CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Objective Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 2 Democratic Process in India-I Objective Questions and Answers.

CHSE Odisha 12th Class Political Science Unit 2 Democratic Process in India-I Objective Questions

Multiple Choice Questions With Answers

Question 1.
What are the causes of tension in our federal system?
(a) Centre state relations
(b) Demand for autonomy
(c) Role of governors and president’s rule
(d) Demand for new states
Answer:
(a) Centre state relations

Question 2.
Into how many countries did USSR disintegrate?
(a) 14
(b) 15
(c) 16
(d) 17
Answer:
(b) 17

Question 3.
In which country Treaty of Chaguaramas was signed?
(a) West Indies
(b) Nigeria
(c) Uzbekistan
(d) Pakistan
Answer:
(a) West Indies

Question 4.
When was treaty of Chaguaramas signed?
(a) 1972
(b) 1973
(c) 1974
(d) 1975
Answer:
(b) 1973

Question 5.
When was federation of West Indies came into being?
(a) 1956
(b) 1957
(c) 1958
(d) 1985
Answer:
(c) 1958

Question 6.
When was USSR disintegrated?
(a) 1991
(b) 1989
(c) 1992
(d) 1993
Answer:
(a) 1991

Question 7.
Who settles disputes between center and states?
(a) executive
(b) legislature
(c) judiciary
(d) tribunals
Answer:
(c) judiciary

Question 8.
In which conference Nigerian federal constitution was formed?
(a) Ibadan
(b) Carribean
(c) Zizac
(d) Yoruba
Answer:
(a) Ibadan

Question 9.
When was Ibadan constitutional conference held?
(a) 1951
(b) 1950
(c) 1952
(d) 1953
Answer:
(b)1950

Question 10.
Which is not the ethnic group of Nigeria?
(a) Yoruba
(b) Ikoba
(c) Ibo
(d) Hausa fulani
Answer:
(b) Ikoba

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 11.
When was the democracy restored in Nigeria?
(a) 1998
(b) 1997
(c) 1999
(d) 2000
Answer:
(c) 1999

Question 12.
Which is not the List in our Constitution?
(a) Panchayat List
(b) Union List
(c) Concurrent List
(d) State List
Answer:
(a) Panchayat List

Question 13.
Any matter that is not mentioned in any of the Lists come under which List?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary List
Answer:
(d) Residuary List

Question 14.
In which List can both State and Union can legislate?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(c) Concurrent List

Question 15.
In which list does defense comes?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 16.
In which List does local government come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(b)State List

Question 17.
In which List does atomic energy come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 18.
In which list does foreign affairs come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 19.
In which list does war and peacemaking come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 20.
In which List does Banking come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 21.
In which list does railways come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 22.
In which list does education come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary
Answer:
(c) Concurrent List

Question 23.
In which list does cyber laws comes?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(d) Residuary Powers

Question 24.
In which list does state public services come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(b)State List

Question 25.
In which list does police come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(b) State List

Question 26.
In which list does airways come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 27.
In which list does currency and coinage come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 28.
Article which protects officers during martial law?
(a) 33
(b) 35
(c) 36
(d) 37
Answer:
(a) 33

Question 29.
Article which shows that executive power of union is superior than states?
(a) 281
(b) 280
(c) 259
(d) 257
Answer:
(d)257

Question 30.
Which factor does not centralize the federal system?
(a) Financial.resources
(b) Chief Minister
(c) Power for formation of new States
(d) All India Services
Answer:
(b) Chief Minister

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 31.
Article which declares president’s rule in the state?
(a) Article357
(b) Article 355
(c) Article 356
(d) Article 358
Answer:
(c) Article 356

Question 32.
After which period did the imposition of president’s rule increase?
(a) 1967
(b) 1968
(c) 1969
(d) 1970
Answer:
(a) 1967

Question 33.
Which part in Andhra Pradesh has been demanding a separate statehood?
(a) Rayalseema
(b) Vidarbha
(c) Telangana
(d) Marijuana
Answer:
(c) Telangana

Question 34.
When was the states reorganisation committee set up?
(a) 1954
(b) 1955
(c) 1956
(d) 1957
Answer:
(a) 1954

Question 35.
In which year Gujarat and Maharashtra was created?
(a) 1964
(b) 1963
(c) 1962
(d) 1960
Answer:
(d) 1960

Question 36.
In which year Haryana and Punjab was separated?
(a) 1968
(b) 1967
(c) 1966
(d) 1965
Answer:
(c) 1966

Question 37.
The best form of federalism suited for countries like India is:
(a) Centralised federalism
(b) Bargaining federalism
(c) Cooperative federalism
(d) Conflicting federalism
Answer:
(c) Cooperative federalism

Question 38.
The Finance Commission is constituted to recommend criteria for
(a) Framing a finance bill.
(b) Preparing the annual budget of Union Govt.
(c) Distribution offinancial resources between union & the state.
(d) Auditing the receipts & expenditure of the union govt.
Answer:
(c) Distribution of financial resources between union & the state.

Question 39.
Sarkaria Commission Report was officially received by the Govt, in
(a) 1969
(b) 1970
(c) 1976
(d) 1988
Answer:
(d) 1988

Question 40.
Which of the following states has a separate constitution of its own?
(a) Andhra Pradesh
(b) Karanataka
(c) Tamil Nadu
(d) Jammu & Kashmir
Answer:
(d) Jammu & Kashmir

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 41.
The Members of the Finance Commission are appointed by the President & this qualifications are determined by-
(a) President
(b) Parliament
(c) Prime Minister
(d) Speakers of Lok Sabha
Answer:
(b) Parliament

Question 42.
Under which Article, the Governor can reserve the bill for the consideration of the President?
(a) 198
(b) 200
(c) 201
(d) 202
Answer:
(c) 201

Question 43.
Which of the following items has been added in the Union list?
(a) Deployment ofarmed forces of the Union is any state
(b) Fisheries
(c) Tanes on lands and buildings
(d) None of these
Answer:
(a) Deployment of armed forces of the Union is any state

Question 44.
Which of the following has been added to the Concurrent List?
(a) Social security
(b) Electricity
(c) Protection of wild animals & birds
(d) Social Planning
Answer:
(c) Protection of wild animals & birds

Question 45.
Match List I with List II
A. Union List 1. Forest
B. State List 2. Police
C. Concurrent 3. Banking
Code ABC
(a) 1 2 3
(b) 3 2 1
(c) 1 3 2
(d) 2 3 1
Answer:
(b) 3 2 1

Question 46.
Who describes the Indian Federation as a cooperative federation?
(a) Grandville Austin
(b) Sir Ivor Jennings
(c) K.C. Wheare
(d) Alex and Rowicz
Answer:
(a) Grandville Austin

Consider the following statements.
A. In a federation the powers of the federal and provincial governments are clearly
demarcated.
B. India is a federation because the powers of the Union and State Governments are specified in the Constitution and they have exclusive jurisdiction over their respective subjects.
C. Sri Lanka is a federation because the country is divided into provinces.
D. India is no longer a federation because some powers of the states have been
devolved to the local government bodies.

Question 47.
Which of the statements given above is correct?
(a) A, B and C
(b) A, C and D
(c) A and B only
(d) B and C only
Answer:
(c) A and B only

CHSE Odisha Class 12 Foundations of Education Unit 1 Contribution of Educators Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 1 Contribution of Educators Short Answer Questions.

CHSE Odisha 12th Class Foundations of Education Unit 1 Contribution of Educators Short Answer Questions

Very Short-Answer Type Questions

Question 1.
Mention the aims of Satyabadi System of Education.
Answer:
Satyabadi system of education aims at:
i) To inclulcate nationalism and patriotism
i) To eradicate social evils.

Question 2.
What two similarities of the Philosophy of Education of Satyabadi System and Basic Education?
Answer:
Basic Education and Satyabadi System of education are similar in respect their objectives and ideals in the sense that both of the system are experiments with the field of education for renaissance and plain living and high thinking was the ideals. Both emphasis on mother tongue as the medium of instruction.

Question 3.
Give three causes of the failure of Basic Education?
Answer:
(i) The Basic Education was a mechanical education and so the concept was
not clear.
(ii) More emphasis on craft education and no creativity.
(iii) English less matriculation courses.

Question 4.
Explain the aims of Gandhian Education?
Answer:
To Gandhi “Education means an all round drawing out of the best in child and man with body, mind and spirit which means the all round development for the innate powers of the child, moral and character building aim, the knowledge of truth in life.

Question 5.
What is about ‘Wardha Scheme’?
Answer:
In 1937, All India National Education Conference was convened at Wardha on 22nd and 23rd October under the Chairmanship of Gandhi. A scheme called the Basic Education Scheme was drawn up which named as Wardha Scheme. Jakir Hussain, Committee prepared a curriculum for Basic Education. Such scheme of education is known as “Nai- Talim”.

Question 6:
Give the elements of Rousseau’s negative Education?
Answer:
(i) Nothing against the interest of the child be taught.
(ii) Education should be based on natural tendencies.
(iii) Child should be protected from outside environment.
(iv) Emphasis on sense training and nature endowment.

Question 7:
Explain any three reasons for the defunctioning of Gopabandhu’s scheme of Vana Vidyalaya?
Answer:
The main reason for the defunctioning of Gopabandhu’s scheme of Vana Vidyalaya are:

  • Satyabadi School was a classless society education which was strongly opposed by conservatives.
  • There was a lack of finance and no govt, grant was received.
  • Gopbandhu invested all time and energy in the freedom movement and school was neglected.
  • After Gopabandhu’s death the next generation failed to manage the school.

Question 8:
Give three main features of Basic Education?
Answer:

  • Education should be free, compulsory up to the age of 14 years.
  • Mother tongue should be the medium of instruction up to matriculation.
  • Education should be craft centred.
  • 2/3 of the time was invested in craft work and other aspects of education were neglected.

Question 9:
Give the methods of teaching of Rousseau’s Education?
Answer:

  • Activity and play way method to be follower with learning by doing.
  • Learning through natural objects.
  • Learning by self experiences.

CHSE Odisha Class 12 Foundations of Education Unit 1 Contribution of Educators Short Answer Questions

Question 10:
Explain: Rousseau’s curriculum?
Answer:
The child should be educated through activities. Provision of providing physical education through gymnastics and exercises, training of senses, intellect is to be trained through teaching good physical senses, language, mathematics, manual work, music and drawing. To develop morality the adults to be given moral and religious education.

Question 11:
What is ‘Self Education’ to Rousseau?
Answer:
By self education to Rousseau means –

  • Opposition ideals and morals into the mind of the child from outside.
  • Through physical exercises and self study is to be practised.
  • Special emphasis on physical development of the child.

Question 12:
12. Give the subjects of curriculum in Basic Education.
Answer:
The curriculum of Basic Education laid much stress on the subjects like the craft, the mother tongue as the medium of instruction, mathematics, social sences, music and drawing. The medium of education was mother tongue for self-expression clarity of thought and develop nationalism patriotism.

Short-Answer Type Questions

Question 1:
Explain the main features of Basic Education?
Answer:
The main measures of Basic Education are as follows:

  • Education should be free and compulsory upto the age of 14.
  • Education should be craft centred with crafts like spinning, weaving, tailoring, woodwork and earthen pot building etc.
  • Education should aim at developing moral values and character building.
  • Mother tongue should be the medium of instruction.
  • Labour centred education and self supporting education should be emphasized.
  • It should aimed at ideal citizenship.
  • Education should be child centred based on non-violence.

Question 2:
Why is Basic Education called Basic?
Answer:
Basic Education called so because of the following:

  •  It attempts to give minimum of learning to be acquired by an average child.
  • It is linked with the Basic urges of human life.
  • It is corelated with the basic needs of the child like food, clothing, shelter, clean and healthy living etc.
  • The cultivation of aesthetic, cultural and social qualities are best fulfilled through the medium.
  • It makes use of the native potentialities of the child.
  • It is intimately related to the basic occupation of the community.

Question 3:
Mention the five reasons for the failure of Basic Education Scheme.
Answer:
The causes of Basic Education Scheme are as follows:

  • The unclear concept – As it was a mechanical education the people were not clear up the new concept of the scheme of education.
  • Emphasis on idealistic approach was not accepted by the British and intellectuals. The educated people do not appreciate their children could do any manual labour. So they sent their children to English Medium Schools.
  • The scheme of education put emphasis on economic aspect craft centred education, learning by doing which was strongly opposed.
  • The Basic Schools opened in rural areas but not in town areas. The compact area approach helped in the failure.
  • There was no text books and craft training was emphasized.
  • Lack of qualified trained and skilled teachers the scheme failed to continue.
  • The equipments were costly. There was no funds to buy such equipments.
  • English was matriculation courses was opposed by the people.

CHSE Odisha Class 12 Foundations of Education Unit 1 Contribution of Educators Short Answer Questions

Question 4:
Briefly explain the Satyabadi System of Education.
Answer:
Gopabandhu developed a new system of education which was named as Satyabadi System of Education or Open Air Schooling. He set up it at Sakhigopal in Puri district in 1909 with 19 students at first enrolment. The school was called Van Vidyalaya, in a dense grove of Chhuriana. It was a residential school grew in ancient Gurukula System. The students shared a common life, simple living and high thinking. It was a class less society education system where different communities and economic sections were admitted. The school hostel was having common dinner system Students fee were not collected. Ideal teachers were working as dedicated teachers. Besides the class room teaching the students were assigned to moral instructions, practices of good health and community senses.

Question 5:
Write down the educational philosophy of Sri Aurovindo.
Answer:
The educational philosophy of Sri Aurobindo known as Kamayogin. The aim of education is to help the growing soul to drew out that in itself. Every new bom infant has some divine powers and education is the manifestation of such divine powers.
Sri Aurobindo recommended botany, astronomy, geology, technology, zoology and all other branches of humanities as curriculum He was in favour of moral and spiritual education. The method of teaching was the sensory training of sense organs as the gateway of knowledge. In such a learning centre the teacher is just like friend, guide and helper on the teaching learning process. The first duty ofthe teacher is to develop in the child the right use of the. six senses. The teacher is not an instructor taskmaster. He can train the pupil’s mind.

Question 6:
What do you mean by Basic Education? What are the merits?
Answer:
Basic Education as conceived and explained by Mahatma Gandhi is essential for life and an education through life. It aims at creating a social order free from exploitation and violence. That is why productive, creative, and socially useful work in which all boys and girls may participate, irrespective of any distinction of caste, creed or class is placed at the very centre of basic education. It makes a powerful contribution to the development of personality and character and instils respect and love for all socially useful work.
The merits of basic education may be viewed as follows:

  • Basic education was in favour of free and compulsory education.
  • The medium of instruction of this scheme is mother tongue.
  • It is a child centred programme.
  • The children can develop the feeling of national integration.
  • The scheme has intimate relationship with practical situation to fulfil the basic needs and self employment.
  • The scheme is productivity and labour centred followed the principles of learning by doing.

Question 7:
Explain the Hostel Life in Satyabadi School System.
Answer:
The life of Satyabadi School hostel begins with a prayer Assembly for making the pupils spiritual. In this school the pupils remain busy from morning till they go to their bed. The timetable is fixed and continues like the study hour dining time and the school provides the games and sports discussion hour and other co-curricular activities. During the leisure period a lesson of Brahmacharya was given to them. The boarders in the hostel learn many things, many human qualities through the programmes like debate, music evening indoor games, paper reading and cultural programmes etc. The hostel life is compared to the ancient Gurukul Ashram life.

Question 8:
Explain the Satyabadi System of Education. What was Gandhiji’s views on work education?
Answer:
Gopabandhu developed a new system of education which was so named as Grove School. The school was called Vana Vidyalaya which was locate in a dense grove of Chhurianas. Vana Vidyalaya was developed as a residential school in which the students had shared common life. Simple living and high thinking was the ideal which all of them followed. It was a class less society education system. Students of different castes, communities and economic sections were admitted here and all of them lived together in school hostel and look their food with common men. As a secondary school, besides classroom teaching students were assigned to moral instructions, practices for good health.

According to Gandhiji’s work education, implies that work or craft should be the starting point of all other subjects. Stress was given on the principle of cooperative activity, planning, accuracy, initiative and individual responsibility in learning work was the centre of the entire teaching learning process. In other words, works life spinning, weaving and agriculture should be centres round of all educational activities in the school.

Question 9:
Explain Rousseau’s principles of education.
Answer:
Rousseau followed a new principles in his education which are as follows:
(i) Learning by doing.
(ii) Learning through natural objects.
(iii) Learning by self experiences.
(iv) In learning by doing activity and play way method is adopted. The child should be allowed to play and explore the environment.
(v) The child should be given knowledge through natural objects rather than books.
(vi) He advocated complete freedom, left free to the environment the self-discipline is learnt in the process of experiences.

Question 10:
Explain Rousseau’s Negative Education.
Answer:
Jean Jacques Rousseau proposed Negative Education. By this education he means not teaching truths or virtues to a child but shielding his heart from evils and mind from errors. The feature of his Negative Education are:
(i) Nothing against the interest of the child to be taught.
(ii) The education of a child should be based on his natural tendencies and nature of endowments.
(iii) Nature is the source of all. The child should be given full freedom and he should learn everything from nature. He should read the pages of nature one by one.
(iv) The child should not taught from books.
(v) Emphasis will be given on training of senses.
The child will derive pleasure by using his sense organs and by applying his strength. So the aim of education is to develop his various powers by helping him in his natural activities.

CHSE Odisha Class 12 Foundations of Education Unit 1 Contribution of Educators Short Answer Questions

Question 11:
What is Rousseau’s Self Education? Explain.
Answer:
Rousseau emphasizes self education. The tenants of self-education are:

  • He opposes strongly to the imposition of ideals and morals into the mind of child from outside. Children should learn those things through activities. It is because the children are more interested in activities rather than sitting idle and hearing lecture. At this stage, helps enough power of to assimilate between construction and destruction It is only concern is to boring about charge will from through any acitivity.
  • Body can become strong through physical exercises and mind also becomes strong through self study. In self education the child can proceed further according to his own physical and mutual capacities.
  • Only that knowledge gets retained for a longer period of time which is leamt from self experiences we should accept the experiences of others only after using our own wisdom.
  • Blind fellowship is not accepted at all. A child should not learn a thing because he has been asked to do so but he should not leam only it in the process of his self study.
  • Special emphasis is to be given on physical development of the child.

Question 12:
Explain the Curriculum of Rousseau’s Education.
Answer:
Rousseau was against the fixed curriculum. The child should be educated through activities and first-hand experiences. During infancy positive instructions to be imparted with good health training of senses and cultivation of natural habits.
At the stage of childhood provision of imparting physical education through a set of gymnastics and the exercise training of senses.
At the stage of boyhood the child’s intellect is to be trained through teaching of good physical sciences, languages, mathematics, manual works, social relations, music and drawing.

At the adolescence morality of the individual is to be trained through moral and religious education. Moral education is to be imparted though activity method and occupation. Moral education subjects are: history, religions, physical culture, and sek education etc. are included in the curriculum at Adolescence stage.

Question 13:
Discuss the main features of Groove School?
Answer:
The main basic principles in which the groove school grew up includes:

Open Air Schooling without school building, and required furniture.

  • Free education in which the child should be free to give school fee. Full freedom is to be given.
  • Ideal teachers with ideal methods of teaching.
  • All round development of personality by providing social virtues of good citizenships.
  • Teaching craft skills.
  • New method of teaching.
  • Community dinner and cultural programme.
  • Emphasis on co-curricular activities.
  • Importance on mother tongue.

Question 14:
Explain curriculum of Basic Education.
Answer:
Gandhiji criticised the existing system curriculum of the country, which is outdated, bookish and not related to life of the individual and needs and problems of the country. He recommended a good scheme of curriculum of the curricular programme for the all-round development of individual.
1) Mother tongue will be the medium of instruction.
2) Craft is the centre of education. Importance should be given to agricultures, gardening, carpentry, weaving and spinning.
3) Education as per the need of the child and the society and the country.
4) Mathematics to solve day today problems.
5) Social studies i. .e. History, Geography, Civics, Economics, Political Science and General Science including Astronomic.
6) Co-curricular activities like art, music, drawing for developing creative talent.
7) Domestic Science for girls to lead a good domestic life.

Question 15:
Explain John Dewey’s Curriculum.
Answer:
Curriculum according to John Dewey should reflect the child’s social life and social activities. It should be flexible, and changeable and it should take into consideration the child’s interests and experiments. As for example, the curriculum in primary stages should be based in conservation and communication, interests in inquiry, interests in making things or construction and interest in artistic expression. Subjects like writing, counting, hand work and drawing etc. are to be included at this stage.

The curriculum at the higher stage of education must have provision for the enrichment of past experiences. It must stimulate the learner to acquire new experiences and new ideas to the learned one’s. John Dewey has put emphasis on correlation in by curriculum which means each subject looked with each other and each should also be related to the day-to-day life of the child.

CHSE Odisha Class 12 Foundations of Education Unit 1 Contribution of Educators Short Answer Questions

Question 16:
Explain – Rousseau and aims of Education.
Answer:
Education should aim at the development of the child’s innate power and abilities. Education should make the child a man, education should enable the child to live his life. Rousseau has suggested that each stage of education has contain specific aims. The infancy period is a period of habit formation the child should be educated in an atmosphere of freedom. The infant is to be trained to have control over emotions. At this stage education should aim at the physical growth of the infant.

Education during boyhood (12 to 15 years of age) should aim at training the intellect of boy. At this stage, stress is to be laid on the acquisition of knowledge that comes from nature and is related to the natural desires of the individual. Education during later adolescence period, should aim at training the heart of the individual At this stage stress should be laid on the development of the morality of the individual

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 2 Learning and Motivation Short Answer Questions.

CHSE Odisha 12th Class Foundations of Education Unit 2 Learning and Motivation Short Answer Questions

Very Short Type Questions With Answers

Question 1:
Give two factors that affect learning.
Answer:
The factors that affect learning are :
a) Physiological factors – physical health, physical comfort, physical maturation.
b) Psychological factors – mental health, motivation and interest etc.

Question 2:
What is intrinsic motivation?
Answer:
The type of motivation that is directly linked with the natural instincts urges and impulses of the organism is intrinsic motivation. The individual who is naturally motivated performs an act. Examples are – food, test, sleep etc.

Question 3:
What is extrinsic motivation?
Answer:
In extrinsic motivation, the source of motivation is outside like external reward, praise, prizes or blame and punishment. When the child is externally motivated to perform a work by incentives.

Question 4:
Give the classification of motivation.
Answer:
Motivations are classified into – physiological and psychological motivation. Physiological motivations are primary motivation and psychological motivations are the strong habits, emotions, values of objects, peace, happiness, recognition and power etc. Physiological motivations are primary motivation such as hunger, thirst, rest and sex. But psychological motivations are secondary motivations such as prizes, rewards, certificates, praises etc.

Question 5:
What is the environmental factors that affect learning?
Answer:
The environmental factors like atmosphere, such as light, temperature, humidity and ventilation, noise, overcrowding, uncomfortable sitting arrangement etc.

Question 6:
What are the two factors that affect learning?
Answer:
Physical and psychological factors always affect learning.
The physiological factors include physical health, nutrition, age, physical comfort, defects in senses, organs, and mal-functioning of glands that directly influence learning. Psychological factors like mental health, motivation interest, attention etc. influence learning.

Question 7:
Give the two classroom application of the law of exercise.
Answer:

  • Oral exercise leads to learning.
  • Handwriting, pronunciation, and mathematical computation can be improved through the law of exercise.
  • Skills like music, typing etc. can be improved through the law of practice.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Short Answer Questions

Question 8:
Give two educational implications of the law of conditioning.
Answer:

  • By the application of classical conditioning we can develop good habits like punctuality and cleanliness.
  • We can train animals by the principle of classical conditioning.
  • A child can develop a higher attitude towards a teacher or a thing.
  • Emotional fear can be reduced.

Question 9:
What is methodology of instruction that affects learning?
Answer:
Learning can be facilitated by proper organisation and presentation of learning material learning by doing or experience and timely testing etc. affect learning.

Question 10:
What is law of effect?
Answer
The law of effect is the sub-law of the Trial and Error theory of learning. It means the effective result of an activity. The activity ends in pleasure and leads to success and is repeated. The law emphasizes the reward praises, prizes and punishments in the process of learning. Secondly, punishment may promote learning or creates an indifference attitude toward learning.

Question 11:
Give the nature of learning.
Answer:
The nature of learning includes:

  • Learning affects the style of learning.
  • It modifies one’s behaviour, helps in reaching the goal.
  • It creates, and arouses, interest to know new things.
  • Learning experiences bring a difference in activities, because of learning to animals like tiger and monkey show tricks.
  • Learning creates individual differences.

Question 12:
Define learning.
Answer:
Learning is the acquisition of knowledge, to Gates Teaming is the modification of behaviour with experience and training. A man or animal has some experiences because the environment puts some sensory information into one of its senses. The result guides him in his behaviour. It modifies this behaviour in light of his past experiences and responds correctly of the environment. So learning modifies one’s behaviour.

Short Type Questions With Answers

Question 1:
Write the educational implication of the law of Readiness.
Answer:
The educational implication of the law of readiness are as follows :
i) Teaching methods are to be improved to meet the requirement of the pupils to the varying degree of readiness.
ii) The law enables the teacher to build up readiness to these pupils who are not disciplined in classroom learning situations.

Question 2:
Write the educational implication of the law of effect.
Answer:
The law of effect has the following educational implications:

  • Classroom instructions should be pleasant and satisfactory which will enable the children to read more.
  • The classroom activities are to be arranged properly so that the pupils may develop confidence in learning.
  • Classroom learning provides novelty.
  • The school activities should be arranged orderly so that the children will progress in life.
  • Pleasure and encouragement to be provided so that they would develop a positive attitude towards learning.

Question 3:
What is conditioning learning ? Give its educational implications.
Answer:
Evan Pavlov was the exponent of classical conditioning. For natural stimulus, there is a natural response. For example, food is a natural stimulus and fear is the natural response. But it has been found that, if another artificial stimulus is presented along with the natural stimulus a number of times artificial stimulus can elicit the natural response. So natural response is transferred to the artificial stimulus. When this is done the organism is said to be conditioned. So conditioning is the linking between the original response with a secondary stimulus.
Educational implications: Development of good habits removal of superstitions, love and hatred and attitude formation etc. Emotional fears of mental patients can be treated by the help of conditioning.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Short Answer Questions

Question 4:
Write down the educational implication of the learning by insight.
Answer:
The educational implication of learning by insight is as follows:

  •  Proceeding from whole to part – We must always proceed from the whole to part, so as to give a complete insight into an object. While teaching geography, begin from the globe and then come to the country, state and then district.In science teaching, the teaching flower, the teacher should start with the whole flower, then the parts of the flower.
  • Creating motivation – In Kohler’s experiment, enough motivation was created by keeping the chimpanzee hungry. So the teacher should arouse motivation among the pupils by using aids while teaching.
  • Emphasis on understanding – Learning by insight involves understanding a situation and saves time and energy.

Question 5:
Mention the factors that influence learning.
Answer:
There are a number of factors that influence learning as follows:
i) Physiological factors – Physical health, nutrition, age, physical comforts, defects in sense organs like eye and ear, and malfunctioning of glands, directly influence the learning of individuals.
ii) Psychological factors – Mental health, motivation, interest, attention, motives and drives etc. influence learning in varying degrees.
iii) Environmental factors include a conducive atmosphere, high temperature, over-crowding, location of the school, crowdy area, sanitary conditions etc. affect learning.
iv) Methods of instruction – Learning can be facilitated by proper organisation and presentation of learning materials, learning by doing etc.

Question 6:
Give the educational implication of classical conditioning.
Answer:
The educational effects of classical conditioning are:

  •  Removal of superstitions.
  •  Development of good habits.
  •  Love and hatred.
  •  Attitude formation.
  •  Language learning.
  •  Rewards and punishments.
  •  Praises and blames.

Question 7:
What is learning by insight?
Answer:
The theory of insight was developed by Gestalt. Psychologist Kohler, KofFaka, Weirthomer and Lewin. This theory is in opposition to the Trial and Error and conditioning theory of learning. Gestalt psychologists believed that Gestalt or the whole is more important than the parts. Learning takes place as a whole, not by parts. This is perceptual learning because the teacher perceives the situation as a whole.

German psychologist Kohler conducted a number of experiments on monkeys and came to the conclusion that learning takes place through insight but no by Trial and Error. Insight is a sudden perception which gives learning.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Short Answer Questions

Question 8:
Explain the nature of learning.
Answer:
The nature of learning includes:

  • Learning is a continuous process.
  • Learning affects the modes of behaviour,
  • Learning is a change in behaviour.
  • Learning is a process, not a product.
  • Learning is purposive.
  • Learning is transferable.
  • Learning creative.
  • Learning is an adjustment to changing situations.
  • Learning is training.

Question 9:
Mention factors that influence learning.
Answer:
The factors that affect and influence learning are as follows:
1) Physiological factors – Physical health, nutrition, age, physical comforts, defects in sense organs, like eyes and ears, malfunctioning of glands that directly influence the learning of the individuals.
2) Psychological factors – Mental health, nutrition, motivation, interest, attention, motives and drives, etc. influence learning in varying degrees.
3) Methods of instruction – Learning can be facilitated by proper organisation and presentation of learning materials, learning by doing, etc.
4) Environmental factors – Learning is also affected by environmental factors like hot, humidity, and unsanitary conditions. Industrially polluted areas and crowdy places. Lack of fresh air, ventilation, good light, and noise learning is greatly affected.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 2 Learning and Motivation Long Answer Questions.

CHSE Odisha 12th Class Foundations of Education Unit 2 Learning and Motivation Long Answer Questions

Long Type Questions With Answers

Question 1:
What is learning? What is  learning process? Give the definition of learning and its nature.
Answer:
Learning is not confined to the four walls of classroom. Learning as life long process continues till death. In broader sense learning is the modification of behaviour and as a result of experience learning is the process by which the individual responses to his environment. Learning is also adjustment.

According to Gates: ‘Learning is the modification of behaviour with experience and training’.
To Skinner: ‘Learning is the modification of behaviour adaptation’.
In the sense, learning is the modification of behaviour which involves some changes of behaviour in a desirable direction and the behaviour enables to adjust to the environment. So the process of change that takes place during learning is called learning process.Any situation that brings about desirable change in behaviour is called learning materials.

Definition of Learning
To Kingsley: “Learning is a process which an organism is motivated and adapts to the new situation to modify the behaviour to over come all the obstacles”.
To Gates: “Learning is the modification of behaviour of the individual interaction with its environment”.
To Murphy: “Learning is the change in behaviour and the way of perceiving”.
To Cronback: “Learning is the change in behaviour as a result of experience”.

Nature of Learning
Man tames and trains the animals. In a circus party wild animals like tiger, elephant, bear etc. act according to the direction of ring master and show tricks. Pigeon is trained to carry letter from place to place.
The trained dog can identify a thief and the Chimpanzee can be trained from boyhood and can live with human beings, clean the dress, polish and clean the furniture, clean the room and sharpen the pencil. By training the animals enable to dance and play with the man.Learning also affects one’s life style. It modifies one behaviour, helps in reaching a goal, creates interest to know new things, learning experiences us and brings differences in activities. From this discussion the nature of learning are as follows:

  • Learning is a continuous process.
  • Learning affects the modes of behaviour.
  • Learning is a change in behaviour.
  • Learning is active.
  • Learning is creative.
  • Learning is purposive or purposeful.
  • Learning is transferable.
  • Learning is training.
  • Learning is adjustment to changing situations.

Question 2:
Give the classification of learning. What are the main factors that influence learning? Explain.
Answer:
Learning broadly classified into two categories such as :
i) Logical learning.
ii) Rote learning.

i) Logical Learning: Logical learning involves clear understanding. The individual is able to apply such learning in different situation meaningfully and correctly. Logical lean hug is more significant that rote learning. It is Hilly psychological because the learner enjoys this and gets satisfaction. There is discussion in the classroom and the use of aids. The subject matter is very clearly understandable and meaningful to the people.

ii) Rote Learning: Rote learning or cramming involves mechanical memorisation of the subject matter. The learner simply memorises or gets by heart the subject matter witho ut any understanding. The learning material is not clear to the pupils.One of the characteristics of Rote Learning of variation (to memorise word byword) of the material.

  • There is no discussion and use of aids in the classroom in such learning.
  • During examination, the learner particularly adopts rote learning.
  • Again learning can be classified into passive and active learning.

Passive learning: Passive learning is theoretical in nature. The learner simply receives the theoretical instructions given in the classroom He has nothing to participate in the learning process. So there is an element of boredom, fatigue and monotony in such learning. In such a learning process, both teacher and taught seem to be inactive. There is no use of aids, learning materials, no discussions are there. Today in many schools students go on such passive learning.

Active Learning: By active lemming, we mean learning by experience or learning by doing. There is full participation of pupils in such learning. Each pupil feels that he has some contribution to the lesson. When the child learns through discussions, demonstrations, experimentation and practical works assigned to him, develops his understanding. Learning becomes satisfying with the direct participation of the teacher and taught through discussions, the child-centred instructions promote logical learning among the learners.

Factors influence learning
The factors that influence learning of the learners are as follows:
i) Physiological factors: Physiological factors such as physical health, nutrition, age, physical comfort, defects in sense organs, prolonged illness, suffering from secret disease, defects in sense organs like eyes, and ears, and malfunctioning of glands directly affects the behaviour of the learners. If a person meets any accident he becomes work in both physically and mentally. James Ross, “A sound body creates sound mind and a sound mind”. So physically work person cannot progress in learning. Learning hampers.
ii) Psychological factors: The psychological factors include mental health, tension, conflicts, complexes, motivation, interest, attention, motives and drives etc. affect learning in varying degrees. Psychological factors are ‘mental factors and there is no learning in case the child is mentally handicapped. The person having mental disorder, half crack, mad etc.
iii) Environmental factors: The environmental factors that affect the learning are like atmosphere, atmospheric conditions like high temperature, lack of illumination, over-crowding, uncomfortable sitting arrangement etc. Further the location of school, its surroundings, affects of industries and pollution, crowdy area, unhealthy sanitary condition, impure air, lacking suitable accommodation are badly affect the learning. So learning is very much affected by environmental factors.
iv) Methodology of Instructions: Learning can be facilitated by proper organisation of and pressurisation of learning materials. Learning by doing or experiences and timely testing. Theoretical teachings should be replaced by demonstrations and discussions. The teacher should employ dynamic methods of teaching and use different audio-visual aids and learning materials in time by which learning is greatly affected and influenced.If such factors and undertaken and executed properly, the learning will be much effective and fruitful.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Long Answer Questions

Question 3:
Explain how learning and maturation are interrelated.
Answer:
There is an interrelationship as well as difference in learning and maturation. Learning and maturation both are interrelated, two parts of a coin.Maturation is physical sense where as learning is in mental sense. Maturation is a stage where there is no further physical growth. But learning is a deliberate process which helps in the modification of human behaviour in different stages of growth. The active and activities are changed in time and situation.

Maturation and learning are closely related. Sometimes we fail to guess from which behaviour changes develop. For learning definite level of maturation is essential
Maturation is a mental process. It is growth which takes place within the individual. Learning on the other hand, is a change in living individuals which is not governed by this genetic inheritance. It is a process which takes place as a result of stimuli from without the changes in the behaviour, in the process of teaming are always produced through some activity, training or experience.

By maturation, we mean the physiological growth and development up to a particular level at Which the child will be able to team specifically. Learning without attaining adequate level of maturation, does not yield any good results. Maturation thus implies concept of readiness for an activity. Personality is the interaction between maturation and teaming. Maturation is growth from within but learning is an outward growth. The effect of training or teaming varies with maturation Training will be effective when it will coordinate with the level of maturation As an individual attains maturity his capacity to team enhances.

In case of behaviour sequence through a regular stage irrespective of intervening practice or training the behaviour is said to be developed through maturation and not through teaming. The learning procedure modifies the behaviour.Unless a child is mature, not attained physical maturity, he does not team to walk, to , talk, until he reaches a stage of maturation. For example, a four years child cannot ride a bicycle or handle a sewing machine. This is due to maturation.

Hence, the two processes, maturation and learning are very closely related like the two parts ofa coin. There is need of both physical and mental maturation for perfect learning. Maturation helps in the process of teaming and training. We can train a child, unless he got physical and mental maturation. So when a child reaches the stage of maturation, teaming takes place.

Question 4:
What is Trial and Error theory of leaming. Give its laws. What are the educational implications?
Answer:
The ‘Trial and Error ’ theory of learning is also known as “Theory of Connectionism” the connection between stimulus and response. Such theory was developed by American Psychologist E.L.Thorndike. This theory is called Trial and Error because all teaming is the connection between stimulus and response. It helps in reaching goal. By regular trials, endeavours, exercise one can reach a goal.

CAT’s Experiment:

E.L.Thomdike to prove this theory, put a hungry cat inside a cage or puzzle box. The puzzle box is made in such a way that its door can be opened either lifting a hatch or by pulling a level. A piece of fish is kept outside the box so that hungry cat is sufficiently motivated to go into action. The cat starts blind, random movements, hit and miss methods of movement to go outside. Then out of sheer chance, it touches the lever mechanism and opens the door.

When the hungry cat goes out, it is allowed to take a little portion of fish and then it is put book in the box. After, a white, it again goes out of the box by touching the lever mechanism and again opens the door. When it goes out the Psychologist allowed it to take only a little portion of fish Mid then it is put back in the box. If the process continues and the number of trial increases the cat has less and less unnecessary random activity. A point corns when after being put inside the cage, the cat goes out of the cage straight and release the mechanism and handles it to go out. After a number of trials, the cat learns to use the release mechanism. Trial and error learning takes place.

The psychologist advocated the trial-and-error learning theory and successfully proved it.
Laws of Learning
From the above experiment, Thorndike deduced three theories of learning such as:

  • The law of readiness.
  • The law of exercise.
  • The law of effect.

i) The law of readiness: Readiness means the preparation for action. If the child is ready to learn, he has reached a definite age and experience, he learns more quickly and effecitvely. So the teacher should make attempt to motivate the students accordingly. For readiness, there is need of physical and mental maturation. If readiness is not there, there is no learning.

ii) The law of Exercise: The law of exercise is of two types as the law of use and the law of disuse. Any activity when it is repeated gets fix up practice makes perfect. By regular exercise, learning takes place. The teacher should make practice and drill of a difficult lesson.

iii) The Law of Effect: The law of effect means effective result of an activity. The activity which ends in pleasure and leads to success are repeated and this learnt but the activity which is unpleasant is left. This law emphasizes on the reward and punishment in the process of learning.

Educational implications:
Thorndike’s theory of trial and Error has contributed greatly of educational theory and practice. The most educational implications are as follows :

  1.  The teacher should motivate learners from the very beginning. Punishment should be avoided in learning. It brings indifferent attitude.
  2.  Such theory of learning is very beneficial for the acquisition of motor skills.
  3. The teacher must consider the psycho-biological readiness to lead to learning failures.
  4.  Learning situations should be made pleasant through praises, rewards, competitions, teaching aids and through teaching in a new technique like in dramas, word competitions teaching aids and through dictation of words.
  5. In the achievement of a number of subjects repetitions, exercise and drilling is needed. Attempts should not be random but with proper planning and understanding.
  6.  The teacher must wait till the learner is ready and give such experiences to help for readiness.

Question 5:
Explain learning by classical conditioning and its educational implications.
Answer:
The classical conditioning theory was advocated by Russian physiologist Evan Patrovich Pavlov. It is supported by J.B. Watson. In the experimental works on dogs Pavlov discovered his theory of conditioning. To him learning is a linking of a response to a situation. To him fear is a natural response to a loud sound and salivation is a natural response to food.For a natural stimulus, there is a natural response. For example, food is a natural stimulus, and salivation is a natural response and loud sound is a natural stimulus and fear is a natural response.

If another artificial stimulus is presented along with the natural stimulus a number of times, the artificial stimulus can elicit the natural response. So here, artificial stimulus has acquired the quality of natural stimulus and has acquired the quality of natural responses. So, ‘when artificial stimulus acting upon the natural stimulus elicit natural response is known as conditioning”.

Pavlov’s Classical Conditioning Experiment

Dog’s Experiment – Evan Pavlov carried out an experiment on dog. He used toring a bell while giving food to the dog. This activity continued for a few days. When the food was placed before the dog, it was accustomed with it. The ringing ofbell would secrete saliva with the mouth of the dog. After a few days, it was seen that when only the bell was rang, but the food was not placed, but saliva start secreting. Pavlov named it as ‘Theory of Conditioned Reflex”. Here, the ringing ofthe bell secreted saliva from the dog in the absence of food.
Although the natural stimulus food was absent, the artificial stimulus bell was alone responsible for the natural response; the secretion of saliva from dog’s mouth.

Educational Implications

Learning is a matter of conditioning. The principle of classical conditioning can be used in the following areas of learning, known as implications.
i) Development of Good habits – Through conditioning, good habits can be developed in children like cleanliness, health habits respect for elders and punctuality.
ii) Removal of Superstitions – A child may develop superstitions. But it can be removed by conditioning. For example – the child develop a superstition that number ‘ 13 ’ is an inauspicious number to remove such superstition, he should be always assigned with no. 13.
iii) Attitude Formation – Children often form attitudes through conditioning. They
may develop positive or negative attitude. So the teacher should create situation, for positive attitude towards learning and the school.
Likewise, if a child dislikes the teacher, he can not appreciate his teaching, whatever fruitful teaching he provides.
iv) Love and Hatred – The child may develop love or hatred by for an object. If the object is associated continuity with object of love or hatred, a child may have a particular subject not because the subject is bad, but because he hates the subject.
v) Language Learning – The child learns alphabet and words by the process of conditioning. The child speaks out, ‘Parrot’ when the picture ofParrot is presented and the word is spelt by the teacher. Later on, if the picture is not presented, only the symbol is presented and child is associated with the symbol with the bird and with the sound of the bird.
vi) Rewards and Punishment – Reward and punishments is closely associated with conditioning. Rewards strengthen the bond and punishment weakens the bond. Hence, rewards and punishment both have positive and negative value.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Long Answer Questions

Question 6:
What is theory of ‘learning by insight’. Explain with examples and discuss the educational implications.
Answer:
The theory of insight was developed by Gestalt, Psychologists Kohler, Koffaka, Weirthemer and Lenin.Kohler strongly propounded the theory ‘Insightful theory’. This theory as an opposition to the trial and error and conditioning theory of learning.

The Gestalt psychologist believed that gestalt or ‘whole’ is more important than the parts. Learning takes place as a whole but hot by parts. This is perceptual learning because the teacher perceives the situation as a whole.German psychologist Kohler conducted a number of experiments on monkeys and . came to conclusion that ‘learning takes place’ through ‘insight’ but not by trial and error. Insight is a sudden perception which gives learning.

Kohler’s Monkey’s Experiment
Kohler kept a monkey, Sultan by name and then shut him in a large cage or a chamber. A bunch ofbanana was kept hanged from the ceiling ofthe large cage roof. Three boxes were put on the floor of the cage. Sultan jumped to catch the banana but failed. Kohler observed that after a while Sultan put one box on the other and snatched the bananas. Here, Sultan used his insight to put two boxes one upon another, stand on these and reach the bananas.

Experiment – II
In another experiment, Kohler put three sticks long and short. The sticks were made in such a way that they can be fixed each other to make a long stick. A bunch of bananas were kept outside the cage. The monkey / Chimpanjee was kept inside the cage. The moment the monkey saw the ripe bananas, it made random movement inside the cage. But it was in vain.
It remained silent a while. All on a sudden he could catch the idea. He fitted the sticks together and got the bananas. Thus, here Sultan displayed insight by observing the total situation, the sticks, the bananas, and the distance. It performed the right task through understanding and insight. Here, whole situation arouses insight with the monkey. The German and Gestalt means whole or configuration. So whole learning is better than part learning.

Educational Implications:
Some of the major educational implications of learning by insight are as follows:

  • Proceeding from whole to part – The teacher must always proceed from the
    whole to part. The total concept should be given first, then it should be broken into number of sub-concepts begin from the globe (world) then come to the country, state, city and locality. The teacher should teach about the whole flower and then analyse the part.
  • Motivation – The teacher should arouse motivation in the pupils. The purpose for the goals should be clearly understood by the learner so that they will be motivated for further learning.
  • Organisation of Materials – Insight depends upon the arrangement of elements in the environment. If the subjects are well arranged by a teacher then the students can solve the problems easily. The integrated curriculum of the modem times recognizes the importance of insight.
  • Methodology- John Dewey’s project method of teaching is considered as the best method of teaching for insight. The Heuristic method of teaching recognizes the importance of insight.

Question 7:
Discuss the principles of learning.
Answer:
The learning process is guided by certain fundamental principles or guidelines.
They are as follows:

  1. Learning as an active process – Learning is an active process in which both the teacher and taught are active. With the active interaction of teacher and taught, learning takes place. The principle states that passive receptivity of information by the students does not contribute to effective learning. The learner participates actively in the classroom situations through discussion learning becomes meaningful
  2. Learning should be individualised – Learners differ from each other with their abilities and interest. To expect the same type of learning, we can help the children to acquire competency when we can teach them individually. Different methods are there for individualised learning such as project method, programmed learning, and mastery learning etc.
  3. Learning should be satisfying – Learning should be satisfying to the learners. Satisfaction comes when the learner becomes able to understand the subject matter. Satisfaction motivates the learner to learn more and more.
  4.  Learning should be purposeful – Everything has a purpose. The learner must understand what he is doing and why he is doing. Each topic should have some set objectives. The purpose of learning is not to pass in the examination but adjustment to different situations. –
  5. Learning should be interesting – Interest is an emotional factor. There are some teachers who make dull thing interesting. Similarly, some other teacher make interesting things dull. For this a teacher should be a resourceful teacher who can create and evoke interest among the pupil’s satisfaction and fulfil of aspirations can create new interest to anything.
  6. Learning should be unified-All learning are helpful to our life. Learning always purposive. So nothing can be learned isolated. So the subjects like history, geography, language of literature should be learned as separate subjects. All subjects are interrelated and so an integrated study of pupils.

Question 8:
What is motivation in learning? Give its classification. Explain the different methods/ techniques of motivation.
Answer:
Motivation is simply the process of inducing motives, drives and wills in the learner towards the goal It is that force which impels or incites individual’s action, his direction of action and rate of action.
Adequate motivation is the art of stimulating interest in the pupils. It also involves arousing, sustaining and directing desirable behaviour.
Clansmir defines motivation as an activity by our person to stimulate or arouse a state within a second person that under appropriate situations, initiates activity in relation to goals.

Motivation is a force, an external stimulus which directs activity towards a goal. This motivation plays an important role in realising goals. In all types of learning, there must be a goal and it is sure that all types of learning there lie motivation. So, the teacher should adopt a number of methods, techniques of motivation to motivate his pupils in different learning situations.
Motivation always involves manipulating and goal directing, goal creating of the proper atmosphere arousing of emotional interest and inducing a pleasant state of satisfaction.

Classification of motivation

  1. Intrinsic motivation – This type of motivation is directly linked with the natural
    instincts, urges impulses of the organism. The individual is naturally motivated, performs an act. Examples are food, rest, sleep and sex desires etc.
  2. Extrinsic motivation – In extrinsic motivation the source of pleasure and the
    Individuals obtain the desired goal are gets some external reward, and working for a better grade, receive praise and blame, reward and punishment etc.

Methods of instruction of motivation

The teacher can adopt the following methods of motivation with classroom and outside of the classroom. They are as follows:

  • Dramatisation – While teaching history, a teacher should teach in the form of drama where the students will play the roles of the characters the topic.
  • Games and competitions – This emphasizes the play way method of competitions along the children. Individual and group competitions should be encouraged in the classroom. They will be encouraged towards learning.
  • Organisation of visits, excursions, and short trips to places of importance to provide the students with first-hand experiences and arouse interest with them towards learning.
  • There should be a provision of inviting resource persons from the locality and distant places to address to students and students may have interviews with them to gain experiences.
  • Always rewards and praise promote learning. The teacher must use such things for the achievement of students. Regular punishment should be avoided. Rewards and praises will arouse interest to more learning.
  • Producing publications, wall magazines and school magazines, narrating all their activities will give maximum opportunity to children for self-expression and satisfaction.
  • Competitions and team works should be encouraged and organised. It will develop team spirit among the learners. They will be involved in social work and human qualities be encouraged. The attitude of students will be changed.
  • Audio-visual Aids – The teacher should use audio-visual aids to demonstrate and illustrate the content materials, pictures will attract the attention of the pupils. They will understand more.
  • Novelty – The teacher must display novelty in his methods of teaching. He should adopt dynamic methods for different categories of learners.
  • Feedback knowledge progress in relation to his learning should be provided to the pupils. Feedback will act as an incentive for further learning.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Long Answer Questions

Question 9:
Discuss observation method in learning. Explain its characteristics.
Answer:
The term ‘observation’ means ‘to see’ or ‘to observe. It is not called scientific observation.To P.V.Young, observation is a systematic and deliberate study through the eyes of spontaneous occurrences, at the time they occur.” To C.AMoser.”.Observation implies the ues of eyes rather than that of ears and voice.” To Oxford Concise Dictionary, “Accurate watching and noting of Phenomena as they occur in nature with regard to course and effect or mutual relations”.
So, observation mean to see directly or indirectly.

Characteristics of Observation:

  1. Full use Of Human senses – In observation method the sense organs of man like eyes, ears and tongue are fully utilised. The importance of eyesight is more than other organs.
  2. Observation is purposive and deliberate technique – Observation is separate from other general insight. Everything is observed by eyesight. It is not observation. Observation is purposive and deliberate process.
  3. Observation is the direct method of educational psychology – By observation direct study is done. The researchers go to the place and directly observe the things and collects the data. So observation is a direct method of educational psychology.
  4. Observation is a scientific technique – By observation, the datas collected are gathered together and it is reliable. Because the investigator directly collects the data. By the application of scientific techniques, the observer collects the data.
  5. Observation minutely studies the educational phenomena – The observer observes the occurrences minutely and studies the educational phenomena. He bring a relationship among the occurrences. This method is suitable for the observation of educational phenomena directly.
  6. Observation explains cause and effect relationship – By this method the cause and effect relationship of occurrences is known clearly. It explains the cause-and-effect relationship, after observation and collection of data.

Question 10:
Give the classification of observation.
Answer:
Observation is classified into different categories such as:
1. Participant non-participant observation.
2. Controlled or structured uncontrolled or unstructured observation.

1. Participant observation – When the observer in a group involved and collects data is known as participant observation. As a working observer, his presence is essential. So those are collecting information as participant observers, they have to apply different techniques.

Advantages of Participant Observation:

  • The observer studies the occurrence in a natural environment. He records the group behaviour. He acts as a member of the group in participant observation,
  • In such an observation so many data are collected. For example in studying the – socialization of a child, he studies from the early childhood. For this reason he collects more information.
  • By observation the observer gather more knowledge than needs. As a result, the insight is developed.
  • All social incidents are not directly observed. For example sex behaviour, dissolution of family and all other secret activities. But by participant observation those things are possible.

Disadvantages of Participant Observation:

  • The study is limited.
  • It creates emotional situation with group relation the observer become nearest to them So more data is not collected and become partial.
  • It is lacks aims and objectives.
  • It is impossible to collect data for prisoners.
  • It is an expensive method.

2. Non-Participant Observation – When the observer is not involved in the group and observes from a distance it is known as Non-participant observation. The investigator self observes and it depends upon experience of the observer. As a strange, he has to observe the occurrences and studies lonely as a stranger to the group.

Advantages of Non-participant Observation :

  1. Objective study is possible – In such an observation, the investigator studies the occurrences as a stranger. As a result the group behaviour never affects his behaviour. So the information collected becomes objective and more valuable.
  2. Collection of more reliable data – The method is very useful in collecting reliable information. Because the moment the data is collected noted it immediately. „
  3. More cooperation – The observer gets cooperation and affection in the observation method. The faith of the members are developed.
  4. Less expensive method – It is a less expensive method. So in low budget research is done.
  5. More Collection of Data – In such a method more data is collected. Small data are gathered together and result is achieved.
  6. Able to maintain his status as a researcher-In this method the researcher is able to maintain his status. As a researcher he keeps his preparation continuing.

Disadvantages of Non-participant observation:

  • The researcher sees the observation from his own insight. As a result it losses objectivity.
  • In non-participant observation he can not observe the group members. But he has to keep relations with others and biased by them.
  • In getting secret and useful information is not compared.
  • Such type of observation seems to be incomplete.
  • Many incidents are incidental.

3. Uncontrolled or unstructured observation: Uncontrolled or unstructured observation worked out in natural environment but not by external factors. In uncontrolled observation, the observer goes to the spot and investigates the incidents and collects the data. This type of observation method is reliable. It has no any control and so partiality is seen. Different observers observe it differently in different ways.

4. Controlled or structured observation – To control the specific incidents and oppose the external affects, controlled observation is barely needed. It acts in two controls such as:
i) Control upon incidents.
ii) Control upon the observers.
To examine the social incidents such type of observation is worked out. Secondly, to control all the incidents a single observer is not sufficient. Until and unless a incidents are not properly observed, the observer controls the sense organs. The controlled observation controls the incidents observed by the observer in the following ways. They are:

  • Total observation planning.
  • Useofquestionaries.
  • Use of mechanical instruments.
  • Use of projects.
  • Commonly observation.
  • Use of controlled groups.

5. Quasi-participant observation-Jn any study there is no possibility of full participation or non-participation of the observer. It is a very hard task. So for this it is called partly participation and partly non-participation observation. So it is called Quasi-participant observation.

Role of Importance of Observation

  • It is the simplest method – Observation is very simple method. The scientific observation is very easy which attracts the persons towards observation. A slight training is need before observation
  • It is useful in framing Hypothesis-This method is very useful in the framing of a hypothesis. It is also primary media for observation. Social observers study the activity of people in surroundings. This observation is continuous in nature.
  • Greater Accuracy – The observation method is specified to other methods, different from the interview. It is an indirect method. But in observation, the investigator observes in his own eyes and the data collected as reliable and accurate.
  • More convincing result-By observation the data collected is more perfect and reliable. The datas are sent by others. In observation, the observer observes the incidents. There is no suspect but the observer tries for its generalisation.

Question 11:
What is Constructive Approach to learning? Explain types, role of teacher and educational implications.
Answer:
In the Constructivist Approach, importance is given on learning centred education. The chief assumption of the constructivist approach is given by Jean Piaget and Liv Vygotsky. They have given five concept about learning process.

  • The learner becomes active and learns:
  • Most of the human activity is organised by the process:
  • The organisation of personal activity is self-referent.
  • Learning only possible by interaction.
  • Meaningful learning is possible only by perfect learning situation and learning activity.

Different types of Constructivism:

Constructivism is classified into Radical Constructivism, Social Constructivism, Cultural Constructivism etc. But from education point of view Radical Constructivism and Social Constructivism is very important.
1. Radical Constructivism – Van Glaserfeld is the exponent of Radical Constructivism. Van Glaserfeld took the help of Jean Piaget’s Mental Development in the approach.
The main tenets of radical constructivism are:

  •  Learner actively participate in the construction of knowledge.
  • ‘Coming to know’ is the adjustment process in which the learner modifies his behaviour by interacting of external experience with inter experience.
    Jean Piaget’s adjustment process has two directions – Assimilation and accommodation. When old experience is assimilated with newer experience knowledge is constructed, which means learning is managed fully a person and learning depend of the learner.

2. Social Constructivism – Social constructivism is propagated by Russain Psychologist Vygotsky. To this theory social constructivism has three tenents. They are:
Reality

  • Knowledge
  • Learning
    To Vygotsky, the mental growth depends on the social situations. Constructivism mostly depends on social activity and learning. In this theory the learner learns through social adjustment. The learner acquires experience with the help of peer groups, and others. It develops to the zone of proximal development – ZPD. By working with other the learning power of the learner is developed.

Role of Teacher in Constructivism:

1. In constructivism theory the teacher is the helper of knowledge organisation.
2. The teacher will help the learners in teaching-learning process.
3. In different activities both teacher and taught will work together.
4. In such a organisation situation is created to learn learner from teacher and teacher from learner.
5. Both teacher and taught through discussion create learning environment.

Educational implication of constructivism:

  • In the classroom learning environment is to be created.
  • To solve the problems in the real world realistic method is to be given importance.
  • In the learning process the teacher is a coach and he works an analyst to solve the problem.
  • The aims and objectives is decided to keep in mind the learner. Nothing to be imposed on the learners.
  • Learning process should be frilly controlled by the learners.
  • For the mental development and understanding of the learner’s errors are to be used.
  • The learners should be provided with participating learning situations.
  • The learner are to be encouraged to prepare questionaries and preparation in educational planning.
  • The learning environment should not be confined or limited with the four walls of classroom, school and periods but extend to the external world.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Long Answer Questions

Question 12.
Discuss the conditions promoting motivation.
Answer:
There are certain conditions that promote motivation in learning are as follows:

  • Creating interest – Creating interest in learning promotes motivation The interest may be natural or acquired. Intrinsic motivations are natural (but acquired interests are external). Interest in music, and literature is a permanent interest in the pupils, he should create jokes, employ play way method using aids.
  •  Arousing curiosity – Curiosity is a great motivating force. Curiosity about something will naturally lead to its exploration. The motivation for specific exploration is curiosity. A sound environment is necessary to evoke curiosity for creativity. Ideal teaching methods, teachers behaviour, skill in teaching, and suitable curriculum development helps in learning.
  • Developing achievement motivation – Higher the achievement motivation, the greater the learning. This implies setting of high goals before the pupils. If the goal is highly challenging the effort will be challenging. So the teacher should keep high aims before the students. Achievement is one of the aspects affects the other. The prizes, medals, and certificates in the last examination influences the most to read more and more.
  • Providing incentives – Extrinsic motivation can be provided by providing incentives in the form of rewards, prizes, awards, and appreciation of thing or activity. So the teacher uses or applies such incentives which influence for more activity.
  • Producing and spirit of competition – The spirit of competition is a great motivating force, stimulus which implies the desire to excel other. Competition has been widely used by the teacher as a means of motivation towards scholastic achievement. The teacher urges individual and group competitions in the class.
  • Use of Audio-visual Aids – The class teachers uses audio-visual aids like T. V. films, record player, maps, graphs, charts, and pictures in the class to motivate the pupils towards learning.
  • Use of Praise and Blame – The teacher can use the incentives like praise and blame at proper time and in proper manner to motivate the pupils to learn more praise and blame both acts in positive and negative direction. If it is used by the teacher in right time it will affect the mental factor of the child, and the child will be influenced towards learning. Rewards, prizes, praises and punishment also act as incentives. The teacher should handle it with care.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 2 Learning and Motivation Objective Questions and Answers.

CHSE Odisha 12th Class Foundations of Education Unit 2 Learning and Motivation Objective Questions

Multiple Choice Tests

Question 1:
Choose the factor mostly affect learning.
(a) Motivation
(b) Punishment
(c) Books
(d) Mental Health
Answer:
(d) Mental Health

Question 2:
To which animal Cohler is associated?
(a) Chimpanzee
(b) Dog
(c) Rabbit
(d) Cat
Answer:
(a) Chimpanzee

Question 3:
To which learning theory Thorndike is associated?
(a) Conditioning
(b) Trial and Error
(c) Classical Conditioning
(d) Insightful
Answer:
(b) Trial and Error

Question4:
In which learning theory Kohler’s name is linked?
(a) Trial and Error Theory
(b) Insightful Learning Theory
(c) Conditioned Response Theory
(d) Non of the above
Answer:
(b) Insightful Learning Theory

Question5:
Typewriting is the example of which theory of learning?
(a) Trial and Error
(b) Conditioning
(c) Insightful
(d) None
Answer:
(a) Trial and Error

Question 6:
‘Learning is the behavior through experience’ who told this?
(a) Crow and Crow
(b) B.E Skinner
(c) Gates
(d)Munn
Answer:
(c) Gates

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions
Question 7:
Who was the propounder of the theory of conditioning?
(a) J. K. Davis
(b) Eram Pavlov
(c) E.L.Thorndike
(d) B.F. Skinner
Answer:
(b) Eram Pavlov

Question 8:
Learning of motor skills is what type of learning?
(a) Conditioning
(b) Trial and Error
(c) Insightful
(d) Kohler
Answer:
(b) Trial and Error

Question 9:
‘Laws of Exercise’ is one of the law of propounded by whom?
(a) Skinner
(b) Koffakla
(c) E.L. Thorndike
(d) None
Answer:
(c) E.L. Thorndike

Question 10:
Who is the writer of the book ‘Animal Intelligence’?
(a) B. F. Skinner
(b) E.L.Thomdike
(c)Weirthemer
(d)Kohler
Answer:
(b) E.L.Thomdike

Question 11:
Habit formation is the example of which theory?
(a) Conditioning
(b) Insightful
(c) Trial and Error
(d) None
Answer:
(a) Conditioning

Question 12:
Reward is the example of which motivation?
(a) Intrinsic
(b) Extrinsic
(c) Both intrinsic & Extrinsic
(d) None
Answer:
(b) Extrinsic

Question 13:
Which animal is related to M.C.Dougall?
(a) Dog
(b) Cat
(c) Rat
(d) Rabbit
Answer:
(c) Rat

Question 14:
From which word ‘Gestalt’ derived?
(a) German
(b) English
(c) Russia
(d) Latin
Answer:
(a) German

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions

Question 15:
‘Observation implies the use of eyes rather than ears and voice’ who told this?
(a) C. A. Moser
(b) P.V. Young
(c) Oxford Dictionary
(d) Von Glaserfeld
Answer:
(a) C.A. Moser

Question 16:
Radical constructivism is propound by?
(a) Von Glaserfeld
(b) Jean Piaget
(c) Vygotsky
(d) None
Answer:
(a) Von Glaserfeld

Question 17:
Learning is the modification of the behavior of the individual interaction with its Environment’ whose definition is this?
(a) Kingsley
(b) Gates
(c) Cronback
(d) Murphy
Answer:
(b) Gates

Question 18:
By whom ‘Learning is the behavior adaption’?
(a) Gates
(b) Skinner
(c) Kingsley
(d) Murphy
Answer:
(b) Skinner

Answer in single word

Question 1:
By whom ‘Insightfullearning’ was developed?
Answer:
German Psychologist‘Kohler’.

Question 2:
Who is the propounder of conditioning theory?
Answer:
Russain Psychologist Evan Pavlov was propounded the conditioning theory.

Question 3:
What is Trial and Error Theory?
Answer:
Learning that takes place through the process of Trial and Error and connection is known as Trial and Error theory.

Question 4:
What is law of Readiness in learning?
Answer:
Law of readiness in learning states that when a bond is ready to act allow it to do so is satisfying.

Question 5:
What are the defect in law of readiness?
Answer:
The law of readiness is useless unless it refers to mental readiness.

Question 6:
What is law of Exercise?
Answer:
Regular practice of a thing is law of exercise.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions

Question 7:
7. What is the defect of the law of exercise?
Answer:
The law of exercise is too much mechanical. So it does not take into account.

Question 8:
8. What is conditioning?
Answer:
Conditioning is the linking up of the original responses with a secondary stimulus.

Question 9:
What is the nature of learning?
Answer:
The process learning continues throughout life.

Question 10:
What are types of motivation?
Answer:
Motivation are two types – Intrinsic and extrinsic.

Question 11:
Give one education effect of Trial and Error.
Answer:
Acquisition of motor skills.

Question 12:
What is insightful learning?
Answer:
As a mental process an individual receives the situation a whole for proper decision.

Question 13:
What is learning?
Answer:
To Gates, learning is the modification of behavior with experience and training.

Question 14:
Give one characteristics of learning.
Answer:
Learning is a process of adjustment.

Question 15:
What is Intrinsic motivation?
Answer:
Intrinsic motivation is a force inside the individual for example – hunger, thirst, rest sleep.

Question 16:
What is Extrinsic motivation?
Answer:
Extrinsic motivation means the forces that outside tied with the environment help in reaching goal, example – rewards, punishment, and prizes.

Question 17:
What do you mean by ‘Gestalt’?
Answer:
Gestalt means ‘whole.

Question 18:
What is S-R bond?
Answer:
When there is regular connection of stimulus and response – S-R bond is formed.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions

Question 19:
Give an example of conditioned stimulus.
Answer:
Elicit of Saliva is the example of conditioned stimulus.

Question 20:
What is conditioned response?
Answer:
In the absence of natural stimulus, if an artificial stimulus act as natural stimulus and creates natural response is known as conditioned response.

Question 21:
How a teacher can motivate children?
Answer:
By using audio-visual aids.

Question 22:
What is law of effect?
Answer:
The law of effect means effective result of an activity, may be pleasant or unpleasant.

Question 23:
What is law of exercise?
Answer:
Law of exercise means regular practice or drill when learning takes place.

Question 24:
Give the advantage and disadvantage in learning.
Answer:
It may promote learning or creates indifference attitude towards learning.

Fill in the Blanks with Appropriate Words

Question 1:
_____ is the advantage of punishment.
Answer:
Promote learning.

Question 2:
_____ is the disadvantage of punishment.
Answer:
Indifference attitude.

Question 3:
Law of Exercise is propounded by ______.
Answer:
E.L. Thorndike.

Question 4:
_______ is the writer of ‘Animal Intelligency’.
Answer:
E. L. Thorndike/

Question 5:
Learning of motor skill is the learning _______.
Answer:
Trial and Error.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions

Question 6:
Kohler experimented his theory by _______.
Answer:
Chimpanzee.

Question 7:
From _______ language Gestalt derived?
Answer:
German.

Question 8:
Gestalt means _______.
Answer:
‘Whole’.

Question 9:
Insightful learning is related to _______.
Answer:
Kohler.

Question 10:
Conditioned response theory is related to _______.
Answer:
Evan Pavlov.

Question 11:
Mc. Dougall experimented on _______.
Answer:
Rats.

Question 12:
J. B. Watson experimented on ______.
Answer:
Rabbit.

Question 13:
Rewards is the example of ______.
Answer:
Extrinsic motivation.

CHSE Odisha Class 12 Foundations of Education Unit 2 Learning and Motivation Objective Questions

Question 14:
Rest and sleep are examples of _______.
Answer:
Intrinsic motivation.

Question 15:
The Law of exercise/readiness is propounded by ______.
Answer:
E. L. Thorndike.

CHSE Odisha Class 12 Political Science Unit 1 Democracy in India Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 1 Democracy in India Long Answer Questions.

CHSE Odisha 12th Class Political Science Unit 1 Democracy in India Long Answer Questions

Long Questions With Answers

Question 1.
Write Meaning of Democracy with giving different definitions of democracy.
Answer:
Long back, former President of the United States of America, Abraham Lincoln said, “Democracy is a government of the people, for the people, and by the people.” The term ‘democracy’ comes from the Greek word demokratia which means “rule of the people”. It was coined from two words: demos that means “people” and Kratos which refers to “power”. That is, in a democracy the power rests with the people. This meaning is based on the experiences of the governments that existed in some of the Greek city-states, notably Athens.

And, today also, democracy is defined as a form of government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodic free elections. When you examinethe definitions of democracy, as suggested above, you will find that most of those definitions define democracy as a form of government which is run by the elected representatives.

Democracy has been defined in many ways. Bryce believes that “Democracy really means nothing more or less than the rule of the whole people, expressing their Sovereign will by their votes”. Maclver observes, “Democracy is not a way of governing, whether by majority or otherwise, but primarily a way of determining, who shall govern, and broadly to what ends”.

It means more than a mere form of government. In its comprehensive form, democracy means, or ought to mean,

  • a form of government,
  • a type of state,
  • a pattern of social system,
  • a design of economic order, and
  • a way of life and culture. Therefore, when we say that India is a democracy, we mean not only that its political institutions and processes are democratic but also that the Indian society and every Indian citizen is democratic, reflecting basic democratic values of equality, liberty, fraternity, secularism and justice in the social environment and individual behaviour.

Quention 2.
What are the Essential Conditions For Democracy?
Answer:
A system can be termed as a genuine and comprehensive democracy only when it fulfills both political and socio-economic aspects of people’s participation and satisfaction. Let us identify those. There may be two major categories:
(1) political conditions and
(2) social and economic conditions
The fulfillment of the first leads to political democracy and the second as social democracy. Obviously, the first and the foremost, are political conditions of democracy. It is essential that for a system to be democratic, we must adopt a Constitution and laws that vest supreme power in the people.

The human rights and fundamental rights, such as equality, liberty of thought and expression, belief, movement, communication and association must be protected by the Constitution. The democratic system has to have universal adult franchise as the basis of electing representatives at various levels of the government. Moreover, opportunities for political participation of all the citizens not only in elections at regular interval, but also in other aspects of the political process have to be made available.

There has to be a responsible government in which the executive is answerable to the legislature, the legislature to the people and the Judiciaiy to remain independent. Political institutions like political parties and interest and pressure groups (associations, various non-governmental organizations) must be functional for expressing popular needs, demands and grievances. A democratic system is strengthened if it maintains an enlightened public opinion in its various forms through free press and other communication processes. Political democracy is thus one which incorporates all the above political traits.

Question 3.
What is the social and economic conditions of democracy?
Answer:
A democratic system has to ensure that the social development is in tune with democratic values and norms reflecting equality of social status and opportunities for development, social security and social welfare. Citizens must avail opportunities of universal and compulsory education. They must also be enabled to utilize means of economic development. The fruits of economic development must reach all and especially to the poor and the deprived sections of the society. Socio-economic development of the people strengths social democracy.

Question 4.
What are the challenges to democracy?
Answer:
Since independence India has been functioning as a responsible democracy. The same has been appreciated by international community. It has successfully adapted to the challenging situations. There have been free and fair periodic elections for all political offices from the panchayats to the President. There has been smooth transfer of political power from one political party or set of political parties to others, both at national and state levels on many occasions.

You will find many examples in our neighbouring countries like Pakistan, Myanmar and even Bangladesh where transfer of power has been done through military coups. The legislative, executive and judicial organs have been functioning properly.The Parliament and the State Legislatures control the Executives effectively through the means like question hours, etc.

More importantly, some significant enactments like the Right to Information (RTI) Act 2005, Right to Education 2009 and other welfare means have empowered the people. The mass media, including print and electronic, have full autonomy and play a key role in formulating and influencing public opinion. Significant social change has taken place in almost all walks of life and the nation is moving ahead on course of socio-economic development.

India is a very large country full of diversities – linguistically, culturally, religiously. At the time of independence it was economically underdeveloped. There were enormous regional disparities, widespread poverty, illiteracy, unemployment, and shortage of almost all public welfare means. Citizens had enormous expectations from independence.

As mentioned above, India has changed a lot. Yet, there are various challenges that the country faces in terms of fulfillment of expectations of various sections of society. The challenges come both from prevailing domestic and international conditions as well as lack of adequate prerequisites for a smooth functioning of democracy. These are discussed below.

Question 5.
How Illiteracy is a factor challenging democracy?
Answer:
Illiteracy among people was a matter of grave concern for the successful functioning of democracy in India on the eve of independence and it still continues to be a major challenge. The level of education of citizens is a key to both the successful functioning of democracy and socio-economic development of the country. And perhaps, more importantly, it is an essential condition for human dignity. But the state of formal literacy was almost dismal when India achieved independence.

The literacy rate in 1951 was mere 18.33 per cent and female literacy was negligible with 8.9 percent. It was, therefore, feared by many that the citizens would not be able to play their roles effectively and exercise their right to vote meaningfully which is an individual’s expression of the power of the people, this apprehension, however, has been proved wrong by the Indian electorate over the years.

In spite of a substantial number of them being illiterates, they have demonstrated maturity in the exercise of their right to vote on more than one occasion thus resulting peaceful transfer of political power since independence. The Indian National Congress under the leadership of Ms. Indira Gandhi was very popular and powerful during the early part of 1970s.

But in 1977’s general election, the people of India rejected her primarily because of the misuse of power during emergency in 1975-1977 and provided an opportunity to the. first nomCongress government at the Centre in form of the Janata Party. After that there have been changes in the governments both at the Centre and in the States almost regularly. Literacy is necessary not simply for enabling citizens to participate in elections and exercise their right to vote effectively, it has other important implications as well. Literacy enables citizens to be aware of various issues, problems, demands, and interests in the country.

It also makes them conscious of the principles of liberty and equality of all and ensures that the representatives elected by them truly represent all the interests in the society.Universal literacy is therefore a must for the successful functioning of Indian democracy. Although according to 2011 Census, the literacy rate has risen to 74.04 per cent, the female literacy rate is still lagging at 65.46 per cent.

This means that over one-fourth of the country’s population is still illiterate while among women nearly one out of three is not literate. If the children have access to basic education, the problem of illiteracy can be checked. Recently, the Right to Education is provided as a fundamental right. We hope that this will help the cause of educating the children universally.

CHSE Odisha Class 12 Political Science Unit 1 Democracy in India Long Answer Questions

Question 6.
How Poverty is affecting democracy?
Answer:
It is generally said that for a hungry person right to vote does not have any meaning. For him/her the first requirement is food. Therefore, poverty is considered as the greatest bane of democracy. It is, in fact, the root cause of all kinds of deprivations and inequalities. It is the state of denial of opportunities to people to lead a healthy and fulfilling life. Of course, India inherited poverty from the long exploitative British colonial rule, but it continues to be one of the gravest problems today.

Even now a considerable proportion of Indian population lives below poverty line, called ‘BPL’. The poverty line means an income level below which human beings cannot provide for their basic necessities of food, much less for clothes and shelter. The governmental definition of poverty line during the 1960s sought to measure ihe extent of poverty on the amount of income requiredto purchase a barest minimum desirable food having nutritional standards of caloric intake by a person.

According to it, in Indian conditions, a person in rural areas needs an average of 2400 calories per day and in urban areas an average of 2100 calories per day in order to keep himself above the poverty line.

During the 1990s non-food items’like clothes, employment, shelter, education, etc. got included in the definition of poverty. Poverty in the contemporary phase is linked with systemic deprivation of rights. It is also associated with the notion of Human Development Index (HDI) as championed by Mabud-ul-Haq and Amartya Sen. Viewed from the HDI perspective, the definition of poverty also includes socio-economic-political and human rights issues under its ambit.

The persisting phenomenon of poverty is attributed to any factors, one of which is mass unemployment and under-employmenf. A large number of people in rural areas do not have regular and adequate work. In urban areas also the number of educated unemployed is very high. The growing population is regarded as a reason for poverty, though population is considered as,rthe greatest resource in the country. In fact, the process of economic development has not been able to ensure social justice and gap between rich and poor has not been bridged. Because of all this, poverty continues to remain a great challenge to Indian democracy.

Question 7.
How Gender Discrimination is affecting democracy?
Answer:
Discrimination against girls and women exists in every walk of life. You must have had such experiences of prevailing gender inequality in our society and polity. But we know that gender equality is one of the basic principles of democracy. The Constitution of India enjoins upon the State to ensure that men and women are treated as equals and there is no discrimination against women.

Fundamental Rights and Fundamental Duties as well as the Directive Principles of State Policy make these intensions very clear. But the discrimination against females continues to be a fact of life. It is clearly reflected in the sex ratio, child sex ratio and maternal mortality rate. The number of females in comparison to males has been declining ever since 1901. In 1901, the sex ratio was 972 females per 1000 males. It came down to 927 females per 1000 males in 1991.

According to 2011 Census it is 940 females per 1000 males which is still very unfavourable to females. In some of the States, the 2011 Census reported a very low sex ratio of 877 females per 1000 males (Haryana), the lowest being 618 in Daman & Diu and 866 in the NCT of Delhi. The child sex ratio is a matter of greater concern. According to 2011 Census, the child sex ratio (0-6 years) in India is only 914 female children per 1000 male children. This is lower than the 2001 Census which reported child sex ratio of927 female children per 1000 male children.

It has been declining because of several factors, like the prevailing preference for male child, discriminatory treatment against the girl child right after birth, and the increasing incidence of female infanticides and female foeticides. By using technology, people are forcing mothers td get the fetus of a female child aborted. The infant mortality rate among girl children is high, as compared to that among boy children. The maternal mortality ratio as per the Sample Registration System 2004-06 is 254 per lakh live births, which is considered very high.

Question 8.
How Casteism, Communalism, Religious Fundamentalism is challenge for democracy?
Answer:
The Indian democracy faces serious challenges also from casteism, communalism and religious fundamentalism. They weaken the functioning and stability of democratic system.
(a) Casteism: The caste system which presumably originated in the division of labour in the ancient society has become a more or less rigid group classification, based on birth. Have you ever experienced the role of caste in your life and society? You will agree that the most detrimental and inhuman aspect of the caste system is the practice of untouchability which is continuing in spite of the constitutional ban imposed on it.

This has led to segregation of so called low castes or ‘Dalits’, depriving them of education and other social benefits.The Dalits have been typically performing menial labour and some of the hardest physical work in society. Casteism has played a negative role even in the democratic political processes, in fact, casteism has become notorious as a strategy of exploitation of caste consciousness for narrow political gains. The caste system acts against the roots of democracy.

The democratic facilities – like fundamental rights relating to equality, freedom of speech, expression and association, participation in the electoral process, free media and press, and even legislative forums – are misused for maintaining casteist identity.Casteism has also been contributing towards continuation of socio-economic inequalities. It is true that India has been an unequal society from times immemorial. The Scheduled Castes (SCs), the Scheduled Tribes (STs) and the backward classes have suffered down the ages from socio-economic deprivations.

There are enormous inequalities in our society which are posing serious challenge to Indian democracy. What is more alarming is the mixing of caste and politics resulting into‘politicization of caste’ and ‘casteization of politics’ in contemporary Indian polity which has become a grave challenge to our democracy. Despite the era of liberalization and globalization caste consciousness has not been eroded in our society and castes are being increasingly used as vote bank politics.

(b) Communalism: Communalism and religious fundamentalism have acquired a very dangerous form and alarming proportion in India. They disrupt the pattern of co-existence in our multi-religious society. Communalism is-an affront to India’s nationalist identity and a tragic setback to its evolving secular culture. It is subversive of our democratic political stability and destroyer of our glorious heritage of humanism and composite culture. Quite often, communalism is wrongly used as a synonym for religion or conservatism. Adherence to a religion or attachment to a religious community is not communalism.

Religious Fundamentalism
Religious fundamentalism also reinforces communalists in exploiting both religion and politics. In fact, fundamentalism acts as an ideology which advocates a return to orthodoxy and a strict compliance to the fundamental tenets of religion. Religious fundamentalists vehemently oppose progressive reforms in order to establish their exclusive control on their respective communities.

Regionalism
Indian democracy has also been struggling with regionalism which is primarily an outcome of regional disparities and imbalances in development. We all know that India is a plural country with diversities of religions, languages, communities, tribes and cultures. A number of cultural and linguistic groups are concentrated in certain territorial segments. Although development process in the country aims at growth and development of all regions, the regional disparities and imbalances in terms of differences in per capita income, literacy rates, state of health and educational infrastructure and services, population situation and levels of industrial and agricultural development continue to exist.

Existence and continuation of regional inequalities both among States and within a State create a feeling of neglect, deprivation and discrimination. This situation has led to regionalism manifested in demands for creation of new States, autonomy or more powers to States or even secession from the country. It is true that regionalism and sub-regionalism are unavoidable in a vast and plural country like India. It is not always correct to consider every attempt to support or defend regional or sub-regional interests as divisive, fissiparous and unpatriotic.

The problem begins when these interests are politicized and regional movements are promoted for ulterior political motives. Such unhealthy regional or sub-regional patriotism is cancerous and disruptive. The continuing regional imbalances have given rise to militant movements in certain parts of our country. Separatist demands in Jammu and Kashmir or by ULFA (United Liberation Front of Assam) in Assam or by different groups in the North-Eastern region are matters of grave concern for Indian polity.

Corruption
Corruption in public life has been a major concern in India. In 2011, India was ranked 95th of 183 countries defined as corrupt in Transparency International’s Corruption Perceptions Index (CPI). In fact, corruption is rampant in all walks of life, be it land and property, health, education, commerce and industry, agriculture, transport, police, armed forces, even religious institutions or so called places of spiritual pursuits.

Corruption continues to exist in covert and overt ways at all three levels – political, bureaucratic and corporate sector. One can see the nexus between the politicians, the bureaucrats and the industrialists which has resulted into corruption and corrupt practices. The tentacles of corruption have affected all organs of government, including the judiciary.

Criminalization of Politics
In recent years, criminalization of politics in India has become a debatable issue. There have been allegations that there are some elements in politics who do not have faith in democratic values and practices. They indulge in violence and take refuge in otjter unhealthy, undemocratic methods to win elections. Undoubtedly, this is not a healthy trend in politics and there is an urgent need to apply serious check on such tendencies.

Criminalization of politics is tke very negation of democratic values and has no place in a ‘ democratic set up. Democracy can be strengthened by adopting and promoting democratic values and shunning criminal activities. Recently, the judiciary, while taking a serious , note of criminal tendencies in politics, has showed signs of adopting remedial measures to apply a serious check on such elements.

The Central government and many State governments have been taking steps to address this issue effectively. This is a matter of great satisfaction and a healthy sign for the successful functioning of democracy in our country. We, as awakened citizens and as voters of the largest democracy in the world, can also contribute by discouraging such persons who have a criminal background, from contesting elections.

Question 8.
How to tackle the challenges of Democracy?
Answer:
It is thus clear that democracy in India faces certain serious challenges. These are causes of serious concern to all. In fact, the leadership.of the freedom movement and especially the framers of the Indian Constitution themselves were very much aware of these issues, they made a number of constitutional provisions to address the same. Since independence governments have taken various measures to respond to many of these challenges.

There have been significant improvements in some of these. However, lots still have to be done. For that, efforts have been going on. These is need for collaboration among governmental agencies, political parties, civil society and citizens in general. Certain . significant corrective measures that have been adopted and can be initiated are as follows:

Universal Literacy ‘Education for All’
The significance and necessity of education for efficient functioning of democracy , was appreciated by the framers of the Indian Constitution. Which is why, free and compulsory education to all children up to the fourteen years of age continued to remain constitutional commitment in IndiaA arious governments at national and state levels have i been making efforts to attain this goal.

As a follow up of the National Policy on Education1986, a National Literacy Mission was set up in 1988 to plan and implement programmes for the removal of illiteracy under the platform, Sarva Shiksha Abhiy an. But the goal of universal literacy is yet to be attained.

Currently a nation-wide programme known as Saakshar Bharat is being implemented. It aims at developing functional literacy and numeracy to non-literate and non-numerate adults in the age group of fifteen and above, to enable them to continue their learning beyond basic literacy and acquire equivalence to formal educational system. The Sarva Shiksha Abhiyan is a flagship programme for universalization of elementary education for children between 6-14 years of age. Further, the Parliament of India in 2009 passed the Right to Education Act through which education has become a fundamental right for all children of age group’6-14 years.

Poverty Alleviation
From the 1970s, a number of programmes have been implemented for alleviation of poverty in India. These programmes fall into two broad categories:
(1) There are programmes to lift beneficiaries above poverty line by providing them with productive assets or skills or both, so that they can employ themselves usefully and earn greater income,
(2) Programmes are also being implemented to provide temporary wage employment for the poor and the landless.

Elimination of Gender Discrimination
It is now being recognized that the goals of democracy “of the people, for the people and by the people” can not be fully realized if the female population are not included in all ways in the processes of socio-economic and political development. That is why, besides constitutional provisions, several laws have been enacted, policies have been made and implemented and institutional reforms have been carried out for the development of women.

The 73rd and 74th Amendments of Indian Constitution in 1993 are the milestones in the process of political empowerment of women. These Amendments have reserved one-third of the seats in the Panchayati Raj Institutions, Municipalities and Municipal Corporations. Another significant development has been the adoption of the National Policy for Empowerment of Women in 2001, the overarching goal of which is to “bring about the advancement, development and empowerment cf women.” But a lot needs to be done to attain this goal.

Removal of Regional Imbalance
Redressing regional imbalances has indeed been a vital objective of the planning process in India. Efforts are on to reduce regional disparities. Besides, the Statespecific efforts for reducing intra-State regional disparities, a number of Centrally Sponsored Programmes have been in operation for the last two to three decades for taking care of specific aspects of backwardness of such regions.

Administrative and Judicial Reforms
The success of all the above stated corrective measures primarily depends on the efficient functioning of administration and independence and righteousness of the judicial system. But on both counts, a lot needs to be done. The performance of public administration in India has come under close scrutiny in the last few years. Rampant corruption, inefficiencies, wastages and irresponsiveness to the needs of citizens are some of the , commonly acknowledged problems afflicting the administration.

No doubt, the Indian judiciary lias remained independent and neutral; there are serious problems of
(1) slow disposal of cases leading to delays as well as accumulation of backlog, and
(2) very low rate of prosecution in criminal cases.

Administrative reforms have continuously been on the agenda of the government ever since independence. A number of Commissions and Committees have been set up in this regard. But bureaucratic reluctance to change has prevented the reforms to take place in full measure; The recommendations of various Commissions and Committees focus around the need
(1) to make administration accountable and citizen friendly,
(2) to build its capacity for quality governance,
(3) to orient administration for promoting peoples’ participation, decentralization and devolution of powers,
(4) to make administrative decision-making process transparent,
(5) to improve the performance and integrity of the public services,
(6) to reinforce ethics in administration.
(7) to inculcate readiness for e-govemance. Judicial reform also has been a critical concern since long. Various recommendations have been made on many occasions. The major issues that need consideration in this regard are:

  • Simplification of Rules and Procedures,
  • Repealing Out-dated Laws,
  • Increase in the Judge Population Ratio,
  • Time-bound filling of Vacant Posts in Judiciary,
  • Transparency in Appointment, Promotion and Transfer of Judges,
  • Judicial Accountability; and
  • Transparency of Court Proceedings.

Sustainable Development (Economic, Social, Environmental)
Indian democracy can adequately respond to all the challenges when it moves forward on the path of sustainable development. A model of development without taking into account the basic needs of millions, today as well as in the future, can not be conducive for the survival of democracy. Development has to be human-centred and directed towards improvement of quality of life of all the people. It has to be focused on removal of poverty, ignorance, discrimination, disease and unemployment. The development process has to aim at sustained economic, social and environmental development.

CHSE Odisha Class 12 Political Science Unit 1 Democracy in India Long Answer Questions

Question 9.
what is SGSY?
Answer:
In 1999, Swarnajayanti Gram Swarozgar Yojana (SGSY) was conceived as a holistic programme of micro enterprise development in rural areas with emphasis on organizing the rural poor into self-help groups (SHGs), capacity building, planning of activity clusters, infrastructure support, technology, credit and marketing linkages. This programme has impacted many rural poor, for example, in Mathur, a village of the Dharmapuri district of Tamil Nadu, 100 women from eight self-help groups were trained in fruit processing by a non-government organization (NGO).

They availed assistance under SGSY to run a fruit processing unit registered under the name of Sathyamurthi Mahalir Mandram in May 2000, The unit produces fruit squash, jam, readyto- serve beverages, pickle, etc. Apart from raising the economic status of the group members, this venture has made the members more aware and they are actively involved in the government schemes, camps and campaigns. They have made significant representations for ensuring provision of basic facilities in their village and by bringing overall development of the area.

Question 10.
Write the meaning and role of political parties.
Answer:
Human beings have always organised themselves in groups and larger formations. Political parties have emerged as one of these human organisations. In modern age the ideal form of government is run through one or the other method of representative institutions. All representative governments and representative institutions require the existence of political parties.

A political party is an organised body of people who share certain common principles and goals regarding the political system of a country. The main purpose of political parties is to acquire and retain political power. Political parties which run the government are called the ruling party. In a coalition government, there may be more than one ruling party. Those who sit in the opposition and criticise and analyse the performance of-the ruling party/ parties generally or on specific issues are called opposition parties. Apolitical party as such should have the following essential features:

  • it must be an organised body of people with a formal membership;
  • it must have clearly spelt out policies and programmes;
  • its members should agree with its ideology, policies and programmes;
  • it must aim at getting power through the democratic process;
  • it must have a clear and acceptable leadership; and
  • it must focus on broad issues and major areas of government policies.

Question 11.
Write about the types of party system.
Answer:
India has a multi-party system- Indian politics is dominated by several national and regional parties. There are countries where there is one-party system or two-party system. Erstwhile Soviet Union and Yugoslavia had single party systems. Similarly, China has one-party system. Earlier in Germany there existed only one-party – the Nazi Party; so was the case in Italy where the only party was known as the Fascist Party. In a two party or bi-party system there are two main political parties.

The United Kingdom (UK), the United States of America (USA), Australia and New Zealand have bi-party systems. There may exist other parties but their role is generally insignificant. For example in UK, there are two main parties, the Conservative Party and the Labour Party. In the USA the two main parties are the Republican Party and the Democratic Party. Japan, France, Germany and Switzerland have multi-party systems.

Question 12.
Write about the evlution of party system in India.
Answer:
The evolution of Indian party system can be traced to the formation of the Congress, as a political platform in 1885. Other parties and groups originated later. The Indian National Congress was formed as a response to the colonial rule and to achieve independence from the British rule. After independence and with the adoption of a democratic Constitution, a new party system emerged in the wake of the first general elections based on universal adult franchise in 1952.

In preceding lesson you have learnt about the universal adult franchise in detail. During the post-independence period, the party system passed through various phases.The first phase is known as the phase of one-party dominance because with the exception of Kerala during 1956-59, the ruling party both at the Centre and in the states was the Congress. The second phase (1967-1975) saw the emergence of a multi-party system in India. In the Assembly elections in 1967, Congress was defeated in eight States.

For the first time non-Congress parties formed governments in these states. These parties formed coalition governments. Then came the split in Congress into Congress (O) and Congress (N). However, the Congress again became a dominant force at the Centre after winning 1971 mid-term poll. Then came the emergency period (1975-77) which is known as the authoritarian period of Indian democracy.

With the lifting of emergency, the dominance of Congress ended. In the general elections of 1977 Congress was defeated by the Janata Party. Janata Party came into existence as a result of the merger of many opposition parties. But again in 1980 general elections Congress came back to power and remained in power till 1989. Janata Party emerged out of the merger of Congress (O) led by Moraiji Desai, Bharatiya Lok Dal led by Ch. Charan Singh, Congress for Democracy (CFD) led by Jagjivan Ram and H.N. Bahuguna, the socialists led by George Fernandes and Jana Sangh led by L.K. Advani.

In 1989 elections, the National Front joined government with the support of BJP and the Left Front.But this formation could not last its tenure and elections for the tenth Lok Sabha were held in May- June, 1991. Congress again formed government at the Centre. In 1.996 general elections BJP emerged as the single largest party and was asked to form government at the Centre. Since it could not prove its majority within the given time it had to resign. The United Front which was a combination of thirteen parties, formed the government at the Centre with the external support of the Congress and the CPI(M).

But this government also could not last its full term. Although the coalition government formed under the leadership of BJP after 1998 elections was defeated in Lok Sabha, the 1999 elections again provided them the opportunity to form government which lasted its full term under a multi-party coalition, known as National Democratic Alliance (NDA). In the 14th general elections held in 2004, Congress emerged as the single largest party.

It formed alliance with like minded parties and formed government at the Centre. The phase of Indian party system which began in 1989 and is still continuing has been aptly called a phase of coalition politics. No single party has been able to form government on its own at the Centre.

Question 13.
Write about two types of major parties in India.
Answer:
India has two types of political parties – national parties and regional parties. National parties are those which generally have influence all over the country. It is not necessary that a national party will have equal strength in all the states; it varies from State to State. A party is recognised as a national party by the Election Commission on the basis of a formula. The political party which has secured not less than four percent of the total valid votes in the previous general elections at least in four states, is given the status of a national party.

The number of national parties has been changing. In the year 2006, Indian National Congress, Bharatiya Janata Party, Communist Party of India (Marxist) [CPI(M)], Communist Party of India (CPI), Bahujan Samaj Party, and the Nationalist Congress Party were national parties. However, there are other parties in India, which do not enjoy national influence. Their activities and influence are restricted to particular states or regions. Sometimes these parties are formed to voice demands of a specific region.

These parties are neither weak nor short-lived. Sometimes they prove to be very powerful in their respective regions. These are known as regional parties. Major regional parties are AIADMK and DMK in Tamil Nadu, Telugu Desam in Andhra Pradesh, Akali Dal in Punjab, National Conference in Jammu dnd Kashmir, Jharkhand Mukti Morcha in Jharkhand, Asam Gana Parishad in Assam and Nationalist Congress Party and Shiv Sena in Maharashtra.

Question 14.
Write about Indian National Congress.
Answer:
As you have already read, Indian National Congress was formed in the year 1885 in Bombay. W.C. Banarjee was the first President of the Indian National Congress. To begin with, Congress was an organisation of middle class intellectuals who were primarily concerned with political reforms in the British colonial rule. In the twenties under the leadership of Mahatma Gandhi, the Congress became a mass based organisation. The party started enjoying the support of the common people and played a very significant role in the freedom struggle.

After independence Jawahar Lai Nehru became the Prime Minsiter and led the Congress till his death in 1°64. As already mentioned in an earlier paragraph, this was known as the ‘Nehru era’. The Congress party won first five general elections in 1952, 1957, 1962,1967 and 1971. In 1975 national emergency was declared which went on till 1977. In the elections of 1977, the Congress was defeated.

However, in 1980 general elections, the Congress Party led by Indira Gandhi came back to power. Indira Gandhi was assassinated in 1984 and during 1985 general elections, Rajiv Gandhi was the leader of the party. Congress won the 1985 general elections with a larger majority. In 1989 though Congress could not get absolute majority, it was the single largest party. In the tenth general
elections in 1991.

Congress again emerged as the single largest party and formed the government at the Centre. In the 1996, general elections Congress could not form government at the Centre. In the 12th general elections in 1998, Congress could get only 140.Lok Sabha seats. In the 1999 general elections Congress’s strength was further reduced to 112. But in the 14th general elections Congress entered into alliance with other secular parties and secured the number of seats that provided it an opportunity to form a coalition government.

Question 15.
Write about The Bharatiya Janata Party (BJP).
Answer:
The Bharatiya Janata Party (BJP) was formed in 1980. Since then it has extended its influence in the Hindi belt, Gujarat and Maharashtra. Since 1989, it has been trying to extend its base in South India also. Since its formation in 1980, the BJP has been increasing its number of seats in the Lok Sabha gradually. In 1984, general elections it secured only two seats. In 1989 the number of seats increased to 88. In 1991 general elections BJP’s strength in the Lok Sabha increased to 122 which rose to 161 in the 1996 elections.

In 1998 it won 180 seats and in 1999 its number in Lok Sabha increased to 182. In the 1999 general elections, BJP contested as an alliance partner in the National Democratic Alliance (NDA). In the recent 2004 general elections BJP as an alliance of NDA could not get the required majority. It is playing the role of the opposition party. The BJP has emerged as a significant national party but its support base as yet is limited to certain areas, rather than spread all over India.

Question 16.
Write short notes on the Communist Parties.
Answer:
The two Communist Parties are the Communist Party of India (CPI) and the Communist Party of India (Marxist) [CPI(M)]. Next to the Congress, the Communist Party is the oldest in India. The communist movement began in the early twenties, and the Communist Party was founded in 1925. The communists participated in the national movement, though often they had serious differences with the Congress. The communists assert that the people should be economically equal and the society should not be divided into classes of rich and poor.

The workers and peasants and other toiling people who do most of the productive work for the society, should be given due recognition and power.The communists were the main opposition in the Lok Sabha throughout the Nehru Era. In the firstLok Sabha they had 26 members, in the second and the third Lok Sabha, they had 27 and 29 members respectively. In 1957, the CPI won absolute majority in the Kerala Assembly and formed the first Communist government in India. In the early sixties specially after the Chinese aggression of 1962 there were serious differences among the members of the Communist Party. As a result, the party split into two.

Those who broke away from CPI formed CPI(M) in 1964. The CPI(M)’s main support base has been concentrated in West Bengal, Kerala and Tripura, though it has registered its presence in Andhra Pradesh, Assam, Bihar, Maharashtra, Odisha, and Punjab. The CPI has its pockets of influence in states like Andhra Pradesh, Assam, Bihar, Manipur, Odisha, Pondicherry, Punjab, etc. Moreover, CPI has been a part of the left-front coalition in Kerala and West Bengal. In the Lok Sabha elections of 2004, both the CPI and the CPI (M) were alliance partners of the Congress. They are supporting the United Progressive Alliance (UPA) government at the Centre from outside.

Question 17.
Write short notes on Bahujan Samaj Party (BSP).
Answer:
The BSP acquired the status of a national party in 1996. The BSP champions the cause of those sections which belong to low castes, deprived groups, and minorities. In fact, these sections of Indian society (the Bahujan Samaj) form the majority of the Indian population. The BSP believes that this ‘ Samaj ’ should be freed from the exploitation of the upper castes and by forming their own government. BSP’s influence lies in states like Madhya Pradesh, Uttar Pradesh and Punjab. In 1995 and 1997 BSP was a partner in the coalition governments in Uttar Pradesh.

CHSE Odisha Class 12 Political Science Unit 1 Democracy in India Long Answer Questions

Question 18.
Describe the one-party dominance in early phases.
Answer:
The results of the first general election did n<?t surprise anyone. The Indian National Congress was expected to win this election. The Congress party, as it was popularly known, had inherited the legacy of the national movement. It was the only party then to have an organization spread all over the country. And finally, in Jawaharlal Nehru, the party had the most popular and charismatic leader in Indian politics.

He led the Congress campaign and toured the country. When the final results were declared, the extent of the victory of the Congress did surprise many. The party won 364 of the 489 seats in the first Lok Sabha and finished way ahead of any other challenger. The Communist Party of India came next in terms of seats winning only 16 seats. The state elections were held with the Lok Sabha elections. Congress scored a big victory in those elections as well.

It won a majority of seats in all the states except Travancore-Cochin (part of today’s Kerala), Madras, and Odisha. Finally even in these states Congress’formed the government. So the party ruled all over the country at the national and the state level. As expected, Jawaharlal Nehru became the Prime Minister after the first general election. In the second and the third general elections, held in 1957 and 1962 respectively, the Congress maintained the same position in the Lok Sabha by winning three-fourths of the seats. None of the opposition parties could win even one-tenth of the number of seats won by the Congress. In the state assembly elections, Congress did not get a majority in a few cases.

The most significant of these cases was in Kerala in 1957 when a coalition led by the CPI formed the government. Apart from exceptions like this, Congress controlled the national and all the state governments. The extent of the victory of the Congress was artificially boosted by our electoral system. The Congress won three out of every four seats but it did not get even half of the votes. In 1952, for example, Congress obtained 45 percent of the total votes. But it managed to win 74 percent of the seats.

The Socialist Party, the second-largest party in terms of votes, secured more than 10 percent of the votes all over the country. But it could not even win three percent of the seats. How did this happen? For this, you need to recall the discussion about the first-past-the-post method in your textbook ‘Constitution at Work last year. In this system of election, adopted in our country, the party that gets more votes than others tends to get much more than its proportional share.

That is exactly what worked in favour of Congress. If we add up the votes of all the non-Congress candidates it was more than the votes of the Congress. But the non-Congress votes were divided between different rival parties and candidates. So the Congress was still way ahead of the opposition and managed to win.

CHSE Odisha Class 12 Psychology Unit 2 Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 2 Long Answer Questions Part-1.

CHSE Odisha 12th Class Psychology Unit 2 Long Answer Questions Part-1

Long Questions With Answers

Question 1:
Explain the concept of stress. Give examples from daily life.
Answer:
Stress is derived from Latin word ‘strictus’ which means tight or narrow. Stress can be described as the pattern of responses an organism makes t6 stimulus event that disturbs the equilibrium and exceeds a person’s ability to cope. All the challenges, problems, and difficult circumstances put us to stress. It gives energy, increases human arousal and affects performance.

High stress too can produce unpleasant effects and cause our performance to deteriorate. Conversely, too little stress may cause one to feel somewhat listless and low on motivation which may lead us to perform slowly and less efficiently. It is important to remember that not all stress is inherently bad or destructive.

Examples from daily life:

  • Attending parties may be stressful for a person who likes to spend quiet evenings at home.
  • If a person gets low marks than his/her expectations, then it may be stressful and a sign of frustration for them.
  • When someone is forced to choose a job due to family pressure then it may stressful for him afterwards.

Question 2:
State the symptoms and sources of stress.
Answer:
Symptoms of stress :
Some of us know our pattern of stress response and can gauge the depth of the problem by the nature and severity of our own symptoms or changes in behaviour. These symptoms of stress can be physical, emotional and behavioural. Any of the symptoms can indicate a degree of stress which, if left unresolved, might have serious implications.

Sources of stress:
A wide range of events and conditions can generate stress. Among the most important of these are major stressful life events, such as the death of a loved one or personal injury, the annoying frequent hassles of everyday life and traumatic events that affect our lives.

Question 3:
Describe the GAS model and illustrate the relevance of this model with the help of an example.
Answer:
Selye studied the body when stress is prolonged by subjecting animals to a variety of stressors such as high temperature, X-rays and insulin injections, in the laboratory over a long period of time. He also observed patients with various injuries and illnesses in hospitals. Selye noticed a similar pattern of bodily response in all of them. He called this pattern the General Adaptation Syndrome (GAS). According to him, GAS involves three stages: alarm reaction, resistance, and exhaustion.

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  • Alarm reaction stage:
    The presence of a noxious stimulus or stressor leads to the activation of the adrenal-pituitary-cortex system. This triggers the release of
    hormones producing the stress response. Now the individual is ready for fight or flight.
  • Resistance stage:
    If stress is prolonged, the resistance stage begins. The para-sympathetic nervous system calls for more cautious use of the body’s resources. The organism makes efforts to cope with the threat, as through confrontation.
  • Exhaustion stage:
    Continued exposure to the same stressor or additional stressors drains the body of its resources and leads to the third stage of exhaustion. The physiological systems involved in alarm reaction and resistance become ineffective and susceptibility to stress-related diseases such as high blood pressure becomes more likely. Selye’s model has been criticised for assigning a very limited role to psychological factors in stress.
    Researchers have reported that the psychological appraisal of events is important for the determination of stress. How people respond to stress is substantially influenced by their perceptions, personalities and biological constitutions.

Question 4:
Enumerate the different ways of coping with stress.
Answer:
To manage stress we often need to reassess the way we think and learn coping strategies. Different ways of coping with stress are:

  • Task-oriented Strategy:
    This involves obtaining information about the stressful situation and about alternative courses of action and their probable outcome. lt also involves deciding priorities and acting so as to deal directly with the stressful situation. For example, schedule my time better, or think about how I have solved similar problems.
  • Emotion-oriented Strategy:
    This can involve efforts to maintain hope and to control one’s emotions. It can also involve venting feelings of anger and frustration or deciding that nothing can be done to change things. For example, tell myself that it is not really happening to me, or worry about what I am going to do.
  • Avoidance-oriented Strategy:
    This involves denying or minimising the seriousness of the situation. It also involves the conscious suppression of stressful thoughts and their replacement by self-protective thoughts. Examples of this are watching TV, phone up a friend, or try to be with other people.

Question 5:
Explain the effect of stress on psychological functioning.
Answer:
The effect of stress on psychological functioning:

Emotional Effects:
Those who suffer from stress are far more likely to experience mood swings and show erratic behaviour that may alienate them from family and friends. In some cases this can start a vicious cycle of decreasing confidence, leading to more serious emotional problems. Some examples are feelings of anxiety and depression, increased physical tension, increased psychological tension and mood swings.

Physiological Effects:
When the human body is placed under physical Or psychological stress, it increases the production of certain hormones such as adrenaline and cortisol. These hormones produce marked changes in heart rate, blood pressure levels, metabolism and physical activity. Although this physical reaction will help us to function more effectively when we are under pressure for short periods of time, it can be extremely damaging to the body in the long-term effects. Examples of physiological effects are the release of epinephrine and nor-epinephrine, slowing down of the digestive system, expansion of air passages in the lungs, increased heart rate and constriction of blood vessels.

Cognitive Effects:
If pressures due to stress continue, one may suffer from mental overload. This suffering from high levels of stress can rapidly cause individuals to lose their ability to make sound decisions. Faulty decisions made at home, in career, or at the workplace may lead to arguments, failure, financial loss or even loss of job. The cognitive effects of stress are poor concentration and reduced short-term memory capacity.

Behavioural Effects:
Stress affects our behaviour in the form of eating less nutritional food, increasing intake of stimulants such as caffeine, excessive consumption of cigarettes, alcohol and other drugs such as tranquillisers etc. Tranquillisers can be addictive and have side effects such as loss of concentration, poor coordination, and dizziness. Some of the typical behavioural effects of stress seen are disrupted sleep patterns, increased absenteeism, and reduced work performance.

Question 6:
Describe how life skills can help meet life’s challenges.
Answer:
Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Our ability to cope depends on how well we are prepared to deal with and counterbalance everyday demands and keep equilibrium in our lives. These life skills can be learned and even improved, upon. Assertiveness, time management, rational thinking, improving relationships, self-care and overcoming unhelpful habits such as perfectionism, and procrastination, etc. are some life skills that will help to meet the challenges of life.

Question 7:
Discuss the factors that lead to positive health and well-being.
Answer:
Various factors have been identified which facilitate the development of positive health. Health is a state of complete physical, mental, social and spiritual well-being and not merely the absence of disease or infirmity. Positive health comprises the following constructs: “a healthy body, high quality of. personal relationships, a sense of purpose in life self-regard, mastery of life’s tasks and resilience to stress, trauma and change”. Specifically, factors that act as stress buffers and facilitate positive health are diet, exercise, positive attitude, positive thinking and social support.

Question 8:
How does stress affect the immune system?
Answer:
Stress can cause illness by impairing the workings of the immune system. The immune system guards the body against attackers, both from within and outside. Psychoneuroimmunology focuses on the links between the mind, the brain and the immune system. It studies the effects of stress on the immune system. How does the immune system work? The white blood, cells (leucocytes) within the immune system identify and destroy foreign bodies (antigens) such as viruses. It also leads to the production of antibodies.

There are several kinds of white blood cells or leucocytes within the immune system, including T cells, B cells and natural killer cells. T cells destroy invaders and T-helper cells increase immunological activity. It is these T-helper cells that are attacked by the Human Immuno Deficiency Virus (HTV), the virus causing Acquired Immuno Deficiency Syndrome (AIDS). B cells produce antibodies. Natural killer cells are involved in the fight against both viruses and tumours.

Stress can affect natural killer cell cytotoxicity, which is of major importance in the defence against various infections and cancer. Reduced levels of natural killer cell cytotoxicity have been found in people who are highly stressed, including students facing important examinations, bereaved persons and those who are severely depressed. Studies reveal that immune functioning is better in individuals receiving social support. Also, changes in the immune system will have more effect on health among those whose immune systems are already weakened.

Question 9:
Give an example of a life event which is likely to be stressful. Suggest reasons why it is likely to cause different degrees of stress to the person experiencing it.
Answer:
Changes, both big and small, sudden and gradual affect our life from the moment we are born. We learn to cope with small, everyday changes but major life events can be stressful because they disturb our routine and cause upheaval. If several of these life events that are planned (e.g. moving into a new house) or unpredicted (e.g. break-up of a long-term relationship) occur within a short period of time, we find it difficult to cope with them and will be more prone to the symptoms of stress.

Unexpected accidents or trauma or the death of close family members are examples of life events which are very stressful for the members, relatives of the family and friends. The impact of most life events varies from person to person. Factors such as the age at which the event was first experienced, frequency of occurrence, duration of the stressful event and social support are the reasons which is likely to cause different degrees of stress to the person experiencing it.

Question 10:
Given what you know about coping strategies, what suggestions would you give to your friends to avoid stress in their everyday lives.
Answer:
Coping is a dynamic situation-specific reaction to stress. It is a set of concrete responses to stressful situations or events that are intended to resolve the problem and reduce stress. I would suggest my friends to adopt problem-focused strategies and emotion-focused strategies. Both are coping strategies which can be used to handle stressful situations.

Problem-focused strategies attack the problem itself, with behaviours designed to gain information, to alter the event and to alter beliefs and commitments. They increase the person’s awareness, level of knowledge and range of behavioural and cognitive coping options. They can act to reduce the threat value of the event. For example “I made a plan of action and followed it”.

Emotion-focused strategies call for psychological changes designed primarily to limit the degree of emotional disruption caused by an event, with minimal effort to alter the event itself. For example “I did some things to let it out of my system”. While both problem-focused and emotion-focused coping are necessary when facing stressful situations, research suggests that people generally tend to use the former more often than the latter.

Question 11:
Reflect on the environmental factors that have (a) a positive impact on the being, and (b) a negative effect.
Answer:

  •  Environmental factors that have a positive impact on the being are social and public campaigns, fair governmental policies, plantation of green plants, medical policies etc.
  • Environmental factors that have a negative impact on the being are unavoidable such as air pollution, crowding, noise, heat of the summer, winter cold, etc. Another group are catastrophic events, or disasters such as fire, earthquake, floods, etc.

Question 12:
We know that certain lifestyle factors can cause stress and may lead to diseases like cancer and coronary heart disease, yet we are unable to change our behaviour. Explain why?
Answer:
Stress can lead to an unhealthy lifestyle or health-damaging behaviour. Lifestyle is the overall pattern of decisions and behaviours that determine a person’s health and quality of life. Stressed individuals may be more likely to expose themselves to pathogens which are agents causing physical illness. People who are stressed have poor nutritional habits, sleep less and are likely to engage in other health risk behaviours like smoking and alcohol abuse.

Such health-impairing behaviours develop gradually and are accompanied by pleasant experiences temporarily. However, we tend to ignore their long-term damaging effects and underestimate the risk they pose to our lives. Studies have revealed that health-promoting behaviour like a balanced diet, regular exercise, family support, etc. play an important role in good health.

Adhering to a lifestyle that includes a balanced low-fat diet, regular exercise and continued activity along with positive thinking enhance health and longevity. The modem lifestyle of excesses in eating, drinking and the so-called fast-paced good life has led to the violation of basic principles of health in some of us, as to what we eat think or do with our lives.

Question 13:
What is ‘Eustress’?
Answer:
It is the term used to describe the level of stress that is good for you and is one of a person’s best assets for achieving peak performance and managing a minor crisis. Eustress, however, has the potential of turning into ‘distress’. It is this latter manifestation of stress that causes our body’s wear and tear. Thus, stress can be described as the pattern of responses an organism makes to stimulus event that disturbs the equilibrium and exceeds a person’s ability to cope.

Question 14:
Describe the Nature of Stress.
Answer:
The word stress has its origin in the Latin words ‘strictus’, meaning tight or narrow and ‘stringere’, the verb meaning to tighten. These root words reflect the internal feelings of tightness and constriction of the muscles and breathing reported by many people under stress. Stress is often explained in terms of characteristics of the environment that are disruptive to the individual. Stressors are events that cause our body to give a stress response.

Such events include noise, crowding, a bad relationship, or the daily commuting to school or the office. The reaction to external stressors is called ‘strain’. Stress has come to be associated with both causes as well as effects. However, this view of stress can cause confusion. Hans Selye,-the father of modem stress research, defined stress as “the nonspecific response of the body to any demand” that is, regardless of the cause of the threat, the individual will respond with the same physiological pattern of reactions.

Many researchers do not agree with this definition as they feel that the stress response is not nearly as general and nonspecific as Selye suggests. Different stressors may produce somewhat different patterns of stress reaction and different individuals may have different characteristic modes of response. You may recall the case of an opening batsman mentioned earlier.

Each one of us will see the situation through our own eyes and it is our perception of the demands, and our ability to meet them, which will determine whether we are feeling ‘stressed’ or not. Stress is not a factor that resides in the individual or the environment, instead, it is embedded in an ongoing process that involves individuals transacting with their social and cultural environments, making appraisals of those encounters and attempting to cope with the issues that arise.

Stress is a dynamic mental/cognitive state. It is a disruption in homeostasis or an imbalance that gives rise to a requirement for the resolution of that imbalance or restoration of homeostasis. The perception of stress is dependent upon the individual’s cognitive appraisal of events and the resources available to deal with them.

Question 15:
Explain the stress process of Lazarus.
Answer:
The stress process is based on the cognitive theory of stress propounded by Lazarus and his colleagues. An individual’s response to a stressful situation largely depends upon the perceived events and how they are interpreted or appraised. Lazarus has distinguished between two types of appraisal, i.e. primary and secondary.
Primary appraisal refers to the perception of a new or changing environment as positive, neutral or negative in its consequences. Negative events are appraised for their possible harm, threat or challenge.

Harm is the assessment of the damage that has already been done by an event. The threat is the assessment of possible future damage that may be brought about by the event. Challenge appraisals are associated with more confident expectations of the ability to cope with the stressful event, the potential to overcome and even profit from the event. When we perceive an event as stressful, we are likely to make a secondary appraisal, which is the assessment of one’s coping abilities and resources and whether they will be sufficient to meet the harm, threat or challenge of the event.

These resources may be mental, physical, personal or social. If one thinks one has a positive attitude, health, skills and social support to deal with the crises she/he will feel less stressed. This two-level appraisal process determines not only our cognitive and behavioural responses but also our emotional and physiological responses to external events. These appraisals are very subjective and will depend on many factors. One factor is. the past experience of dealing with such a stressful condition. If one has handled similar, situations very successfully in the past, they would be less threatening for her/him.

Another factor is whether the stressful event is perceived as controllable, i.e. whether one has mastery or control over a situation. A person who believes that s/he can control the onset of a negative situation, or its adverse consequences, will experience less amount of stress than those who have no such sense of personal control. For example, a sense of self-confidence or efficacy can determine whether the person is likely to appraise the situation as a threat or a challenge. Thus, the experience and outcome of a stressor may vary from individual to individual.

Stress includes all those environmental and personal events, which challenge or threaten the well-being of a person. These stressors can be external, such as environmental (noise, air pollution), social (break-up with a friend, loneliness) or psychological (conflict, frustration) within the individual. Very often, these stressors result in a variety of stress reactions, which may be physiological, behavioural, emotional and cognitive. At the physiological level, arousal plays a key role in stress-related behaviours. The hypothalamus initiates action along two pathways.

The first pathway involves the autonomic nervous system. The adrenal gland releases a large amount of catecholamines (epinephrine and norepinephrine) into the bloodstream. This leads to physiological changes seen in the fight-or-flight response. The second pathway involves the pituitary gland, which secretes the corticosteroid (cortisol) which provides energy. The emotional reactions to the experience of stress include negative emotions such as fear, anxiety, embarrassment, anger, depression or even denial.

The behavioural responses are virtually limitless, depending on the nature of the stressful event. Confrontative action against the stressor (fight) or withdrawal from the threatening event (flight) are two general categories of behavioural responses. Cognitive responses include beliefs about the harm or threat an event poses and beliefs about its causes or controllability. These include responses such as the inability to concentrate and intrusive, repetitive or morbid thoughts.

As indicated in Figure 3.2, the stresses which people experience also vary in terms of intensity (low intensity vs. high intensity), duration (short-term vs. long-term), complexity ( less complex vs. more complex) and predictability (unexpected vs. predictable). The outcome of stress depends on the position of a particularly stressful experience along these dimensions. Usually, more intense, prolonged or chronic, complex and unanticipated stresses have more negative consequences than have less intense, short-term, less complex and expected stresses.

An individual’s experiences of stress depend on the physiological strength of that person. Thus, individuals with poor physical health and weak constitution would be more vulnerable than would be those who enjoy good health and a strong constitution. Psychological characteristics like mental health, temperament and self-concept are relevant to the experience of stress.

The cultural context in which we live determines the meaning of any event and defines the nature of the response that is expected under various conditions.  Finally, the stress experience will be determined by the resources of the person, such as money, social skills, coping style, support networks, etc; All these factors determine the appraisal of a given stressful situation.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 2 Indian Social Structure Long Answer Questions Part-2.

CHSE Odisha 12th Class Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Discuss various factors affecting the caste system.
(Or)
What are the causes responsible for the disintegration of the caste- system?
Answer:
The caste system, under the impact of certain powerful factors, is undergoing drastic changes in modem India. Under the impact of all these powerful forces, wide cracks have already appeared in the walls of the citadel of caste in India. The major factors which are responsible for such changes in the system are

  • Modem education
  • Industrialization
  • Urbanization
  • Modem means of transportation
  • Increase in importance of wealth
  • New social movements
  • Political changes
  • The new legal system and
  • The Indian constitution.

Modern education:
Modem education has played a major role in undermining the importance of caste in Indian social life. Modem education is secular in nature. So it is on one hand based on such democratic values like equality, liberty and fraternity, on the other hand, it is based on such scientific values like reason and observation. Modem education is also very much indifferent to religion.

With the spread of modem education beliefs like the divine origin of caste. Karma and Karma fala are growing weaker and weaker in the minds of people with the influence of democratic values like equality, Modem man finds it difficult to accept the principle of inherited inequality on which the entire structure of the caste system is based.

In modem educational institutions children of different castes sit side by side in the same classroom, as a result, the feeling of untouchability do not find scope to develop in the minds of children. Modem co-educational institutions also encourage inter-caste marriages based on love, among educated young men and women. Thus, Modem education acts as a very powerful force against caste in India.

Industrialization :
The effects of industrialization is very much disastrous on the caste- system. Occupational castes cannot survive in the face of large-scale industrialization. For example, the members of the weaving castes are finding it extremely difficult to follow their traditional caste occupations. Because it is not possible for them to compete with the textile mills in the open markets.

The caste system is based on the rural economy. The tradition of the following caste- occupation gradually crumbled down. The members of all castes are interested and getting employment in modem factories. In a factory people of different castes work together. A Brahmin who works by the side of an un-touchable cannot avoid his touch. So the idea of pollution by touch is losing its ground gradually in an industrial setting.

Urbanisation:
Urbanisation, which invariably follows industrialization, has also made it impossible to practice caste- restrictions. Under urban conditions of life, the idea of pollution by the touch of a shadow cannot be translated into action. Because it is impossible on one’s part to restrict himself in a dining place, in a hotel, in a shopping centre etc.

Modern means of transportation:
Geographical isolation was a favourable condition for the creation and continuation of the caste- system in India. But modem means of transportation have increased spatial mobility of the people and thereby put an end to geographical isolation. Again while travelling in a bus, train or tram, it is impossible to observe caste rules regarding food, drink and social intercourse.

Increase in importance of wealth:
In the present age, wealth is replacing birth as the basis of social prestige. Hence, caste, which is based on birth, is no longer the basis of social status. In modem society, a rich Shudra is getting more prestige than a poor Brahmin. Hence people while choosing their occupations, give more consideration to income than to occupation.

New social movements:
A number of movements were launched in the past against the caste system. The social movements started by Raja Rammohan Roy, and Dayananda Saraswati could influence the intelligence of the country against the caste- system and other evils of Hindu society.

Political Changes:
One of the main aims of the Indian national freedom movement was to abolish all discrimination particularly the caste- a system in Indian society. This movement created a strong public opinion against the caste- system in India. Hence, when India got independence, a democratic form of society abolished all discriminatory practices based on caste, creed, sex, etc. Secondly, ideologies like communism, which is based on the principle of a classless society, have also become popular in India. New groups based on class interests rather than caste interests have emerged in the country.

New legal system:
The new legal system has also played a vital role against the caste- system, as a result, the age-old legal discrimination against the lower castes has been removed. Under the new system, the principle of equality before law has firmly been instituted in legal proceedings. Again with the establishment of judicial courts, the caste, panchayats have lost their power to punish the culprits and enforce the caste rules. Besides a number of acts like. The untouchability Offences Act of 1995 and the Hindu Marriage Act of 1955 have been passed, which prove too disastrous to the caste system.

The Indian Constitution:
Our constitution is taking strong steps against the very existence of caste in India Para 15(2) of the constitution which declares all citizens as equal, directly attacks the Hindu social order based on the caste system. It is clear from the above discussion that due to the influence of the above factors the caste- system has been changing in India. But it would be a gross mistake to think that the caste- system has completely disappeared from the Indian scene.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 2.
Discuss recent changes in the institution of caste.
(Or)
Discuss the changing aspects of the caste system in Indian Society.
(Or)
“Caste has never maintained its traditional forms” – justify the system.
Answer:
As a consequence of the impact of a number of factors like industrialization, urbanization, modem education, development in modem means of transportation, new social movements, the new legal system, an increase in the importance of wealth, political changes and the constitutional provisions, there have been a number of changes in the caste system. As a result, caste has never maintained its traditional forms.
The changes in the caste systems are –

  • The decline in the supremacy of the Brahmin.
  • Changes in status structure.
  • Development in the socio-economic conditions of the Harijans.
  • Changes in the functions of caste.
  • Changes in rules regarding marriage.
  • Change in restrictions on food, drink and social intercourse.
  • Changes in restrictions regarding the choice of occupations.
  • Changes in the ideas regarding the doctrine of karma.

The decline in the supremacy of the Brahmin:
Under the caste system, the Brahmin occupied the highest position. The whole system revolved around the prestige of the Brahmin. But today he does not enjoy the same high and dominant social position. For example, in the past, the Brahmin is only allowed to read Vedas, Epics etc. But now other lower caste people are enjoying the position of Brahmin.

Changes in the status structure:
Traditionally caste society was a closed and rigid society. Each caste had its own traditional status in the hierarchy of castes, which was more or less permanently fixed. Besides, every caste had its own style of life, followed exclusively by its members.

It was these differences in the styles of life that made the people of different castes appear distinct from one another. But at present people of lower castes are adopting the lifestyles of higher castes and claiming and actually achieving higher status in society. This process which Srinivas refers as Sanskritization.

Development in the socio-economic conditions of the Harijans:
Thirdly, as a result of the governmental policy of protective discrimination, the socio-economic condition of the Harijans has been considerably improved. As a result, the downtrodden people of the society namely the Harijans have been able to get higher status.

Changes in the functions of caste:
In the fourth place, there are changes in the functions of castes. For example, in a caste system, people get status according to their caste. So the caste system was the determinant of one’s status. But under the changed conditions of modem society, birth is no longer regarded as the basis of social prestige. Today wealth and achievement have replaced birth as the basis of social status. Asa result caste has lost its traditional function of determining the status of an individual in society.

Changes in the rules regarding marriage :
The other important change in the caste- system is marriage. Under the caste system, there were strict rules regulating the choice of mates. Every caste and sub-caste was an endogamous group, each caste was not allowed to marry outside one’s own caste. But nowadays inter-caste marriages are more prevalent in society. The Special Marriage Act and Hindu Marriage Act have removed all the restrictions and declared inter-caste marriage as legally valid.

Changes in restrictions on food, drink and social intercourse:
Sixthly, there are changes in the ideas of pollution and other restrictions on food, drink etc. The higher caste people i.e. Brahmin do not take food and drink from lower caste people. Similarly, if a lower caste people touch a higher caste then the higher caste people got polluted. So there were very many restrictions. But. today these rules have lost their significance in Hindu society.

Changes in restriction regarding the choice of occupation:
In the caste system choice of occupation was not free. Each caste had its own traditional occupation, which its members had invariably to follow. But now- a -days people follow occupations which are not their own caste’s occupation. Nowadays those occupations which arc profitable are followed by people irrespective of their caste. Now a Brahmin works in a leather factory whereas a Shudra is accompanied By a teaching profession, which in traditional society could not be imagined.

Changes in the ideas regarding the doctrine of Karma:
The family caste system has lost its grip on the minds of the people. People have begun to doubt the validity of the caste system. Now, they do not believe in the theory of Karma, or the doctrine of Karma, Karmafala etc. So also they do not believe that the caste system is a divinely ordained institution.

BSE Odisha

Question 3.
Do you think that the caste system is disappearing from India? Give reasons in support of your opinion.
(Or)
Discuss the present trends and future of the caste system.
Answer:
In India, we find a unique system of social stratification based on birth, the like of which is not found elsewhere in the whole world. This system is known as the ‘caste- system’ and divides Indian society into several groups. This caste system transforms into casteism in the evil hand. It has contributed a number of functions to its credit and is also not devoid of dysfunctions.

The caste system serves as a device of the division of labour in society. It integrates society and also brings stability to society. In a traditional way, it determines the status of the individual and it also guides the individual behaviour. The age-old system, i.e. caste system, under the impact of certain powerful factors is undergoing drastic changes in modem India.

At the same time it is right to say that due to modem education, industrialization, urbanization, development in the means of transportation, increase in the importance of wealth, political changes and the new legal system some changes have taken place in the caste- system. As a result, wide cracks have already appeared in the walls of the citadel of caste in India.

Encouraged by the visible changes in the system, some students of the institution have come to believe that the caste system is soon going to dis- integrate in India. But scholars like Prof. Ghurye and Prof. Srinivas do not agree with this view. They on the contrary assert that caste in modem India is becoming stronger and will continue to exist for some time to come.

Dr Ghurye, says that caste will continue to exist in India for some time due to certain factors that are active today in the country. He says that while democracy weakens caste, the method of elections at present strengthens the caste system. As the governmental machinery in a democracy is run by the elected representatives of the people, elections in India have become imperative.

But unfortunately, in this country elections are fought and won on the basis of caste. Candidates contesting elections seek support from their caste fellows by drumming the cause of casteism. These leaders maintain casteism even after the elections by showing special treatment to their caste members. Even political parties are not free from ‘caste politics’.

Political parties in India sponsor candidates having a social base, which is nothing but the numerical strength of the caste of a candidate in the constituency. Thus elections have actually encouraged casteism in India. So caste has assumed political functions and has become stronger today. Dr Ghuiye also says another factor encouraging caste in India, is the special constitutional protection accorded to the scheduled and other backward castes.

The Indian constitution makes special provisions for the protection of these castes in the form of reservations in the central and state legislative government services. In addition, it directs the government to provide many other facilities to them. These constitutional provisions have created casteism among the people of these castes.

Prof. M.N. Srinivas holds that the establishment of a national government for the whole country, the political boundaries of the small independent states, that hitherto acted as barriers and prevented the members of a caste, spread over a large- part of the country, from uniting have disappeared. As a consequence castes especially the larger ones have found it easier to organize themselves on an unprecedented scale.

Hence castes in modem India have become more organized and stronger.  Secondly, modem developments in the means of transportation and communication are regarded by him as another potent factor in strengthening caste in India. He is of the opinion that modem means of transportation and communication such as the railways, buses, printing press, postal services, newspapers etc. have enabled the members of castes, scattered all over the country, to come together and discuss problems concerning the interests of their own castes and organize more effectively into large caste associations.

As such, in modem India, castes have actually become more effective and stronger. Besides, no accurate predictions can be made about the future of the caste system in India. Therefore many thinkers would like to be non-committal about its future. But there are scholars like Prof, Srinivas, who believe, that caste is so an organic part of Hindu society and Hindu social organization that it is difficult to conceive of Hindu society without it.

There are other scholars like Prof. Ghurye, who think that caste has outlived its usefulness and therefore it should go. They also believe that Hindu society will sooner or later, be got rid of caste. In modem day, there are already some important changes in the salient features of the system like marriage, occupation, styles of life etc. brought about by forces discussed before.

But at the same time, there are equality powerful factors like the method of elections, protection of the scheduled and other backward castes etc. which encouraged casteism. From the above analysis, it may be said that some more changes will certainly take place in the system. But it is wrong to believe that the system. But it is wrong to believe that the system will altogether be eliminated from Indian social science. It may assume new forms and perform new functions in the changed conditions of modem society.

Question 4.
What do you mean by class? Write an essay regarding the emergence of the class- system in Indian society.
Answer:
If the caste system is found to be unique to India, the class- system is universal in nature. ‘ Social class’ is a principal type of social stratification found especially in the modem civilized countries. Sometimes the word ‘class’ is used to represent groups of professors, artists, engineers, doctors, students etc. The word ‘class’ is also used to refer to the quality of things whether good, better, best and so on.

But the concept of ‘social class’ is more used in sociology representing a kind of social stratification than anything else.  P. Gisbert says “A social class is a category or a permanently determines their relation to other groups.” Ogburn and Nimkoff say that “A Social class is the aggregate of persons having essentially the same social status in a given society.

Maclver and Page define “A social is any portion of the community marked off from the rest by social status”. A social class is understood mainly in two different ways. Firstly, there is the Marxian conception of class. The Marxists define a class in terms of its relation to the means of production. According to them, a class is determined by its possession of such objective, usually economic criteria like wealth, occupation and income.

Secondly, there are thinkers like Maclver, who view class as a status group. But there are also other sociologists like Max Weber who tried to reconcile these two divergent approaches to class in their studies of modem social organization.

Characteristics of social class:

  • A social class is essentially a status group.
  • Status in the case of the class system is achieved and not ascribed. Birth is not the criterion of status. The achievement of an individual mostly decides his status.
  • Class is almost a universal phenomenon which appears in all the modem complex societies of the world.
  • A social class is not transitory nor unstable like a crowd or a mob. It is relatively a stable group.
  • There is a feeling of equality in relation to members of one’s own class. Individuals belonging to the same social class are expected to maintain a similar standard of life.
  • There is a feeling of inferiority and superiority in the social hierarchy.
  • The class system is associated with class consciousness, Class consciousness is the sentiment that characterises the relations of men towards the members of their own and other classes.

The emergence of class, as we understand them today, is the direct result of British rule in India. The British in India established a new social economy and a new administrative system. It also introduced modem education and industrialization. These forces give rise to new social classes in Indian society. The British introduced drastic changes in the economy through legislation.

Firstly, private property in the form of Zamindari and Ryotwari systems was recognized and as a result of two classes, namely the zamindars and the peasants came into being. Secondly right to lease, the land created the tenants and sub-tenants. Finally, the right to purchase and sell the land and the right to hire and employ labour on land created conditions for the emergence of such classes as absentee landlords and the agricultural proletariat.

Under the agrarian economic system there developed new classes of intermediaries like money lenders, absentee landlords and merchants. However, it is not to say that merchants and money lenders did not exist in pre-British India They did exist but their position and function in the old economy were fundamentally different. After Independence, the agrarian class structure has undergone radical changes due to the abolition of the zamindari system, ceilings on land holdings, tenancy reforms etc.

As a consequence, the agrarian class structure, at present, consists of two principal classes namely land owners and agricultural labourers.
Under British rule production in India became more and more for the market. The internal market expanded and got linked up with the world market Thus, the class of commercial bourgeoisie came into being.

A large class of merchants grew who were primarily engaged in the import and export of goods from and into India. The new commercial class purchased the agricultural and industrial goods produced in India and sold them in both Indian and world markets. The profits and savings made by the trading class zamindars and wealthy members of professional classes served as the capital for the growth of Indian-owned industries like textile, mining etc.

With the growth of industries, the bourgeoisie and proletariat came into existence. There also grew professional classes comprising lawyers, doctors, teachers, managers, engineers, technologists, and journalists in response to the needs of the new society. In addition to the above-mentioned classes, another class of petty traders and shopkeepers also developed in every town and city.

Along with these new classes, some old classes like the village artisans and urban handicraftsmen also survived and existed side by side in India. C.H. Cooley opines that three principal conditions favour the growth of social classes. They are:-

Marked differences in the constituent parts of the population:
When the population is composed of different races, this racial heterogeneity facilitates the growth of social classes. Little communication and enlightenment: Lack of inter-communication among the people also favours the growth of social distances increase.

A slow rate of social change:
Perhaps the slow rate of society is the principal factor favouring the growth of social classes. When society does not change and condition remains much the same from generation, social classes develop. The Indian society remained static for about three thousand years with the result that untouchables were not permitted to use public wells or enter temples.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 5.
Distinguish between ‘Caste and Class’.
(Or)
Both ‘Caste’ and “Class’ co-exist in Indian society – Justify the statement.
Answer:
There are a number of points which have so far remained unclarified in regard to the nature of caste and class in India. Caste and class are polar opposites. Caste is being replaced by class; caste is a rural phenomenon whereas clan is found in urban industrial settings. Caste is an ascriptive system and class is based on the achievement principle.

Caste is a closed system and does not allow mobility for its members, whereas class is an open system and allows mobility for its members, India has/had a caste system, hence a ‘caste model’ for studying Indian society and the west has/had classes. Hence a ‘class model’ for studying western societies – is some of the familiar misconceived notions about caste and class in India.

However, these notions are rooted in the historicity of Indian society and its culture including British and post-independence academic colonialism. Battelle does not offer a ‘class analysis’ of Indian society as an alternative to the ‘caste – model’, In fact, he suggests a sort of modification of the caste model by putting an emphasis on the study of economic and political activities of inter-caste relations.

However, he points out that it could be wrong to consider India as a ‘caste society and the united states as a ‘class society and Europe as a ‘caste society. Bettie takes a clue from Leach, Bailey and Dumont who have offered a ‘caste- model’ of Indian society. The essence of the views of Leach, Bailey and Dumont is that caste is a non-competitive system, the castes are non-antagonistic strata.

Competition refers to class and cooperation refers to caste. This is really a very erroneous view about both class and caste and more so about the understanding of caste, in India. Bailey refers to caste groups which cooperate and do not compete. But western scholars including Leach look at the caste system from the viewpoint of class in western societies.

Leach finds competition within the ‘dominant caste’ and not between the dominant caste and other castes. Ketkar mentions hereditary membership and endogamy as the most striking features of the caste, system in India. Funeral, Hutton and Sherring observe that the caste system is ‘functional’ for Indian society. Ghurye refers to six features of the caste system and upholds the endogamy of its essence.

Other students of Indian society have also provided a view that either refers to the uniqueness of the caste system or they have viewed it from the viewpoint of their own society. Marx related to Asiatic mode of production to the stability of the caste system in India. H.J.S. Maine referred to caste as an example of a non-contractual4 status society’ Senate.

Hocart and Dumont have emphasized ritual Criteria and pollution Purity as the basis of Hindu society. Weber considered caste as a system of status groups based on the other world by doctrines of Hinduism.  At the same time scholars of the west glorified the class system with a view to establishing the superiority of western society and culture, Class was considered an open system, the individual was given freedom of movement under the system and achievement was the essence of the system.

In contrast to caste system was a closed system, the individual could not move up the hierarchy and it was a system based on aspiration. Caste and class were polar opposites. Caste was considered a feature of an archaic society like India and class was considered a characteristic feature of the industrially advanced achievement based on western society.

This clearly shows that western scholars mainly the American and the British tried to establish their hegemony by academic propaganda. Maclver and Page do not define class strictly in the economic sense. They refer to status’ as the basis of what they call the social class”. T.H. Marshall. T. Parsons, K. Davis and W. Moore. T.B. Bottomore and Richard centres decline class either in terms of status or in psychological terms.

The perfect example of the definitions of caste cis-a-vis class is found in India and class is a feature of the western world. Berreman recently published essay which has been written over a period of two decades emphasises that ‘caste-based’ inequalities in India are not different from race-based inequalities in the United States of America. Gough has been highlighting the class basis of the caste system in India.

N.K. Byse refers to the class genesis of the caste structure in Bengal. Changes from caste to class are noted by Mishra, Beteille, Miller and Kolenda. A class analysis of Indian society in general and the caste system and village community, in particular, is found in A.R. Desai’s edited work on rural sociology. D. Souza decisively concludes that class is replacing caste and the individual is replacing the group.

Beteille realized that caste alone is not the totality of social stratification and that caste is not being replaced by class. Class in India is generally seen as a consequence of a change in the caste system and not as a concomitant and co-existent system separate from caste. Dube and Singh both realize that the concepts of caste and class have been basically Western and therefore ignore the historicity of Indian society in their formulations.

Caste has been taken as synonymous with the social formation of Indian society and therefore class is treated as an alternative system to caste. However the fact is that neither does caste refer to the totality of social formations nor is class the polar opposite of caste, caste and class; caste, class and power, caste, religion and power and caste, class and politics do not provide a corrective to the caste alone approach.

These studies are rooted in the falsity of the western dichotomy of tradition and modernity and the trilogy of class, status and party. They do not incorporate the existence of Indian society into the concepts of caste, class and power etc. Hence they are inadequate in rescuing us from these aline concepts and theories. Class in India has existed along with caste and power.

Caste incorporates class and class incorporates caste in the Indian context. ‘Neither the ‘caste alone’ view nor the class alone’ perspective will help in a proper and fuller understanding of Indian society. Castes have been functioning as classes for all practical considerations. The Varna and the Jajmani system can be explained in terms of class relations.

The main classes today in India are – the agrarian classes, the industrial classes, the business and the mercantile classes and the professional classes. Industrial, business and professional classes characterize urban India and land owners, tenants, and agricultural labourers are found in the countryside.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 6.
What is a joint family? Discuss its characteristics.
Answer:
An Indian family is based upon the sanctity of domestic life and value commitments which make it intimate, personal and durable Family for an Indian is a sacred institution in which the interrelationship between husband and wife, father and son. brother and sister is booked by religious and spiritualists consideration notify more annexations of consanguinity. Thus, the family bond, the sense of duties and obligations toward each other continues even for generations together.

As such, an Indian family, more particularly a Hindu family becomes large, extended and of the type described as joint. Thus, now it is very much clear that a joint family is a large group of the members of two or more generations having a common ancestry, common – property, common culture, and common household, playing, different roles of father, mother, son, daughter, brother and sister and contributing towards the betterment of family as a whole.

Characteristics of a joint family:

Large size:
The members of two or more generations constitute a joint family. As Jolly puts it, not only do parents and children brothers and step-brothers live on the common property but it may sometimes, include ascendants, descendants and collaterally up to many generations. Hence, it is quite natural that the size of a joint family becomes large in comparison to a nuclear family in which a man lives his immediate family consisting of only his wife and children.

Joint property:
Another feature of a joint family is that all the members hold the property in common. Everyone works according to his capacity and brings the earnings to home. Mostly the economy of a family is based on agriculture. The adult members cultivate their inherited property. Whatever property is bought or sold, is added or subtracted from the common property of the family. The head of the family, generally known as ‘Karta’ manages the entire socio-economic affairs like a trustee.

Common Residence and Joint Kitchen:
All the members of a joint family generally live under one roof. The entire house is divided into many small rooms for the use of different brothers. Sometimes separate rooms are also constructed for grown-up children depending on the resources and condition of the family. All these members take their food cooked in one kitchen. Mostly there is a common arrangement for joint living and common dining.

Common rituals and ceremonies:
Every joint family has its own rites and rituals in accordance with caste norms and religious obligations. All the members participate in such common rites and rituals. Each family has its own ‘kula devata’ (family deity) which is worshipped by all the members.

Socialist system:
Functionally, the joint family is a sort of cooperative enterprise based on secularistic norms. Everyone works for the benefit of the family as a whole. The rights and privileges are distributed equally among all the members. Each member contributes according to his capacity and gets according to his necessity. The responsibility of children old am unable members are shared by all.

Mutual obligations:
In a joint family all the members, due to their common ancestry feel mutually obliged to each other. No one works against the interest of the other. Everyone is interested in the welfare of all the members of his family. A mutual understanding, co-operative spirit, and give-and-take informal relationship bind all the members together.

The ‘Karta’ as the authority:
The Karta or the head of the family acts as the formal authority in all the affairs of the family. Generally, the ‘Karta’ is the eldest male member. All the earning members keep their earnings with him and the entire property is kept under his control. All the family celebrations like marriage, birth and death anniversary are held under his direction and guidance. The disputes and dissatisfaction among the members are settled by him. All the members remain obliged to him and his decision stands final in all matters.

Question 7.
Define joint family and discuss its functions.
Answer:
A joint family is a large social group in which the father, mother, their children, uncle, aunt, grandfather and grandmother live together. According to Dr Iravati Karve, “A joint family is a group of people who generally live under one roof who eat food cooked at one hearth, who hold property in common and who participate in common worship and are related to each other as some particular type of kindred.” According to D.G Mandelbaum, ‘Joint family consists of typically’ of a set of men related to each other as father and sons are brothers and live together with their wives and children.

Functions of joint family:
Following are the functions of the joint family

Social control:
Social control is the function of a joint family. In a joint family, the relations between the members are direct, intimate and personal. The social relationship of a joint family acts as an important means of social control of the parents and other elder members 6f the family. In a joint family the leaders have direct control of the activities of the members.

Socialisation:
A joint family plays a very important role in the socialisation process of the child. If fosters good qualities among its members. In a joint family, children learn social adjustment and other social virtues, like obedience, self-discipline, love, cooperation, self-sacrifice, self-confidence and patience. The youngsters always have a sense of respect for the elders in a joint family.

Development of personality:
It is one of the important functions of a joint family which work in close collaboration with each other. All the members sacrifice themselves for the sake of the family. In a joint family, the children can be brought up and regarded properly by the family members. All these lead to the development of the personality of the members.

Economic functions:
A joint family also performs some economic functions. It acts as both productions as well as consumption unit. A joint family fulfils all the economic needs on the principle of joint ownership of land. It saves land from being fragmented into small and economic holdings. All earnings in a joint family are pooled into a common fund, and every member gets an almost equal share irrespective of his income. In a joint family cooking and household, purchases are done jointly resulting in considerable savings.

Educational function:
A joint family imparts education to the members. It is from the family that children learn the first letter under the affectionate guidance of either parent and other members. A joint family provides vocational education of its members. All the social virtues of children are developed by members of the family regarded as the first school of children.

Division of labour:
A joint family system creates a division of labour among the members. Every member in a joint family is as signed with work according to his ability and none is overburdened.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 8.
Discuss the merits and demerits of a joint family.
Answer:
A joint family is a group of people who generally live under one roof, eat food cooked at one hearth, hold property in common, participate in common worship and are related as some particular type of kindred.

Merits of joint family:

Economic merits:
From an economic point of view, joint family system has many advantages. It creates obstacles for subdivision and fragmentation of landed property. That means it prevents family property from being divided due to indivisibility and non-fragmentation of family property. Economic production increases considerably. In a joint family, all the members work together in the family property.

Division of labour:
The joint family system is based on the principle of division of labour. Every member of the family is provided work in accordance with his ability and capacity. For example, in joint families, women look after domestic affairs and care of children whereas men work in the fields. Similarly, in farming season all the members collectively work according to their abilities.

Protection of members:
Our late Prime Minister Pundit Jawaharlal Nehru had said that the joint family system is insurance for the family members which provides a guarantee of protection to those who are physically and mentally weak. It provides social security to those members who are sick, old, invalid, destitute, infirm and instance.

Cradle of social virtues:
A joint family is a storehouse of social virtues or good qualities like love, cooperation, affection, sympathy, sacrifice, tolerance, honesty, obedience, discipline, a broad spirit of selfless service generality, self-control, and mindlessness, for one among its members. These qualities are very essential for every individual in society. Joint family has checked the undesirable and anti-social tendencies of these youth through the care of elders. Thus, a joint family is a cradle of social virtues.

Means of Recreation:
A joint family is one of the best means of recreation. It creates friendly and stimulating taking of the children, mother’s love, love between brothers and sister and the like for the entertainment of the members. Joint family has formed many recreation and cultural institutions. At the time of the fifth, marriage and death, the joint family arranges many cultural functions. The joint family actually takes over the role of a club by providing recreation to all the members.

Sense of unity :
A joint family creates a sense of oneness and unity among its members. It is a strong ‘we feeling’ or belongingness among the members of a joint family. All the family members face a crisis collectively. It gives them a sense of security which is necessary for the development of personality.

Economy:
The joint family system is very economic in nature because there is a common residence and a common kitchen. It secures the economy of expenditure. The things consumed in large qualities are purchased at a wholesale rate and are secured as economically secure.

Socialism on wealth:
According to Sir Henry Maine, a joint family is like a cooperating trust where the father acts as its trustee. Every member in a joint family Works according to this necessity. Thus, the joint family achieves the socialistic form according to his needs. The fundamental of a joint family is to provide minimum needs such as food, clothing and shelter to every member.

Demerits of joint family:
In spite of the above merits, the joint family system has certain demerits also. The following are the main demerits of a joint family.

Hindrance to the development of personality:
The main demerit of a joint family is the hindrance to the development of the personality of its members. In the joint family, the head is the absolute ruler.He directly controls the behaviour of all the members. He regards them as children though they have turned adulthood. The head is the sole authority to take any decision in the family affairs. The members are not permitted to express their views independently or against the supreme administration of the head nor they can disobey the rules and regulations of the family when framed by the head.

Miserable conditions of women:
The miserable condition of women is yet another disadvantage of the joint family system. In a joint family, women are generally known as neglected and backward persons because they do not get any opportunity to develop their personalities. They are confirmed within the four walls of the house and deserve the entire family like slaves.

The women can neither talk nor express their views independently particularly. In a joint family, the condition of the daughter-in-law is very miserable. They are often ill-treated by their mother-in-law and sister-in-law. Some of them even commit suicide due to intolerable and unendurable oppression and suffering hence the condition of women is very pitiable in the joint family.

Increase of Idleness:
The point family system encourages idleness. All the members of a joint family are sure of economic security. lt is because whether a member works or not, a joint family provides minimum economic needs such as food, clothing and shelter to all members. Therefore, some members do not work for the progress of the family due to this facility. As a result of this laziness of the member’s increases. It hinders the economic prosperity of the family. Thus, a joint family acts as a centre of idleness.

Centre of quarrels:
A joint family is generally known as a centre of the conflict. It is a hotbed of quarrels and bickering, especially among female members. Due to their selfishness and jealous nature the mother-in-law, the sister-in-law and the daughter-in-law create conflict with each other frequently. The activities of children create tension in the family daily disputes and conflict make the family a bed for its members.

Lack of privacy:
In a joint family, there is a lack of sufficient accommodation for its members Newly married couples face great difficulty in a joint family. They do not discuss the- problems in the presence of their elders. The wife cannot meet her husband in a daytime. It imposes certain restrictions upon husband and wife by which they cannot enjoy their marital life fully. Due to these restrictions, they do not have the opportunity to develop their personality.

Uncontrolled reproduction:
A joint family is the centre of uncontrolled reproduction. The responsibility to bring up children and educate them is shared in a joint family. Therefore, no members brothers about the number of children he should produce. In a joint family, the individual does not feel the responsibility of individual members. Thus, uncontrolled reproduction is a serious demerit of disadvantaged or a joint families and it leads to poverty.

Hindrance to social change :
Joint family acts as a great obstacle to social change. The members are more conservative and they do not accept any change of society easily. They strictly follow the old traditional custom, folkways and modes in that way it hinders social change. The members of the joint family do not avoid old culture and values as a result of which new scientific inventions and discoveries are retarded.

Hindrances to economic progress:
A joint family hinders the economic progress of society because those who work hard are not properly rewarded. There is always satisfaction among the earning members. The wives of the earning members instigate their husbands not to manage the family and work in proportion to what they get from the family. It checks and hinders the economic progress of the family.

Social problems:
Lastly, a joint family disorganises society by creating social problems. Actually, the joint family is a solid place for social problems. Firstly, uncontrolled reproduction it increases the population of a country. Secondly, the joint family does not take proper care of the children. As a result of which children become juvenile delinquents in joint families. Thirdly, it increases the unemployment problem due to a lack of education and proper training.

Fourthly, on the basis of the dowry system, it leads to survival and bride-burning among young women. Fifthly, due to family quarrels, joint family increases divorce among the members. Lastly, it does not control its members directly. As a consequence, they indulge in various antisocial works. Owing to these reasons, the joint family system violates the peaceful atmosphere of society.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 9.
Describe the recent changes in a joint family.
Answer:
Changes in social conditions led to changes in social institutions. A joint family which was once upon a time created in response to certain needs of man is now undergoing a large number of changes. These changes in the institution of the joint family were due to the influence of a large number of factors like the influence of western culture, legislation, enlightenment of women, modem education, economic freedom, industrialisation, overpopulation etc.

Thus, as a result of the impact of the above-mentioned some changes in the joint family structure; features and have become inevitable. These changes are as follows. The first change in the institution related to the common residence. Nowadays members of a joint family are no more living in a common residence but still, but live in a joint family.

In spite of living under one roof, they also remain as a member of a joint family. The second kind of change is related to a common kitchen. Because of industrialisation and urbanisation members of joint families are living in far-off places as they are working in different places. Hence, in spite of their separate kitchens they still also remain in a joint family.

Thirdly, there is also a change in the concept of common worship. Members of joint family are no more gathering in everyday morning and evening, for worship. They are only coming together at the time of common festivals. Fourthly, change is also occurring in the large size of joint families. Joint family has ceased to be very large in size. It does not have more generation depth, than before.

Fifthly, a great deal of change is also being noted in the authority of the head or in the rule of the Karta. The eldest male member of the joint family is no more enjoying his previous power. He is no more exercising such absolute power over the members of the joint family. Sixthly, there is a change in the functions of the joint family. The joint family instead of developing good.

Questionuestionuestionuestionualities among its members create jealousy, self- centredness etc.  Now- a – days joint family ceases its role of providing healthy recreation in its members. Even in many places, joint families failed to provide all sorts of social security to their members. Thus, these are the changes found in the institution of a joint family.