claimed payment in kinds like poultry, eggs, butter, and whatnot. Sometimes there were workers known as bondmen or ‘serfs’. They held no land but were kept by the lord to do his chores and special tasks, for example, the beekeeper, the Hayward, and the swineherd.

Question 16.
Who is ‘Freemen ’ and what is the general condition of the villain?
Answer:
The villeins formed the great mass of the population, perhaps three-quarters. But besides the villeins, there were ‘freemen” who held varying amounts of land. The freeman was ‘free’ in the sense that he enjoyed various legal rights. He, in fact, could enforce his rights even against the lord and could even sell or give away his land to anyone he liked. Though at times he plowed the Lord’s land, unlike the villains he did not perform any weekly work.

On the whole, judging from the condition of the people, it was apparent that under feudalism their lives were far from being a happy ones. Though it was the labor of the villeins which made it possible for the feudal lords to pursue their passion for fighting they hardly had the will or inclination for looking after the welfare of the villains. Perhaps the only way a villein could obtain his freedom was by running away to a town and remaining there undetected.

The Castle :
The manorial village provided the lord of the manor with profit and it also provided the villagers with the means of existence. It is no exaggeration to say that war was the law of the feudal world. While brothers fought against brothers, sons stood up against their fathers, the tournaments of the medieval times which are so vividly described as avenues for entertainment were, indeed military exercises by the knights to keep them ever-prepared for the eventuality of war.

The military potential of the lords and barons often led to many cases of abuse. For instance, when the Duke of Normandy decided to break his feudal vows and fight against the king of France, it became imperative on the part of Norman landowners and villains to follow their duke. This had a disrupting effect for, it was absolutely fatal to the growth and development of a powerful nation.

Feudal warfare disrupted the normal and healthy growth of agriculture, commerce, and trade. Though a desire for security on the part of ordinary people was a powerful factor in the development of feudalism, that system did not provide a cure for their ills. The feudal lord often claimed and exercised rights that were detrimental to the interests of the community the right of private jurisdiction and the right of private war.

A strong king might be able to restrain such activities of a feudal lord, but few of the kings of Western Europe during the Middle Ages were strong enough to curb the rebellious instincts of their barons. A strong English king like Henry II might have been successful but the reign of the good-natured yet back Stephen illustrates what the lack of an effective central authority meant.

The initial feudal contract degenerated into a systematic exploitation of the weaker section of the community by the strong and powerful. Instead of a mutual distribution and sharing of concerns, it was sheer coercion by a small minority of a vast majority. Feudalism led to the evolution of serfdom a condition of abject poverty, misery, and deprivation.

Though gradually New Monarchs rose to power in Europe and restored order and fixed definite boundaries, the institution of the nobility- lords, dukes, barons counts-continued to survive and thrive. This feudal institution became parasitical which enjoyed privilege without responsibility. The kings, in fact, were to be blamed for this, they considered this exploiting class to be the mainstay of their strength.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 3 Education and Society Objective Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 3 Education and Society Objective Questions

Multiple Choice Test Questions with Answers

Question 1.
International Education Commission (1996) report includes?
(a) Learning to learn/know
(b) Learning to do/perform
(c) Learning to live together
(d) All the above
Answer:
(d) All the above

Question 2.
National quality movement commission 1985 was formed in?
(a) UK
(b) USA
(c) USSR
(d) France
Answer:
(b) USA

Question 3.
Some education movements took place in 1985 in ________?
(a) China
(b) India
(c) Germany
(d) Japan
Answer:
(b) India

Question 4.
Best Education in school white paper was published in 1985 in ___________?
(a) Australia
(b) UK
(c) USSR
(d) France
Answer:
(b) UK

Question 5.
Despite education, integration took place in 1984 in __________?
(a) USA
(b) USSR
(c) France
(d) Japan
Answer:
(b) USSR

Question 6.
The national quality movement took place in 1983 in __________?
(a) UK
(b) USA
(c) USSR
(d) Germany
Answer:
(b) USA

Question 7.
Does globalization mean as ___________?
(a) Universalization
(b Liberalization
(c) Internationalization
(d) All of the above
Answer:
(d) All of the above

Question 8.
The powerful instrument of social change is __________?
(a) Education
(b) Law
(c) Industrialization
(d) Universalization
Answer:
(a) Education

Question 9.
In which year education includes in the concurrent list?
(a) 1948
(b) 1956
(c) 1976
(d) 1986
Answer:
(c) 1976

Question 10.
Women’s India Association (WIA) was founded by Anniebestant in
(a) 1915
(b) 1917
(c) 1947
(d) 1948
Answer:
(b) 1917

Question 11.
The all India women’s conference (AIWC) was founded in __________?
(a) 1917
(b) 1927
(c) 1915
(d) 1925
Answer:
(b) 1927

Question 12.
Which constitutional amendment provides one-third reservation of women in panchayat and municipalities?
(a) 73rd
(b) 74rd
(c) 13rd
(d) 43rd
Answer:
(b) 74th

Question 13.
Who demanded equal political rights for women with men in 1935?
(a) Annie Besant
(b) Sarojini Naidu
(c) Nandini Satpaili
(d) None of these
Answer:
(b) Sarojini Naidu

Question 14.
The declaration of universal Human Rights was made in ___________?
(a) 1948
(b) 1946
(c) 1947
(d) 1964
Answer:
(a) 1948

Question 15.
Which article states equal pay for equal work for both men and women?
(a) 39(a)
(b) 39(d)
(c) 45(a)
(d) 39(c)
Answer:
(b) 39(d)

Question 16.
Which article ensures equality before the law?
(a) Article – 14
(b) Article – 15
(c) Article – 15 (3)
(d) None of the above
Answer:
(a) Article – 14

Question 17.
Which article prohibits any discriminative with men and women?
(a) Article 15
(b) Article 45
(c) Article 15 (3)
(d) Article 14
Answer:
(a) Article 15

Question 18.
In which state was the National Integration Conflict seen in 1994?
(a) Australia
(b) UK
(c) Russia
(d) France
Answer:
(e) Russia

Question 19.
Best Education in School white paper was published in 1985 at _________?
(a) Australia
(b) UK
(c) Russia
(d) France
Answer:
(b) UK

Question 20.
The rate of social change is ______?
(a) Equal
(b) Unequal
(c) Not similar
(d) Changeable
Answer:
(c) Not similar

Question 21.
Social change is transformation _________ whose definition is this?
(a) K. Device
(b) Lundburg
(c) S. Keming
(d) None of these
Answer:
(c) S. Kenning

Question 22.
Which organization provides finance to women?
(a) DRDA
(b) IRDP
(c) DWCRA
(d) None of the above
Answer:
(c) DWCRA

Question 23.
From which word is ‘Stratification’ derived?
(a) Stratus
(b) Stratum
(c) Strata
(d) Stratesco
Answer:
(c) Strata

Question 24.
An education revolution was seen 1985?
(a) Germany
(b) China
(c) India
(d) Japan
Answer:
(c) India

Question 25.
Where National Qualitative Revolution started in 1993?
(a) UK
(b) USA
(c) USSR
(d) Germany
Answer:
(b) USA

Question 26.
What is the meaning of globalization?
(a) Universalization
(b) Liberalization
(c) Internationalism
(d) All of the above
Answer:
(d) All of the above

Question 27.
Social Stratification is a division of the same level of society, who’s definition is this?
(a) Lundburg
(b) T.P. Jasbat
(c) Ullimous
(d) K. Device
Answer:
(a) Lundburg

Question 28.
Which is the main organ of social change?
(a) Society
(b) Education
(c) Culture
(d) None of the above
Answer:
(b) Education

Question 29.
Generation-wise mobility is _________?
(a) the Same stratification
(b) Intra-generation wise
(c) Social
(d) de-mobility
Answer:
(b) Intra generation wise

Question 30.
Which commission recommended vocational education?
(a) Kothari commission
(b) Secondary education commission
(c) Hunter Commission
(d) Hartog committee
Answer:
(c) Hunter Commission

Question 31.
Learning is the treasure within – whose subject matter it is?
(a) Kothari commission
(b) NPE-1986
(c) Hunter Commission
(d) International Education Commission
Answer:
(d) International Education Commission

Question 32.
When International Education Commission submitted its report?
(a) 1993
(b) 1996
(c) 1998
(d) 1995
Answer:
(b) 1996

Question 33.
If a person leaves the work of worship, and points in Govt, or service, which mobility is this?
(a) Horizontal mobility
(b) Vertical mobility
(c) Upward mobility
(d) Vocational mobility
Answer:
(d) Vocational mobility

Question 34.
Social stratification divides the classes and they are interrelated. Whose definition is this?
(a) Lundburg
(b) T.P. Jasbat
(c) Ullius
(d) K. Device
Answer:
(b) T.P. Jasbat

Question 35.
A clerk when promoted to an officer, the lecturer is promoted to a Principal, What type of mobility is that _________?
(a) Horizontal
(b) Vertical mobility
(c) Upward
(d) Downward
Answer:
(b) Vertical mobility

Question 36.
When a person moves from one position to another position what type of mobility is this?
(a) Horizontal
(b) Vertical
(c) Vocational
(d) Intra-generational
Answer:
(b) Vertical mobility

Question 37.
In social stratification changing shelter place, service what type of mobility it is?
(a) Vocational
(b) Intra-Generational
(c) Horizontal
(d) Vertical
Answer:
(c) Horizontal

Question 38.
Transform action in thought and activity belongs to is a social change who told this?
(a) Maclver and Page
(b) S. Kenning
(c) LunelBurg
(d) M.D. Jonson
Answer:
(d) M.D. Jonson

Completion Type Questions With Answers

Question 1.
Modem world education tendency is ___________?
Answer:
Globalization

Question 2.
Every country, has the tendency to develop ___________ system of education?
Answer:
National

Question 3.
Open Universities are established due to the __________ development?
Answer:
Media

Question 4.
The term global is used in the sense of being _________?
Answer:
Worldwide

Question 5.
Treasure of knowledge within 1996 describes ________ for 21st Century?
Answer:
Four pillars

Question 6.
National Quality Commission, was formed in the USA in _________?
Answer:
UNESCO

True / False Questions with Answers

Question 1.
Nationalism means a national system of education (True / False).
Answer:
True

Question 2.
Globalization means an international system of education (True / False).
Answer:
True

Question 3.
Globalization means modernization (True / False).
Answer:
True

Question 4.
Globalization means internationalism (True / False).
Answer:
False

Question 5.
Britain published a white paper in 1990 for the transformation of education (True / False).
Answer:
True

Question 6.
USA formed a quality movement in 1987 (True/ False).
Answer:
True

Question 7.
The challenges of the education movement were formed in India in 1985 (True / False).
Answer:
True

Answer In single sentences as directed

Question 1.
Which factors mostly affect women’s education?
Answer:
The socio-cultural factor and economic factors mostly affect women’s education.

Question 2.
To fulfill the objectives of women’s education what are the efforts made?
Answer:
The efforts of Operation Black Board, DPEP programs, and SSA, are made to fulfill the objectives of women’s education.

Question 3.
What do you mean by social change?
Answer:
Social change refers to the movement of social progress, social interaction, or social organization.

Question 4.
What is a social change to K. Device?
Answer:
To K. Device By social change alternation that occurs in social organization, the structure and the functions of the society.

Question 5.
What is a social change in Ogburn?
Answer:
To Ogburn, Social change means a change with culture, and its chief factors are material and non-material culture.

Question 6.
Give three causes for social changes at least?
Answer:
The main causes of social changes are the impact of science and technology, the role of war, and the actions of exceptional individuals, etc.

Question 7.
What are the main roles of education in social change?
Answer:
The conservative role, the progressive role, and the neutral role is the main role of education in social change.

Question 8.
What are the agents of social change?
Answer:
Population growth wars and voluntary Acts of individuals are the agents of major social changes.

Question 9.
What are the cultural factors in social change?
Answer:
Cultural factors like material culture, dogmatic beliefs, ideologies, etc. lead to social change.

Question 10.
What are the demographic factors of social, change?
Answer:
The demographic factors that determine the population, its size, numbers composition, density, social distribution, etc. help in social change.

Question 11.
Which includes education in the concurrent list?
Answer:
The constitutional Amendment of 1976, includes education in the concurrent list.

Question 12.
What is globalization?
Answer:
Globalization describes the cross-border relations between countries. It describes the growth in international exchange and interdependence.

Question 13.
Social change belongs to which process?
Answer:
It is a continuous process.

Question 14.
On which basis social changes are seen?
Answer:
Through modification and replacement, social changes are seen.

Question 15.
What do we call them, those who cultivate the land of landlords?
Answer:
Those who cultivate the land of landlords we call slaves or serfs.

Question 16.
Give an example of horizontal mobility?
Answer:
When a student leaves a school and joins another school with the same class, and a labor leader leaves one firm and works in same another firm.

Question 17.
What is vertical mobility?
Answer:
When a changes his stratification or position that is called vertical mobility.

Question 18.
Give the parts of social stratification?
Answer:
The classification of social stratifications is the slave system, landlord system, cast system, and class system.

Question 19.
In the slave system how society is divided?
Answer:
In the slave system, society is divided into two classes, such as – master and slave.

Question 20.
Given the definitions of Lundberg’s social stratification?
Answer:
To Lundburg, a stratified society is known as an unequal society and high or low differences among the people.

Question 21.
What is according to Moris Ginsburg, social change?
Answer:
The social change, the social structure such as the social structure in the definite organization and its change with classification is a social change to Moris Ginsberg.

Question 22.
Social change refers to cultural changes – whose opinion is this?
Answer:
To Ogburn, social change refers to cultural change.

Question 23.
Which is the main agency of social change?
Answer:
Education is the main agency of social change.

Question 24.
What is social stratification?
Answer:
The division of society is known as social stratification.

Question 25.
From where stratification word is derived?
Answer:
From the Latin word, ‘strata’ stratification is derived.

Question 26.
What is social stratification to Raymond W. Murry?
Answer:
To Raymond Murray, Social stratification is the horizontal division that divides society into low and high grades.

Question 27.
What is social stratification to Willson?
Answer:
To Willsons, social stratification refers to the measurement of the equality among the superiority and inferiority in the society, i.e. low caste and high caste similarity.

Question 28.
Give one pillar of the international education commission?
Answer:
Learning to know is one pillar of the international education commission.

Question 29.
Give one definition of Globalization?
Answer:
Generally, globalization refers to productivity, communication, and development in science and technology.

Question 30.
Give the subjects of Globalisation?
Answer:
The subjects, of globalization, are supra territoriality rapid production, growth of multinational companies, and open market, etc.

Question 31.
Give examples of vertical stratification?
Answer:
Examples of vertical stratifications are individual classes, & vocations and positions promotions, etc &.the example of the promotion of a lecturer to the principal.

Question 32.
Give an example of social mobility?
Answer:
The elements of social Mobility are horizontal mobility, vertical mobility, vocational mobility, intra-generational mobility etc.

Question 33.
What is vocational mobility?
Answer:
Vocational mobility refers to mobility from one profession or vocation to another vocation.

Question 34.
Give the example of vocational mobility?
Answer:
When a man of worship leaves his profession and joins agriculture or other services as a vocation.

Question 35.
What is the other name of vocational mobility?
Answer:
The other name of vocational mobility is professional mobility.

Question 36.
What is the term globalization?
Answer:
Globalization refers to international understanding and cooperation, universal brotherhood, and modem citizenship when developed by new trends of education is called globalization.

Question 37.
What are the two main factors that affect women’s education?
Answer:
The two factors with socio-cultural factors arid economic factors affect women’s education.

Question 38.
What are the other factors that motivate women’s education?
Answer:
Other factors like the distance of the school, absence of female teachers, absence of Girls schools, insufficient number of teachers, lack of basic amenities, lack of methods, and lack of incentives affect women’s education.

Fill in the blanks

Question 1.
In 1951 world education conference was held in ________?
Answer:
Parish

Question 2.
_______ education commission emphasizes vocational education?
Answer:
N.P.E. 1986

Question 3.
By ________ National Education Day is decided?
Answer:
NPE 1986

Question 4.
According to D’Souza every school should perform two activities such as _________?
Answer:
Citizenship training and social service education.

Question 5.
evokes loyalty to country and patriotism as _________?
Answer:
Nationalism

Question 6.
National education organization is built in _________?
Answer:
1920

Question 7.
Does stratification divide the world into and ________?
Answer:
Haves and have not’s

Question 8.
Social stratification divides society into different classes by _________?
Answer:
T.P Jasbat.

Question 9.
Every society is changing but not _________?
Answer:
Static.

Question 10.
By ________ transformation of any organization is social change?
Answer:
Jones.

Question 11.
_________ and _________ is social change?
Answer:
Institutional and Stratification.

Question 12.
The social change nature and speed is influenced by ________?
Answer:
Time factor.

Question 13.
Social change is a __________ process?
Answer:
Continuous process

Question 14.
Social change is _________?
Answer:
Universal

Question 15.
One main agency of social change is __________?
Answer:
Education

Question 16.
Every caste is considered _________ a group?
Answer:
Intradwelling.

Question 17.
Does every caste have a _________?
Answer:
Family vocation.

Question 18.
The Slave system continued long days in __________?
Answer:
South Africa

Question 19.
The other name of vocational mobility is __________?
Answer:
Professional mobility

Question 20.
Changing of one position to another in changing states is known as __________?
Answer:
Vertical mobility

Question 21.
When a person moves up a ward of acquired status position is ___________?
Answer:
Upward vertical mobility.

Question 22.
When there is no change in a caste, the existence of society is ___________?
Answer:
Downward vertical mobility.

Question 23.
When mobility is seen from one location to another is ____________?
Answer:
Vocational mobilility

Question 24.
No change is social status in social change is ___________?
Answer:
Horizontal mobility

Question 25.
Change of activity / works with social status is ___________?
Answer:
Vertical mobility

Correct the errors (Correct the error of the portion underlined)

Question 1.
Society is divided into Masters and Landlords?
Answer:
Society was divided into master and slave.

Question 2.
The serfs occupied high positions in the society?
Answer:
The serfs occupied a low position in society.

Question 3.
The rate of social change is always equal?
Answer:
The rate of social change is unequal.

Question 4.
Social change is not influenced by cultural changes?
Answer:
Social change is always influenced by cultural changes.

Question 5.
Social change is not universal?
Answer:
Social change is universal.

Question 6.
The only agency of social change is culture?
Answer:
The only best agency of social change is education.

Question 7
Does social change refer to the change in society?
Answer:
Social change refers to a change in culture.

Question 8.
The real meaning of social change is the rich-poor difference?
Answer:
The real meaning of social change is a high-low difference.

Question 9.
The society was divisible into master and land owner?
Answer:
Society is divisible into master and slave.

Question 10.
Social change is worse than cultural change?
Answer:
Cultural change is wider than social change.

Question 11.
Cultural change is a part of social change?
Answer:
Social change is a part of cultural changes.

Question 12.
Does globalization discourage democratic participation?
Answer:
Globalization encourages democratic participation.

Question 13.
To Maclver any change of the organization is social change?
Answer:
To Jones, any font of the organization is social change.

Question 14.
To Jones, the change in social relationships is social change?
Answer:
To MacIver, the change in social relationships is social change.

Question 15.
Social change is the change of sum total of villages?
Answer:
Social change is the flange of sum total of the community.

Question 16.
Social changes are mainly created through transformation and globalization?
Answer:
Social changes are mainly created through transformation and displacement.

Question 17.
To Ogbuny cultural change refers to social changes?
Answer:
To Ogbuny social change refers to cultural changes.