Reading Comprehension
Reading Comprehension: English Reading Comprehension Exercises with Answers, Sample Passages for Reading Comprehension Test for GRE, CAT, IELTS preparation
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English Reading Comprehension Test Questions and Answers. Improve your ability to read and comprehend English Passages
Q256. > 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
Another way of describing the author’s notion of learning space can be summarized in the following manner.
- It is vital that learning be accompanied by unlearning.
- Learning encompasses such elements as courage, dignity and endeavor.
- An effective teacher recognizes the value of empathy.
- Encourage good learners, discourage indifferent ones.
- Our views and hypotheses are challenged.
Solution : An effective teacher recognizes the value of empathy.
Q257. > 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
Another way of describing the author’s notion of learning space can be summarized in the following manner.
- It is vital that learning be accompanied by unlearning.
- Learning encompasses such elements as courage, dignity and endeavor.
- An effective teacher recognizes the value of empathy.
- Encourage good learners, discourage indifferent ones.
- Our views and hypotheses are challenged.
Solution : An effective teacher recognizes the value of empathy.
Q258. > 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
Conceptual space with words can be created by
- Assigned reading and lecturing.
- Speed reading and written comprehension.
- Gentle persuasion and deliberate action.
- creative extrapolation and illustrations.
- involving emotionally and physically
Solution : Assigned reading and lecturing.
Q259. > 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
An emotionally honest learning space can only be created by:
- A teacher committed to join the community.
- A teacher who is not afraid of confronting feelings.
- A teacher who takes care not to undermine the learning process.
- A teacher who worships critical silence.
- A teacher who is bold enough to create nuisance
Solution : A teacher who is not afraid of confronting feelings.
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Q260. > A Marxist sociologist has argued that racism stems from the class
> struggle that is unique to the capitalist system – that racial
> prejudice is generated by capitalists as a means of controlling
> workers. His thesis works relatively well when applied to
> discrimination against Blacks in the United States, but his definition
> of racial prejudice as “radically-based negative prejudgments against
> a group generally accepted as a race in any given region of ethnic
> competition,” can be interpreted as also including hostility towards
> such ethnic groups as the Chinese in California and the Jews in
> medieval Europe. However, since prejudice against these latter peoples
> was not inspired by capitalists, he has no reason that such
> antagonisms were not really based on race. He disposes thusly (albeit
> unconvincingly) of both the intolerance faced by Jews before the rise
> of capitalism and the early twentieth-century discrimination against
> Oriental people in California, which, inconveniently, was instigated
> by workers.
The passage supplies information that would answer which of the following questions?
- What accounts for the prejudice against the Jews in medieval Europe?
- What conditions caused in discrimination against Oriental people in California in the early twentieth-century?
- Which groups are not in ethnic competition with each other in the United States?
- What explanation did the Marxist sociologist give for the existence of racial prejudice?
- who could have supplied the information.
Solution : What explanation did the Marxist sociologist give for the existence of racial prejudice?
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