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Question

In the ethical ideal expressed in many ancient Indian educational traditions: Assertion (A): Character development is an essential aim of education. Reason (R): Intellectual development alone, without ethical character, does not fulfil the ideal of studentship. Choose the correct option.

The correct answer is

Both (A) and (R) are true and (R) is the correct explanation of (A)

Within this educational ideal, both A and R are true, and R explains A: if intellectual attainment alone is insufficient, ethical character must also be cultivated. This is a statement about the tradition’s educational aims, not a claim that every ancient school followed identical practices.

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Important Questions from Learner and Learning Process - Teaching

  1. Which set identifies the three broad mental-health functions of prevention, preservation/promotion and treatment, rather than particular psychological or interpersonal targets?

    a) Prevention of mental disorders
    b) Preservation and promotion of individual and group mental health
    c) Satisfaction of a person’s security and esteem needs
    d) Development and use of therapeutic measures for mental illness
    e) Improvement of interpersonal relationships in a group

    Choose the most appropriate answer.
  2. BigBlueButton is:

  3. Which term denotes the study or science of learning rather than a delivery function such as communicating, collaborating or hosting content in an asynchronous course?

  4. Which of the following statements are correct?

    A. Learning is a lifelong process

    B. Learning is not possible without a teacher

    C. Learning is enhanced through socially supported interactions.

    D. Learning is enhanced through experiences

    E. Learning is not possible without a school

    Choose the correct answer from the options given below:

  5. Identify from the list given below the correct sequence of concept formation. Select from the code to answer.
    List
    (i) Analysing the problem
    (ii) Facing the problem
    (iii) Identifying the common elements
    (iv) Perceiving the differences
    (v) Abstracting the common and non-common elements
    (vi) Understanding the critical features

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