Directions: In this section, you have two short passages. After each passage, you will find some items based on the passage. Read the passage carefully and answer the items based on it. You are required to select your answers based solely on the contents of the passage and the opinion of the author, and indicate your response on the Answer Sheet accordingly. People do not understand the nature or ramifications of most educational changes. They become involved in change voluntarily or involuntarily and in either case experience ambivalence about its meanings, form, and consequences. I have implied that there are a number of things at stake-changes in goals, skills, philosophy or beliefs, behaviour, etc. Subjectively these different aspects are experienced in a diffuse, incoherent manner. Change often is not conceived of as being multidimensional. Objectively, it is possible to clarify the meaning of an educational change by identifying and describing its separate dimensions. Ignorance of these dimensions explains a number of interesting phenomena in the field of educational changes : for example, why some people accept an innovation they do not understand; why some aspects of a change are implemented and others not; why strategies for change neglect certain essential components. The concept of objective reality is tricky. Reality is always defined by individuals and groups. But individuals and groups interact to produce social phenomena (constitutions, laws, policies, educational change programmes), which exist outside any given individual. There is also the danger that the objective reality is only the reflection of the producers of change and thus simply a glorified version of their subjective conceptions. We can reduce this problem by following the practice of posing double questions : "What is the existing conception of reality on a given issue?" Followed quickly by "says who?"
People do not understand the nature or ramifications of educational change because
they do not understand the multidimensional character of change
Understanding Educational Change: Key Factors
Passage Analysis: Core Reasons for Misunderstanding Educational Change
The provided passage discusses the difficulties people face when trying to understand the nature and consequences of educational change. It highlights that individuals often experience ambivalence regarding these changes because they don't grasp the full picture.
The text explicitly states:
- "People do not understand the nature or ramifications of most educational changes."
- "Change often is not conceived of as being multidimensional."
- "Ignorance of these dimensions explains a number of interesting phenomena in the field of educational changes..."
This directly links the lack of understanding to the failure to recognize that educational change is complex and has multiple facets or dimensions. The passage suggests that understanding these separate dimensions is key to clarifying the meaning of the change.
Option Analysis: Evaluating Explanations for Lack of Understanding
Let's examine each option in light of the passage:
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Option 1: they do not understand the multidimensional character of change
This option directly aligns with the passage's core argument. The text emphasizes that change is often not seen as multidimensional and that ignorance of these dimensions leads to a lack of understanding.
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Option 2: they see the certainty in the change
The passage mentions that people experience "ambivalence," which means having mixed feelings or contradictory ideas about something, not certainty. Therefore, this option is contradicted by the text.
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Option 3: they are ambiguous in their decision
While the passage mentions people experiencing "ambivalence about its meanings, form, and consequences," this is presented as a subjective experience *resulting* from not understanding, rather than the primary reason *why* they don't understand the nature of the change itself. The lack of understanding of its multidimensionality is presented as the root cause.
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Option 4: it takes time and hard work
The passage does not mention the time or effort required for change as a reason for people not understanding its nature or ramifications.
Conclusion: Identifying the Correct Explanation
Based on the direct statements within the passage, the primary reason cited for people not understanding the nature or ramifications of educational change is their failure to recognize its multidimensional character. Option 1 accurately reflects this key point made by the author.
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