CLASS 12 · KALIEDOSCOPE · CHAPTER 14
Original student-friendly answers to George Bernard Shaw and J. Krishnamurti on freedom, social control, inquiry, and sensitivity.
20 worked answers · short steps first, explanations when you need them
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Question Stop and Think (Shaw) 1
Connect privilege-supporting education with the belief that the system is fair.
Shaw says privileged education encourages the master class to see its advantages as deserved, while workers can see the system's unfairness.
Question Stop and Think (Shaw) 2
Explain that acceptance depends on legitimate, fair rules serving the common good.
People accept law and government more readily when rules seem legitimate, fair, and protective of the common good.
Question Stop and Think (Shaw) 3
Explain that fair laws protect people from harm and disorder.
Fair laws can increase freedom by protecting people from violence, theft, and disorder.
Question Stop and Think (Shaw) 4
Name natural needs, laws, and control by employers or landlords.
Freedom is limited by natural needs and laws, and can be restricted further by employers or landlords controlling work and housing.
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Question Stop and Think (Krishnamurti) 1
Contrast the comfort of ready-made answers with the effort of independent inquiry.
Following feels easier because it offers ready-made answers; independent thinking takes effort and responsibility.
Question Stop and Think (Krishnamurti) 2
Describe the clash between personal inquiry and pressure to obey tradition.
It is the struggle between wanting to choose independently and feeling pressured to follow family or social expectations.
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Question Understanding the Text 1
Distinguish unavoidable basic needs from one person's exploitation of another.
Nature requires everyone to meet basic needs; human slavery occurs when people exploit or control other people.
Question Understanding the Text 2
Use examples of employer and landlord control, then contrast this with public law.
Employers and landlords may control work, clothing, housing, and livelihood directly; this can affect daily choices more closely than general political rules.
Question Understanding the Text 3
Name the false ideas of unlimited choice, voting as complete freedom, and choice without leisure or means.
Shaw questions the ideas that freedom means unlimited choice, that voting alone makes people free, and that people are free without time or resources.
Question Understanding the Text 4
Explain that imposed obedience can block the inquiry needed for freedom.
Imposed discipline can keep thought inside rules, while freedom requires questioning and discovery; in that sense they conflict.
Question Understanding the Text 5
Describe questioning, examining evidence, and making an informed choice.
Inquiry helps people test inherited ideas and make thoughtful choices instead of blindly imitating others.
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Question Talking about the Text 1
Acknowledge voting's value while discussing barriers that may limit everyday choices.
Partly: voting is an important democratic right, but economic hardship and unequal opportunities can still limit people's everyday choices.
Question Talking about the Text 2
Explain that careless exploitation can cause unexpected environmental harm.
Careless use of chemicals and resources can damage nature and harm people, so scientific progress needs responsibility.
Question Talking about the Text 3
Separate courteous listening from unthinking obedience.
We can value elders and listen respectfully while still asking questions and thinking about whether advice is fair and safe.
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Question Appreciation 1
Contrast Shaw's social satire with Krishnamurti's reflective, direct questioning.
Shaw uses satire and social examples to discuss economic and political control; Krishnamurti uses direct, reflective questions about thought and tradition.
Question Appreciation 2
Give two claims, examples for each, and explain that examples clarify the argument.
Shaw illustrates unavoidable needs with food, beds, shelter, and clothes; he questions voting as full freedom by showing that a vote may not change working hours or dependence. Examples make his claims concrete.
Question Appreciation 3
Explain how direct pronouns involve readers and give a personal example or response.
The words 'you' and 'we' involve readers in the topic and encourage personal reflection about work, choices, and accepted ideas.
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Question Language Work A.I Task
Separate each complete clause and label dependent clauses where they occur.
1. Main: There is no freedom. Dependent: if you are enclosed… 2. Dependent: When you see a servant… Main: do you give him a helping hand? 3. Two main clauses joined by but. 4. Two main clauses joined by but; 'that we have great difficulty…' depends on 'so pleasant'. 5. Two coordinated commands; 'to enjoy it…' is an infinitive phrase.
Question Language Work A.II Task
Give examples and state the point each question implies.
Questions about being free in a 'prison' imply that unquestioned limits restrict freedom; questions about noticing villagers challenge readers' lack of sensitivity.
Question Language Work B Task
Count spoken sounds, not letters; silent letters do not add a sound.
sleep CCVC; thrift CCVCC; snake CCVC; task CVCC; smear CCVC; facts CVCCC; sweet CCVC; boasts CCVCC; strain CCCVC; street CCCVC; strangle CCCVCC; strengths CCCVCC.