English

Discuss the following in pairs or in small groups.“Discipline and a questioning spirit can coexist in an individual.” - English Elective - NCERT

Advertisements
Advertisements

Question

Discuss the following in pairs or in small groups.
“Discipline and a questioning spirit can coexist in an individual.”

Short/Brief Note
Advertisements

Solution

Discipline and a questioning spirit can go together. There is no inherent conflict between the two. If somebody is disciplined then one will have questioning spirit in a disciplined manner. Every discipline is with an objective. Discipline is not for discipline's sake. So, if one seeks to understand the fundamentals of a discipline there is no harm.

Another perspective

Discipline and questioning spirit cannot coexist. One cannot stick to any discipline if one does not take for granted the basic assumptions of a discipline. For example, one cannot follow and apply the principles of an art form if one keeps on questioning. Both cannot go together. Some sort of surrendering of the questioning spirit is required to be disciplined.

shaalaa.com
Reading Skills
  Is there an error in this question or solution?
Chapter 3.7: Bridges - Talking about the text [Page 197]

APPEARS IN

NCERT English (Elective) - Woven Words
Chapter 3.7 Bridges
Talking about the text | Q 2 | Page 197

RELATED QUESTIONS

Attempt a character sketch of Otto Frank, Anne's father.


Read the passage carefully.

1. I remember my childhood as being generally happy and can recall experiencing some of the most carefree times of my life. But I can also remember, even more vividly, moments of being deeply frightened. As a child, I was truly terrified of the dark and getting lost. These fears were very real and caused me some extremely uncomfortable moments.

2. Maybe it was the strange way things looked and sounded in my familiar room at night that scared me so much. There was never total darkness, but a street light or passing car lights made clothes hung over a chair take on the shape of an unknown beast. Out of the corner of my eye, I saw curtains move when there was no breeze. A tiny creak in the floor would sound a hundred times louder than in the daylight and my imagination would take over, creating burglars and monsters. Darkness always made me feel helpless. My heart would pound and I would lie very still so that 'the enemy' wouldn't discover me.

3. Another childhood fear of mine was that I would get lost, especially on the way home from school. Every morning, I got on the school bus right near my home ‒ that was no problem. After school, though, when all the buses were lined up along the curve, I was terrified that I would get on the wrong one and be taken to some unfamiliar neighbourhood. I would scan the bus for the faces of my friends, make sure that the bus driver was the same one that had been there in the morning, and even then ask the others over and over again to be sure I was in the right bus. On school or family trips to an amusement park or a museum, I wouldn't  let the leaders out of my sight. And of course, I was never very adventurous when it came to taking walks or hikes because I would go only where I was sure I would never get lost.

4. Perhaps, one of the worst fears I had as a child was that of not being liked or accepted by others. First of all, I was quite shy. Secondly, I worried constantly about my looks, thinking people wouldn't like me because I was too fat or wore braces. I tried to wear 'the right clothes' and had intense arguments with my mother over the importance of wearing flats instead of saddled shoes to school. Being popular was very important to me then and the fear of not being liked was a powerful one.

5. One of the processes of evolving from a child to an adult is  being able to recognise and overcome our fears. I have learnt that darkness does not have to take on a life of its own, that others can help me when I am lost and that friendliness and sincerity will encourage people to like me. Understanding the things that scared us as children helps to cope with our lives as adults.

(a) On the basis of your reading of the above passage, make notes using headings and subheadings. Use recognizable abbreviations wherever necessary.

(b) Make a summary of the passage in not more than 80 words using the notes made and also suggest a suitable title.


What role did Mr. Gilman play in Helen Keller's life? (120‒150 words)


Chimps making their own fishing rods is an indication that 


Does the poem talk of an exclusively personal experience or is it fairly universal?


The narrative has many phrases to describe the scenic beauty of the mountainside like: 
A flawless half-moon flated in a perfect blue sky.
Scan the text to locate other such picturesque phrases.


Astrologers' perceptions are based more on hearsay and conjecture than what they learn from the study of the stars. Comment with reference to the story.


Explain the line:
'I seemed to detect in myself a sort of sneaking fellow-feeling for the mummy in the museum, and a desire to swap news with him.


How does Russell's definition of knowledge differ from what is commonly understood by the term?


Many sentences and paragraphs in the excerpt begin with the word ‘And’. To what extent does this contribute to the rhetorical style of the lecture?


Why does the poet prefer to be a primitive Pagan rather than a member of civilised society?


Discuss the following in pairs or in small groups.
Kumudini Lakhia's life is an inspiring illustration of the emancipation of women.


Pick out words that refer to ‘means of living’ and fill them in the Web.

(profession/recreation/occupation/job/ pastime/employment/hobby/career/entertainment/mission/trade/buisness/sports/retirement/placement)


Pick out a word from the poem to complete the sentence meaningfully.

Stephen Hawking was a ______ (famous) Astrophysicist. 


Imagine that you are the peasant. Compose a short prayer to God, after having received the plate of gold. Write it using stylish handwriting.


Name the festival that you enjoy most of all. Fill in the facts about that festival.

  1. Name of the festival:
  2. When it is celebrated:
  3. Why it is celebrated:
  4. How it is celebrated:
  5. Special cuisine:
  6. Other special features:

Discuss with your partner and complete the web, highlighting the sad and gloomy aspects of life mentioned in the first part of the poem.


State the facts about the story.

  • Main characters:
  • Problem:
  • Attempts made to solve it:
  • Climax/Turning point:
  • Problem solved:
  • End:

Say where . . . . . . .

______ do stars shine in the daytime?


Think and answer in your own words.

What could have inspired the poet to compose this poem? Do you think it relates to our present-day life? Defend your choice. 


Read the expression:

‘the blueprint of our past’s tomorrow’. Consider in a group why the poet has not mentioned ‘the present’. It is because of the planners who have possessed our ‘present’ in order to change ‘our past’ into the ‘future’ they desire. Go through the poem and write the lines which support this thought.

  1. The buildings are in alignment with the roads which meet at desired points.
  2. ____________________________________________
  3. ____________________________________________
  4. ____________________________________________
  5. ____________________________________________
  6. ____________________________________________.

Have you ever given up on something good? Share your story with your friend.


Write a short note on Emperor Akbar.


Read and prepare a small presentation in about 100 to 150 words on the ideas of any two philosophers given below.

  • Sant Dnyaneshwar
  • Gautam Buddha
  • Aurobindo Ghosh
  • Kahlil Gibran
  • Socrates.

Wash your handkerchief clean. Hang it with a peg to dry in the wind. Watch how it flutters.


List the characters in the play and write one or two lines about each.


What is direct and indirect.


Find the meaning of the following words or phrases :

  • ridges 
  • brimming
  • eddying
  • babble 
  • fallow
  • trout
  • netted

Form groups of five. Discuss how you can complete the rest of the story without referring to Part II of the story. 


Have you ever seen or used a computer?


Have you ever been on an adventurous journey? If yes, share your experience.


__________________was the chief of all spirits


Identify the speaker/character.

‘Come in, Zigzag, come in dear!’


Read the story again and write how these character reacted in these situation:

Zigzag hardly never sleeps.
Somu………………………
Dr.Krishnan……………………….


In New York, Mr. Scotti left the plane because he thought he.


soft vain fear joy love heard toiled mild good sand life harsh

The ______, the______, which it may bring.


Read the lines and answer the questions.

There are many legends based on their heroic exploits
a legacy of tales which have been told with much adroit

  1. What does ‘heroic exploits’ mean?
  2. What are legends?

Read these lines and answer the question given below.

The laughter and beauty of women long dead;

Explain the meaning of the above line.


A turtle’s flippers help it to ______.


Why did the crowd gather by the side of the pond?


What is Amar Jawan Jyoti?


Jaswant Singh Rawat was awarded ______.


How do the wheels go?


______is a Do It Yourself kid.


Look at the picture and Choose the correct word.


Choose the correct option from the given homophones.

The wind ______off the leaves.


Why do we discover a mystery?


Name the character or speaker.

“How did I win the competition with a single stroke?”


Arrange the actions of Robinson by numbering from 1 to 10.


Did they find a new country?


Who guessed the location of the real necklace?


Choose and write the adverbs to complete the sentence.

She won the game _____


Meena's village was hit by waves on a______.


What should we vow for?


Does the brush bend to her will?


Mugund did not cut the raw wood.


Are these sentence TRUE or FALSE

The poet tells the child to think of friends after it is dark.


Who agreed to help Helen?


Read the passage given below and make notes.

To match the best cities across the world, the Government of India initiated ‘smart cities’ to drive economic growth and improve the quality of life of people. The agenda under smart city promises to resolve urban sustainability problems. Urban forests provide a range of important ecosystem services that are critical for the sustainability of cities. Urban forestry, which is defined more as ‘Management of Trees’ contributes to the physiological, sociological and economic well-being of the society. Mangroves, lakes, grasslands, and forests in and around our cities, act as sponges that absorb the air and noise pollution and they present themselves as our cultural and recreational hotspots. However, these spots are rapidly being reclaimed and replaced in the name of development. Presence of urban green has shown to increase the economic value of the place.

Urban forests contribute to reduce the cost of building storm water drain systems for municipalities and neutralizing urban heat island effect. Plants not only provide shade but also help in regulating the micro-climate. They help regulate energy budgets, improve air quality, and curtail noise pollution. Trees, herbs, shrubs, and grasses arrest sedimentation and prevent other pollutants from entering our water systems. This will give a chance for our urban lakes and rivers to recover and help improve aquatic ecosystems. Biodiversity also gets a boost through the urban forestsand helps create corridors connecting the forest areas. High biodiversity areas can also help to build resilient ecosystems. Availability of forests within our urban areas gives an opportunity for children to connect to the natural environment and learn about native species.


Enact any one anecdote in the classroom.


Share
Notifications

Englishहिंदीमराठी


      Forgot password?
Use app×