CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 2 Basic Concepts Long Answer Questions.

CHSE Odisha 11th Class Sociology Unit 2 Basic Concepts Long Answer Questions

Long Type Questions and Answers

Question 1.
What do you mean by society? Explain the characteristics of society.
Answer:
The term “society” is derived from the Latin word ’socius’, which means companionship means sociability. As George Simmel pointed out, it is this element of sociability which defines the true essence of society. It indicates that man always lives in the company of other people. ‘Man is a social animal’, said Aristotle centuries ago. Man lives in towns, cities, tribes, villages, but never alone.

Loneliness brings him boredom and fear. Man needs society for his living, working and enjoying life. Society has become an essential condition for human life to arise and to continue. Human life and society always together.

(1) According to Maclver and Page, “Society is a system of usages and procedures, authority and mutual aid of many groupings and divisions, of control, of human behaviour and of liberties”.
(2) According to F.H. Giddings, “Society is the union itself, the organisation, the sum of formal relations in which associating individuals are bound together”.

Characteristics of Society:
In its broadest sense society means the whole human society, the community of all human beings. A very large section of the humanity may be called a society. The Western Christendom; the people of Islam, the Indians, the English and the French are some such societies because they belong to very large social communities.

A society, thus, means a large social community having many things in common in the way of living of its members for a closer and better understanding we have to discuss the characteristics of society. Society is composed of people, without the students and the teachers there can be no college and no university. Similarly, without people there can be no society, no social relationships, and no social life at all.

Society is a group of people in continuous interaction with each other. It refers to the reciprocal contract between two or more persons. It is a process where by men interpenetrate the minds of, each other. An individual is a member of society so long as he engages in relationsihp with Other members of society. It means that individuals are in continuous interaction with other individuals of society.

The limits of society are marked by the limits of social interactions. Social interaction is made possible because of mutual awareness. Society is understood as a network of social relationships only where the members are aware of each other. Society exists only where social beings ‘behave’ towards one another in ways determined by their recognition of one another. Without this awareness there can be no society. A social relationship, thus implies mutual awareness.

The principle of likeness is essential for society. It exists among those who resemble one another in some degree, in body and in mind.
Likeness refers to the similarities. People have similarities with regards to their needs, works, aims, values, outlook towards, and so on. Just as the ‘birds of the same father flock together’, men belonging to the same species called homosapiens, have many things in common.

Society, hence rests on what F.H. Giddings calls consciouness of kind. “Comradeship, Intimacy, association of any kind or degree would be impossible without some understanding of each by the other and that understanding depends on the likeness which each apprehends in other”. Society in brief, exists among like beings and likeminded.

Society also implies difference. A society based entirely on likeness and uniformities is bound to be loose in socialites. If men are exactly alike, their social relationships would be very much limited. There would be little give-and-take, little reciprocity. They would contribute Very little to one another. More than that, life becomes boring, monotonous and uninteresting, if differences are not there.

Hence, we find difference in society. Family for example, rests on biological difference between the sexes. People differ from one another in their looks, personalities, ability, talent, attitude, interest, taste, intelligence, faith and soon. People pursue different activities because of these difference.

Thus we find farmers, labourers, teachers, soldiers, businessmen, bankers, engineers, doctors, advocates, writers, artists, scientists,- musicians, actors, politicians, bureaucrats and others working in different capacities, in different fields in society. However, difference alone cannot create society. It is subordinated to likeness.

Society is not static, it is dynamic. Change is ever present in society. Changeability is an inherent quality of human society. No society can Over remain constant for any length of time. Society is like water in a stream or river that forever flows. It is always in flux. Old men die and new ones are born.

New associations and institutions and groups may come into being and old ones may die a natural death. The existing ones may undergo changes to suit the demands of time or they may give birth to the new ones. Changes may take place slowly and gradually or suddenly and abruptly.

Primarily likeness and secondarily difference create the division of labour. Division of labour involves the assignment to each unit or group a specific share of a common task. For example, the common task of producing cotton clothes is shared by a number of people like the farmers who grow cotton, the spinners, the weavers, the dyers, and the merchants.

Similarly, at home work is divided and shared by the father, mother and children. Division of labour leads to specialisation. Division of labour and specialisation are the marks of modem complex society. Division of labour is possible because of co-operation. Society is based on cooperation. It is the very basis of our social life.

As C.H. Cooley says, cooperation arises when men realise that they have common interests. It refers to the mutual working together for the attainments of a common goal. Men satisfy many of their desires and fulfil interests through joint efforts. People may have direct or indirect co-operation among them. Thus co-operation and division of labour have made possible social solidarity or social cohesion.

Society has its own ways and means of controlling the behaviour of its members cooperation, no doubt exists in society. But side by side. Competitions, conflicts, tensions, revolts, rebellions and suppression are also there. They appear and re-appear off and an. Clash of economic or political or religions interests is not uncommon. Left to themselves, they may damage the very fabric of society.

They are to be controlled. The behaviour or the activities of people are to be regulated. Society has various formal as well as informal means of social control. It means society has customs, traditions, conventions and folkways, mores, manners, etiquettes and other informal means of social control. Also it has law, legislation, constitution, police, court, army and other formal means of social control to regulate the behaviour of its members.

Social relationships are characterised by interdependence. Family, the most basic social group, for example, is based upon the interdependence of man and woman. One depends upon the other for the satisfaction of one’s needs. As society advances, the area of interdependence also grows.

Today, not only individuals are interdependent upon one another, but even, communities, social groups, societies and nations are also interdependent. Each society has its own ways of life Culture. This distinguishes one society from another. Culture refers to the total range of our life. It includes knowledge, belief, art, morality, values, ideas, ideologies, sciences and philosophies.

A society has a comprehensive culture. It is culturally self-sufficient. It may carry on trade with other societies, but the cultural patterns involved in this trade are the part of the culture of the society itself. For example, the pattern of extending credit, the recognized rates of exchange, the means of payment, the form of contacts all these cultural patterns are the parts of the culture of each society involved in interaction.

The members of a society share a common and unique culture. In our society we share such cultural symbols as the August Fifteen, January Twenty six and so on. We also share cultural values of collectivism and spiritualism. Collectivism means the economic theory and industry should be carried on with a collective capital and spiritualism is the philosophical doctrine that nothing is real but soul or spirit.

Me Dougall, say that man is social because of the basic human instinct called the gregarious instinct. Gregariousness refers to the tendency of man to live in groups. Man always lives amidst, men. He cannot live without it. This internal nature of man has forced him to establish social groups and societies and to live in them.

Human life and society almost go together. Man is born in society and bred up in society, nourished and nurtured in society. From childhood to adolescence, from adolescence to youth, from youth to maturity, from maturity to old age, from old age up to death, man lives in society. He depends on society for protection and comfort, for nature and education.

Participation in society is necessary for the development of personality. Various cases show that man can become man only among man. Society makes our life livable. It is the nurse of youth, the arena of manhood and womanhood. Society, is therefore, as Maclver puts it, more than our environment. It is within us as well as around us, Society not only liberates the activities of men, but it limits their activities also. It controls their behaviour in countless ways.

It shapes our attributes, our beliefs, our morals and our ideals. Emotional development, intellectual maturity, satisfaction of problems needs and material comforts are unthinkable without society. Society is a part of our mental equipment and we are. a part of society, stimulates the growth of our personality. It liberates and controls out talents and capacities.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 2.
Examine the importance of the functional pre-requisites of society.
Answer:
Preservation of human society requires the fulfilment of certain functional necessities, which we may call as functional pre-requisites. There are certain pre-requisites of a harmonious and active social system. A tension ridden social system cannot function efficiently. As a healthy body works if there is no disorder in its parts.

Similarly, a society system can function efficiently if there is order among its parts. There are so many needs or requisite, which society needs. It is impossible to analyse all the requisites society needs. Yet some of the important pre-requisites of society are discussed here.

The basic needs are food, clothing, shelter and security. Every man needs food for very survival. Without it life is impossible. As a civilized being clothing is also another bare necessity of human being. Similarly for his rest, to avoid rain, cold and other hazards of environment he needs shelter.

Therefore, food, clothing and shelter are regard as the most human being is security. No human being or human society can survive without protection from its members. Therefore, human being needs protection from every front for his survival.

Another important need of human society is the human actions and systematic social relationship. For this there must be division of labour. Every society has a clear division & labour among men and women, the young and the old and on the basis of ability. Division of labour and division of responsibility if necessary for every society. Similarly, systematic of relationship rests upon the likeness among the people,

There should be sufficient number of people in a social system so that it may function efficiently. The number should not be too much or too less. In a society there should be a definite system of procreation to maintain the continuity. Procreation is the means through which new members come and old members are replaced.

The new members of society learn social values and systems of behaviour because of which continuity of society is maintained. Therefore, replacement of population is the need of society. Socialization of the young is very much necessary. Not only young but also other members go through the process of socialisation.

Through the process of socialisation the cultural norms of a society is transferred, to the next generation. Socialisation plays a very important role in this regard. Because no new generation is not a new beginning. The new members of society learn social values and systems of behaviour because of which the continuity in society is maintained.

Attainment of goal is another prerequisite of society. There must be flow among the members, a continuous stream of meaningfulness and goal without which the survival of society comes into question. Each social system has some norms of conduct. These are socially approved ways of behaviour which the members are expected to observe or to follow. If these are violated social system cannot function effectively

Sometimes individuals knowingly or unknowingly deviate – the existing social order for which it becomes impossible to maintain order in the society. Therefore, control should be exercised over individuals to observe the, norms of society. As a result of which the social system may function in a satisfactory manner. Social control helps members to learn and preserve value oriented behaviours;

The actors of a society should accept the social system instead of showing resentment against it. Even they should have eagerness towards positive action.

Question 3.
Analyse the characteristics of Community.
Answer:
Community consists of a group of people without a group of people community can not be formed. Every community has a definite geographical territory. This territory can be changed according to the growth of population. The members of a community have a sense of community sentiment and degree of we-feeling.

The customs, traditions, folkways, mores, language and many other things of the members of a community are very, similar. Like crowed community is not temporary or short lived. It is a natural and permanent organisation. A community may be big or small in size. The small community exists within a big community.

Every community has certain rules and regulations which members compulsorily obeyed Community fulfils all the fundamentals needs of its members. Community is not deliberately or purposively created. It is a spontaneous and naturally and group. It group naturally develops spontaneously. Each and every community has a particular name by which one community is distinct from another.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 4.
Analyse the characteristics of Association.
Answer:
An association is formed or created by people. It is basically a social group. Without people there can be no association. An association is not merely a collection of individuals. It consists of those individuals who have more or less the same interests. An association is based on the cooperative spirit of its members. People work together to achieve some definite purpose.

Association denotes some kind of organisation. An association is known essentially as an organised groups. Every association has its own ways and means of regulating the relations of its members. Associations, are means or agencies through which their members seek to realise their similar or shared interests.

Such social organisations necessarily act not merely through leaders, but through officials or representatives, as agencies. An association may be permanent or temporary. There are some long-standing associations like the state, family, religious associations etc. some associations may be purely temporary in nature.

Question 5.
Analyse the characteristics of Social Institution.
Answer:
The main characteristics of social institutions may be described here:
Institutions come into being due to the Collective activities of the people. They are essentially social in nature. Social institutions are ubiquitous. They exists in all the societies and existed at all the stages of social development. An institution must be understood as standardised procedures and norms.

They prescribe the way of doing things. They also prescribe rules and regulations that are to be followed. Marriage, as an institution, for example, govern the relations between the husband and wife. Institutions are established by men themselves. They cater to the satisfaction of some basic and vital needs of man.

Institutions like religion, morality, state, government, law, legislation etc., control the behaviour of men. These mechanisms preserve the social order and give stability to it. Institutions are like wheels on which human society marches on towards the desired destination. Institution normally do not undergo sudden or rapid changes.

Institutions are not external, visible or tangible things. They are abstract. Institutions may persist in the form of oral and or written traditions. Institutions may have their own symbols, material or non-material. Institutions, though diverse, are interrelated.

Question 6.
Distinguish between Society and Community.
Answer:
Society is a web of social relationship but community consists of a group of individuals living in a particular area with some degree of we filling. A definite geographical area is not an essential aspect of society. A definite locality or geographic area is essential for community.
Society is abstract but community is concrete.

Community sentiment or a sense of we-feeling may be present or may not. But for the community sentiment is an essential element of community. There can be no community in its absence. Society is wider community is smaller than society: There can be more than one community in a society.

The objectives and interests of society are more extensive and valid but community has limited objectives. Society involves both likeness differences, but likeness is more important in community. There is common agreement of interests and objectives on the post of members.

Question 7.
Different between Association and Institution.
Answer:
An association is a group of people organised for the purpose of fulfilling a need or needs. But institutions refers to the organised way of doing things. It represent common procedure. Association denotes membership but institution denotes only a mode or means of service. We belong to association, to political parties, trade unions, youth clubs, families etc.

We do not belong to institution. We do not belong to marriage property, education or law. Association consists of individuals, institution consists of laws, rules and regulations. Association are concrete but institutions are abstract. An association has a location, it makes sense to ask where it is but an institution does not have location. The question where it is, makes no sense at all.

Thus, a family can be located in space but we cannot locate examination, education, marriage etc. Association are mostly created or established but institution are primarily evolved. An association may have its own distinctive name but institution does not process specific names, but has a structure and may have a symbol. Association may be temporary or permanent but institution are relatively more durable.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 8.
Discuss the characteristics of Secondary Group.
Answer:
Large Size:
The first characteristic of secondary group is its large size. The size of secondary group is so large because it is formed by a large number of people. Secondary group have spread all over the country. For example political party which is secondary group, consisting of thousands of members and work throughout the country. Similarly, the members of International Red Cross Society scatter all over the world. Due to large size, all the members of secondary group are indirectly related to each other.

Indirect Relations:
Secondary groups are characterized by indirect relations. All members are indirectly related to each other because a secondary group is bigger in size than a primary group and the members cannot say together. The specialization of functions leads to indirect relation in secondary groups.

For example, in the large scale organizations where division of labour is complex, the members have not only different functions but also different powers, different degrees of participation, different sights and obligations. All these lead to indirect relations. The contacts and communications in secondary group are mostly indirect.

Formal and Impersonal Relations:
Relation among the members of secondary groups are formal and impersonal. The members do not have face-to-face relations. People do not develop personal relations among themselves. In large scale organization, there are contacts and they may be face-to-face, but they are, “as says Kingsley Davis, “the touch-and go variety. The numbers in secondary group are more concerned with their self-centred interests than with other persons. Thus the secondary relations are formal and impersonal.

Voluntary Membership:
The membership of secondary group is not compulsory but always voluntary. People may join secondary groups according to their sweet will. For instance, one may join a political party or may not joint it. Similarly one may or may not join a political party or may not joint it. Similarly one may or may not join a particular recreational club. It is not essential to become the member of Rotary International Club or Red Cross Society. This is no compulsion. This voluntary membership leads indirect and impersonal relations among the members of a secondary group.

Formal Rules:
Secondary groups are regulated by formal rules and regulations. A secondary group exercises control over its members through formal ways. The secondary relation are directly controlled by police, jail, anny, court and various other formal means. Status of Individual depends upon his role. In secondary group the position of status of every member depends upon his role.

Every members in a secondary group plays a role or a number of roles. His status in the group is determined by his role. For example, the status of the president of a political party depends upon the role he plays in the party and not upon his birth or personal qualities. Similarly, in a college, the status of the principal depends upon his role not upon his birth and other traits.

Individuality in Persons:
Secondary groups are sometimes called “special-interest groups”. Individuality develops in the persons in secondary groups because, their relations are based on self-interests. When their interests are satisfied they lose interest in the group. Thus self-interest leads the members to develop their individuality in secondary groups.

Active and Inactive Members: A secondary group is very large in size. Physical closeness and intimacy are totally absent among its members. Owing to this reason, some members of the group become active and some others are quite inactive. For instance, in a national political party, a majority of the members take active interest where as the rest of the members do not take any active interest in the party work.

Self-dependence Among the Members: The members of a secondary group are self-dependent. They want or desire to fulfil their self-interests. For this purpose, the members of a secondary group depend upon themselves in order to safeguard their own interests.

Goal Orientation:
Lastly, the main purpose of a secondary group is fulfill a specific aim. That means each secondary group is formed to achieve a specific goal. The members are not interested in maintaining close and personal relations but they are only interested in achieving the aim or which they have joined the group.

For example trade union is formed for the better working conditions of the workers. Similarly, a teacher’s association is formed for securing better conditions of service for teacher.

Question 9.
Describe the characteristics of Primary group.
Answer:
According to C.II. Cooley, following are the important and essential characteristics of a primary group.
Physical Proximity:
The members of primary group must be physically close to one another. They develop intimacy on account of close contact among themselves. It will be very difficult to exchange ideas and thoughts in the primary group unless its members are in close physical proximity to one another.

So that there exists a physical proximity among the members of a primary group which leads to the exchange of thoughts among them. Therefore, physical closeness is an essential ingredient of a primary group.

Small Size:
The primary group is always small in size. It is so small, that the desired intimate relationship can be developed among its members. Due to its small size, the members of a primary group know each other personally and develop a group character.

Continuity of Relationship:
The relations among the members of the primary group are direct, close, intimate and personal. These relations are continuous and permanent. The members of the primary group meet and discuss with each other frequently. The continuous and frequent relations bring stability in the primary group.

We-Feeling:
There a is strong “We- Feeling” among the members of a primary group. They are always motivated by unique slogan that ‘we are all the members of a particular group’. They treat the members of their own group as their near relatives or friends and the persons belonging to other groups their own group and all of them protect their interest unitedly.

The members of a primary group stand each other for the welfare of their group. For instance, the parents often sacrifice their interests for the sake of the family.

Personal Relations:
The relations among the members of primary group are personal, spontaneous and inclusive that means all the members of the primary group personally known each other. Member of primary groups have personal relations and this is why the gap of one member’s absence is not filled completely by the other.

For instance, in the family after the death of wife, a person may marry again but the memory of the dead wife does not end with it. No other person can take the place of a particular friend or a family member. Thus Maclver says that “in the primary group-life our relations with other are always, to some extent, personal”.

Common Aims and Objectives:
In a primary group all the members have common aims and objectives. For example in family the pleasure and pain of every member is shared by the whole family and all the members work for some common aim. Thus in primary groups, the aims and objectives are the same for all the members. In other words, all the members of a primary group work collectively for the fulfilment of their common aims and objectives.

Similarity of Background:
The members of a primary groups always have similar background. They should be equally experienced so that each member can either give or take something from other members. According to Maclver “A level on which every group must dwell and the person who is too far above or below it, disturbs the process of group participation”. In the primary group each member presents his own view point and accepts the view-point of others.

Limited Self-interest:
The member of a primary group have their own interest but self-interest of the members is subordinated to the common interest of the group as a whole.

They must come together in spirit to participate co-operatively. The common interest must predominate in their mind. It introduces the element of common cause among the members of a primary group. The common interest provide mental pleasure and contentment to the members.

Stability:
A primary group is more stable than other groups. To promote closeness and intimacy of relationship, the primary group should be stable and permanent to some extent. The stability of nature of primary groups brings unity and integrity among the members.

Maximum Control over the Member: Due to the intimacy, spontaneity, physical proximity, small size and stability of the group, all the member of a primary group can know each other personally. In the primary group, it is very difficult for any person to avoid the other. Therefore, primary group exercises Maximum control over the members.

In a primary group, the younger members are directly controlled by the elder members. For instance, in a family, the parents control the younger ones. The primary group does not permit anybody to follow a wrong path and stops him from doing any action contradictory to group customs, traditions, more, norms, values and ideals.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 10.
Distinguish between Primary and Secondary Group.
Answer:
Size of the primary groups is usually very small. It is because the big size of the group defeats the very purpose of a primary x group whereas the size of secondary groups is very large and runs into many thousands in many cases. Membership of a primary group are spread in a limited area whereas the members of the secondary group can be found all over the world.

Relations between the members in a primary group are very intimate, close and direct whereas the relations between members are neither very close nor direct but indirect and formal. Members in primary groups cooperate spontaneously with each other. They meet on long-term basis and solve their problems and differences.

Whereas in secondary groups deliberate efforts have to be made to organise and the members meet only for particular purpose and as soon as that purpose is achieved, the group is dissolved. In primary groups all the members have common interest They struggle and work hard to achieve those interests. Efforts are collective and combined.

In secondary groups the members have no direct interest. They have selfish aims and try to achieve them by joining this type of group. Therefore, efforts are not collective and combined. There is no formal code of conduct for the working of members ofprimary group. But in the case of secondary group a detailed code of conduct is required for the smooth working of the group.

A formal authority is also needed to regulate conduct and behaviour of members of the group. In primary groups no such authority is needed. In the primary group, all the members take active part formatting the group self-sufficient. But in the Case of secondary groups many members are not active but take only passive interest with the result that only few are leaders and all others are followers.

The primary groups are found in rural areas while secondary groups are found in urban areas. The size of the primary group being small, it does not include any other group in it. But the secondary group being large, many other small groups are included in it. A primary group sees that there is an allround development of personality of an individual.

It see that personality of an individual finds fullest expression in the group. The second any groups do not care for all sided development of its individuals. It is concerned with only one aspect of his life and tries to develop that one.  In primary groups, the co-operation of the members is direct and willing.

where as co-operation of members in the secondary groups is indirect and even that is not willing forthcoming. Thus it is clear that the primary groups were most suited in the primitive societies where social structure was neither complex nor complicated. But these groups cannot function smoothly in modem times because of our complicated social arrangement. It does not mean in any way that the need of primary groups has decreased.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 11.
Explain the Cultural Lag.
Answer:
The concept of cultural lag has come to occupy an important place in the writings of eminent sociologists. It is a concept that has a particular appeal in an age in which technological inventions and innovations of many other kinds are constantly disturbing the elder ways of livings. Ogburn was the first sociologist to elaborate upon the idea of cultural lag and to formulate a definite theory, though in the writings of other sociologists particularly Sumner, Muller-Lyer, Wallar and Spencer the existence of a cultural lag is implied.

Ogburn distinguishes between ‘material’ and ‘non-material’ culture. By material aspects of culture he means things like took utensils, machines, dwellings, the manufacture of goods and transportation. In the non-material aspects he includes family, religion government and education. When changes occur in the material aspects, those in turn simulate changes in the non-material aspects.

The non-material culture, according to Ogbum is often slow to respond to the rapid inventions in material culture. When non-material culture does not adjust itself readily to the material changes it falls behind the material and gives rise to cultural lag: In Ogbums words. “The strain that exists between two correlated parts of culture that changes as unequal rates of speed may be interpreted as a lag in the part that is changing at the slowest rate, for the one lags behind the other”.

In material culture, discoveries and inventions are rapidly made to which the non-material culture is to adjust itself and if it cannot, a lag culture. If society is to maintain an equilibrium, both the parts of culture, material and non-material should be properly adjusted. Ogburn, therefore concluded that the problem of adjustment in Modem society is chiefly one of enabling the non-material aspects of culture to catch up with the material aspects.

In other words, man should adopt his ways of thinking and behaving to the state of his technology. Ogburn gave examples to substantiate his thesis. The patriarchal type of family, adapted to agricultural conditions, is continued in a largely industrial urban society. The major problems faced by the modem family come from the persistence in any obsolete form.

Similarly, the old concepts of sovereignty are still held despite the obvious changes that have brought nations close to each other and made them much more interdependent than in the past. Another instance of a lag is the discrepancy between the number of police official and the growth of population.

The growing cities have not increased their police force fast enough, nor the decreasing cities have reduced their soon enough. The change in the number of police officials lags behind the change in the population. During the late nineteenth and early twentieth-century industry changed first, and the family lagged behind in its change.

Women were slow in following their jobs outside the home. Thus after citing various examples Ogbum concluded that “the many and frequent technological innovations of our modem age by occurring prior to the social changes they precipitate, are the causes of many cultural lags in society”.

Among the various technological developments and inventions that are producing cultural lags in contemporary society Ogbum included the telephone, motor-car, wireless, cinema, power-driven agricultural. machines, printing, photographs, alloys, electrical goods, welding, the aeroplane, air conditioning, artificial lighting contraceptives, television etc. These are resulting in a terrific impact on society its social institutions, its customs and its philosophies.

The result is a vast accumulation of cultural lags. Thus, in the modem age, cultural lag is visible in the various elements of culture. Lumley has beautifully written that “It seems as if many pedestrian soldiers or a complete army are marching out of step or as if some of the performers of an orchestra are playing last year’s music and still others last century’s music or even more ancient music at the same time.

Criticism:
Ogburn’s hypothesis of cultural lag has been accepted by many of sociologist but there are a few critics who point out that the distinction between material and non-material culture is not a workable one. It we cling to the old fashioned way when under new conditions our needs could be better served by changing them we cannot properly say that the lag is between the material and non-material.

Nor should it be assumed that it is always the material that is in advance of the non-material or that the main problem is of adjusting non-material to the material culture. Maclver observes that the term lag is not properly applicable to relations between technological factors and the cultural pattern of between the various components of the culture pattern itself.

He regards “technological lag” a better term than “cultural lag”. According to Meuller, “Cultural lag is artificial and imaginary.” Coming to the influence of cultural factors on social relationships it has been acknowledged by all that there is an intimate connection between our beliefs and our institutions. Our valuations and our social relationships.

The social and cultural factors are closely interwoven that all cultural change involves social change. New ideologies causes significant changes in the modes of group life. It was the social philosophy or Marxism, wrought into a dynamic evangelism and finding its opportunity in the suffering.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 12.
Define Culture and discuss its features.
Or,
What is Culture? Analyse the characteristics of Culture.
Answer:
Culture is one of the most important and basic concepts of sociology. In sociology culture has a specific mean. The anthropologists believe that the behaviour which is meant is called culture, hi other words the behaviour which is transmitted to as by some one is called culture. The way of living, eating, wear, sing dance and talk it are all parts of a culture.

In common parlance the word culture is understood to mean beautiful, refined or interesting. In sociology we use the word culture to denote acquired behaviour which are shared by and transmitted among the members of the society. In other words, culture is s system of learned behaviour shared by and transmitted among the member of the society.

In other words, culture is a system of learning behaviour shared by and transmitted among the members of a group. Definitions of Culture“Culture has been defined in various ways by sociologists and anthropologists. Following are the important definition of culture”. E.B. Tyler defines “Culture is that complex whole which includes knowledge, belief, art, morals, law, customs and any other capabilities and habits acquired by man as a member of society”.

Edward Spiro says that “Culture is any socially inherited element the life of man, material and spiritual”. Malinowaski defines “Culture the handiwork of man and conventional understanding manifest in art and artist which persisting through which he achieves his ends”. Redfiled remarks that “Culture is an organised body of conventional understanding manifest in art and artifact which characterizes a human group”.

Maclver is of view that “Culture is the expression of our nature in our modes of living and our thinking. Intercourse in our literature in religion, in recreation and enjoyment”. According to E.S. Bogardus “Culture is all the ways of doing and thinking of a group”. Characteristics of Culture For a clear understanding of the concept of culture it is necessary far as to know its main characteristics. Culture has several characteristics. Following are the main characteristics of culture.

Culture in Learnt:
Culture is not inherited biologically, but learnt socially by man. It is not an inborn tendency. There is so culture instinct as such culture is often called learned, ways of behaviour, unlearned behaviour such as closing the eyes. While sleeping the eye blinking reflex and so on are purely physiological and culture sharing hands or saying namaskar or thanks and sharing and dressing on the other hand are culture.

Similarly wearing clothes, combing the hair, wearing ornaments, looking the food, drinking from a glass, eating from a place or leaf, reading a newspaper, driving a car, enacting a role in drama, singing worship etc. are all ways of behaviour learnt by culturally.

Culture is Social:
Culture does not exist in isolation neither is it an individual phenomenon, it is product of society. It originates and develops through social interact. It is shared by the members of society. No man can acquire culture without association with other human beings. Man becomes man only among men. It is the culture which helps man to develop human qualities in a human environment deprivation is nothing but deprivation of human qualities.

Culture is Shared:
Culture in the sociological sense, is something shared. It is not something that an individual alone can possess. For example customs, traditions, beliefs, ideas, values, morals etc. are shared by people of group or society. The invention of Arya Bhatta or Albert Einstein.

Charaka or Charles Dante, the philosophical works of Confucious or LaoTse, Shankaracharya or Swami Vivekananda, the artistic work of Kavi Verma or Raphall etc. are all shared by a large number of people, culture is something adopted used, believed, practised or possessed by more than one person. It depends upon group life for its existence (Robert Brerstedt).

Culture is Transmissive:
Culture is capable of being transmitted from one generation to the next. Parents pass on culture traits to their children and they in turn to then- children and so on. Culture is transmitted not through genes by means of language. Language is the main vehicle of culture.

Language in its different forms like reading, writing and speaking makes it possible for the present generation to understand the achievements to earlier generation. But language itselfs is apart of culture. Once language is acquired it unfolds to the individuals it wide field. Transmission of culture may take place by imitation as well as by interaction.

Culture is Continuous and Cummulative:
Culture exists as a continuous process. In its historical growth, it tends to become cummulative culture is growing whole which includes in itselfs, the achievement of the past and present and makes provision for the future achievements of mankind. Culture way thus be conceived of as a kind of stream flowing down through the centuries from one generation to another.

Hence some sociologists like Lotion called culture the social heritage of man. As Robert writes culture or the money of human race. It becomes difficult for its to imagine what society would be like without his accumulation of culture what lives would be without it.

Culture is consistent and inter-related:
Culture in its development has revealed tendency to be consistent. At the same time different parts of culture are inter-connected For examples the value system of a society. A society is closely connected with its other aspects such a morality, religion, customs, traditions, beliefs and so on.

Culture is Dynamic and Adoptive:
Though culture is relatively stable it is not altogether static. It is subject to slow but constant, change. Change and growth are latent in culture. We find amazing growth in the present Indian culture when we compare it with the culture of the Vedic times. Culture is hence dynamic.

Culture is responsive to the changing conditions of the physical world. It is adoptive. It also intervence in the natural environment and man in his process of adjustment. Just as our house shelter us from the storm, so also does our culture help us from natural changes and assist us the service. Few of us indeed could survive without culture.

Culture is Gratifying:
Culture provides proper opportunities and prescribes means for the satisfaction our need and desires. These needs may be biological or social in nature our need for food, shelter and clothing on the one hand our desire for status,’ name formed money mates, etc. are all for example, fulfilled according to the culture ways, culture determines and guides the varied activities of man. In fact culture is defined as the process through which human beings satisfy their wants.

Culture varies from Society to Society:
Eyery society has a culture on its own. It differs from society to society. Culture of every society is quite to itself Cultures are uniform. Culture elements such as customs, tradition, ideals, values, ideologies, beliefs practice philosophic institutions, etc. are not uniform everywhere, ways of eating, speaking, greeting, dressing, entertaining, living etc. of different specialities differ significantly. Culture varies from time to time also.

No culture ever remains constant or changeless. It Manu were to come back to see the Indian society, today he would be bewildered to witness the vast changes that have taken place in our culture.

Culture is super-organic and identical:
Culture is sometimes called the super-organic. By super organic Herbert Spencer meant that culture is neither organic, nor inorganic nature but above those two, the term implies the social meaning may be independent of physiological and physical, properties and characteristics for example the social meaning of a national flag is not just a piece of coloured cloth.

The flag represents a nation, similarly, priests and prisoners professors and professionals, players, engineers are not just biological beings. There social status and role can be understood only through culture.

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CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 3 Social Institutions Objective Questions.

CHSE Odisha 11th Class Sociology Unit 3 Social Institutions Objective Questions

Multiple Choice Questions With Answers

Question 1.
A patrilineal or matrilineal kin group whose members are assumed to have a common ancestor but who do not know their exact genealogical relationship with one another is known as:
(a) Kingship t
(b) Family
(c) Clan
(d) Marriage
Answer:
(a) Clan

Question 2.
The term family derived from which of the following word:
(a) Roman word Famulus
(b) Latin word Logos
(c) Greek word Socius
Answer:
(a) Roman word Famulus.

Question 3.
Which are not secondary kin?
(a) Sister’s husband
(b) Brother’s wife
(c) Wife’s brother
(d) Wife of brother-in-law
Answer:
(d) Wife of brother-in-law

Question 4.
Which one is the Indian type of family?
(a) Consanguinous
(b) Conjugal
(c) Polyandrous
(d) Matrilineal
Answer:
(a) Consanguinous

Question 5.
Which of the following is not primary kin?
(a) Uncle
(b) Brother
(c) Mother
(d) Father
Answer:
(a) Uncle

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 6.
Which among the following is tertiary kin?
(a) Wife of brother-in-law
(b) Uncle
(c) Brother’s son
(d) Father
Answer:
(a) Wife of brother-in-law

Question 7.
The mle of residence generally followed in society is ____________.
(a) Matrilocal
(b) Bio-local
(c) Patriloeal
(d) Avuneulocal
Answer:
(c) Patriloeal

Question 8.
Who classify functions and families into six categories.
(a) Green
(b) Iravati Karve
(c) Maclver
(d) Ogbum and Ninkoff
Answer:
(d) Ogbum and Ninkoff

Question 9.
Which among the following is tertiary kin?
(a) Father
(b) Uncle (mamu)
(c) Brother ’s son
(d) Wife of brother-in-law
Answer:
(d) Wife of brother-in-law

Question 10.
The family is an aggarian society is ________.
(a) Matriarchal
(b) Patriarchal
(c) Nuclear
(d) Matrilocal
Answer:
(b) Patriarchal

Question 11.
Family is a ________.
(a) Secondary group
(b) Reference Group
(c) Primary Group
(d) Outgroup
Answer:
(c) Primary Group

Question 12.
The word family has come from the word famulus which is a _________.
(a) Roman word
(b) Greek word
(c) French word
(d) Latinword
Answer:
(a) Roman word

Question 13.
Family is an _________.
(a) Kinship group
(b) Political group
(c) Economic Group
(d) Religious group
Answer:
(a) Kinship group

Question 14.
To constitute a family the essential characteristic is _________.
(a) Sense of unity
(b) Mutual help
(c) Specific object
(d) A form of marriage
Answer:
(d) A form of marriage

Question 15.
The family originated when _________.
(a) Promiscuous relations between him and women prevailed.
(b) Men come out of the primitive stage.
(c) Men felt the need for procreation.
(d) The lord created women.
Answer:
(c) Men felt the need for procreation.

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 16.
Which of the following statement is not hue?
(a) Family is not found among nomadic tribes.
(b) Family is both an association and an institution.
(c) Family is a universal group.
(d) Family is the nucleus of all groups.
Answer:
(a) Family is not found among nomadic tribes.

Question 17.
A matriarchal family is where in _________.
(a) Authority of the family rests on the father.
(b) Marriage relations are permanent.
(c) Descent is reckoned through the mother.
(d) All children succeed in the property.
Answer:
(c) Descent is reckoned through the mother.

Question 18.
A patriarchal family is where in _________.
(a) Marriage relations are transitional.
(b) The husband goes to live in the home of his wife.
(c) All the members share equal authority.
(d) Descent is reckoned through the father.
Answer:
(d) Descent is reckoned through the father.

Question 19.
Out of the following which one is not a basis of the classification of the family?
(a) Ancestry
(b) Structure
(c) Religion
(d) Residence
Answer:
(c) Religion

Question 20.
A family may be classified on the basis of blood relationships in which type.
(a) Nuclear of extended.
(b) Conjugal or consanguineous
(c) Matrilocalorpatrilocal
(d) Matrilineal or patrilineal
Answer:
(b) Conjugal or consanguineous

Question 21.
Which one of the following is the essential function of the family?
(a) Socialization of the child.
(b) Transmission of culture
(c) Stable satisfaction Of sex ned.
(d) Procreation and rearing of children.
Answer:
(c) Stable satisfaction Of sex ned.

Question 22.
Which one of the following is the important role played by the family in society?
(a) Contributes to the economic growth of society.
(b) Provides recreation.
(c) Satisfies sex needs.
(d) It exercises great influence on the personality of the individual.
Answer:
(d) It exercises great influence on the personality of the individual.

Question 23.
Which one is found in a modem family?
(a) Position of the mother is inferior.
(b) There is decreased control of marriage bonds.
(c) The children have less freedom.
(d) Father dominates family.
Answer:
(b) There is decreased control of marriage bonds.

Question 24.
Indian family system is based on which are of the following.
(a) Matrilineal descent.
(b) Patrilineal descent.
Answer:
(b) Patrilineal descent.

Question 25.
Which one is not a characteristic of the joint family?
(a) Small size
(b) Common Religion
(c) Joint property
(d) Common occupation
Answer:
(a) Small size

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 26.
The bond of blood is known as _________.
(a) Consanguineous kinship
(b) Attinal kinship
Answer:
(a) Consanguineous kinship

Question 27.
Out of the following which is not a feature of the modern family?
(a) Laxity in sexual relationships.
(b) Economic freedom.
(c) Subordination of wife.
(d) Declining influence in religion.
Answer:
(c) Subordination of wife.

Question 28.
Which of the following is an example of secondary kin?
(a) Sister
(b) Brother
(c) Uncle
(d) Wife of brother-in-law
Answer:
(c) Uncle

Question 29.
Which of the following factor helps in the disintegration of the family system in India?
(a) Women franchise
(b) Women’s Education
(c) Industrialisation
(d) Social Legislation
Answer:
(c) Industrialisation

Question 30.
The term education is derived from which of the following word?
(a) Greek word Pedagogy
(b) Sas word to know
(c) Latin word Educatum
Answer:
(c) Latin word Educatum

Question 31.
Education is the realization of self which is the propounder of view.
(a) Pamini
(b) Kautilya
(c) Sankaracharya
(d) GuruNanak
Answer:
(c) Sankaracharya

Question 32.
Education makes man self-reliant and selfless. Who is the propounder of view?
(a) Upanisad
(b) Yaganavalkya
(c) Kautilya
(d) Rigveda
Answer:
(d) Rigveda

Question 33.
Which of the following educational function of a family?
(a) Providing vocational education
(b) Development of knowledge
(c) Social development
(d) All of the above
Answer:
(d) All of the above

Question 34.
“By education, I mean an all-round drawing out of the best in child and man body, mind and spirit”. Who said this?
(a) Sri Aurobindo
(b) Swami Vivekananda
(c) R.N.Tagore
(d) M.K.Gandhi
Answer:
(d) M.K.Gandhi

Question 35.
The role of the family in education has been _________.
(a) Belongingness
(b) Independence
(c) Education Materials
(d)All of the above.
Answer:
(d) All of the above.

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 36.
Which of the following educational functions of school?
(a) Providing vocational education.
(b) All-round development of the individual.
(c) Character development
(d) All of the above.
Answer:
(d) All of the above

Question 37.
“Human Society” who write this book?
(a) K. Davis
(b) Burgess
(c) Locke
(d) Maclver
Answer:
(a) K. Davis

Question 38.
Which of the following educational functions of the state?
(a) Formulation of the curriculum.
(b) Establishing a new school.
(c) Controlling educational institutions.
(d) All of the above.
Answer:
(d) All of the above.

Question 39.
Who defines kinship as a cluster of social relations based on such factors as biological ties, marriage, and legal rules regarding adoption, guardianship, and the like”.
(a)K. Davis
(b) Maclver
(c) Mardock
(d) Smclser
Answer:
(c) Mardock

Question 40.
How many types of kinship are divided?
(a) Four
(b) Three
(c) Two
(d) Five
Answer:
(d) Three

Question 41.
Education is a due manifestation of the divine perfection already existing in man is defined by _________.
(a) Mahatma Gandhi
(b) Plato
(c) Pandit Gopabandhu
(d) Vivekananda
Answer:
(d) Vivekananda

Question 42.
Education is the creation of a sound mind in a sound body is defined by _________.
(a) Plato
(b) Mahatma Gandhi
(c) Aristotle
(d) Vivekananda
Answer:
(c) Aristotle

Question 43.
The term education is the combination and two words E and DUCO E – means – and DUCO means:
(a) Educare out of to lead.
(b) Educare to lead out of.
(c) All of the above.
Answer:
(c) All of the above.

Question 44.
Education as a bipolar process has been advocated by _________.
(a) Mahatma Gandhi
(b) Adam Son
(c) John Dewey
(d) Adams
Answer:
(d) Adams

Question 45.
Advocates education as a unipolar process _________.
(a) Admas
(b) Sir John Adamson
(c) John Dewey
Answer:
(a) Adams

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 46.
What is education correspond to:
(a) Aims of education
(b) Agency of Education
(c) Functions of education
(d) Meaning of Education
Answer:
(c) Functions of education

Question 47.
Advocates education as a continuous reconstruction and integration of activities and experiences.
(a) Tagore
(b) Rousseau
(c) John Dewey
(d) Gopabandhu
Answer:
(c) John Dewey

Question 48.
Who said the economy is one social superstructure?
(a) Marx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(a) Marx

Question 49.
Who viewed the economy as one of a number of social institutions?
(a) Manx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(c) Durkheim

Question 50.
Who viewed the economy is part as an extension of religious belief.
(a) Marx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(b) Weber

Question 51.
Who has written ‘Communist Manifests’?
(a) Marx
(b) Weber
(c) Durkheim
(d) Plato
Answer:
(a) Marx

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 52.
Who has written the book “Division of Labour in Society”?
(a) Weber
(b) Durkheim
(c) Plato
(d) Marx
Answer:
(b) Durkheim

True / False Type Questions

Question 1.
The term family has been derived from the Greek word Famulus.
Answer:
False

Question 2.
The term family has been derived from the Roman word Famulus.
Answer:
True

Question 3.
When authority is vested in the oldest male member it is called a patrilineal family.
Answer:
False

Question 4.
When authority is vested in the oldest male member it is called a patrilineal family.
Answer:
True

Question 5.
A polygamy is an ideal form of family.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 6.
Monogamy is an ideal form of family.
Answer:
True

Question 7.
A joint family consists of a husband, wife, and unmarried children.
Answer:
False

Question 8.
A nuclear family consists of a husband, wife, and unmarried children.
Answer:
True

Question 9.
Universality and emotional basis are two general characteristics of a family.
Answer:
False

Question 10.
Universality and emotional basis are two distinctive features of the family.
Answer:
True

Question 11.
Reproduction is one of the non-essential functions of the family.
Answer:
False

Question 12.
Reproduction is one of the essential functions of the family.
Answer:
True

Question 13.
K. Davis opines family performed six important functions.
Answer:
False

Question 14.
Ogburn and Nimkoff opine family performed six important functions.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 15.
On the basis of the degree of relationship, kins are two types.
Answer:
False

Question 16.
On the basis of the degree of relationship, kins are three types.
Answer:
True

Question 17.
When ancestry or descent is determined on the father line it is called a matrilinear family.
Answer:
False

Question 18.
When descent or ancestry is determined on the father line it is called a patrilineal family.
Answer:
True

Question 19.
The bond of marriage is called affinal kinship.
Answer:
True

Question 20.
The bond of marriage is called consanguineous kinship.
Answer:
False

Question 21.
Close, direct and near relations are called secondary kins.
Answer:
False

Question 22.
Close, direct and near relations are called primary kins.
Answer:
True

Question 23.
Maclver writes the book “Human Society”.
Answer:
False

Question 24.
Kinsley Davis writes the book “Human Society”.
Answer:
True

Question 25.
Family is one of the most important social units.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 26.
The family is one of the most important biological units.
Answer:
True

Question 27.
Family is one of the most universal social processes.
Answer:
False

Question 28.
Family is one of the most universal social groups.
Answer:
True

Question 29.
Family is the center of all social organization.
Answer:
False

Question 30.
Family is the nucleus of all social organizations.
Answer:
True

Question 31.
The functions of the family may be both permanent and temporary.
Answer:
False

Question 32.
The nature of family may be both permanent and temporary.
Answer:
True

Question 33.
The nuclear family is large in size.
Answer:
False

Question 34.
The extended family is large in size.
Answer:
True

Question 35.
The family in which after marriage husband comes to reside in the family of her wife is known as a patrilocal family.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 36.
The family in which after marriage husband comes to reside in the family of her wife is known as a matrilocal family.
Answer:
True

Question 37.
The matrilocal family is just the opposite of the patrilineal family.
Answer:
False

Question 38.
The matrilocal family is just the opposite of a patrilineal family.
Answer:
True

Question 39.
Socialization is the most important characteristic of a family.
Answer:
False

Question 40.
Socialization is the most important function of a family.
Answer:
True

Question 41.
Family as a secondary social group.
Answer:
False

Question 42.
Family is a primary social group.
Answer:
True

Question 43.
Kingsley Davis essential and non-essential functions of the family.
Answer:
False

Question 44.
Maclver essential and non-essential functions of the family.
Answer:
True

Question 45.
The Kingship relationship established by family is known as affinal kinship.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 46.
The kinship relationship established by marriage is known as affinal kinship.
Answer:
True

Question 47.
Maclver identified six important bases of kinship.
Answer:
False

Question 48.
H. M. Johnson identified six important bases of kinship.
Answer:
True

Question 49.
Education is the socialization of the self.
Answer:
False

Question 50.
Education is the realization of self.
Answer:
True

Question 51.
Education is the process of living through a continuous construction of experiences.
Answer:
False

Question 52.
Education is the process of living through a continuous reconstruction of experiences.
Answer:
True

Question 53.
Education is a one-polar process.
Answer:
False

Question 54.
Education is a bi-polar process.
Answer:
True

Question 55.
Sociology is the transmission of life from the living to the living.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 56.
Education is the transmission of life from living to living.
Answer:
True

Question 57.
Education is the construction of a sound mind in a sound body.
Answer:
False

Question 58.
Education is the creation of a sound mind in a sound body.
Answer:
True

Question 59.
Education is a slow process.
Answer:
False

Question 60.
Education is a lifelong process.
Answer:
True

Question 61.
Marx claims that social and political structures are divided from the economic means of production.
Answer:
True

Question 62.
The social superstructure is not the economic base of society for Marx.
Answer:
False

Question 63.
The class which is the ruling material force of society is at the same time its ruling intellectual force.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 64.
Marx claims that communication opposes the power of oppression.
Answer:
True

Question 65.
Marx, Weber, and Durkheim are economists.
Answer:
False

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CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 3 Education and Society Long Answer Questions.

CHSE Odisha 11th Class Foundations of Education Unit 3 Education and Society Long Answer Questions

Long Type Question With Answers

Question 1.
Discuss the interrelationship between society and education. Discuss the scope of education in society.
Answer:
The world itself and everything are dynamic. Society is dynamic Man is a social being and he needs and formed a society in a democratic way. Education is an activity, which goes on in the society in which it takes place. The Republic of Plato, Politics of Aristotle, and Democracy of Education by John Dewey prove that education is a dimension of politics.

Hence society and education are intimately related to society and education. People living together are said to live in a society or a community. The two words community and society are used same sense they differ from each other. the words of R.G Collingwood, A community is everybody, adult and children, social and non-social persons living in a certain territory where all share a mode of life, but not all are conscious of its organization or purpose.

A society is a kind of community or a part of a community whose members have become socially conscious of their mode of life, and are united by a common set of aims and values. This distinction between community and society relates education to society. Children are members of the community.’ It is education that prepares them for full membership in society.

They remain as members of the non-social community, during student life. When they develop social consciousness through the impact of education, they, become a potential member of society. This study of relations between education and society is known as the sociology of education. The Scope of Education Every society has some set of aims and values.

In order to achieve these aims and values, education plays a double role. First, it attempts to develop the personality of the child and then prepares him for membership in society. Thus a person plays a dual role in his life as an individual and as a member of society. So we can not think of an individual without society and vice versa.

He needs education for the development of his personality and for the adjustment to the human environment Throughout this life, a man tries to make an adjustment to his physical universe and the social world around it. He also creates his own environment in order to feel at home and fries to master them. The situation calls for creative adjustment.

That is why the change in society goes on in a never-ending way. So education and society are interrelated and education is aimed at building a modem society. Society is dynamic because education is dynamic to the growth in science and. technology.

Question 2.
What is social change? Discuss the factors affecting social change?
Answer:
As social change refers to the movement of social progress, social interaction and social organization. To K. Device, social change alteration occurs in social organization, the structure and function of the society. To us, social change means a change in the culture and in its chief factors, material and non-material culture. Factors that determine social change are a continuous process. Change in one aspect of society affects to other aspects for example change in the political system affects religious and economic aspects of the society.

The factors that affect social change are as follows:
The action of the exceptional individuals :
History recalls the personal influences of exceptional individuals have brought about changes in political, economic, social, and religious fields. For example, scientists like Galileo, religious reformers like Shankaracharya, Lord Budha and Jesus Christ and Social reforms like Gandhi, Gopabandhu and Lenin had a profound influence on society.

The personal Qualities of those personalities affect society and brought a change in the social traditions, and customs and brought a change in society such customs are Sati rights, the early marriage system and untouchables etc. During the period Lord Bentick, Raja Rammohan Ray brought a change in Sati Right.

The widow has not have to sacrifice in the burning fire of his husband and can have the right to marry for a second time. The social reformer Gandhi brought a change in Untouchables in India. He claimed the South Africa equal rights of Black people with white. The slavery system in South Africa was abolished.

Impact of Ideas and Ideologies :
In the energy age ideas and ideologies proved to be a powerful instrument of social change. The world-famous revolution of France resulted in liberty equality and fraternity. Besides, the ideologies of socialization, communism, fascism, democracy, secularism, humanism etc. have a very powerful influence on the change of society.

Effects of cultural diffusion :
A society isolated from other contacts remains static. So relations with other countries bring cultural diffusion. With the coming of British rule, India was influenced Western Technology and Western culture and there is cultural diffusion. For example, English language and literature and science and technology etc.

Impact of changes in the physical environment :
Changes in the physical environment bring a change in society. For example, food, drought, earthquakes can bring about radical changes in food, clothing, houses and ways of learning, living style of the people. Geographical and environmental factors like climate, topography, means of communication, and availability and non-availability of resources affect the people. If the physical environment wholesome people lead a hopeful life and if there is obstruction, the life patterns differ from country to country

Impact of Science and Technology:
Social change occurs through the interaction of technological techniques and social values. All those two factors change society. Techniques  means by which members of society satisfy their basic human needs for food, shelter, clothing, communication, social organizations, reproduction etc.

The development of these factors and techniques depends on inventions and discoveries. Social inventions and the development of social techniques satisfy, to needs of living together in a group. Values are concerned with the religion, philosophy, and ideology of the people aimed at truth, beauty and goodness. All these things make human life dynamic successful and purposive.

Change through collective actions:
These can be rapid social change through planned group action. The legislators can change the society by majority rate in the parliament and state legislative assemblies.

Role of war in social change :
World war twice has brought a change in the political, economic, and ideologies of the people. An agency of social change it brings new values and problems. The enemies never hesitate to destroy hospitals, schools, temples, churches and mosques. They also go against traditions and customs. The population also transfer from one place to another. Transfer and migration cause a lot of economic and political problems which leads to social change.

Contribution of Heredity and environment to social change :
Humanity is the result of heredity. Both heredity and environment influence man’s behaviour. Heredity theory is supported by Galton, and Freud, whereas environmentalists like Karl Marx. Opined social change brought in two ways. The relationship like painter and brush, Heredity has potentialities and the environment offers a change a bringing them out. the interplay of both Heredity and environment contributes to social change.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 3.
Discuss the characteristics of social change?
Answer:
The phenomenon of social change is complex and the characteristics of such social factors are as follows :
Social change is a continuous process:
Social change is a continuous process. Society is ever-changing phenomenon, undergoing endless changes, an ongoing process. Recall the past ancient civilization and cultures and compare them with the modem civilization and cultures. There is a radical change of science and technology. The social relationship is not permanent and there is no museum to save it from the ravages of time.

Social change is universal :
The social structure of social organization change is the law of nature and social institutions are all dynamic. Social change occurs in all societies and at all times. Society remains static.

Social change is social :
Society is a ‘web of social relationships’ and social change means a change in the social system of social relationships, and it is the social process and social change, which influence the community.

Social change occurs as an essential law :
Change is the law of nature. Social change also natural change is an unavoidable and unchangeable laws of nature. By nature we desire change and to satisfy these needs social change becomes a necessity.

The rate and tempo of social change are uneven :
Though social change is a must and every society the rate, tempo speed and extent of change are not uniform. It differs society to society. In some society its speed is rapid, in another, it may be slow, for example in modem industrial society its speed and extent of changes is faster than in traditional agriculture and rural society.

Social change is bound by time factors :
Social change is tempered in nature. The caste system is a pillar of stability in traditional Indian society is now undergoing considerable changes in the modem India. In the 19th century, India become more industrialized and the speed of social changes increased.

Social change due to multi factors:
Social change is due to a multinumber of factors such as war, conquest, natural calamities, like earthquakes, Sunami, industrial development and political ideologies etc.

Social change may be violent or peaceful:
The social change may be violent, rapid or peaceful. The term violence frequently refers to the threat or use of physical forms that violently affect emotions, values and expectations.

Social changes involve non-value judgement:
Social change does not attach any value judgement. It is neither moral nor immoral. The study of social change involves no judgement but is ethical.

Social change may be planned or unplanned :
Social change may occur in the natural course unplanned change refers to change resulting from natural calamities such as Famine, and floods, earthquakes and volcanic eruptions etc. It is known as the unchangeable law of nature.

Social change may be endogeneous or Exogeneous :
Endogeneous social change refers to the change caused by the factors that are generated by society or a given subsystem of society. Conflict, communication regionalism etc. are some examples of endogenous social change. On the other hand, exogenous social change is the impact of forces externally such as technology transfer and brain drain, political and cultural, imperialism and diffusion of cultural traits etc.

Question 4.
What is social change? Discuss the factors affecting social change?
Answer:
Social change refers to the movement social progress, social interaction, social organization. To K. Device, By social change alteration that occurs in social organizations, the Structure and function of the society. To obtain, social change means a change With cultural good in its chief factors, material and no material cultures.

Factors that determine social changes :
Social change is a continuous process of change in one aspect of to society, that affects other aspects for example change in the political system affects religious change are as follows.

The action of the exceptional Individuals :
History recalls the personal influences of exceptional individuals has brought about changes in the political, economic, social, and religious field. For example scientists like Galileo, religious reformers like Shankaracharya, Lord Buddha and Jesus Christ and social reformers like Gandi, Gopabandu and Lenin had a profound influence on society.

The personal Qualities of those personalities affect society and brought a change in the social traditions, customs and brought a change in social traditions, customs and brought a change in the society such customs are Sati rights early marriage system and untouchables etc.

Impact of ideas and ideologies :
A powerful instrument of social change. The world-famous revolutions of France resulted in liberty, ability and fraternity. Besides ideologies of socialization, communism, Fascism, democracy, secularism, Humanism etc. have a very powerful influence on the change of society.

Effect of cultural diffusion :
A society isolated from other contacts remains static. So die relationship with other countries brings cultural diffusion. With the coming of British Rule, India was influenced by western technology and western culture and there is cultural diffusion. For example, English language and literature, science and technology etc.

Impact of changes in the Physical environment :
Changes in the physical environment bring a change in society. For example, Food, drought, earthquakes can bring about radical changes in food, clothing, houses and ways of learning, living style of the people. Geographical and environmental factors like climate, topography, means of communication, and availability and non-availability of resources affect the people. If the physical environment is wholesome people lead a happy life and if there is obstruction, the life patterns differ from country to country.

Impact of science and technology:
Social change occurs through the interaction of technological techniques and social values. All these two factors change society. Techniques means by which members of society satisfy their basic human needs for food, shelter, clothing, communication, social organization, reproduction etc.

The development of these techniques depends on inventions and discoveries. Social inventions and the development of social techniques satisfy the need of living together in a group. Values are concerned with religious philosophy and ideology of the people aimed at truth, beauty and goodness. All these things make human life dynamic, successful and purposive.

Change through collective actions:
There can be rapid social change through planned group action. The legislators can change the society by majority rate in the parliament and state legislative assemblies.

Role of war in Social Change :
World war twice has fought a change in the political, and economic ideologies of the people. As an agency of social change, it brings new values and problems. The enemies never hesitate to destroy hospitals, schools, temples, churches and mosques. They also against traditions and customs. The population also transfer from one place to another transfer and migration cause a lot of economic and political problems which leads to social change.

Contribution of Heredity and environment to social change :
Humanity is the result of heredity. Both heredity and environment influence man’s behaviours. Heredity theory is supported by Galton, and Freud, whereas,-environmentalists like Karl Marx opined social change is brought by two ways. The relationship is like painter and brush. Heredity has potentialities and the environment offers a change bringing them out. Thus, the interplay of both heredity and the environment contributes to social change.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 5.
Discuss the role of education in social change?
Answer:
Education is a strong and powerful device to change human nature in a desirable way. The process of education helps an individual to know himself and others and recognizes and intensifies the feeling of others.
The main role of education is social change are as follows:

Conservative role of Education :
The supporters of conservation claim that education should conserve the existing social culture and transfer it to the next generation. The conservative role of education in respect of social change should be creative in nature to maintain stability to instability, and security to insecurity. Building new institutions out of old ones and opening new institutions is a problem. So education should take the lead to solve the problem.

Progressive Role of Education:
Progressives oppose conservation. To them, education must be a source of new ideas for school programmes that are constantly undergoing reconstruction. One group progressives opined that education should act as an independent critic of states and others agree that the role of education should be direct purposive and progressive. It should form a definite conception of a better social order.

In a mature society education and politics should be one and something. It will help us to manage public affairs effectively and intelligently. So in learning all of social programmes should be studied. In a totalitarian state, the people are subordinate to the state authority. In a pluralistic state, it is also desirable. So education should play an independent role to bring about desirable social change.

Neutral Role of Education :
For social change education also play a neutral role, remains aloof from politics and devotes time to pursuing external values and mastering universal truth. Individuals be compelled to follow a particular ideology. Neutrality leads to academic paralysis. Neutrality in education is not desirable. So education should remain all of from controversial issues and it should be responsible for social progress.

Education for Revolutionary changes:
Social progress should take place through evolution rather than revolution. Sometimes our students should take part in agitation to fulfil their demands. The government remains adamant and opposes their agitation and when Govt, becomes callous and indifferent situation becomes worst.

The tension between the students and the teacher goes against the orderly process of social change. There is social change when capitalism to communalism and firm democracy to fascism etc. The Marxist wants social revolution through physical force to bring about desirable social change.

Education is a tool for social control:
Education plays an important role in social control. As a tool of social control, it plays a dual role. The first role of education is to assimilate, preservation and transmission of useful elements of the patterns of folkway move the institutions. The second role includes the development and promotion of non-cultural patterns. Through the process of teaching and learning, education tries to modify society as a whole, it acts as an important agency for socializing human beings.

The effects of social change in the emerging Indian society:
Mass communication :
Education suffers a lot from a lack of communication. Schools are scattered, at far distances as a result the deserving and desirous students could not be benefited. Some are these populated regions and others are thickly populated. Communication facilities the expansion of transport, telegraph and telephonic services, ideas, the beliefs, undergo revolutionary change. The educationally backward areas have become very close to educationally advanced areas.

Growth of cities and changing population :
The growth of cities and the role of population growth helps in social change. People from rural areas migrate to the urban areas, being attached by the new industries, for employment business and economic needs. Social interaction has a tremendous influence on education of the people.

Social legislation and social awakening :
The development of new social legislation to bring a change in the attitude of the people. The Indian laws and customs religious sanctions. But the new laws have been enacted according to the existing social practice and humanistic philosophy of life. The social, and economic need is determined by the new emerging humanism. By legislation, the minimum age for marriage is fixed.

Question 6.
What do you mean by social satisfaction? Give its nature and characteristics?
Answer:
Human society is heterogeneous in nature in that there are rich, poor and industrialists, rulers and ruled. The term ‘stratification’ refers to a process by which individuals and groups are ranked in a more or less enduring hierarchy of status. It refers to division of the population into strata. With certain characteristics like qualities, material possessions and performances.

To Raymond W. Murray, “Social stratification is a hierarchical division of society into higher and lower social traits. To Melvia M. Tumin, social stratification refers arrangement of any social group or society unequal with regard to power, and proper social evaluation. To Landry, A stratified society is one marked by inequality by differences among people that are evaluated as being lower and higher.

Society becomes a hierarchy, that is a society which is organized in successive grades. Sociologists have been able to establish several strata in a society. Society is composed of social classes. The social structure looks like a pyramid.

The stratification involves two phenomena such as:

  • Differences of individuals or groups, higher rank
  • The ranking of individuals according to some basis of valuation

Every society is divided into more and less distinct groups with the scale of value. Such distinction is based on age, sex and kinship and there is economic social and political inequality.

Characteristics :
It is universal:
Social stratification is universal. The difference between rich and poor, they have and have not is evident everywhere. Even in non-literate societies, stratification is very much present.

It is in diverse forms :
Social stratification has never been uniform in all societies. Ancient Roman society was stratified into strata – the patricians and Plebicians Any society was divided into four varnas The Brahman, Kshetriya, Vaishyas and the Sudras, the ancient greek society into freeman and slaves, the ancient Chinese society into mandarins, merchants.

It is consequential :
To stratification system has its own consequences. The most important searches things in human life are distributed unequally because of stratification. The system leads to two kinds of consequences such as life changes and lifestyle changes referring to such things as infant mortality, longevity, physical and mental illness, marital housing, residential area, education, means of recreation, the relation between parent and children, modes of conveyance and so on.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 7.
Explain the principles or forms of stratification?
Answer:
Social stratification may be based on a variety of forms or interpenetrating principles such as free and unfree, class, caste, estate, occupation, administrative hierarchy or income level.

Free and unfree:
The population of a society may be divided into free men and slaves. In certain communities, the slaves do not enjoy rights and privileges. The slave is practically at the disposal of his master. He is the property of his master. The slave can always be bought and sold, through his treatment and the degree of protection accorded him very from place to place and from time to time he comes from various sources like war, slave capture, purchase, birth or seizure for debt.

Class :
It is a principal basis of social stratification found especially in the modem civilized countries. In a society where Sellman is free before the law, stratification may be based upon accepted and self-estimation of superiority or inferiority. Social classes may be described as partitions of community or collections of individuals standing to each other in relation to Quality and marked from other persons by standards superiority and inferiority.

Caste :
Social stratification is also based on caste. In an open society, individuals can move from one class or status level to another and equality of opportunity in virtually absent. The Indian class system provides a classic example in that a class system is one in which an individual’s rank, rights and obligations are ascribed in the basis of birth into a particular group.

Hindu society is having five main strata :
four castes and a fifth group, the outcaste whose members were known as untouchables. Each caste is subdivided sub-casts. Untouchables are defined as unclean and impure status affects other social relationships. They must be segregated from members of other castes and live on the outskirts of the village. The Brahmins were custodians of law and the legal system.

Estate :
the estate provides another system of stratification. The feudal estates were legally defined. Each estate had a status, for example, in the state system of France and Japan, differences in legal status, and civil, and political rights, were not equal, or identical. The feudal estates include political groups. An assembly of estates is an organized collection of several orders, and conditions of man.

Occupation and Income :
Occupation is an aspect of economic stems which influences social class structure. Social stratification in France and United States stressed that for all the criteria mentioned in determining class position, the occupational position is the most which indicates the various strata in both societies occupational achievement and prestige attached to the occupation gives strata. Society is also stratified on the basis of income and difference in income leads to a very unequal standard of life.

Administrative Hierarchy :
There is a system of stratification based on the administrative position. Variations in rank with services and graded hierarchy of the church is the example, of it. In civil services, various grades are distinguished from each other.

Question 8.
What is social mobility? Give its types and sources. Explain the role of education in social mobility?
Answer:
Social mobility refers to the passage of persons from one social class to another. This is a status movement of persons. Man makes endless efforts to enhance their status in society, moving from lower position to higher position. Sometimes the higher status is also forced to go to a lower status. In this way, the people in society continue to move up and down the social ladder.

This movement is called social mobility. By social mobility, sociologists mean, the movement of persons or groups up or down the making order of a social stratification system which means a change in social status. Sometimes group mobility also takes place. Group mobility is seen when the oppressed group improves its collective social status move. Such mobility may occur, through such structural changes as revolution, modernization and social reforms.

Types of social mobility:
There are two types of social mobility such as:

  • Horizontal mobility and
  • Vertical mobility

Horizontal mobility:
Horizontal social mobility means the movement of an individual from one social group to another movement of the individual, citizenship to another, from one family to another by divorce or marriage, and from one factory to another in the same occupational position.

Vertical mobility :
Vertical social mobility refers to the movement of an individual from one social status to another. There are two types of vertical mobility. Upward and downward. A motor driver’s son when joined as a Bank officer achieved upward mobility. If one loses a job and becomes labour it becomes downward vertical mobility.

Sources of Mobility :
Social mobility may take place through changes in the social structure brought about by industrialization, urbanization and modernization. It may be fostered by struggles, for collective gains by political reforms or by revolution. Modernisation creates mobility a country industrialises.

there is the conversion of labourers and the size of the middle class has increased Urbanisationalso contributes to the degree of mobility. In such cases, mobility seems from lower-class and working-class occupations to middle-class occupations. Mobility also be fostered by struggle for collective gains through organizations like a labour unions.

Role of education in social mobility :
Through education, one is capable of occupying a better job which implies better income and enhance standard of living and social status changed. The social origins of undergraduate women students and students in medical technological management and other professional courses demonstrated that they are predominantly drawn from higher-status families characterized by high educational, occupational and income backgrounds.

The mean family income becomes high and influences admission to urban higher and professional education. The persons acquire skills to improve and imbibe values like national integration, unity, women eQuestion equality, environment conservation and small family norm, are to examples of social mobility. The revised policy of education of 1992 also resolved to assure that free compulsory education of satisfactory.

Quality is provided to all children up to 14 years of age before we enter the 21st century. Education is a major tool for economic education employable by providing them with various skills. It will also help when there is increased investment in agriculture and the setting up of sma|l industries etc.

Question 9.
Explain education for socialization. Or Discuss education for cohesion and social efficiency?
Answer:
Education for socialization means social cohesion and social interaction which otherwise means the cohesion of education between man and society. John Dewey, the advocate of socialism of education says “He is a citizen – growing and thinking’ in vast, complex of relation and interaction. Socialization is a Quality of man which evokes the Quality of social awareness and social potentiality to become an ideal citizen. Ideal citizenship training is needed for socialization. The home and school is the socializing agency which socializes the child with social potential like cooperation, fellow feeling and social service attitude etc.

It is through active interaction with social experiences and participation in ‘Common activities or life that children develop in him a social consciousness. The social consciousness in education for by providing on social lines. Knowledge is, therefore, acquired through social participation which develops social efficiency and cohesion and enables the individual to join freely and fully in common activities of life. The new educational approach speaks that social efficiency is supposed for national development.

Education must aim at developing the .national powers or efficiency of the man but the real value of efficiency lies in the good that it brings to his social group. The child through the social agencies participates in social agencies like SUPW activities and community work, NSS, social service, NCC, Boy scouts, and Girls Guide and there is social cohesion.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 10.
Discuss the globalization tendency in Education?
Answer:
In most countries, there is a National system of education. Under this system of education, national character and national integration is being emphasized. Nationalism is a narrow concept. There is a trend of humanisation along with nationalism UNESCO has been established for encouraging and organizing educational cultural and scientific programmes at the international level. Internationalisation is one aspect of globalization. It is a broader concept.

Definition of globalization :
Globalization as internationalization :
Globalization describes the growth in international exchange and interdependence. With growing flows of trade and capital investment, there is the possibility of moving beyond an inter-national economy.

Globalization as liberalization :
Globalization refers to a process of removing Govt, imposed restrictions on movements between countries in order to create open borderless world economy.

Globalization as Universalization:
Global is used in the sense of being worldwide and globalization is the process of spreading various objects and experiences to people at all comers of the earth. A classic example of this would be the spread of computers, television etc.

Globalization as westernization or Modernization :
Here globalization is understood as a dynamic by the social structures of modernity capitalism, rationalism, industrialism, bureaucratism etc. are spread the world- over, normally destroying the pre-existent cultures and local self determinded in the process.

5. Globalization of Deterritorialization (or spread of super territoriality) :
It means the social spot of globalization is no longer mapped in terms of territorial places territorial distances and territorial borders. So globalization is the intensification of worldwide social relations. To David Held, globalization is a process which embodies a transformation in the spatial organization of social relations transactions.

Question 11.
What is Globalization? Give its characteristics and features?
Answer:
Globalization is commonly used as a short-hand way describing the spread and connectedness of production, communication technologies across the world. That spread has involved the interlacing of economic and cultural activity. IMF and world bank is to create a global free market for goods and services. Globalization involves the diffusion of ideas, practices and technologies. It is something internationalization universalization. It is not simply modernization or westernization.  Globalization is thus, has powerful economic political, cultural and social dimensions. It focuses on four things.

  • De-localization and supraterritoriality
  • The speed of technological innovation.
  • The rise of multinational corporations
  • The creation of global free markets lead to instability and division.

Globalization :
Delocalization and supra territoriality It means the significant de-localization in social and economic exchange activities and relationships has been uprooted from local origins and cultures. Businesses are organized around a network of production, management and distribution, sophisticated information systems are essential in such globalization.

Globalization and the decline in the power of national government :
The major casualty of the process has been a decline in the power of the national government to direct and influence their economies. the process of the shift in economic activity of Japan and the USA is felt in countries all over the globe. The internationalization of the financial market of technology and of some manufacturing and services brings with them a new set of limitations upon the freedom of action nation-states. It creates the conditions for effective international governance. In short, globalization adopts policies in shaping and reshaping social relations within all countries.

Risk, technological innovation and globalization :
A particular feature of globalization is the momentum and power of the change involved in the interaction of extraordinary technological innovation. Development in life science and in digital technology opened up new possibilities for production and exchange innovations of the internet have made it possible to access information end resources across to the world and to coordinate activities.

Globalization and the knowledge economy :
Because of globalization’s success knowledge economies have to take a democratic approach to the spread Of knowledge. We must breed an ambitious society. There is significant growth by large corporations to claim intellectual rights over new discoveries. For example, in genetic research.

Globalization and the impact of multinational local communities:
Multinational corporations establish production sales and services in countries and regions where they can exploit cheaper labour resources. Multinationals constantly seek out new or under-exploited markets. They look to increase sales by creating new needs among different target groups.

Example The activities of tobacco companies in southern countries. Multinational companies have significant influences on policy formation in many national governments. The World Bank has also profited from privatization and the opening up of services.

Globalization and multinationals :
In globalization, there is growth in the scale and scope of multinational corporations. Multinationals have played a very significant role in the growth of globalization. capitalism is essentially disruptive and ever-changing and takes very different forms across the world while produces wealth for significant numbers of people, many others have suffered.

There is a difference in income per head between the richest nation and the poorest non-industrial country. The development of markets, and the expression of economic activity is experienced by populations as a whole. Education, land reform and legal framework for activity deeply influenced by public policies.

Question 12.
Discuss the role of globalization in Education?
Answer:
The role of globalization in education is as follows.
The educational policy must be efficiently diversified must be so designed as not to become another contributory cause of social exclusion. The socialization of individuals must not conflict with personal development. It is therefore necessary to work towards a system that strives to combine the virtues of integration with respect of individual rights. Education can not solve the problems raised by social ties.

It can, however, be expected to help to foster the desire, to live, together, which is a basic component of social cohesion and national identity. Schools cannot succeed in the task unless they make their own contribution to the advancement, integration of minority groups mobilizing loosely concerned while snowing due regard for their personality. Democracy appears to be progressing, taking forms and passing through stages that fit the situation in each country.

Education for conscious and active citizenship must begin at school. Democratic participation, a matter of good citizenship, but it can be encouraged and stimulated by instruction and practices adopted to the media and information society. It is the role of education to provide children and adults with the cultural background that will enable them, as far as possible, to make sense of the changes taking place.

Role of international education commission (1993-96) :
UNESCO appointed an international commission in 1993 and the commission submitted its. the report in 1996 entitled. “Learning the treasure within”. It seeks to answer “How to plan for education for the 21st century. Jacques Delores was the chairman of this commission. The commission included 15 members. The commission report was four pillars, such as:

  • Learning to learn or to know
  • Learning to do or perform
  • Learning to live together and
  • Learning to be

The commission has used the term Teaming’ both as a process and product which in education and teaching is an activity and action and learning is its product.

A brief discussion of the pillars is given below:
Learning to know:
Combining sufficiently formatted general knowledge with the opportunity to work in-depth and a small number of subjects means learning to learn, so as to benefit from the opportunities education provides throughout life.

Learning to do:
In order to acquire notarially occupational skills but also, more broadly, the competence to local with many situations and work in teams means learning to do in the context of young people. Various social and work experiences may be informal as a result of the local or national context, and formal, involving courses, alternating study and, work.

Learning to live together:
Developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of respect for the values of pluralism, mutual understanding and peace mean learning to live together.

Learning to ‘be’:
To develop one’s personality and be able to act with even greater autonomy, judgement and personal responsibility education must riot disregard any aspect of & a person’s potential memory, reasoning aesthetics & senses physical capacities and communication skills. The aims of education can be achieved by generating. the following situations for learning.

If means all-around development.

  • There should be full freedom for working or learning
  • There should be autonomy for taking decisions.
  • There should be training for performing their role and responsibility.
  • Some situations should be given for developing values and feelings of commitment.

The following abilities are to be developed.

  • Communication competency
  • Reasoning abilities
  • Memory abilities
  • Physical capacities
  • Social and cultural efficiency and
  • Moral and aesthetic values.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 13.
Discuss and explain the new trend in education in advanced countries?
Answer:
There is a rapid change in the education system of different countries due to nationalism and globalization. A brief description of new trends in education has been provided in following ways. USA – For many years the education service has been characterized by change. Much of the post-II war period was in independent nations and the post-independence period.

India has been marked by tremendous growth, a large increase in the number of pupils, the expansion of higher education and increased expenditure. Recent years have been increasing easement, consolidation and curricular changes. U.K. – In the UK, the Govts. Policies for raising standards in schools were set out in a white paper titled “Better schools published in March 1985. In 199:1, the Govt, published three white papers to transform education.

USSR – The public discussion on the integration of education science and production began in the USSR in 1984. Humanization and democratization education was emphasized. After the disintegration of the USSR, liberalism in education is the dominant factor in India – The National Education Policy 1986 and the programme of Action (POA) 1986 were emphasized.

Question 14.
Discuss the International education programme in globalization?
Answer:
After the second world war, every country wanted international peace, For this UNO was established in 1945 at the international level. It has formed other sub-organizations related to different areas. UNESCO was established in 1946 for educational, cultural and scientific programmes. The committees and council were established some of them are as follows.

  • National Education Association
  • Fulbright Scheme
  • Exchange in International Education

National Education Association:
The association was formed by the teachers and education offers in 1920. The purpose of this committee was to establish international relations. This committee was undertaken by UNO in the form of UNESCO. It is the international body for educational, cultural and scientific programmes.

The 110 countries were members of UNESCO in 1994 and 2500 branches in the whole world 34,000 Indian students were studying in the USA, UK,- Canada, China and France. A world conference was organized in 1951 in Paris on the curriculum of teacher education programmes for developing international cooperation and understanding.

It was 12 years scheme 6 regional countries were established and 2 years training programme was developed. Textbooks and educational materials were also published. The programme UNESCO for teacher training was organized by the USA. These programmes were financed by the UK, USA had given full cooperation to UNESCO in achieving the objectives.

The teachers were invited from different countries of the world. After training, were assigned the responsibility of developing international cooperation feelings -among the students of their own countries. this way, UNESCO has been attempting5 to develop feelings international cooperation and understanding.

Fulbright Scheme (1946):
According to this scheme, some programmes were organized on international education. It was realized that American students should go to other countries to study and understand culture, civilization, knowledge and science. The students of other countries should understand the culture civilization, knowledge and science of America. The state departments should provide financial assistance to students other countries.

Exchanges in international education:
This type of programme is organized by UNESCO. Students and teachers from other countries should come to America for knowledge and training. The technician mechanics and scientists and Govt, employees should come.to America. They should be exchange programmes for the interaction among different fields. Their type of exchange programme will improve vocational and industrial efficiency for the economic growth of the countries.

There are 12800 foreign institutions for extending educational facilities. Scholarships are given to scholars. In USA two lac. Students are studying from other countries. Now the main emphasis is on international cooperation and understanding. Thirty thousand students from America and studying in other countries. A country can go and develops through interaction and interchange programmes with other progressive countries of the world.

Question 15.
How can integration be set up between Nationalism and globalization? Explain?
Answer:
Nowadays great educationists and great thinkers object to the use of education for fostering national sentiment because they have come across many bad effects of narrow nationalism in many countries of the world and have seen that education for nationalism has stood in the way of the growth of internationalism. The education for nationalism that was given in Italy and Germany, for example, was completely opposed to internationalism.

It is in connection with this one-sided education. Bertrand Russell pointed out that children are taught to exhibit complete devotion worship to the state in which they are citizens. The lesson taught to them is that the workshop of the state consists of as directed by the state. For this, they are taught distorted, versions of history, politics and economics so that they should not be critical of the blind national faith expected of them.

They are acquainted with the evil actions of other nations but not of their own, although the truth is that each nation has been unjust to other nations. It is unquestionably true that the facts of history are distorted in order to propagate the sentiment of nationalism alone. It is true of most human beings and that they impede the growth of any liberal latitude.

If for example, an individual has an intense love for his family this may come in the way of his loving his nation, but this does not imply that love for the nation can exist only at the cost of love for family. A proper and healthy love for family does not impede love for the nation, it helps it to grow. In the same way, healthy nationalism also does not preclude the possibility of internationalism.

As Louise, has said that it is essential to strengthening one’s love for one’s motherland, but it does not make it proper to violate the canons of humanity, for the external benefit of one’s own nation. It is obvious, therefore, that education must not only propagate nationalism but must also encourage internationalism. The plan for national education was prevented by such eminent educationists as Mahatma Gandhi, Sri Aurobindo, Vivekananda, Rabindranath Tagore etc.

have kept this in view nationalism and internationalism should grow harmoniously. That is the reason Rabindranath Tagore’s Shantiniketan turned into an ideal institution for education in internationalism. According to Tagore, education’s aim is to reach the level at which there is no distinction between nationalism and Internationalism. To develop the informational outlook of children he developed it with a new name Biswa Bharati University, which bears the culture of the 140 countries.

Students from different countries of the world read here and lecturers were engaged from different countries. It east-and-west relationship. In Biswa Bharati there is a union of nationalism and internationalism. Harmony is set up between the two in Shantiniketan and Biswabharati university. Tagore is considered an Internationalist.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question .16
Explain Education for citizenship and socialization?
Answer:
India is a vast democratic republic in the world which needs ideal citizens. With the development of democracy, training for citizenship is being advocated in many quarters as the aim of education. Education should offer such experiences as would make one a good citizen of a democratic state. This view is mostly the outcome of the sociological approach to education. Education is to prepare the individual for the different roles he has to perform in life.

In a democratic society, the political role to be played is very complicated and at the same time important. A citizen and individual have certain rights from it. Education for citizenship should train him to discharge his duties and make him conscious of his rights. The practice, of education for citizenship results only in training to work out the political machinery of democracy such as election, responsible executive to carry on public business, legislation by discussions and debates etc.

It is because of this, that democratic machinery is introduced to regulate the group’s life in school. The pupils run their own union by electing office bearers for it, they are trained in debates. In progressive schools. The library, the school discipline, etc are also managed by the pupils through their elected self-governing councils.

But, if the aim of education for citizenship is only the training in running the political machinery of a democratic society, it is a very limited aim. It may be noted that the political role is not the only role which a citizen has to play in life his economic, social and religious roles are nonetheless important.

Besides, an individual is not only a member of society, but he is also an autonomous entity himself, no doubt he is a social being but he is an individual all the same. Hence, if education caters only to his social side neglecting his individual one, it is necessary to have a wider and more comprehensive aim for education.

Education for socialization :
Man is a social being. He fulfils the needs of or within society. Socialization is a virtue, Qualities of man to share the joins and Sooners with others. Socialization is training for ideal citizenship. In participating in social service programmes, Red-cross unit, SUPW activities community work and community participation the child is endowed with such Qualities.

In schools and colleges community service programmes, are arranged to inculcate such potentialities in children. A socialized individual is an ideal citizen. Ideal citizenship training is performed through social activities. Social awareness is evoked education for citizenship socialization, now become an essential part of education. Gender disparity & the role of education

Question 17.
Discuss Gender disparity in work, paid work, and work in the organized sector?
Answer:
Women run households, rear children, care for the aged and the sick, foil on farms and in the factories and in performing economic and non-economic activities. Now they are seen working in official, factories and farms. But most times, their working hands remain invisible. Their participation in the economy is undermined.

Most of the tasks within the home were done by the mother, grandmother, and sister and soon involved no payment. Workers for which payment is received include economic activity and national income. But these tasks for which no payment is made like kitchen gardening, post harvesting, processing, livestock maintenance unpaid labour in family farm etc.

non-economic activities are performed by women. Women’s work participation is lower in comparison to men’s. According to the 1991 census, 22.27% of women were in the workforce. Apart from this, there is the existence of a wide difference in the participation of women and men in the economy. In the 2001 census 30.9% of women in rural areas and about 11.55% of women in rural areas and 50% of men in urban areas.

Through the female work participation rate increased from 19.7% in 1981 to 25.7% in 2004, but still it is much lower than the male work participation rates in both urban and rural areas. The disparity in work participation across rural and urban areas is also large. Participation of adult women in the work force is much lower than men.

Type of work:
The women perform seven categories of work in rural and urban India. These are:

  • Wage and salaried employment
  • Self-employment outside the household for profit
  • Self-employment in cultivation and household industries and household industries for profit.
  • Self-employment in cultivation for own consumption,
  • Other subsistence activities in allied. sectors such as dairying, fishing and cultivation of fruits etc.
  • Activities are related to domestic work such as repair of dwelling, fetching, fuel, fodder, making cow dung cakes etc.
  • Domestic work such as cooking, cleaning, care of children etc.

Paid work:
Women also work for wages in fields, forests, mines, factories, offices, and small-scale and household industries. The nature and extent of such work differ according to the location, of the family in the social hierarchy. In the rural sector, the subsistence work burden falls heavily on women while in higher castes and higher income groups on women while in higher castes and higher income groups non-work of women is given more value.

In the middle-class families:
In middle-class families, women work for improving or maintaining the standard of living of the family or to provide a cushion against rising, cost of living. Performing family responsibilities does not guarantee a better status for Women.

Women’s work in unorganized sectors :
In rural areas, women work in the sectors of agriculture, plantations, fisheries, and dairy. In urban areas, they work for manufacturing units of garments and food processing and household-related activities. Agriculture confines to be a major field for women’s employment.

Women work harder and for longer houses and contribute to the economy:
Working for long hours in the assembly line of small electronics manufacturing units or the beedi, tobacco, and cashew nut, factories women live in fear of retrenchment, exploitation and inadequate ways. In informal sectors, there is no redress for problems, no maternity or other leave benefits and little security of service.

Women’s work in the organized sector:
It includes Govt, services at the central, state and local levels, public sector undertakings such as agriculture, industry, credit financing, and public services the women cannot perform duty successfully. So, only a negligible number of women is employed in the organized sector. But the number of women workers in industries such as textiles and mining has reduced.

In modem industries also such as food, textiles, and pharmaceuticals employed a substantial number of women for three decades. Women are interested inflexible jobs like clerks, typists telephone and nursing but in harder skilled jobs like engineering defence, airline services etc the performance of the work by men is successful.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 18.
Discuss the factors and causes affecting women’s education?
Answer:
There are a number of factors that causes and affect the education of women includes:

  • Socio-cultural factors
  • Economic factors
  • Other factors such as
  • Distance of school
  • Absence of female teachers
  • Absence of girls schools
  • Insufficient number of teachers
  • Lack of basic amenities
  • Inadequate childcare facilities
  • Insufficient incentives
  • Teaching method, school curriculum etc.

Socio-Cultural Factors:
The socio-cultural factors play an important role in inhibiting the participation of women in education. The low status of our women is the major cause of low female literacy. Parents are illiterate. They engage the girls in household work, They think that an educated girl would require an educated husband. An educated in-law would demand a higher dowry.

It is not easy to find a suitable match with an equal educational level. Secondly, many parents do not like to send their daughters to co-educational schools and schools without female teachers. Such age-old negative attitudes still prevail towards women’s education. Most parents consider that after marriage the daughter will leave their family and have to take the role of a mother and a housewife.

In certain parts, girls are expected to be given marriage in their early teens. The sociocultural practice of early marriage important reason for dropping out girls from educational institutions. Many parents also do not allow send their daughters for education after they attain puberty. Such attitude of the parents and the community restricts women’s education.

Economic Factors :
An important reason for the low participation of girls, in education, is that girls from a very early age begin to take care of their younger siblings to relieve their parents to go out for work. Again girls in rural areas or in the low-income groups of the urban areas often assist the family either by working in the field or in household work. The parents in such families may be reluctant to send their girls to school and not prepared to lose their working hands.

If the girl can directly earn for example, as a domestic servant, the family may not be prepared to use her by sending her to school. Although no school fee is charged, for girls’ education still certain items like books stationary and uniforms retail costs which poor families sometimes is not able to meet and prefer not to send their daughters to school.

Some parents consider their son’s education as an investment for better employment opportunities in future, where as daughters’ education does not receive such concern and so they do not give priority to their daughter’s education. The parents again think that the cost of education would be incurred in their marriage. If they educate their daughter then they have to look for an equally educated groom and have to spend more during her marriage.

So they educate their daughter till the level where they can find a suitable match. For their daughter. In some families the young girls are engaged in home-based productions of incense, papads beedi, rolling, gem polishing, making paper bags, stitching, making ready-made garments and assembling electrical and electronic goods etc. So the parents of these girls do not take interest in sending their daughters to schools for receiving an education.

Other factors:
Due to some other factors, women are not able to participate in education. Some of the factors are as follows
Distance of school:
Distance of school from home imposes restrictions on girls, particularly after a certain age because parents are unwilling to send their daughters to these schools. They are more concerned about the safety of the girls than their education.

Absence of female teachers :
Many parents want a female teacher too. teach their daughters. But due to the lack of female teachers in the schools, they do not send their daughters to school.

Absence of Girls’ schools :
Due to our cultural and social heritage, parents are often reluctant to send, their daughters to co-education schools, especially from middle level. The lack of an adequate number of girls’ schools or colleges hinders women’s education.

An insufficient number of teachers :
Many schools are run by single teachers and there are many schools where teachers remain absent frequently in such situations parents are reluctant to expose their daughters to a potentially unprotected environment.

Lack of basic Amenities :
In most schools, a minimum study environment is not available. There are schools without buildings and operated in a tent or in open spaces. There are schools where there are no drinking water facilities and no separate lavatory for girls students. Some parents do not want to enrol their girls in such schools.

Inadequate childcare facilities:
Studies have shown that the number of girls attending schools increases where childcare facilities are available in or near the schools. In view of such a situation, various schemes have been advocated. But unfortunately except Tamilnadu, no other state has the requisite provision of childcare services.

Insufficient incentives :
There are various incentives such as scholarships, mid-day meals, free books, free uniforms etc. Which operates to enhance the enrollment of more girls in schools. the studies show that the delivery system is delayed. The parents do not have the resources to support their children in the interim period.

Teaching method, school curriculum:
The school curriculum mostly shows urban with little to no relevance to rural or tribal life and environment. addition, dull teaching methods, and lack of educational support at home lead to low performance. Further, in schools where the Quality of education is low when minimum level of learning is not attained, parents withdraw their children from the school system. These are the barriers to the participation of girls in school. In disadvantaged classes, the girls face socio-economic surveys.

Question 19.
What are the measures for promoting women’s education?
Answer:
The measures in promoting the education of women are as follows.
Incentives like a free supply of books, stationery, uniform, mid-day meals, scholarships and stipends should be provided in time to all these girls’ students who hail from the poor sections of society. Girls’ schools should be established in the area where there is demand for them.
Some standard of courses should be made available to the students of girl schools.

More committed women teachers should be employed and special facilities should be provided to them. The school environment should be made attractive, adequate basic facilities like proper seats in the class separate toilets and suitable extracurricular activities and games should be made available in the schools, especially in co-educational institutions.

The common and relevant curriculum for boys and girls should be introduced to have equal educational opportunities. Childcare centres should be made available near the school. Schools should be opened within working distance from their homes and when this is not possible adequate arrangements for free or cheap based accommodation for girls should be provided.

Special campaigns should be launched to change pupils’ attitudes in favour of girls’ education. Educated women should be projected through the mass media as a leader, reformers, facilitators or as role method to influence their own group towards education. An educational curriculum should be made relevant to their daily lives and should enable them to run their homes better in later life. The education system should be oriented to generate greater employment opportunities or to help them to enhance their income.

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CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Odia Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers

Short Type Questions and Answers

Question 1.
General and specific aims of teaching mother tongue?
Answer:
General Aims :

  • To increase knowledge through reading.
  • To create content in reading,
  • To develop their expression.
  • To enable the students to collect facts and information.
  • To increase the vocabulary and language skills in the subjects.

Specific Aims:

  • To help the students to understand the idea of the passage.
  • To add the vocabulary of the students
  • To enable the students to read quickly with good pronunciation.
  • To enable them to collect facts and information,

Question 2.
Aims of teaching Crdia poetry?
Answer:
To help the pupils so enjoy poetry. To help them to discover more in each poem. To get them to go on reading poetry. To enable the pupil to catch something of what the poet feels and expresses. To help the pupils to understand and appreciate the poet’s love of nature. To create an atmosphere to understand intellectually. To afford a keen and sincere pleasure in a new experience and to enlarge powers of sympathetic imagination.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers

Long Type Questions With Answers

Question 1.
Explain the aims and objectives of teaching the mother tongue. What principles will you follow in order to realize these aims?
Answer:
The teacher must have a clear and correct notion of the objectives he wants to achieve in this important subject mother- tongue. These objectives may be expressive as well as respective in nature. That is why the knowledge of the aims and objectives of teaching mother-tongue is essential for the teacher, Mother-tongue has fourfold aims such as listening, writing, reading, and speaking. It is the responsibility of the teacher to give his pupils accessary command over these four important aspects:

  • how to hear a plain thing in a plain way
  • how to say a plain thing in a plain way
  • how to read a plain thing in a plain way
  • how to write a plain thing in a plain way

The teacher must of course be able to do these things before he .can teach to do them. In order to realize these aims, the teacher needs to have knowledge of some important principles of language teaching. Sound method of teaching language recognizes these as stand and principles of language study. We would borrow Palmer’s descriptive terminology to state these principles.

Initial preparation:
The pupil’s natural or spontaneous capacities for assimilating spoken language should be developed by means of various, types of exercises for initial preparation.

Habit Forming:
Language learning is a habit-forming process. In teaching the mother tongue the teacher has to form some linguistic habits and utilize the previous one’s already formed.

Accuracy:
Any form of work that is not going to help in forming accurate habits of language use should be discouraged.

Gradation:
The work of different aspects of the language study should be properly graded. The easy should precede the difficult words. Hence exercises that require hearing or speaking should precede those which require, seeing the same line reception and repetition immediate memory, chorus work should precede reproduction reading prolonged memory, and individual work respectively.

Proportion:
Each branch of the language should be given balanced, attention, none should be emphasized at the cost of the other.

Concreteness:
The teacher ought to start with what is concrete for the child. Examples before teaching any percepts, explanations, associations, definitions also should be concrete.

Interests:
The pupil must be interested in what he is doing. In order to secure his interest in use of play way devices, a variety of. exercises sympathetic to attitude and the teacher are desirable and effective means.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers

Question 2.
What are the aims and objectives of teaching prose? What steps are to be followed in teaching a prose lesson?
Answer:
Aims of teaching prose:
prose thus has two types of aims. They are as follows:
General Aims:
To increase1 knowledge through reading. To create interest in reading. To develop, their expression To teach correct pronunciation To enable the students to collect facts and information. To increase the vocabulary and language skills of the students.

Specific Aims:
To help the students to understand the idea of the passage. To add the vocabulary of the student. To enable the pupils to need quick passage and correct pronunciation. To enable them to collect facts and information.

Steps in teaching prose (Introduction):
The introduction is .an important part of the teaching of any subject. Before going to teach a lesson on the topic of prose the teacher should give a good and suitable introduction to that topic. Through a good introduction, the teacher should arouse the curiosity of the pupils. It gives the motivation to the pupils for learning that new lesson. Teachers can introduce the lesson in many ways. He may introduce the topic by showing some pictures of it. Some part of the topic has already been taught the teacher may ask some recapitulatory questions to the students after introductory questions the teacher will announce the name of the topic purpose to be taught.

Model loud reading by the teacher:
After giving the introduction of a lesson the teacher will read aloud the passage with proper pronunciation, intonation, phrasing, and with normal speed. But in higher classes model reading by the teacher is not necessary.

Loud reading by the students:
After the loud reading, the teacher should ask the students to read their lesson loudly. At that time teacher watches and guides students for correct reading with correct pronunciations.

Exposition of difficult words:
At this stage, the teacher will expose the difficult words! For exposing the difficult words the teacher may take the help of a blackboard and also illustrative materials. The teacher should write the model sentences using difficult words on the blackboard. He may encourage the students to get model sentences. He must verify whether the students are actually writing the meaning of the difficult words or not.

Silent reading by the students:
After the exposition of difficult words by the teacher, it is easy for the students to grasp the ideas contained in the lesson. So after exposing the difficult words the teachers should ask the students to read. the lesson silently. At the time of silent reading, proper discipline must be maintained.

Comprehension Test:
In order to know whether students have understood the subject matter, meaning, and ideas contained in the lesson, the teacher should examine the students by putting some comprehension-type questions them. The question should be distributed properly and equally among the students. If any student gives a wrong answer, it should be corrected by another student. If all the students fail to answer the teacher should give a suitable answer to the questions. Precaution should be taken to use the blackboard properly.

Application test questions:
It is the last step of teaching prose. At this stage, the teacher should put a number of questions regarding the main points of the lesson. He may give some home tasks, and home assignments to the students for revising the main points and the questions should be short and objective based.

Question 3.
Write a note on the story-telling method?
Answer:
Children like to listen to stories. So storytelling method has become effective in teaching Odia. For the age group of 8 to 10 the story should be woven with attractive descriptions. This would arouse the interest of pupils and provides scope for imaginative understanding enjoyment.

Advantages of the storytelling method:
Creative interest:
The storytelling method can give life to the dead facts. It is the most effective way for bringing out all the aspects – cultural, social, and economic of the ancient society.

Develops Imagination :
Stories develop the imaginative power of students. They take the pupils far away from the material world and after ample Scope for the play of their imagination.

Training of creative faculties:
Stories of historical happenings and literary materials provide scope for die children to utilize their creative ability in various ways.

Inculcation of virtues:
The teacher through storytelling pan inculcates in the children like play. truthfulness, valor, charity, etc.

Selection of stories:
The story should be selected to suit the mental age of the children. The teacher may take the stories from any source he thinks suitable, local or world history, cave life, hunting life, biography, etc. The story should be full of actions and details.

Role of the teachers:
Storytelling is an art. The teacher should possess the ability, of being full sympathy for an important person’s age when he narrated stories. He should be equipped with rich imaginative powers.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers

Question 4.
Discuss the different, methods of teaching like phonetic, method, look and say method, and sentence methods of teaching in teaching Odia?
Answer:
There are different methods employed in teaching Odia like the direct method. The structural approach, lecture method, phonetic, look and say method, sentence methods, etc. for teaching Odia: In the primary classes the phonetic method, look and say method, and sentence method are followed by the teachers.

Phonetic method:
In the phonetic method, the emphasis is given to word building, spelling, etc. The students use word by word. Reading is emphasized. The pupils go through word by word clearly, in pronunciation, of their meanings. The words are clearly uttered with their grammatical uses. Emphasis is given to structures.

Sentence method:
In sentences, method emphasis is given to sentence formation. In this method firstly emphasis is given to the rules of grammar. The students are asked to utter a full sentence and write a sentence with stress, and intonation. The teacher emphasizes sentence structure. The teacher uses a blackboard and grammar is emphasized.

Look and say method :
Look and say the method is used for teaching in primary classes. This method firstly helps in developing skills in speaking and writing. The children visit places, museums and leam experience. They leam new things and new words. They follow the teacher. By observation, they acquire knowledge and skill in reading and writing. This method is helpful in speaking and writing. This method is helpful in speaking and writing. They are able to express themselves through this method. The spoken and power of observation is developed.

Question 5.
Discuss lecture methods in teaching Odia/mother tongue in schools. Give its merits – and limitations.
Answer:
The lecture method involves teaching by means of spoken word, It is the formal talk of the teacher. This method is used in all stages with all classes. It may be known as the lecture method with higher secondary and college. At higher and college stages the lecture method is used to teach effectively. Each lecture will stimulate the interest and mental activity of the students.

They will also be prompted to ask questions at the end of the lecture which is sure proof of the success of the lecture. Generally lecturing is based on the traditional authority and is a time-honored device for imparting knowledge. But as a method for secondary school pupils, it has fallen into very ill repute. The good teachers of today are very careful not to talk too much.

He assumes a major share of the responsibility for planning and guiding functional learning for the group of pupils in the class. A lecture is taken with a technique of description explanation and clarification. So the lecture method is effective and useful for young and college students.

Merits:
It develops the power of concentration in the students and also their power of expression thinking and reasoning. This method is very useful in introducing. a lesson. It also throws light on the practical aspect of education. Elucidation of complicated thoughts and ideas is possible in this method.

The lower expression is fully developed. This method is economical and time-saving. In this method of teaching both the teacher and taught are active. This method is possible to establish direct contact with the knowledge between the teacher and taught. Language learning becomes fluency.

Demerits of lecture method:
This method kills the liveliness of the class. It is the teacher who reigns and the students remain passive partners. The lecture method is not useful and beneficial for lower-class students. The knowledge that is gained and acquired through their method is neither complete nor perfect nor stable. This method is unpsychological and unscientific.

But a slow learner’s curiosity remains unsaturated. It is not possible on the part of the lecturer to make the teaching lively. It strikes a blow to the originality of the students. The curiosity remains unsatisfied and the thirst for knowledge continued.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 5 Intelligence Objective Questions.

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CHSE Odisha 11th Class Psychology Unit 5 Intelligence Objective Questions

Multiple Choice Questions With Answers

Question 1.
The intelligence of a person can be accurately assessed from his _________.
(a) eyes
(b) performance
(c) conversation
(d) intelligence test scores
Answer:
(d) intelligence test scores

Question 2.
I.Q. is calculated by the following formula
(a) I.Q=\(\frac{\text { Age }}{\text { Mental Age }}\)x100

(b) I.Q\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)x100

(c) I.Q=\(\frac{\text { Chronological Age }}{\text { Mental Age }} \)x100

(d) I.Q=\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)
Answer:
(b) I.Q=\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)x100

Question 3.
The term intelligence is derived from the _________.
(a) Latin word
(b) Greek word
(c) German word
(d) None of these
Answer:
(a) Latin word

Question 4.
Intelligence refers to the _________.
(a) Effective capacity
(b) thinking capacity
(c) Cognitive capacity
(d) Conative capacity
Answer:
(d) Conative capacity

Question 5.
That intelligence is a capacity of the ‘O’ to adjust itself to an increasingly complex environment is believed by _________.
(a) Gallon
(b) Spencer
(c) Binet
(d) Spearman
Answer:
(b) Spencer

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 6.
The two-factor theory of intelligence was proposed by _________.
(a) Guilford
(b) Thurstone
(c) Stanford
(d) Spearman
Answer:
(d) Spearman

Question 7.
Intelligence is influenced by _________.
(a) Hereditary factors
(b) Environmental factors
(c) Organic factors
(d) both hereditary and environmental factors
Answer:
(d) both hereditary and environmental factors

Question 8.
Accurate assessment of intelligence is possible through _________.
(a) Observation of behavior
(b) Abstract performance
(c) Mathematical ability
(d) Standardised intelligence test
Answer:
(d) Standardised intelligence tes

Question 9.
Edward’s personal preference schedule is a _________.
(a) Open-end inventory
(b) True/False questionnaire
(c) Forced choice inventory
(d) Multiple-choice inventory
Answer:
(d) Multiple-choice inventory

Question 10.
The factors of 16 PF questionnaires were selected through _________.
(a) Chi-square
(b) Factor analysis
(c) Rating
(d) Rank difference method
Answer:
(b) Factor analysis

Question 11.
When no language is used in an intelligence test it is called a _________.
(a) Performance test
(b) Non-performance test
(c) Verbal test
(d) None of these
Answer:
(a) Performance test

Question 12.
When the suitability of a particular person for a specific job is to be assessed he should be administered with _________.
(a) Power test
(b) Intelligence test
(c) Aptitude test
(d) Performance test
Answer:
(c) Aptitude test

Question 13.
A performance test is that which _________.
(a) Uses language
(b) Does not use language
(c) Assess special ability
(d) Assesses mechanical ability
(b) Does not use language

Question 14.
The progressive Matrices test is a test of _________.
(a) Aptitude
(b) Intelligence
(c) Attitude
(d) Language
Answer:
(b) Intelligence

Question 15.
Children’s progressive matrices test is a _________.
(a) Verbal test
(b) Non-verbal test
(c) Imagination test
(d) Creativity test
Answer:
(b) Non-verbal test

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 16.
The capacity to perceive the relationship between the means and the end is called _________.
(a) Imagination
(b) Sensation
(c) Intelligence
(d) Learning
Answer:
(c) Intelligence

Question 17.
The first group test of intelligence was _________.
(a) W.A.T.
(b) T.A.T.
(c) The Standard Binet
(d) The Army Alpha
Answer:
(c) The Standard Binet

Question 18.
MMPI is a test of _________.
(a) Intelligence
(b) Personality
(c) Aptitude
(d) Interest
Answer:
(b) Personality

Question 19.
Rorschach test is a test of _________.
(a) Intelligence
(b) Power
(c) Personality
(d) Aptitude
Answer:
(c) Personality

Question 20.
Intelligence is the aggregate or global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment. This definition of intelligence was given by _________.
(a) Binet
(b) Thurstone
(c) Wechsler
(d) Spearman
Answer:
(c) Wechsler

Question 21.
The concept of mental age was introduced by _________.
(a) Wechsler
(b) Spearman
(c) Binet
(d)Galton
Answer:
(c) Binet

Question 22.
The adult intelligence scale Of Wechsler constitutes of _________.
(a) Non-verbal scale
(b) Verbal scale
(c) Verbal and performance scale
(d) none of these
Answer:
(c) Verbal and performance scale

Question 23.
Binet was a/an _________psychologist.
(a) French
(b) Germany
(c) English
(d)American
Answer:
(a) French

Question 24.
Binet with the help of another collaborator devised a scale consisting of 80 tests arranged from the simplest to the most complex. Who is that another collaborator?
(a) Galton
(b) Simen
(c) Terman
(d) None of these
Answer:
(b) Simen

Question 25.
Binet and Simon revised the 1905 test scale in the year _________.
(a) 1908
(b) 1910
(c) 1913
(d) 1917
Answer:
(a) 1908

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 26.
When the M.A. and the C.A. are the same, the I.Q. is _________.
(a) 95
(b) 98
(c) 100
Answer:
(c) 100

Question 27.
Mental age is calculated on the basis of _________.
(a) Chronological age
(b) Mental ability as calculated from the intelligence test score
(c) Ability calculated from the test of creativity
(d) None of these
Answer:
(b) Mental ability as calculated from the intelligence test score

Question 28.
Raven’s progressive Matrices test is _________.
(a) Verbal test
(b) Performance test
(c) Non-performance test
(d) None of these
Answer:
(b) Performance test

Question 29.
Raymond cattle’s IPTAtest is a _________.
(a) Culture fair intelligence test
(b) Culture-free intelligence test
(c) Structural test of intelligence
(d) Personality test
Answer:
(a) Culture fair intelligence test

Question 30.
The process of classifying all intellectual abilities into a systematic framework has been developed by _________.
(a) Guilford
(b) Stanford
(c) Jensen
(d) Thorndike
Answer:
(a) Guilford

Question 31.
The structure of intellect can be classified into _________.
(a) Three different ways
(b) Four different ways
(c) Five different ways
Answer:
(a) Three different ways

Question 32.
Intelligence reaches its peak by the age of 16-20 years and remains at the same level up to _________.
(a) 40 years
(b) 45 years
(c) 50 years
(d) 60 years
Answer:
(b) 45 years

Question 33.
Two children of the same age will have the same _________.
(a) Intelligence Quotient
(b) Mental age
(c) Chronological age
(d) None of these
Answer:
(c) Chronological age

Question 34.
Intelligence is the ability to _________.
(a) Perceive new situations and learn
(b) To adjust oneself to the new situations
(c) To think about the present situation
(d) To do all the three above
Answer:
(d) To do all the three above

Question 35.
Most of the infant intelligence tests are meant to measure _________.
(a) Intelligence
(b) Sensory motor skills
(c) Perceptual ability
(d) All of these
Answer:
(b) Sensory motor skills

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 36.
The score obtained by an infant in the infant intelligence test is called _________.
(a) Intelligence Quotient
(b) Mental Age
(c) Development Quotient
(d) None of these
Answer:
(c) Development Quotient

Question 37.
Mental age is a measure of the level of intelligence _________.
(a) Specific level
(b) Absolute
(c) General
(d) All of these
Answer:
(b) Absolute

Question 38.
The most outstanding study conducted to compare the Developmental Quotient and I.Q. of children was conducted by _________.
(a) fleidbrelder
(b) Gessel
(c) Bayley and Schaefer
(d) None of these
Answer:
(b) Gessel

Question 39.
The very earliest tests of intelligence were based on the assumption that intelligence has a _________.
(a) Physiological basis
(b) Hereditary basis
(c) Environmental basis
(d) Psychological basis
Answer:
(b) Hereditary basis

Question 40.
_________believed that the fine-tuning of the nervous systems of intelligent people extended to their bodies and made them physically vigorous.
(a) Binet
(b) Galton
(c) Simon
(d) Wechsler
Answer:
(b) Galton

Question 41.
Binet had developed a number of intelligence tests by _________.
(a)1890
(b)1900
(c)1905
(d)1910
Answer:
(c)1905

Question 42.
The book “Experimental study of intelligence” authored by Binet was published in _________.
(a) 1900
(b) 1903
(c) 1905
(d) 1913
Answer:
(c) 1905

Question 43.
The mental age is computed by first finding the age level at which the child passed all the test items which is called the _________.
(a) Basal age
(b) Fractional age
(c) Chronological age
(d) None of these
Answer:
(a) Basal age

Question 44.
The _________Psychologist Louis Stem suggested the division of mental age by Chronological age to asses relative intelligence.
(a) American
(b) Germanic
(c) Swiss
(d) English
Answer:
(c) Swiss

Question 45.
Terman issued the first American revision of the Binet scale in _________which was called the Stanford Binet intelligence scale.
(a) 1910
(b) 1912
(c) 1916
(d) 1918
Answer:
(a) 1910

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 46.
Intelligence tests are so constructed that the average person will receive an I.Q. score of about _________.
(a) 90
(b) 100
(c) 105
(d) 110
Answer:
(b) 100

Question 47.
An I.Q. of _________indicates the role of the intellectual development of the average person in the population.
(a) 95
(b) 100
(c) 105
(d) 110
Answer:
(b) 100

Question 48.
A person having an I.Q. of 55 is called _________.
(a) Imbecile
(b) Moron
(c) Idiot
(d) Boarder line case
Answer:
(b) Moron

Question 49.
When the number and representatives of the individuals in the standardizing sample increased the adequacy of the standardizing procedure.
(a) Decreases
(b) Increases
(c) Does not change
(d) Remains moderate
Answer:
(b) Increases

Question 50.
That intelligence is best conceptualized as a large number of independent abilities held by__________.
(a) Galton
(b) Cattell
(c) Thorndike
(d) Guilford
Answer:
(c) Thorndike

Question 51.
One of the most elaborate schemes for classifying intelligence into specific abilities was proposed by _________.
(a) Gallon
(b) Guilford
(c) Cattell
(d) Hebb
Answer:
(d) Hebb

Question 52.
Guilford made a unique contribution to the understanding of intelligence by including in his model the operation of thinking _________.
(a) Convergent thinking
(b) Divergent thinking
(c) Abstract thinking
Answer:
(b) Divergent thinking

Question 53.
Guilford’s “Plot Title Test” is an example of a test of _________.
(a) Divergent thinking
(b) Convergent thinking
(c) Creative thinking
(d) Autistic thinking
Answer:
(a) Divergent thinking

Question 54.
The ability to think abstractly was the essential ingredient of intellectual effectiveness. This was the view of _________.
(a)Terman
(b)Galton
(c) Guilford
(d)Thurstone
Answer:
(a)Terman

Question 55.
_________ holds that intelligence consists of specific cognitive abilities that enable an individual to adapt to the environment.
(a) IIebb
(b) Guilford
(c) Gallon
(d) Charlesworth
Answer:
(c) Gallon

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 56.
That intelligence changes with age was the general observation made for the first time by _________.
(a) Spearman
(b) Gallon
(c) Binet
(d) Simen
Answer:
(d) Simen

Question 57.
Most of the infant intelligence tests are constructed to measure _________.
(a) Perceptual skill
(b) Sensory motor skill
(c) Cognitive ability
(d) Abstract thinking
Answer:
(b) Sensory motor skill

Question 58.
The most important infant intelligence test was developed by _________.
(a) Clark
(b) Charles Worth
(c) Gessel
(d) All of these
Answer:
(c) Gessel

Question 59.
The infant intelligence scale developed by Gessel is called _________.
(a) Differential Schedule
(b) Generalised Schedule
(c) Developmental Schedule
(d) Specified Schedule
Answer:
(c) Developmental Schedule

Question 60.
Gessel’s tests measure not intelligence but the child’s level of _________.
(a) Growth
(b) Emotion
(c) Adaptive Capacity
(d) Divergent thinking
Answer:
(a) Growth

Question 61.
In Gessel’s test, the score obtained by a child is called _________.
(a) Developmental Quotient
(b) Intelligence Quotient
(c) Creativity Quotient
(d) None of these
Answer:
(a) Developmental Quotient

Question 62.
Turnstone identified _______ primary mental abilities.
(a) 5
(b) 7
(c) 9
(d) 11
Answer:
(b) 7

Question 63.
Guilford proposed a structure of intellect containing items _________.
(a) 100
(b) 110
(c) 120
(d) 130
Answer:
(c) 120

Question 64.
Intelligence develops most rapidly during _________.
(a) Infancy
(b) Childhood
(c) Adulthood
(d) Late adulthood
Answer:
(b) Childhood

Question 65.
Boys score _________ in intelligence tests compared to girls.
(a) Higher
(b) Similar
(c) Lower
(d) None of these
Answer:
(b) Similar

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 66.
Multifactor theory of intelligence is given by _________.
(a) Binet
(b) Spearman
(c) Guilford
(d) Thurstone
Answer:
(d) Thurstone

True Or False Type Questions

Question 1.
All intelligence tests also test creativity. (True / False)
Answer:
False

Question 2.
Intelligence tests are measured of both intellectual ability and achievement although the emphasis clearly strives to be on the former. (True / False)
Answer:
True

Question 3.
Culture-free intelligence tests measure intelligence more accurately than culturally biased tests. Culturally unfair tests do not under asses a child’s intelligence. (True /False)
Answer:
True

Question 4.
IPAT culture fair intelligence test was devised by Thurstone. (True / False)
Answer:
False

Question 5.
It is erroneous to define intelligence on the basis of abilities related to school performance. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 6.
Standard intelligence tests fail to measure all the cognitive abilities that contribute to intelligence, broadly defined. (True/False)
Answer:
True

Question 7.
I.Q. is only a measure of intelligence ‘B’. (True / False)
Answer:
False

Question 8.
According to Ilebb, the term intelligence ‘A refers to an innate potentiality for the development of intellectual capacities, and intelligence ‘B’ to die level of that development at a later time when the S’s intellectual functioning can be observed. (True / False)
Answer:
True

Question 9.
Spearman thought of intelligence as composed ofthe ‘g’ factor and a number of ‘g’ factors. (True/False)
Answer:
True

Question 10.
Guilford included in his model of intelligence the operation of convergent thinking. (True/False)
True

Question 11.
Guilford’s ‘Plot Title test’ ’ is an example of a test of convergent thinking. (True/False)
Answer:
True

Question 12.
Little relation has been found between scores obtained on standard I.q. tests and scores achieved on tests of divergent thinking. (True/False)
Answer:
False

Question 13.
The ability to think abstractly was according to Tennant the essential ingredient of intellectual effectiveness. (True/False)
Answer:
True

Question 14.
Charlesworth was an opinion that intelligence consists of specific cognitive abilities that enable an individual to adapt to the environment. (True / False)
Answer:
False

Question 15.
Intelligence changes with age. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 16.
Intellectual growth continues throughout the lifespan. (True /False)
Answer:
False

Question 17.
Most infant intelligence tests are constructed to assess sensory-motor skills. (True/False)
Answer:
True

Question 18.
The most important infant intelligence test was developed by Spearman. (True / False)
False

Question 19.
The most important infant intelligence test was developed by Gessel. (True / False)
Answer:
True

Question 20.
The infant intelligence test developed by Arnold Gessel is known as Developmental schedules. (True/False)
Answer:
True

Question 21.
Gessel’s developmental schedules contain items that show a clear age progression. (True/False)
Answer:
True

Question 22.
Gessel’s test measures not intelligence but the child’s level of development. (True/False)
Answer:
True

Question 23.
In Gessel’s test, the score obtained by an infant is called the developmental quotient. (True/False)
Answer:
True

Question 24.
The failure to find a strong relationship between infant DQs and their subsequent I.Qs suggests that two scores reflect different abilities. (True / False)
Answer:
True

Question 25.
Verbal reasoning grows with age. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 26.
Crystalised intelligence increases with age and declines only with the approach of very old age. (True/False)
Answer:
True

Question 27.
There is no difference between pure intelligence and measured intelligence. (True/False)
Answer:
True

Question 28.
Thurstone identified nine primary mental abilities. (True/False)
Answer:
False

Question 29.
Guilford proposed a structure of intellect containing 120 separate items. (True/False)
Answer:
True

Question 30.
Intelligence develops most rapidly during childhood. (True/False)
Answer:
True

Question 31.
General intelligence continues to increase until the later adult years. (True / False)
Answer:
True

Question 32.
The rate of increase in intelligence slows down as the person grows older. (True/False)
Answer:
True

Question 33.
Usually, boys score higher in standard intelligent tests than girls. (True / False)
Answer:
False

Question 34.
The scores of boys and girls are marked by similarity in standard intelligent tests. (True /False)
Answer:
True

Question 35.
Some personality traits are associated with the I.Q. (True /False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 36.
Aggression, competition, and self-reliance traits are found to but associated with the increase in I.Qs. (True/False)
Answer:
True

Question 37.
Social class does not influence the I.Q. of a person. (True / False)
Answer:
False

Question 38.
Intellectual development is a smooth and continuous process. (True/False)
Answer:
True

Question 39.
Extreme and prolonged social deprivation produces intellectual impairment. (True/False)
Answer:
True

Question 40.
Gifted individuals are those whose I.Qs are at the upper end of the distribution of intelligence. (True/False)
Answer:
True

Question 41.
Creativity has no relationship with giftedness. (True/False)
Answer:
False

Question 42.
Creative persons have a high tolerance for ambiguity. (True/False)
Answer:
True

Question 43.
Children’s reasoning and their use of increasingly complex hypotheses in problem-solving tasks indicate a progression through cognitive stages. (True / False)
Answer:
True

Question 44.
Piaget has emphasized the biological and adaptive significance of intelligence. (True/False)
Answer:
True

Question 45.
During the preparational state, children begin to use symbols like imagery and language. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 46.
The sensory-motor stage continues from birth to five years. (True/False)
Answer:
False

Question 47.
The stage of formal operations is the third stage of Piagetian stages of cognitive development. (True/False)
Answer:
False

Question 48.
The preparational stage lasts from three to seven years. (True / False)
Answer:
False

Question 49.
Cross-cultural studies have indicated that the stages Piaget has observed in western children are also found in children of very different societies. (True / False)
Answer:
True

Question 50.
Intelligence and creativity are highly co-related. (True / False)
Answer:
True

Question 51.
A maximum level of intelligence is required to be creative. (True / False)
Answer:
True

Question 52.
Flexibility is essential for creativity. (True / False)
Answer:
True

Question 53.
Intelligence can be greatly improved by competition. (True/False)
Answer:
False

Question 54.
The two-factor theory of intelligence was proposed by Stanford. (True / False)
Answer:
False

Question 55.
Accurate assessment of intelligence is possible, through standardized intelligence tests. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 56.
Accurate assessment of intelligence is possible, through standardized intelligence tests. (True/False)
Answer:
True

Question 57.
Edward’s personal preference schedule is a multiple-choice inventory. (True/False)
Answer:
True

Question 58.
When no language is used in an intelligence test, it is called a verbal test of intelligence. (True/False)
Answer:
False

Question 59.
A performance test does not use language. (True/False)
Answer:
True

Question 60.
The Army Alpha test is the first group test of intelligence. (True/False)
Answer:
True

Question 61.
M.M.P.I. is a test of intelligence. (True / False)
Answer:
False

Question 62.
The concept of mental age was introduced by Galton. (True/False)
Answer:
False

Question 63.
The adult intelligence scale of Wechsler deals with non-verbal scales. (True / False)
Answer:
False

Question 64.
Binet was an American Psychologist. (True/ False)
Answer:
False

Question 65.
Binet and Simon revised the 1905 test scale in the year 1908. (True/ False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 66.
When the M.A. and C.A. are the same the I.Q. is 100. (True/ False)
Answer:
True

Question 67.
Mental ability is calculated from the intelligence test score. (True/ False)
Answer:
True

Question 68.
Mental age is calculated from the chronological age. (True/ False)
Answer:
False

Question 69.
Raymond Cattell’s IPTA test is a culture fair test. (True/ False)
Answer:
True

Question 70.
A culture-fair test is otherwise called a culture-free test. (True/ False)
Answer:
True

Question 71.
The process of classifying all intellectual abilities into a systematic framework has been developed by Stanford. (True/False)
Answer:
False

Question 72.
Intelligence reaches its peak by the age of 16 to 21 years. (True/ False)
Answer:
True

Question 73.
Ordinarily, intelligence does not grow after 45 years. (True /False)
Answer:
True

Question 74.
Two children of the same age will have the same mental age. (True / False)
Answer:
False

Question 75.
Two children of the same age will have the same chronological age. (True / False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 76.
The actual age of a person and his chronological age are the same. (True / False)
Answer:
True

Question 77.
Intelligence quotient and mental age are the same. (True / False)
Answer:
False

Question 78.
Guilford included in his model the operation of thinking. (True / False)
Answer:
True

Question 79.
Guilford’s Plot title test is an example of convergent thinking. (True/False)
Answer:
True

Question 80.
Guilford was of opinion that the ability to think abstractly was the essential ingredient of intellectual effectiveness. (True/False)
Answer:
False

Question 81.
Charlesworth held that intelligence consists of specific cognitive abilities that enable the individual to adapt to the environment. (True / False)
Answer:
True

Question 82.
That intelligence changes with age was for the first time made public by Binet. (True / False)
Answer:
True

Question 83.
Thurstone identified nine specific mental abilities which according to him are the constituents of intelligence. (True/False)
Answer:
False

Question 84.
Intelligence develops most rapidly during adolescence. (True / False)
Answer:
False

Question 85.
Boys are more intelligent compared to girls. (True / False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 86.
The sensory-motor stage Piaget continues from birth to two years. (True / False)
Answer:
True

Question 87.
F or Piaget the function of intelligence is the adoption to the world. (True / False)
Answer:
True

Question 88.
Children’s cognitive system change and grow to become more adaptive and hence provides a more realistic understanding of the world. (True / False)
Answer:
True

Question 89.
Accommodation is a change of the internal cognitive system to provide a better match to outside information. (True/False)
Answer:
True

Question 90.
Intelligence quotient and mental age are different concepts. (True / False)
Answer:
True

Question 91.
I.Q. and Developmental age are different. (True/ False)
Answer:
True

Question 92.
Most infant intelligence tests are meant to measure sensory motor skills. (True/False)
Answer:
True

Question 93.
Mental age is a measure of the absolute level of intelligence. (True / False)
Answer:
True

Question 94.
Gcssel conducted the most brilliant study to compare the D.Q. of children with their I.Q. (True/False)
Answer:
True

Question 95.
The very earliest tasks of intelligence were based on the assumption that intelligence has a physiological basis. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 96.
The book experimental study of intelligence was authored by Binet. (True/False)
Answer:
True

Question 97.
The PASS Model of intelligence was developed by cattle. (True / False)
Answer:
False

Question 98.
The sensory-motor stage continues from birth to two years. (True/False)
Answer:
True

Question 99.
Piaget has chartered major stages of cognitive development three. (True/False)
Answer:
False

CHSE Odisha Class 11 Sociology Book Solutions

CHSE Odisha 11th Class Sociology Book Solutions

Unit 1 Sociology & Its Relationship

Unit 2 Basic Concepts

Unit 3 Social Institutions

Unit 4 Process, Stratification and Change

Unit 5 Sociology, Methods and Techniques

CHSE Odisha Class 11 Sociology Syllabus

SOCIOLOGY
Paper-I
Introducing Sociology

Unit I Sociology & Its Relationship
Emergence, Meaning, Nature and Scope, Relationship of Sociology with Social Sciences – History, Economics, Anthropology, Psychology, Political Science.

Unit II Basic Concepts
Society – Meaning and Characteristics Individual and Society
Community – Meaning and Characteristics
Association – Meaning & Characteristics,
Social Group – Meaning and Characteristics, Types – Primary, Secondary, In-Group, Out-Group
Culture – Meaning, Characteristics, Types – Material, Non-Material, Importance

Unit III Social Institutions
Family – Meaning, Characteristics, Types, Functions
Kinship – Meaning, Characteristics, Types
Education – Meaning, Importance
Economic – Property, Division of Labour

Unit IV Process, Stratification and Change
Social Processes: Associative – Co-operation, Accommodation Dissociative- Competition, Conflict
Social Stratification – Meaning, Characteristics Bases – Caste, Class, Gender
Social Change – Meaning, Characteristics, Factors – Technological Cultural

Unit V Sociology, Methods and Techniques
Auguste Comte: Law of Three Stages, Emile Durkheim: Suicide, G.S.Ghurey: Caste, M.N. Srinivas: Sanskritisation, Methods: Observation – Meaning and Types, Tools and Techniques: Questionnaire and Schedule – Meaning, Merits and Demerits.

BOOK PRESCRIBED:
1. Bureau’s Higher Secondary (+2) Sociology, Part-I Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.
2. Sociology, Part-I, NCERT.

CHSE Odisha Class 11 Psychology Book Solutions

CHSE Odisha 11th Class Psychology Book Solutions

Unit 1 What is Psychology?

Unit 2 Perceptual Process

Unit 3 Learning

Unit 4 Process of Thinking

Unit 5 Intelligence

CHSE Odisha Class 11 Psychology Syllabus

FOUNDATIONS OF PSYCHOLOGY
FIRST YEAR
Total Marks – 100
Theory – 70 marks
Practical – 30 marks

THEORY
UNIT-I
1. What is Psychology? [8 Periods]
This chapter seeks to help in understanding and appreciating psychology as a discipline, its application, and its relationship with other sciences.
a) Meaning and definition of Psychology
b) Psychology as a science
c) Brief idea about the different approaches to the study of Psychology:
i) Biological, ii) Behaviouristic, iii) Cognitive
d) Psychology and other disciplines (Sociology and Anthropology)

2. Methods used in Psychology [6 Periods]
The objective of this chapter is to familiarize with the methods of studying and understanding behaviour
a) Experimental method
b) Observational Method:
i) Naturalistic Observation, ii) Subjective observation or Introspection

UNIT -II
3. Physiological bases of behavior: [9 Periods]
This chapter focuses on the role of biological factors in the shaping of human behaviour and experience.
a) Structure and function of a neuron
b) Structure and function of the central Nervous system
i) Spinal cord ii) Brain,
c) Autonomic Nervous system
d) Endocrine system

4. Sensory and Perceptual Processes: [10 Periods]
This unit aims at understanding how various sensory stimuli are received, attended to and given meaning.
a) Attention: Determinant and types of attention
b) Perception: Meaning, operational definition, processes involved in perception (Receptive, Selective, Symbolic, and Affective Process)
c) Principles of perceptual organization
d) Role of need, past experience, and cultural factors in perception.
e) Errors in perception: Illusion and Hallucination

UNIT-III
5. Learning [10 Periods]
This chapter focuses on how human beings acquire new behaviuour and how changes in behaviour take place.
a) Meaning and operational definition of learning, Learning as distinguished from maturation and performance.
b) Processes of learning:
i) Trial and Error Learning, ii) Classical conditioning, iii) Operant conditioning, iv) Cognitive Learning: Insightful learning, v) Observational learning

6. Human memory [12 Periods]
This chapter deals with how information is received, stored, retrieved and lost It also explains how memory can be improved.
a) Memory Process:
i) Encoding ii) Storage iii) Retrieval
b) Systems (stages) of memory:
i) Sensory Memory ii) Short Term Memory iii) Long term Memory
c) Measurement of Memory
i) Recall ii) Recognition iii) Saving or Relearning
d) Nature and causes of forgetting
e) Improving Memory: Mnemonics, Methods of Loci, Number and Letter Peg system, Chunking

UNIT – IV
7. Motivation and Emotion [8 Periods]
This chapter deals with why human beings behave as they do. It also deals with how people experience positive and negative events and respond to them.
a) Meaning and Nature of Motivation
b) Types of motives; Biological, Social, and Psychological
c) Meaning and nature of emotion
d) Bodily changes during emotion.

8. Processes of Thinking [10 Periods]
This chapter deals with thinking related processes like reasoning, problem solving, decision making, and creative thinking.
i) Meaning and definition
ii) Stages of cognitive development by Piaget
iii) Problem solving and decision making
iv) Creative Thinking: Nature and stages of creative thinking

UNIT-V
9. Intelligence [7 Periods]
This chapter aims at studying how people differ with respect to intelligence.
a) Meaning and Nature of Intelligence
b) Approaches to understand intelligence (i) Gardner ii) Sternberg iii) J.P. Das
c) Factors influencing intelligence

PRACTICAL
Span of Attention
Optical Illusion (Muller – Lyer Illusion)
Sensory – Motor Learning
Memory for meaningful words and nonsense syllables

Books Recommended:
1. Psychology Part-I, NCERT
2. Bureau’s Higher secondary +2 Psychology Part-I, Published by Odisha State Bureau of Text Book Preparation and Production, Bhubaneswar.

CHSE Odisha Class 11 Foundations of Education Book Solutions

CHSE Odisha 11th Class Foundations of Education Book Solutions

Unit 1 Fundamental of Education

Unit 2 Fundamentals of Educational Psychology

Unit 3 Education and Society

Unit 4 Method of Teaching

CHSE Odisha Class 11 Foundations of Education Syllabus

EDUCATION ELECTIVE (First Year)
Theory – 70 marks & Practical – 30 marks.
Theory Paper – I
FOUNDATIONS OF EDUCATION – I

Unit I Fundamental of Education (20 periods)
Meaning of Education, Aims of Education – Individual, Social, Democratic and Vocational, Function of education, Agencies of education, Formal, Informal, Non-formal, Active & Passive, Role Family, School, Community & Mass media as agencies of education.

Unit II Fundamentals of Educational Psychology (20 periods)
Meaning, Nature & Scope of educational psychology, Importance of educational psychology for the teacher, Growth & Development – Meaning, General Principles & factors affecting, growth & development, Stages of growth and development – Physical, Intellectual, Social & Emotional growth & development during infancy, Childhood and Adolescence.

Unit III Education and Society (20 periods)
Relationship between education & society Education for social change & social Control Education for social mobility, Education for citizenship & socialization, Gender disparity and the role of education Globalization and its impact on education

Unit IV Method of Teaching (20 periods)
(Any one of the following method subjects English, Odia, Mathematics, History, Geography & General Science)
Aims and Objectives, Methods of teaching applicable for elementary level, Teaching learning materials (TLM) purpose & use, General principles and Maxims of teaching, Objective based objective type test items, meaning & principles of construction.

PRACTICAL (60 periods)
A – Preparation of five lesson plans in the selected method subject. (30 periods)
B – Preparation of fifteen objective type test items, 5 each pertaining to knowledge, comprehension & skill objectives on a particular topic of the selected method subject. (30 periods)

BOOKS RECOMMENDED:
1. Bureau Uchcha Madhyamik Siksha (in Odia)
2. Bureau’s Higher Secondary Education I.

CHSE Odisha Class 11 History Book Solutions

CHSE Odisha 11th Class History Book Solutions

Unit 1 Early Societies

Unit 2 Ancient Greece

Unit 3 Changing Traditions

Unit 4

Unit 5

CHSE Odisha Class 11 History Syllabus

HISTORY
First Year (Paper-I)
History of the World

UNIT-I

  1. History: Meaning and Relevance
  2. History of Human Evolution:
    a) The Precursor of Modern Human Beings
    b) Modern Human Beings:
    i. Early Humans ways of obtaining food.
    ii. Habitat -Trees to caves and open air sites.
    iii. Making of tools
    iv. Modes of communications – Language and art.
    c) Epilogue – Domestication of animals, and plants; Development of farming and pastoralism as a way of life.
  3. Contributions of Ancient River Valley Civilisation:
    a) Egypt, b) Mesopotamia, c) China

UNIT-II

  1. Ancient Greece:
    a) Rise of city states – Athens and Sparta, b) Evolution of Direct Democracy, c) Age of Pericles.
  2. Ancient Rome:
    a) Society: Composition, Gender, Literacy, Culture, Economic Expansions, Slavery, b) Roman Constitution, c) Julius Caesar: Achievements
  3. Feudalism in Europe: Features, Merits, and Demerits.

UNIT-III

  1. Major religions:
    a) Christianity, b) Islam
  2. Science and Changing Cultural Traditions in Europe between 11th and 17th Centuries: New Ideas and New Trends in Science, Literature, and Art.
  3. European Voyages of Explorations (15th to 17th Centuries).
  4. Civilisations in Americas: Maya, Aztek, and Inca.

UNIT-IV

  1. Innovations and Technological changes: Industrial Revolutions.
  2. American War of Independence: Causes and Consequences.
  3. French Revolution of 1789: Causes and Significance.

UNIT-V

  1. World War-I: Causes and Consequences.
  2. Russian Revolution of 1917: Causes and Significance.
  3. Events leading to the World War-II.
  4. United Nations: Origin, Objectives and Structure.

BOOK PRESCRIBED:
Bureau’s Higher Secondary (+2) History, Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Maths Questions and Answers.

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CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Long Questions With Answers

Question 1.
Discuss the Aims and Objectives of teaching Mathematics.
Answer:
The knowledge of mathematics is very essential for everybody. The most important aims and objectives of mathematics are discussed below.

To develop the thinking and reasoning, power of the child:
The power of thinking and reasoning is very much essential for an. individual to lead a disciplined and well-adjusted life. These powers can be developed by knowing mathematics.

To provide a suitable discipline to the mind:
Mathematics knowledge makes the mind of the learners disciplined which is essential for leading a healthy social life.

To develop an art of living:
Mathematics prepares children for economic, purposeful, productive, creative, and constructive life. The children learn an act of effective living.

To acquaint the learners with cultures:
Mathematics is the backbone of culture. So by studying mathematics an individual becomes acquainted with his own culture. So cultural development is possible.

To prepare the pupil for various professions:
The children are prepared to enter into various professions of engineering, cashiers, statisticians, accountants, auditors, bankers, etc.

To prepare the students for various higher educational centers:
Mathematics forms the basis of many educational courses and as engineering physical science etc.

To develop the habits of concentration, self-reliance, and discovery:
The habits of concentration, self-reliance, and power to discover new things, new laws, and principles in students are created by mathematics.

To create a love for hard work:
Mathematics as a subject needs consistent hard work. This has helped the student to undertake hard work for a longer period.

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CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 2.
Discuss briefly the inductive-deductive method of teaching mathematics. Bring a difference between the inductive and deductive methods.
Answer:
“Inductive-deductive method is the combination of two separate method-inductive and deductive methods.
Inductive method:-
The inductive method is based on induction. Induction is proving a universal truth or theorem by showing that if it is true of any particular case, it is also true for the next case in the same serial order. In this method, we proceed from particular to general, from concrete cases to abstract cases, and from specific to general formulas. In adopting this method, the students are required not to accept the already, discovered formula without knowing the formula by adopting inductive reasoning.

Example No.1:-
The students may be asked to construct a few triangles of various sizes and shapes. They may be asked to measure and sum the angle in each case. Then the sum will come to be the same in all cases. i.e, the sum in all cases will come to be two right angles. Hence, the students may conclude through induction that the sum of these angles of a triangle is equal to two right angles.

Example No.2:- Suppose we find out the simple interest of Rs. 400/- in four years at 5% per annum. It will be equal to Rs.80/-

Or, S.I=\(\frac{400 \times 5 \times 4}{100}\)=80.00

Similarly, the simple interest Rs. 500/- in a year at 6% per annum will be 90.00.

Or, S.I=\(\frac{500 \times 6 \times 3}{100}\)=90.00

From the above, two examples the students can evolve a rule that,

Simple Interest=

C:\Users\Shaheena\Desktop\Discuss briefly the inductive-deductive method of teaching mathematics Q2.png

S.I=\(\frac{\text { PRT }}{100}\)

Deductive Method :
The deduction is the chief generalized form. In this method, one follows deductive reasoning which is just the opposite of inductive reasoning. Abstract ideas are preceded by concrete experience. The students memorize the different formulas and then apply them to solve a particular problem.

Examples- If the teacher wants to teach the calculation of simple interest in the class the formula for calculating interest to the students.

i.e. S.L =\(\frac{\text { PRT }}{100}\)

Question 2.
Explain with examples the analytic and synthetic methods of teaching mathematics. What are the merits and demerits?
Answer:
Analytic Method:
Analytic means breaking up the problem in such a manner that it ultimately gets connected with some known. The method proceeds from known to known. The analysis is the process of unfolding the problem to know the hidden aspects. We have to begin with what is to be found out and then proceed to further steps and possibilities that may concern the unknown with the known, the desired result is found out.

Merits of Analytic Method:
The Analytic Method has the following merits.
It is a logical method that leaves no doubt and it convinces the learner. The steps are developed in a general manner. Each step has a reason and justification. It facilitates understanding and creates an urge to discover facts. As the students face questions is what a statement is into simple elements they grapple with the problem confidently and intelligently. He gains competencies and skills.

Demerits:

  • It is a lengthy method.
  • It is very difficult to acquire efficiency and speed.
  • It may not be applicable to all topics equally.

Example

If \(\frac{a}{b}=\frac{c}{d}\) prove that \(\frac{a c-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

∴\(\frac{a c-2 b}{b}=\frac{c^2-2 b d}{d}\)

By cross multiplication

acd – 2b2d = be2 – 2b2d

Cancellation of the common quality -2b²d from both sides can further he canceled.
acd = bc2 will be true
If this is if ad = bc arranged in a more systematic form, ad = bc will be true.

\(\frac{\mathrm{a}}{\mathrm{b}}=\frac{\mathrm{c}}{\mathrm{d}}\) which is given is thus true.
So, we can say that,

\(\frac{\mathrm{ac}-\mathrm{b}^2}{\mathrm{~d}}=\frac{\mathrm{c}^2-2 \mathrm{bd}}{\mathrm{d}}\) is also true.

Synthetic Method :
The synthetic method is just the opposite of the analytic method. One has to proceed from known to unknown in this method. Synthesis implies the placing together of the parts to get the solution. One has to start from what is known as given and proceed toward the unknown part of the problem, thus, the unknown information becomes known and free. In practice, synthesis is complementary to analysis.

Merits :

  • This is a logical method.
  • It is short and elegant.
  • It glorifies memory.

Demerits :
It leaves a long number of doubts in minds of readers and offers no explanation for them. As the reader gets no satisfactory explanation for his doubts while solving the problem, he will be perplexed when faced with a need problem. He may not recall the steps of synthesis. There is no provision for a complete understanding of the method. Discovery and thinking have no place in this method. Memory work and homework are too heavy.

Example:
Let us take the same example.

\(\frac{a}{b}=\frac{c}{d}\) then prove that \(\frac{a-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

We have to start with the given or known fact \(\frac{a}{b}=\frac{c}{d}\)

∴\(\frac{2 b}{c}\) be subtracted from both sides

∴\(\frac{a}{b}=\frac{2 b}{c}=\frac{c}{d}=\frac{2 b}{c}\)

Or, \(\frac{a c-2 b^2}{b c}=\frac{c^2-2 b d}{c d}\)

\(\frac{a-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

(Cancelling from both sides)
Thus identity is proved.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 3.
Explain the problem-solving methods of teaching mathematics. What are the merits and demerits?
Answer:
The problem-solving method aims at presenting and repurposing the existence of problems in the teaching-learning situation. A problem is a sort of difficulty which has to be overcome to reach the goal. It may be a purely mental difficulty. The problem-solving methods aim at presenting the knowledge to be learned in the form of a problem.

It begins with a problematic situation and consists of continuous meaningful well-integrated activity. Mathematics is a subject of problems. Its teaching and learning depend on solving innumerable problems. Efficiency and ability in solving problems is a guarantee in learning this subject. The procedure of problem-solving is (almost like the project method. It can be taken the form of an inductive deductive method.

Steps to the situation :
Sensing the problem, interpreting, defining, and delimiting the problem. Gathering data in a systematic manner, organizing and evaluating the data, formulating tentative solutions, arriving at the true and correct solution, and verifying the results. It is a research-like method that involves scientific thinking as a process of learning.

How it is employed :
Suppose finding the volume of a cylinder is a problem before the class. Its formula is to be developed on the basis of the earlier formula for the volume of a thing while analyzing the problem it gets connected with the previous knowledge that the volume of any regular solid can be found by multiplying the area of its base with the height of the object.

The area of the base of the cylinder is found by the only known formula a new the results are checked. The solution to the problem and the result comes from the students. The teacher remains in the background and directs or guides the students from the position.

Merits of problem-solving method:
This method satisfies the laws of teaching. It involves reflective thinking. So it stimulates thinking and learning through self-effort, reasoning, and critical judgment in the students. It develops qualities of imitative and self-dependence in the students. It is a stimulating method, The problem is a challenge.

Once it is properly recognized it acts as a great motivating force and directs the students, attention, and activity. It serves individual differences. A student can solve any number of problems in a specific and make progress accordingly. It is especially suitable for mathematics which is a subject of problems. It develops desirable study habits in the students.

Limitations:
The process is purely literary. It only needs a mental solution. Life problems -need some physical activity also. All problems cannot be solved by this method. The method does not suit the students in lower classes. Teachers, the burden becomes heavy. Textbooks written in the traditional style do not help in the use of this method. There is an absence of suitable books for reference and guidance.

Question 4.
Discuss the steps in lesson planning.
Answer:
J.F. Herbert has suggested six important steps in planning a lesson. After his name, those steps are called “Herbartion” steps.
These six steps are:

  • Preparation
  • Introduction
  • Presentation
  • Recapitulation (comprehension)
  • Summarisation
  • Application

Preparation:
The teacher has to prepare himself and the students for the lesson. He has to formulate the objectives, select the content matters from the textbook, select the teaching aids and prepare the lesson accordingly.

Introduction:
The main purpose of the introduction is to motivate the pupils. The teacher has to test the previous knowledge of the students by asking some questions. Then the teacher can know the background knowledge is to be linked with the previous knowledge through the introduction. A teacher can introduce a reason by various means such as:-

  • asking question
  • showing pictures and models
  • citing an example
  • dramatization
  • quoting a dialogue

Presentation:
It is the most important step in the lesson. During this step, the teacher presents some new ideas to the pupils. Questioning discussion, demonstration of aids, active pupil participation, and blackboard work are some of the essential elements of the presentation. The objectives of the lesson determine the nature of the presentation.

Recapitulation:
The teacher should ascertain to what extent the students have understood the topic taught by him. To test their understanding and comprehension the teacher has to put some questions. On this topic, after the presentation is over, this will also help the teacher to know whether his teaching is effective or not.

Summarisation :
The teacher has to associate and generalize the subject matter taught in the lesson in forming a blackboard. Summary, a formula or a rule ‘or a skeleton chart of the important learning points. The step completes the presentation by providing the gist of the topic.

Application :
At this step, the students make use to acquire, knowledge in familiar situations. It tests the validity of the generalization, rule principles or formula arrived at by the pupils at the end of the topic. Through the application, the new knowledge acquired by the students is retained in their minds for a longer period.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 5.
Six aims and objectives of Mathematics:
Answer:
It develops the power of thinking and reasoning. It helps the child to solve mathematical problems. It develops the self-confidence and habit of concentration. To help the child to develop the power of expression, and appreciation. It enables the child to go through the transaction of coins. It helps the child to lead a career as an accountant, auditor, engineer, and scientist.

Question 6.
Analytic method:
Answer:

  • It proceeds from unknown to known.
  • It is a process of thinking.
  • It demands exploration.
  • It is a method for. thinkers and discoverers.
  • It develops originality.
  • It is informal, psychological, and based on heuristic lines.

Question 7.
Aids used in teaching mathematics:
Answer:
Visual aids:
Samples, umbrellas, stick-rounded things, dolls, toys, balloons, plates blackboard, models, etc.

Audio Aids:
Radio, gramophone, tape recorders, etc.

Audio-visual aids:
T.V. and films. Through these aids, subjects are taught by experts. These are effective aids in teaching mathematics.

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