Understanding the Focus: Knowledge and Intelligence in the Passage

The question asks us to identify the central theme or the main subject that the provided passage is focusing upon. To determine this, we need to read the passage carefully and observe which concepts are discussed in detail and repeatedly.

The passage begins by directly posing the questions: "Now what is knowledge ? Is knowledge related to intelligence ?" This immediately sets up 'knowledge' and 'intelligence' as the primary subjects. The subsequent text then proceeds to define 'intelligence', describing its characteristics such as:

• Capacity to think clearly, objectively, safely and healthily.
• Absence of personal emotion, opinion, prejudice, or inclination.
• Capacity for direct understanding.
• Quality of mind that is sensitive, alert, and aware.

The passage also contrasts intelligence with knowledge, stating that knowledge is "the past continually being added to," and that intelligence "uses knowledge." It further explores how intelligence might be cultivated and how things like prejudice, opinions, and lack of sensitivity prevent clear thinking, which is a key aspect of intelligence.

Given this detailed exploration and the explicit introduction of both concepts at the beginning, it is clear that the passage's main focus is the nature and relationship of Knowledge and Intelligence.

Analyzing the Options

Let's look at why other options are not the main focus:

• Discipline & Judgement: Discipline is mentioned briefly in the context of education (various disciplines), but it is not the central theme. Judgement is mentioned as something intelligence doesn't hold onto, but it's a minor point compared to the overall definition of intelligence.
• Opinions & Prejudice: These are discussed as hindrances to clear thinking (a characteristic of intelligence), but the passage is not primarily about opinions and prejudice themselves. They serve as examples of what prevents intelligence from functioning optimally.
• Thinking & Evaluation: Clear thinking is presented as a core capacity of intelligence. Evaluation is mentioned alongside judgement. While important aspects discussed, they are parts of the larger concept of intelligence rather than the primary subjects being defined and explored in relation to each other as knowledge and intelligence are.

Therefore, based on the extensive discussion and definition of both terms and the explicit connection made between them throughout the text, the passage is clearly focussing upon Knowledge & Intelligence.

Revision Table: Key Concepts

Additional Information: Exploring Intelligence and Knowledge

The passage presents a specific perspective on intelligence, emphasizing its objective and sensitive nature, distinct from accumulated knowledge. In broader psychological and philosophical contexts:

• Knowledge: Can be categorized in various ways, such as explicit knowledge (easily communicated), tacit knowledge (difficult to articulate), procedural knowledge (knowing how to do something), and declarative knowledge (knowing facts).
• Intelligence: While the passage focuses on a state of clear, objective awareness, intelligence is often studied in terms of different capacities, such as logical-mathematical intelligence, linguistic intelligence, spatial intelligence, emotional intelligence, etc. (as proposed by theories like Gardner's Multiple Intelligences).
• Relationship: The passage suggests intelligence is a capacity that utilizes knowledge. This is a common view – knowledge provides the information base upon which intelligence operates, processing, analyzing, and applying that information. However, intelligence is seen as distinct from merely possessing a large amount of knowledge; it involves the ability to reason, solve problems, and adapt to new situations effectively.

Understanding the difference and connection between knowledge (what you know) and intelligence (how you process and understand things) is crucial for effective learning and critical thinking.