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?"
What is the caution the author sounds with regard to 'objective reality'?
Objective reality may be influenced by subjective thinking and considerations
Understanding Author's Caution on Objective Reality
This question asks us to identify the specific warning or caution the author expresses regarding the concept of 'objective reality', based on the provided passage about educational changes. The author discusses how people perceive educational changes and introduces the idea of objective reality, but also raises concerns about its nature.
Author's View on Educational Change and Reality
The passage begins by explaining that people often misunderstand the nature and consequences of educational changes. They experience mixed feelings ('ambivalence') about these changes because they aren't always presented clearly. The author points out that educational changes are complex and 'multidimensional', affecting various aspects like goals, skills, philosophy, and behaviour. However, people often experience these changes in a vague way, not seeing them as multidimensional.
The author suggests that understanding the separate 'dimensions' of an educational change can help clarify its meaning. Failing to do so can explain why some people accept innovations they don't fully grasp, why only parts of a change are implemented, or why strategies for change miss crucial elements.
Delving into 'Objective Reality' and its Challenges
The passage then focuses specifically on the concept of 'objective reality'. The author states that this concept is 'tricky'. While 'reality' is shaped by individuals and groups, the social phenomena created (like educational programs) exist independently of any single person. However, a significant danger is highlighted:
- The 'objective reality' presented might just be a reflection of the views of those 'producers of change'.
- It could simply be an enhanced version ('glorified version') of their personal, subjective ideas ('subjective conceptions').
To counter this problem, the author suggests a method: asking two questions in sequence. First, "What is the existing conception of reality on a given issue?". Second, immediately following up with, "says who?". This second question is crucial for questioning the source and identifying potential biases.
Analyzing the Author's Caution
The core caution the author expresses about 'objective reality' is that it may not be purely objective. Instead, it can be shaped or influenced by the personal beliefs, perspectives, and biases ('subjective thinking and considerations') of the people creating or promoting that reality. The author warns against taking presented objective realities at face value without questioning their origins.
Evaluating the Options
Let's examine the given options in light of the author's caution:
- Option 1: "Objective reality is a collective reality which may have many problems" - While the passage mentions reality is defined by groups and social phenomena exist outside individuals, the main caution isn't just that it "may have many problems" but *why* it might have problems (subjective influence).
- Option 2: "Objective reality may be influenced by subjective thinking and considerations" - This option directly captures the author's warning that 'objective reality' can be a reflection of the 'subjective conceptions' of its producers. The suggestion to ask "says who?" reinforces this concern about subjective influence.
- Option 3: "Objective reality is the collective influence of all people" - The passage speaks of "individuals and groups" but doesn't necessarily equate objective reality to the influence of "all people". The focus is more on the potential bias from specific 'producers of change'.
- Option 4: "Objective considerations are part of the subjective reality and thus they are interrelated" - This option suggests objective considerations are part of subjective reality. The passage, however, warns that *objective reality* (as presented) might be influenced by *subjective thinking*, which is a different relationship.
Conclusion on Objective Reality
Based on the passage, the author's primary caution regarding 'objective reality' is its potential susceptibility to subjective influences. The idea is that what is presented as an objective truth might actually be coloured by the personal viewpoints and biases of those who define or disseminate it. This aligns perfectly with the warning that it could be "only the reflection of the producers of change" and their "subjective conceptions".
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