11th Standard Supplementary Reader Textbook - Snapshots. Lesson No. 3: Albert Einstein At School - Patrick Pringle. Glossary, Summary, Q...
11th Standard Supplementary Reader Textbook - Snapshots.
Lesson No. 3: Albert Einstein At School - Patrick Pringle.
Glossary, Summary, Questions and Answers -
Glossary -
1. Sarcasm - to criticize.
2. Disgrace - loss of grace, and honor.
3. Squalor - the state of being very dirty, untidy, or unpleasant.
4. Duel - a formal type of flight.
5. Sighed, to sigh - to let out a long, deep breath.
6. Wailing - to cry in a loud noise.
7. Howling - to make a long loud sound.
8. Absurd - ridiculous.
9. Gleamed - to shine.
10. Reluctantly - promising, unwilling.
11. To pull the wool over his eyes - an idiom meaning to cheat or deceive somebody.
12. Supper - the last meal of the day, dinner.
13. Vaguely - in a way that is not clear.
14. Dazed - confused.
15. Accord -award, concede, grant, or on one's responsibility.
16. Rebellion - uprising, fighting against authority, or refusing to accept rules.
Summary -
READING WITH INSIGHT -
* Give a character sketch of Albert Einstein in brief?
Ans - Albert Einstein had unique likings, perspectives, and logical thinking since he was studying at school. He always believed that education must be based on rational thinking, and scientific principles and should give a chance to a student to use his hidden potential. School education must not be confined within the four walls but it should be open, free, and not limited to the core syllabus. He simply refused to remember and reproduce dates, facts, and events in history, so he had heated arguments with his history teacher Mr. Brown, but on the contrary, his maths teacher Mr. Koch always appreciated his hidden talent. He always liked subjects like science, maths, and geology, and he loved to play violin in his free time. He always hated his school and desperately wanted to get out of the school and be admitted to college in Milan, Italy on the reference of his maths teacher Mr. Koch. Finally, he was expelled from his school and then he reached to Italy college, where he got an opportunity to implement his extraordinary skills and made many discoveries, after all, he was a genius.
* What is Einstein's theory of Education?
Ans -Albert Einstein's theory of education can be inferred from his quotes, writings, and biographical accounts. While he didn't formulate a comprehensive education theory, he gave a very different perspective regarding the basics of education that is being taught in the schools. According to him, education is merely remembering the dates, events, and facts of any subject and reproducing those at the time of examination, but it must be based on illogical thinking, scientific principles, new ideas that can involve student's potential, and create something innovative which would be helpful for the betterment of mankind. Also, education must not be confined to the four walls of the classroom but it should be free and open, also the student must get the opportunity to learn what actually he likes rather than depending on the so-called syllabus, also it must involve creativity, imagination, hands-on experience, and self-directed learning. One can easily understand how relevant his ideas are in today's scenario of education,
1. What do you understand of Einstein's nature from his conversations with his history, mathematics, and head teacher?
Ans - All three teachers had a very controversial opinion about Einstein. From the conversation with his history teacher Mr. Brown, we realize that Einstein was not interested in remembering the subject's dates, facts, and events, so he always had heated arguments with him. Still, we understand Einstein's thoughts and his strong and logical opinions about educational concepts.
Mr. Koch, his maths teacher always praised and appreciated his hidden talent, and that was the only class he enjoyed in the school because he was getting a fair chance to use his curiosity and extraordinary logical sense.
According to the head teacher, Einstien was just a disgrace to the school, so he was compelled from the school.
From the above facts, we do understand that Einstein was rebellious and always wanted to learn something logical, and scientific, so he simply challenged the rote learning education system.
2. The school system often curbs individual talents. Discuss.
Ans - The school system often prioritizes standardized testing and rote memorization over creative expression and individuality, which can stifle students' unique talents and abilities. Here are some points to discuss:
1. One-size-fits-all approach: Schools often adopt a uniform curriculum and teaching style, neglecting diverse learning needs and talents.
2. Emphasis on core subjects: Focus on math, reading, and science can overshadow arts, music, and other creative subjects that foster individual talent.
3. Standardized testing: High-stakes testing can lead to teaching to the test, suppressing creativity and critical thinking.
4. Limited extracurricular opportunities: Budget constraints and lack of resources can limit access to activities that nurture special talents.
5. Teacher constraints: Teachers may face pressure to meet curriculum requirements, leaving little time for personalized attention or exploring unconventional talents.
6. Student conformity: Peer pressure and social norms can discourage students from expressing their unique talents or interests.
7. Need for reform: Schools should incorporate more flexible curricula, project-based learning, and personalized attention to allow individual talents to flourish.
3. How do you distinguish between information gathering and insight formation?
Ans -Information gathering and insight formation are two distinct processes that serve different purposes:
Information Gathering:
1. Collecting data, facts, and statistics.
2. Researching and aggregating existing knowledge.
3. Focus on quantity and breadth of information.
4. Answering "what" questions (e.g., what are the trends, what are the facts).
5. Typically involves:
- Reading articles, research papers, and reports.
- Conducting surveys, interviews, and polls.
- Analyzing data sets and metrics.
Insight Formation:
1. Interpreting and connecting the dots between gathered information.
2. Identifying patterns, relationships, and meaning.
3. Focus on depth, context, and understanding.
4. Answering "why" and "how" questions (e.g., why is this happening, how does it impact).
5. Typically involves:
- Critical thinking and reflection.
- Synthesizing information from diverse sources.
- Making connections between seemingly unrelated ideas.
- Identifying implications and consequences.
Key differences:
1. Purpose: Information gathering aims to collect data, while insight formation seeks to understand its significance.
2. Focus: Information gathering focuses on quantity, whereas insight formation emphasizes depth and context.
3. Process: Information gathering is often more linear, whereas insight formation involves non-linear thinking and connections.
Suppose we can put the above data in context with the lesson. In that case, we can easily understand that Albert Einstein was not in favour of merely information gathering because he believed it was not real education. Insightful information is more effective and practical, as one can use it more practically because it always comes with in-depth knowledge and a thorough understanding of the subject.
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