NTA-NET (Based on NTA-UGC) Education (Paper-II): Questions 187 - 190 of 610

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Question number: 187

» Philosophical Foundation of Education » Western Schools of Philosophy » Realism

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MCQ▾

Question

Which school of philosophy emphasized that “Certain rules should govern intelligent rational behavior”?

Choices

Choice (4) Response

a.

Idealism

b.

Naturalism

c.

Pragmatism

d.

Realism

Question number: 188

» Philosophical Foundation of Education » Western Schools of Philosophy » Existentialism

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Appeared in Year: 2005

MCQ▾

Question

“Man is what he makes of himself” which school of philosophy advocates this idea? (Jun Paper II)

Choices

Choice (4) Response

a.

Pragmatism

b.

Existentialism

c.

Idealism

d.

Realism

Question number: 189

» Philosophical Foundation of Education » Western Schools of Philosophy » Realism

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MCQ▾

Question

Select the correct option, which of the following is not form of Realism?

Choices

Choice (4) Response

a.

Subjective Realism

b.

Social Realism

c.

Humanistic Realism

d.

Sense Realism

Question number: 190

» Philosophical Foundation of Education » Western Schools of Philosophy » Idealism

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Appeared in Year: 2018

MCQ▾

Question

In the two sets given below Set - I specifies the type of power exercised by an Educational Administrator and Set - II gives the description of these powers. Match the two and select your answer from the code. (July Paper II)

Table shows the two set

Table shows the two set

Type of power

Description

1

Coercive power

i

The perception that the administrator has relevant education and experience

2

Reward power

ii

The perceived attractiveness of interaction

3

Legitimate power

iii

The perceived ability to provide things liked by the members

4

Expert power

iv

The perception that decisions taken by the administrator are appropriate in terms of role assigned

v

Perceived ability to provide consequences for not performing

Choices

Choice (4) Response

a.

1 - v, 2 - iii, 3 - iv, 4 - i

b.

1 - i, 2 - ii, 3 - iii, 4 - v

c.

1 - ii, 2 - iii, 3 - iv, 4 - v

d.

1 - ii, 2 - i, 3 - iii, 4 - iv