Practice Quiz For IBPS, RBI Exam 2018 (English Reading Comprehension) SET-166
Submitted by admin on Mon, 11/20/2017 - 00:44
Practice Quiz For IBPS, RBI Exam 2018
(English Reading Comprehension)
Directions (1-10): Read the following passage carefully
and choose the best answer to each question out of the five given alternatives.
To teach is to create a space in which obedience to truth is practiced. Space
may sound like a vague, poetic metaphor until we realize that it describes
experiences of everyday life. We know what it means to be in a green and open
field; we know what it means to be on a crowded rush hour bus. These experiences
of physical space have parallels in our relations with others. On our jobs, we
know what it is to be pressed and crowded, our working space diminished by the
urgency of deadlines and competitiveness of colleagues.
But then there are times when deadlines disappear and
colleagues cooperate, when everyone has space to move, invent and produce with
energy and enthusiasm. With family and friends, we know how it feels to have
unreasonable demands placed upon us, to be boxed in the expectations of those
nearest to us. But then there are times when we feel accepted for who we are (or
forgiven for who we are not), times when a spouse or a child or a friend gives
us the space both to be and to become.
Similar experiences of crowding and space are found in education. To sit in a
class where the teacher stuffs our minds with information, organizes it with
finality, insists on having the answer while being utterly uninterested in our
views, and forces us into a grim competition for grades-to sit in such a class
is to experience a lack of space for learning. But to study with a teacher who
not only speaks but also listens, who not only gives answers but asks questions
and welcomes our insights, who provides information and theories that do not
close doors but open new ones, who encourages students to help each other
learn-to study with such a teacher is to know the power of a learning space.
A learning space has three essential dimensions: openness, boundaries and an air
of hospitality. To create open learning space is to remove the impediments to
learning that we find around and within us: we often create them ourselves to
evade the challenge of truth and transformation. One source of such impediments
is our fear of appearing ignorant to others or to ourselves. The openness of a
space is created by the firmness of its boundaries. A learning space cannot
extend indefinitely; if it did, it would not be a structure for learning but an
invitation for confusion and chaos. When space boundaries are violated, the
quality of space suffers. The teacher who wants to create an open learning space
must define and defend its boundaries with care, because the pursuit of truth
can often be painful and discomforting, the learning space must be hospitable.
Hospitality means receiving each other, our struggles, our new-born ideas with
openness and care. It means creating an ethos in which the community of truth
can form and the pain of its transformation be borne. A learning space needs to
be hospitable not to make learning painless, but to make painful things
possible, things without which no learning can occur-things like exposing
ignorance, testing tentative hypotheses, challenging false or partial
information, and mutual criticism of thought.
The task of creating learning space with qualities of openness, boundaries and
hospitality can be approached at several levels. The most basic level is the
physical arrangement of the classroom. Consider the traditional classroom
setting with row upon row of chairs facing the lectern where learning space is
confined to the narrow alley of attention between each student and teacher. In
this space, there is no community of truth, hospitality or room for students to
relate to the thoughts of each other. Contrast it with the chairs placed in a
circular arrangement, creating an open space within which learners can
interconnect. At another level, the teacher can create conceptual space-with
words, in two ways. One is through assigned reading; the other is through
lecturing. Assigned reading, not in the form of speed reading several hundred
pages, but contemplative reading which opens, not fills, our learning space. A
teacher can also create a learning space by means of lectures. By providing
critical information and a framework of interpretation a lecturer can lay down
the boundaries within which learning occurs.
We also create learning space through the kind of speech we
utter and the silence from which true speech emanates. Speech is a precious gift
and a vital tool, but often our speaking is an evasion of truth, a way of
buttressing our self-serving reconstructions of reality. Silence must therefore
be an integral part of learning space. In silence, more than in arguments, our
mind-made world falls away and must also create emotional space in the
classroom, space that allow feeling to arise and be dealt with because submerged
feelings can undermine learning. In an emotionally honest learning space, one
created by a teacher who does not fear dealing with feelings, the community of
truth can flourish between us and we can flourish in it.
Q1. Which of the following statements best describes the author’s conception
of learning space? (a) Where the teacher is friendly.
(b) Where these is no grim competition for grades.
(c) Where the students are encouraged to learn about space.
(d) Where the teacher provides information and theories which open new doors and
encourages students to help each other learn.
(e) Physical, perceptual and behavioral levels.
Q2. The statements ‘the openness of a space is created by the firmness of its
boundaries’ appears contradictory.
Which of the following statements provides the best justification for the
proposition? (a) We cannot have a space without boundaries.
(b) Bounded space is highly structured.
(c) When space boundaries are violated, the quality of space suffers.
(d) A teacher can effectively defend a learning space without boundaries.
(e) Learning encompasses such elements as courage, dignity and endeavor.
Q3. According to the author, learning is a painful process because: (a) It exposes our ignorance.
(b) Our views and hypotheses are challenged.
(c) It involves criticizing the views of others.
(d) Of all of the above reasons.
(e) A teacher who is not afraid of confronting feelings.
Q4. The task of creating learning space with qualities of openness,
boundaries and hospitality is multidimensional. It involves operating at: (a) Psychological and conceptual levels.
(b) Physical, perceptual and behavioral levels.
(c) Physical, conceptual and emotional levels.
(d) Conceptual, verbal and sensitive levels.
(e) Bounded space is highly structured.
Q5. According to the author, silence must be an integral part of learning
space because: (a) Silence helps to unite us with others to create a community of truth.
(b) Silent contemplation prepares us to construct our mind-made world.
(c) Speaking is too often an exercise in the evasion of truth.
(d) Speaking is too often a way of buttressing our self-serving reconstruction
(e) Exclusively rooted in our experiences of physical space.
Q6. According to the author, an effective teacher does not allow (a) feelings to arise within the learning space.
(b) silence to become an integral part of the learning space.
(c) learning space to be filled by speed reading of several hundred pages of
(d) violation of learning space boundaries.
(e) creative extrapolation and illustrations.
Q7. Understanding the notion of space in our relations with others is: (a) To acknowledge the beauty of poetic metaphor.
(b) Exclusively rooted in our experiences of physical space.
(c) To accept a spiritual dimension in our dealings with our peers.
(d) To extend the parallel of physical space to our experiences in daily life.
(e) Psychological and conceptual levels.
Q8. Another way of describing the author’s notion of learning space can be
summarized in the following manner. (a) It is vital that learning be accompanied by unlearning.
(b) Learning encompasses such elements as courage, dignity and endeavor.
(c) An effective teacher recognizes the value of empathy.
(d) Encourage good learners, discourage indifferent ones.
(e) Our views and hypotheses are challenged.
Q9. Conceptual space with words can be created by (a) Assigned reading and lecturing.
(b) Speed reading and written comprehension.
(c) Gentle persuasion and deliberate action.
(d) creative extrapolation and illustrations.
(e) involving emotionally and physically
Q10. An emotionally honest learning space can only be created by: (a) A teacher committed to join the community.
(b) A teacher who is not afraid of confronting feelings.
(c) A teacher who takes care not to undermine the learning process.
(d) A teacher who worships critical silence.
(e) A teacher who is bold enough to create nuisance
Directions (11-15): In each of the following sentences, parts of the sentence
are left blank. Beneath each sentence, five different ways of completing the
sentence are indicated. Choose the best alternative from among the five options.
Q11. As the consequences of climate change become more __________, increasing
numbers of people have come to __________ that the longer we hesitate, the more
expensive the problem becomes. (a) severe, reminisce
(b) visible, evaluate
(c) evident, reconcile
(d) visible, recognize
(e) pronounced, imagine
Q12. In the past, universities have been created in times of __________,
typically to encourage people to think beyond their immediate need for survival
to more edifying spiritual or national __________. (a) poverty, wealth
(b) distress, well being
(c) plenty, goals
(d) prosperity, interests
(e) scarcity, goals
Q13. Is academic freedom affordable in a time of economic crisis? There
remains a nagging sense that universities are __________ now that ordinary
people are __________ to make ends meet. (a) free, living
(b) luxuries, struggling
(c) useless, surviving
(d) unnecessary, studying
(e) exuberances, able
Q14. The new knowledge produced by original research is an instance of social
capital formation. Hence, the university’s unique institutional mission is to
manufacture knowledge as a/an __________. (a) social institution
(b) intellectual property
(e) public good
Q15. Contrary to the hopes of many, the end of the Second World War and the
shock of the Nazi atrocities did not mean the end of war and genocide; the
decades following it have been __________ with bloody conflicts in which entire
population groups have been __________. (a) marred, involved
(b) riddled, involved
(c) rife, murdered
(d) rife, associated
(e) marred, compromised