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Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? for UPSC 2024 is part of UPSC preparation. The Question and answers have been prepared according to the UPSC exam syllabus. Information about Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? covers all topics & solutions for UPSC 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer?.

Solutions for Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? in English & in Hindi are available as part of our courses for UPSC. Download more important topics, notes, lectures and mock test series for UPSC Exam by signing up for free.

Here you can find the meaning of Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer?, a detailed solution for Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? has been provided alongside types of Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.What hampers the critical thinking ability of college-going students?a)The emphasis on rote memorization and recalling the facts of education based on real experienceb)Lack of political will to develop these abilitiesc)Absence of focus while designing curriculum frameworkd)Ignoring the active role of faculty and the studentCorrect answer is option 'C'. Can you explain this answer? tests, examples and also practice UPSC tests.