NEB Class 12 Essays

1^ST Essay

On Libraries

                                                                                    Oliver Sacks

On Libraries" by Oliver Sacks is a reflective essay in which Sacks shares his deep personal connection to libraries and books.

About Essayist (Oliver Sacks):

Oliver Sacks (1933–2015) was a neurologist and writer known for blending science, memoir, and storytelling in his works. His writing often explores human experiences, memory, and the intricacies of the mind. In this essay, Sacks reveals his lifelong love affair with books, offering a glimpse into his intellectual and emotional world.

Setting:

The essay primarily unfolds in the libraries Sacks frequented during his life – from his childhood library in London to the grand institutions in New York. Key moments take place in his family home, where books filled every corner, and in public libraries that served as his refuge and sanctuary.

Themes:

·         The Transformative Power of Books:

The essayist describes books as portals to different worlds and experiences, shaping his curiosity and intellect from an early age.

·         Libraries as Sacred Spaces:

Libraries are portrayed as havens of knowledge, wonder, and solace, essential to both personal and collective growth.

·         Memory and Nostalgia:

The essay reflects on Sacks' memories of discovering books as a child, evoking a sense of longing for the past and gratitude for the role libraries played in his life.

·         Intellectual Curiosity and Lifelong Learning:

The essayist celebrates the continuous pursuit of knowledge, emphasizing that libraries fueled his passion for learning throughout his career.

·         Libraries as Democratic Spaces:

The essayist emphasizes the importance of public libraries as places that offer free access to information, fostering equality and intellectual freedom.

Understanding the text

a. Where could the author be found when he was late for lunch or dinner?

Oliver Sacks was often found in a library when he was late for lunch or dinner. He would become so deeply absorbed in reading that he completely lost track of time. For him, libraries were more than quiet places—they were gateways to discovery and imagination. The lure of knowledge was so strong that meals and routines became secondary. Immersed in books, he felt both freedom and joy. The silence and solitude of the library offered him an ideal environment for reflection, study, and exploration. It was a sanctuary where time stood still and his curiosity could roam freely.

b. What are his first memories?

Oliver Sacks’ earliest memories are filled with books. He vividly recalled his childhood home in London, where shelves lined every room, stuffed with books on every subject. His parents, both intellectually inclined, encouraged his curiosity and passion for reading. Even before he could fully understand the content, he flipped through encyclopedias and atlases, fascinated by the pictures and information. These books became his first windows into the wider world. The atmosphere of learning and discovery at home left a deep impression on him, shaping his identity and sowing the seeds of a lifelong love for knowledge, science, and storytelling.

c. Why did he dislike school?

Oliver Sacks disliked school because he found it monotonous, overly structured, and disconnected from the excitement he experienced in books. While school demanded conformity and memorization, he preferred the freedom to explore ideas at his own pace. He longed for the spontaneous learning and discovery he found in libraries. At school, subjects were taught rigidly, without the passion or depth that intrigued him. The environment often felt dull and uninspiring, especially compared to the vibrant world of books. For Sacks, real learning meant following his curiosity—something traditional schooling, with its limitations and schedules, didn’t allow him to fully embrace.

d. What did he feel about at the library?

At the library, Oliver Sacks felt deeply at home. He saw it as a place of limitless possibility and inspiration. Surrounded by books, he experienced a mix of excitement, peace, and curiosity. Libraries were his sanctuaries—safe spaces where he could freely explore any subject that caught his interest. The act of wandering through shelves and discovering unexpected gems gave him joy. To Sacks, libraries symbolized the magic of learning and the beauty of intellectual freedom. He believed they nurtured creativity, reflection, and knowledge. This emotional connection lasted throughout his life and greatly influenced his passion for science and writing.

e. Why was he so biased about sciences especially astronomy and chemistry?

Sacks was especially drawn to astronomy and chemistry because they sparked his imagination and sense of wonder from a young age. Astronomy fascinated him with its vastness and mystery—planets, stars, and galaxies felt like distant realms waiting to be understood. Chemistry appealed to his love for hands-on experimentation and transformation, almost like magic in motion. Growing up in a scientifically inclined family, he had early exposure to science-related books and ideas. These subjects gave him a tangible way to explore the world’s secrets. The joy of discovery and the beauty of natural laws made these sciences irresistible to him.

f. Why did he become so fascinated by Hook?

Oliver Sacks admired Robert Hooke because of his insatiable curiosity and wide-ranging contributions to science. Hooke wasn’t limited to one field—he was an inventor, architect, physicist, and more. His interdisciplinary genius reflected the kind of intellectual passion that Sacks found inspiring. Hooke’s detailed observations using the microscope, especially in his book Micrographia, opened up an unseen world that fascinated Sacks. Hooke’s approach to science—careful observation, experimentation, and exploration—mirrored Sacks’ own methods. He admired Hooke not just for his discoveries, but for his spirit: a relentless pursuit of understanding and a belief that knowledge could come from every direction.

g. Describe library at the Queen’s College.

The Queen’s College library, as described by Sacks, was a magnificent and peaceful place that deeply impressed him. It featured high ceilings, dark wooden interiors, and vast shelves filled with books that created an atmosphere of timelessness and scholarly beauty. The quiet and dignified environment made it ideal for deep thought and reading. For Sacks, it wasn’t just a functional academic space—it was almost sacred. The library’s vast collection and serene ambiance offered him the perfect retreat to explore, reflect, and grow intellectually. This library became one of his favorite places, a symbol of the lifelong companionship he found in books.

h. Why did the students ignore the bookshelves in the 1990s?

In the 1990s, students increasingly turned to digital resources, bypassing traditional bookshelves. With the rise of the internet and digital databases, research became faster and more convenient through screens. As a result, many students no longer browsed physical books for information. Sacks observed this shift with concern, noting the loss of tactile engagement with books and the joy of accidental discoveries in the stacks. The shelves, once bustling with curious minds, became quiet and overlooked. This transformation reflected a broader change in academic culture—from immersive, book-based exploration to more goal-driven, efficiency-focused digital research practices.

i. Why was he horrified when he visited the library a couple of months ago?

Oliver Sacks was horrified during a recent library visit when he noticed that the shelves once brimming with books were now mostly empty or neglected. The space, which once symbolized endless learning and wonder for him, had been overtaken by screens and digital terminals. This modernization felt to him like a loss of soul—where tactile, immersive engagement with books had been replaced by impersonal technology. He mourned the disappearance of serendipitous discovery and the quiet intimacy of turning pages. The library’s transformation symbolized for him a broader cultural shift away from deep, reflective learning toward fast, surface-level information consumption.

 Reference to the context

a. The author says, “I was not a good pupil, but I was a good listener.” Justify it with textual evidences.

Oliver Sacks openly admits that he wasn’t a good pupil in the conventional academic sense. He struggled with the structured, repetitive nature of school and often found it uninspiring. However, he describes himself as a good listener, which becomes evident through his natural curiosity and eagerness to absorb knowledge outside the classroom. In On Libraries, he recounts how he listened intently to lectures, stories, and informal conversations, drawing deep understanding from them. More importantly, his time spent in libraries was an extension of this listening—he “listened” to books, absorbing ideas through reading and quiet contemplation. He was not one to memorize for tests or follow strict instructions, but he was highly attentive when a subject sparked his interest. This self-guided, engaged form of learning suited him better than school ever did. Therefore, Sacks' strength as a "listener" reflects his ability to absorb and retain knowledge in a deeply personal and meaningful way.

b. A proverb says, “Nothing is pleasanter than exploring a library.” Does this proverb apply in the essay? Explain.

The proverb “Nothing is pleasanter than exploring a library” perfectly captures the spirit of Oliver Sacks’ essay On Libraries. For Sacks, libraries were magical, almost sacred places where he could wander freely among books and let his curiosity guide him. He describes the joy of discovering new subjects, the peace of reading in silence, and the sense of wonder he felt surrounded by knowledge. Sacks often lost track of time in libraries, entirely absorbed in the process of learning. He recalls the thrill of finding unexpected treasures on the shelves—books he wasn’t looking for but that captivated him. The act of exploration itself, not just reading, gave him deep satisfaction. Unlike rigid school structures, libraries allowed him the freedom to learn at his own pace and follow his passions. This experience made exploring a library not only pleasant for Sacks but essential to his intellectual and emotional development, making the proverb highly relevant to the essay.

c. Are there any other services that you would like to see added to the library?
Libraries have always been centers for learning, but as times change, so should the services they offer. One addition that would greatly benefit users is access to digital learning platforms such as language apps, coding tutorials, or online university-level courses. These tools could help people of all ages engage in self-paced learning and stay updated with modern skills. Furthermore, libraries could provide technology zones with computers, tablets, and high-speed internet for those who may not have access at home.

Another exciting service could be the creation of “maker spaces”—rooms with equipment for 3D printing, robotics, or craft projects. These would support hands-on learning and creativity, especially among younger visitors. Libraries could also offer mental wellness areas with soft lighting, calming music, and mindfulness resources to help people relax and unwind. Hosting community workshops, guest lectures, and book clubs would also increase engagement. By combining learning, technology, creativity, and wellness, libraries can evolve into true community learning hubs.

Summary

"On Libraries" by Oliver Sacks is a heartfelt tribute to the extreme role libraries and books played in his life. Sacks begins by recounting his childhood in London, where his home overflowed with books, and he found solace in libraries during the tumultuous years of World War II. He describes how libraries became places of refuge and wonder, offering him access to countless worlds beyond his immediate surroundings. His early fascination with books sparked a lifelong passion for reading and learning, which he nurtured through frequent visits to public libraries.

As Sacks grows older, his relationship with libraries deepens, and they become not just places to borrow books but sanctuaries where he can think, reflect, and discover new interests. He emphasizes how libraries are more than mere collections of books; they are vibrant, living institutions that foster curiosity and intellectual growth. Sacks shares anecdotes about the excitement of stumbling upon unexpected books and the joy of immersing himself in unfamiliar subjects. This sense of serendipity and exploration, he argues, is one of the greatest gifts libraries offer.

In the final part of the essay, Sacks reflects on the broader significance of libraries in society. He views them as essential democratic spaces that provide knowledge and opportunity to all, regardless of background or status. As he contemplates the future of libraries in the digital age, Sacks remains hopeful, believing that the enduring human need for stories and knowledge will preserve the relevance of libraries for generations to come. His essay ultimately serves as a love letter to these cherished institutions, celebrating their role in shaping individuals and communities alike.

 Reference beyond the text

a. Write an essay on Libraries and its uses for students.

Libraries and Their Uses for Students

Libraries are indispensable resources for students, providing an environment conducive to learning, research, and personal development. A library offers access to an immense collection of books, journals, magazines, and digital resources, all of which serve as valuable tools for academic success. Students rely on libraries to gather information for assignments, projects, and exams, and to expand their knowledge in various fields of study. Whether it's a textbook for a course or an obscure research paper, libraries provide the materials needed to facilitate in-depth learning. Moreover, they offer quiet spaces for focused study, allowing students to concentrate without the distractions of home or social settings.

In addition to being a repository of knowledge, libraries are crucial for fostering critical thinking and creativity. Many libraries provide access to specialized collections, rare books, and archives that students may not be able to find elsewhere. This exposure to diverse resources encourages students to think beyond the classroom material and explore different perspectives. Additionally, libraries often host events, workshops, and seminars that encourage intellectual engagement, helping students develop skills in research, writing, and presentation. These activities provide opportunities to network with peers and experts, enriching the educational experience.

Another significant benefit of libraries for students is the availability of technological resources. In today's digital age, many libraries are equipped with computers, internet access, and specialized software for academic purposes. This technology aids students in their research by providing access to online databases, e-books, and academic journals. For students without personal access to a computer or the internet, the library becomes an essential space for conducting research and completing assignments. Many libraries also offer assistance with digital literacy, teaching students how to effectively search for academic resources and navigate online platforms.

Furthermore, libraries serve as community centers that promote collaboration and social interaction. Students often work together in study groups, discuss academic ideas, and engage in collaborative learning within library spaces. By providing study rooms and group work areas, libraries facilitate teamwork and foster a sense of community among students. These collaborative environments allow students to share ideas, debate topics, and enhance their understanding of subjects through peer interaction. In this way, libraries not only support individual learning but also contribute to a collaborative academic atmosphere, making them an essential part of every student's educational journey.

b. Do you have any public library in your locality? If so, do the people in your community use it? Give a couple of examples.

Yes, there is a public library in my locality, and it serves as an important resource for people in the community. The library is centrally located, making it accessible to students, professionals, and families. It offers a wide range of services, including access to books, computers, and study spaces. The library has become a hub for learning, providing residents with the opportunity to borrow books, use the internet for research, and participate in community events.

People in the community do use the library regularly. For example, students often visit the library to study for exams or complete their homework. During exam seasons, the library becomes a popular destination for high school and college students, who take advantage of the quiet atmosphere to focus on their studies. Additionally, many people in the community come to the library to borrow books, not just for academic purposes, but also for recreational reading, exploring a wide range of genres like fiction, history, and self-help.

The library also hosts community events that encourage people of all ages to engage with one another. For instance, it organizes reading clubs, educational workshops, and storytelling sessions for children. These events are particularly popular with parents, who bring their children to foster a love of reading from an early age. The library's ability to cater to both educational and social needs helps it maintain a strong presence in the community, with people consistently using its resources for personal growth and social interaction.

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2^nd Essays                           Marriage as a Social Institution

Stephen L . Nock                

About the Essayist 

Stephen L. Nock was a prominent American sociologist and scholar known for his research on marriage, family, and social institutions. He was a professor of sociology at the University of Virginia and made significant contributions to the understanding of how marriage functions as a social institution in modern society. His work primarily focused on the dynamics of marital relationships, the role of marriage in society, and how changes in societal norms and values affect family structures. Nock’s essay Marriage as a Social Institution explores the evolving nature of marriage and its importance in shaping social behaviors and norms, emphasizing its role in societal cohesion and personal identity.

Understanding the text

Answer the following questions.

a. According to the author, what is marriage?

According to Stephen L. Nock, marriage is more than just a union between two individuals. It is defined by loyalty, moral values, and conventional assumptions. Marriage involves a variety of close personal relationships and associations, and it serves as a social contract that impacts not only the individuals involved but also their roles in society. The author views marriage as a complex, multi-dimensional institution that shapes the lives of those who enter into it, contributing to the stability of both personal lives and society as a whole.

b. How is marriage an institution?

Marriage is considered an institution because it serves as a structured means of meeting social, economic, physical, and familial needs for individuals. It is tied to other essential institutions such as education, the economy, and politics. Marriage regulates behaviors and responsibilities and plays a critical role in shaping society’s organization. By formalizing relationships, marriage creates stability, encourages social cohesion, and promotes the continuity of societal norms and values. It links individuals to broader social systems and structures, helping to fulfill important societal functions in ways that impact both the personal and public domains.

c. What are the rules that a marriage has?

Marriage is governed by a complex set of rules that dictate the rights and responsibilities of spouses toward each other. These rules address emotional, economic, legal, and social obligations and help maintain stability in the relationship. For example, marriage often involves mutual expectations of fidelity, shared financial responsibility, and the joint raising of children. Additionally, marriage rules vary across cultures and societies, with legal frameworks that protect the rights of each spouse. These rules help regulate behavior, ensure equality and fairness, and guide couples in fulfilling their duties within both the marriage and the broader society.

d. Why does marriage matter to men?

Marriage matters to men because it provides structure and organization to their lives. It offers a framework within which they can pursue personal and professional goals while balancing family responsibilities. Marriage helps men define their roles within society, promoting stability and long-term commitment. It also brings emotional support, companionship, and a sense of responsibility. By organizing their personal lives, marriage creates an environment that encourages men to focus on their ambitions while providing a sense of fulfillment through family and relationships. In this way, marriage plays a crucial role in shaping a man’s identity and goals.

e. What is one of the central problems in modern society?

One central problem in modern society is the difficulty in establishing legitimate boundaries around individual desires. With an increasing focus on personal freedom, people often prioritize comfort, luxury, and prestige over the common good. This growing individualism leads to challenges in balancing personal aspirations with collective responsibility. The pursuit of material wealth and status can undermine social cohesion and well-being, resulting in increased competition and inequality. As a result, society faces the challenge of reconciling personal desires with the needs and interests of the wider community to ensure long-term stability and shared prosperity.

f. What does social capital consist of?

Social capital consists of a network of relationships and connections built on trust, reciprocity, and shared values. It includes the social bonds that enable individuals to work together, cooperate, and support one another within a community. Social capital fosters a sense of belonging and solidarity, making it easier for people to access resources, share information, and collaborate toward common goals. The strength of these connections and the level of trust within the network determine the community’s capacity to face challenges and thrive. Social capital plays a key role in promoting social cohesion and collective well-being.

g. What is normative marriage? Explain.

Normative marriage is a socially accepted form of marriage that functions as a means of social control. It channels individual behavior and aspirations in ways that align with societal expectations and collective norms. Normative marriage involves conventional practices, such as monogamy and lifelong commitment, that help regulate intimate relationships and family structures. It is seen as a force greater than the individuals involved, reflecting the broader sentiments and values of society. In this way, normative marriage differs from other types of intimate relationships, as it upholds standards that contribute to the stability and order of society.

Reference to the context

a. Discuss six dimensions that define normative marriage in America.

In America, normative marriage is defined by six key dimensions: first, it is entered voluntarily by mature, heterosexual adults, often with the understanding that it will be a lifelong commitment. Second, the husband is typically expected to be the principal earner, while the wife often assumes domestic roles, although this is evolving. Third, sexual fidelity is a central expectation in marriage. Fourth, marriage is generally seen as the context in which couples become parents. Fifth, marriage is legally and socially recognized as a binding institution. Lastly, normative marriage is deeply connected to social control, as it channels individual behavior in line with societal expectations. These dimensions, rooted in law, religion, and custom, reflect the collective values and norms that shape how marriage is perceived and practiced in American society, providing a framework for understanding the roles, responsibilities, and expectations of married individuals.

Or,

The six dimensions that define normative marriage in America, presented as points:

1.     Voluntary Union: Marriage is entered voluntarily by mature, heterosexual adults with the expectation of a lifelong commitment.

2.     Primary Earnership: Traditionally, the husband is expected to be the principal earner, while the wife often assumes domestic roles. However, this dynamic is evolving in modern marriages.

3.     Sexual Fidelity: Marriage is seen as a union in which both partners are expected to be sexually faithful to each other.

4.     Parenthood: Marriage is considered the ideal context for couples to become parents, with children often seen as a natural part of the marriage process.

5.     Legal and Social Recognition: Marriage is a legally recognized institution, with social and legal norms governing the roles, rights, and responsibilities of married individuals.

6.     Social Control: Normative marriage acts as a form of social control, influencing individual behavior and expectations in accordance with societal values and norms.

 

b. Do marriages differ according to culture? How is your marriage practice different from marriage in America?

Yes, marriage practices vary widely across cultures, each shaped by unique traditions, values, and customs. In Nepal, for example, marriage holds significant cultural and religious importance. The majorities of marriages are arranged by the families, especially in the Hindu tradition, and involve extensive participation from both sides of the family. Parents play a crucial role in selecting a partner, and the union is seen as the joining of two families, not just two individuals. In contrast, marriage in America often emphasizes personal choice, with couples typically selecting their partners independently. American society places less institutional pressure on marriage, often prioritizing career and financial independence over the marital bond. Additionally, while American marriages might involve less familial involvement, in Nepal, the marriage ceremony is a family-centered event that involves significant ritual and respect for tradition. Thus, cultural expectations around marriage, choice, and family roles differ greatly between the two societies.

 a. Write an essay on the marriage practice in your own culture.

Marriage Practice in My Culture

In Nepali culture, marriage is not just a union between two individuals but a significant social event that involves families, traditions, and religious rituals. Marriage is viewed as an essential institution that maintains the social fabric and upholds cultural values. Traditionally, marriages in Nepal are arranged by the families of the bride and groom, though love marriages are increasingly common in modern times, particularly in urban areas. The concept of family approval is crucial, as marriage is seen as a lifelong bond between not only the couple but also their extended families. In rural areas, arranged marriages remain predominant, with families choosing suitable partners based on factors like social status, caste, religion, and economic compatibility.

The marriage ceremony in Nepal is a grand affair, often lasting several days and involving elaborate rituals. The wedding is typically a religious event, with ceremonies held according to Hindu customs. For example, the groom and bride exchange vows, perform rituals with fire, and seek blessings from their elders and deities. The traditional wedding attire includes a "sari" for the bride and a "daura suruwal" or suit for the groom, with the bride also wearing elaborate jewelry. The wedding is usually accompanied by traditional music, dancing, and feasts, marking it as a festive and joyous occasion. These rituals are not just symbolic; they are believed to ensure the well-being of the couple and the prosperity of their marriage.

One of the central aspects of Nepali marriage practice is the importance placed on family roles and responsibilities. After marriage, the woman traditionally moves into her husband's family home, where she is expected to take on household duties and care for the elderly members of the family. The husband is typically seen as the head of the household and the primary provider. While these roles are slowly changing with the increasing involvement of women in the workforce and education, traditional gender roles continue to influence the dynamics of marriage in many parts of Nepal. However, in urban areas, there is a growing shift toward more egalitarian roles where both partners contribute to household responsibilities and decision-making.

Although marriage in Nepal is traditionally viewed as a lifelong commitment, there is an increasing trend toward individual choice and love marriages, especially in cities and among younger generations. As Nepali society becomes more modernized and influenced by global perspectives, couples are starting to prioritize love and personal compatibility over familial approval. Despite this shift, the essence of marriage as a deeply social and religious institution remains unchanged. Whether arranged or based on love, marriage in Nepal is celebrated with great importance, as it marks the beginning of a new life together and the continuation of cultural traditions.

b. Is marriage a social institution? Discuss.

Yes, marriage is widely considered a social institution, as it plays a fundamental role in the structure of society by organizing and regulating relationships between individuals. As a social institution, marriage is not just a personal bond but a set of established norms, values, and practices that shape how individuals and families interact. These norms include rules regarding gender roles, family structures, and societal expectations, which are reinforced by cultural, religious, and legal frameworks. Marriage provides a social framework that governs relationships, creating stability and continuity in society.

Marriage also serves to regulate reproduction and child-rearing, making it a key institution in maintaining the social order. It establishes the legitimacy of offspring, ensuring that children are raised within a recognized social structure where their rights and responsibilities are clearly defined. In many societies, including traditional ones, marriage is the primary setting for raising children, where the roles of care giving and provision are split between the partners. By structuring how families are formed, marriage helps ensure the continuation of societal values and the upbringing of future generations according to cultural norms.

Another important aspect of marriage as a social institution is its role in reinforcing societal norms and expectations. These include expectations about monogamy, lifelong commitment, gender roles, and the responsibilities of spouses toward each other and their families. Marriage often serves as the foundation for social and economic cooperation between individuals, regulating not only personal relationships but also contributing to broader societal stability. It shapes economic arrangements, property rights, and inheritance, making it a key component of social and legal systems. The social sanctioning of marriage, through ceremonies and legal recognition, also reinforces its importance in society.

However, the concept of marriage as a social institution is evolving. In modern times, societal shifts, such as changes in gender roles, greater acceptance of non-traditional relationships, and the legalization of same-sex marriage, have altered how marriage is perceived and practiced. Despite these changes, marriage remains a central social institution that continues to influence personal identity, societal norms, and the legal framework of many cultures. Even as marriage evolves, it retains its significance as a fundamental element of social life, offering a structure for relationships, family formation, and community involvement.

 

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 3^rd Essay

Knowledge and Wisdom

         By Bertrand Russell

"Knowledge and Wisdom" by Bertrand Russell is an insightful essay that contrasts the concepts of knowledge and wisdom, exploring how they relate to human life and decision-making. Here is a breakdown of the essay's key elements:

About essayist

The essay is written by Bertrand Russell, a renowned British philosopher, logician, and social critic. Russell was one of the most influential intellectuals of the 20th century and won the Nobel Prize in Literature in 1950. His work spans various disciplines, including philosophy, mathematics, politics, and education. In this essay, Russell brings his deep philosophical insights to explore the distinctions between knowledge and wisdom.

Understanding the text

Answer the following questions.

a. What are the factors that contribute to wisdom?

Several key factors contribute to wisdom. One is a sense of proportion—the ability to see a problem from all angles and give proper weight to each element. Another is understanding the true goals of human life, not just focusing on immediate or personal success. Emancipation from personal bias is also crucial; one must try to be fair and see the world from different perspectives. Although complete impartiality is impossible, striving for it makes decisions more balanced and just. These qualities help people apply their knowledge in meaningful, ethical, and thoughtful ways.

b. What message does the writer try to convey with the example of technicians?

Using the example of technicians, Russell shows that knowledge without wisdom can be dangerous. Technicians may have deep understanding in a specific field, but without moral insight, they might use their skills in harmful ways. For example, scientific knowledge can be used to build both life-saving medicine and deadly weapons. Russell's message is that wisdom is needed to guide knowledge, helping people make choices that consider broader consequences and ethical impacts. Knowledge alone is not enough; it must be used wisely to benefit humanity, not to create harm or support selfish ambitions.

c. Which leaders does Russell say were able to mix knowledge and wisdom soundly?

Russell highlights Queen Elizabeth I of England, Henry IV of France, and Abraham Lincoln of the USA as leaders who successfully combined knowledge with wisdom. These leaders demonstrated wise judgment during difficult times, avoided unnecessary conflict, and stayed above religious or political bias. For instance, Elizabeth and Henry both handled Protestant-Catholic tensions with care and fairness. Lincoln managed a civil war with moral clarity and a commitment to justice. According to Russell, these leaders serve as examples of how wisdom can help those in power make thoughtful, balanced decisions that benefit society as a whole.

d. Why is wisdom needed not only in public ways, but in private life equally?

Wisdom is just as important in private life as in public. In personal relationships, decisions, and everyday challenges, wisdom helps people act with empathy, patience, and fairness. It allows individuals to manage emotions, resolve conflicts, and understand others’ perspectives. Without wisdom, even the smartest person can make poor choices that harm themselves or others. Wisdom guides people to think beyond their immediate desires and helps them live more meaningful, respectful lives. In public, wisdom supports ethical leadership; in private, it builds harmony and emotional intelligence. In both spheres, wisdom leads to better outcomes and stronger communities.

e. What, according to Russell, is the true aim of education?

According to Russell, the true aim of education is not just gaining knowledge but learning how to think wisely. He believes education should develop critical thinking, ethical understanding, and emotional balance. It should help students understand not only facts but also how to apply them responsibly. Education should teach empathy, reflection, and the ability to view problems from many sides. Russell emphasizes the importance of combining knowledge with moral awareness, so learners grow into thoughtful citizens. He believes that real education encourages love, justice, and a broader view of humanity—not just personal or national achievement.

f. Can wisdom be taught? If so, how?

Yes, wisdom can be taught, although it’s more complex than teaching facts. It involves helping people develop judgment, empathy, and long-term thinking. Teaching wisdom means encouraging students to ask deep questions, consider consequences, and reflect on values and ethics. It can be fostered through stories, real-life discussions, philosophy, and teaching the importance of emotional and social intelligence. Russell suggests combining factual knowledge with moral insight in education. While people must gain life experience to truly become wise, teachers can guide them by encouraging open-mindedness, self-awareness, and compassion. Wisdom is a lifelong learning process shaped by both education and experience.

g. Why does the world need more wisdom in the future?

The future holds many global challenges—climate change, rapid technological change, social divisions, and more. While knowledge is important, wisdom is essential to solve these issues thoughtfully and ethically. Wisdom helps people think beyond personal gain and short-term solutions, guiding them to act with fairness, foresight, and care for others. In a world that’s increasingly complex and connected, decisions affect not just individuals but entire communities and ecosystems. Wisdom ensures that progress doesn’t cause harm or deepen inequality. To create a peaceful, fair, and sustainable world, wisdom must guide how we use our knowledge, power, and resources.

 Reference to the context

a. According to Russell, “The pursuit of knowledge may become harmful unless it is combined with wisdom.” Justify this statement

Bertrand Russell's assertion, "The pursuit of knowledge may become harmful unless it is combined with wisdom," highlights the dangers of applying knowledge without ethical considerations and foresight. Knowledge provides us with facts and data, but it lacks the moral compass and long-term perspective that wisdom offers. For instance, technological advancements such as artificial intelligence or genetic engineering have the potential to revolutionize society positively. However, without wisdom to anticipate potential risks, ensure ethical use, and consider unintended consequences, these technologies could be misused, leading to societal harm. Wisdom, in this context, ensures that knowledge is applied responsibly, considering both immediate and future implications. It helps avoid actions that prioritize short-term gains over long-term well-being. Thus, knowledge must be guided by wisdom to ensure it benefits humanity rather than causing destruction or exploitation.

b. What, according to Russell, is the essence of wisdom? And how can one acquire the very essence?

For Bertrand Russell, the essence of wisdom lies in making sound judgments and decisions based on knowledge while considering the broader, long-term consequences. Wisdom requires understanding the complexities of life, having a deep sense of moral responsibility, and recognizing the limitations of one's own understanding. It involves not just accumulating facts but applying them thoughtfully and ethically, with a concern for the well-being of others. To acquire wisdom, Russell suggests cultivating critical thinking, reflecting on personal experiences, and questioning one’s assumptions. Developing empathy and emotional intelligence is also key, as it enables individuals to understand and consider different perspectives. Wisdom is a lifelong process that requires humility, patience, and continuous learning, allowing one to adapt and grow with each experience.

Reference beyond the text

a. Why is wisdom necessary in education? Discuss.

Wisdom is essential in education because it ensures that knowledge is not only gained but also applied in ways that are ethical, thoughtful, and responsible. Education's true purpose extends beyond memorizing facts; it should cultivate the ability to think critically, reflect on actions, and make decisions that benefit both individuals and society. Without wisdom, students may amass knowledge without understanding its implications or how to use it for the greater good. In educational settings, wisdom allows students to navigate complex situations, make ethical choices, and empathize with others. It helps them recognize the broader consequences of their actions, encouraging responsibility, respect, and justice. Wisdom, therefore, transforms education from mere knowledge acquisition into a tool for positive societal change, guiding individuals to make decisions that consider both short-term needs and long-term sustainability.

b. How can you become wise? Do you think what you are doing in college contributes to wisdom?

Becoming wise is a gradual process that involves learning from experiences, cultivating self-awareness, and applying critical thinking. Wisdom requires emotional intelligence, empathy, and the ability to reflect on the consequences of decisions. To become wise, one must actively seek diverse experiences, challenge assumptions, and be open to learning from both successes and failures. College can contribute to wisdom by providing opportunities for intellectual growth, exposure to new perspectives, and the development of critical and reflective thinking skills. Engaging with different subjects, participating in discussions, and interacting with diverse peers helps refine judgment and broadens one's understanding of the world. College life also offers practical experiences in managing relationships and making decisions, which can build emotional maturity. Thus, college offers numerous opportunities to cultivate wisdom if one actively engages in self-reflection and embraces the lessons from both academic and personal experiences.

 

Write an essay on knowledge and wisdom

Knowledge and Wisdom

Knowledge and wisdom are two closely related but distinct concepts that shape human decision-making and understanding. Knowledge refers to the accumulation of facts, information, and skills acquired through experience or education. It is the ability to comprehend and retain data, facts, and theories about the world. For example, a person might possess knowledge of historical events, scientific principles, or mathematical formulas. While knowledge is essential for functioning in society and solving problems, it is not always enough to make good decisions or understand the deeper meaning of life.

On the other hand, wisdom goes beyond simply knowing facts; it involves the ability to apply knowledge in a thoughtful, ethical, and reflective manner. Wisdom encompasses a deep understanding of human nature, the complexities of life, and the long-term consequences of actions. It is the ability to make decisions that are not just based on logic or facts but also take into account compassion, empathy, and moral considerations. For instance, a wise person may use their knowledge of science to solve a problem, but they will also consider the social and ethical implications of their solution. Wisdom involves the capacity to weigh different perspectives and understand the broader context in which knowledge is applied.

While knowledge is often acquired through formal education and experience, wisdom is more closely related to emotional intelligence and life experience. Wisdom is developed over time, as individuals reflect on their own experiences, learn from their mistakes, and cultivate qualities like patience, empathy, and humility. It also requires a willingness to question one’s own beliefs and assumptions and to remain open to new ideas and perspectives. Therefore, wisdom is often the result of personal growth, self-reflection, and the ability to see beyond immediate gratification, considering the long-term impact of one’s actions.

In conclusion, both knowledge and wisdom are important, but they serve different purposes. Knowledge provides the foundation of facts and understanding, while wisdom enables individuals to apply that knowledge in a way that benefits society and fosters personal growth. The pursuit of wisdom requires a combination of intellectual ability, emotional maturity, and ethical reasoning. By cultivating both knowledge and wisdom, individuals can make informed, responsible, and compassionate decisions that contribute to a more thoughtful and just world.

 4^th Essay

Humility

By Yuval Noah Harari

"Humility" by Yuval Noah Harari is a thought-provoking essay that explores the concept of humility in the context of human evolution and its implications for modern society. Here is a breakdown of the essay's key elements:

Essayist

The essay is written by Pro. Yuval Noah Harari, a historian, philosopher, and author of several best-selling books, including Sapiens: A Brief History of Humankind. Harari's work often examines large-scale historical and philosophical concepts, such as the evolution of humanity, the impact of technology, and the future of civilization. He is known for his ability to weave together history, science, and philosophy to offer deep insights into human behavior and societal trends. In "Humility," Harari reflects on the role of humility in understanding our place in the world and how it can shape the future.

a. Describe the claim of the Chinese nationalists about human history.

Chinese nationalists believe that true human history begins with the legendary Yellow Emperor and the ancient Xia and Shang dynasties. They view their civilization as the origin of culture, governance, and innovation. According to them, contributions by other civilizations such as those of Westerners, Muslims, or Indians—are considered mere imitations or adaptations of original Chinese achievements. This belief supports a sense of cultural superiority and a narrative that China has always been central to the development of human society. It emphasizes national pride and seeks to establish China as the root of global progress and civilization.

b. What do pious Muslims believe about human history?

Pious Muslims often see human history as centered on the revelations of the Quran. They consider the life and teachings of Prophet Muhammad as the beginning of meaningful history. Everything that occurred before the Quran is seen as either a preparation for or irrelevant compared to what came after. History, in this view, revolves around the Muslim ummah (community), and God's message delivered through the Prophet is considered the guiding principle. Events and people are interpreted based on how they align with Islamic teachings. This belief reflects a deep religious worldview where divine revelation defines the purpose of human life.

c. What did the Aztecs firmly believe about the universe?

The Aztecs believed that the universe’s existence depended on ritual sacrifice. According to their cosmology, the gods had sacrificed themselves to create the sun and the world, and in return, humans had to repay that divine debt through continuous sacrifices. They thought that without offering human lives annually, the sun wouldn’t rise, and the universe would collapse. This belief shaped their social, political, and religious systems. Temples, wars, and festivals were all tied to ensuring the balance of the cosmos. Their view of the universe was one of constant struggle and sacred duty to maintain cosmic order.

d. What, according to the essay, are the universal human abilities?

The essay highlights certain qualities that appear in all human societies, regardless of time or place. These universal human abilities include art, creativity, spirituality, and mortality. Art and creativity are expressed through stories, music, and visual representations found across cultures. Spirituality reflects the human tendency to seek meaning beyond the material world, often through religion or philosophy. Mortality, or awareness of death, influences much of human thought and behavior. These traits transcend cultural and historical differences, pointing to the shared essence of human experience. They show that while beliefs may differ, certain human characteristics are common across the globe.

e. How are the basic yoga postures derived from the shape of the letters of the Hebrew alphabet?

The essay describes how some yoga postures resemble shapes of letters from the Hebrew alphabet, suggesting a surprising connection between spiritual practices and written symbols. For instance, the Tuladandasana posture mirrors the shape of the Hebrew letter ‘daled’, while Trikonasana resembles ‘aleph’. This resemblance points to a deeper idea that movement, language, and spirituality may be more connected than we assume. Such comparisons challenge rigid views about the origins of yoga and illustrate how people across cultures express meaning through the body and symbols. It shows that cultural practices often overlap and share visual or conceptual similarities.

Reference to the context

a. How do Hindu nationalists refute the Chinese claim that human history began with the Yellow Emperor and the Xia and Shang dynasties? Who do you agree with, and why?

Hindu nationalists strongly refute the Chinese claim by asserting that ancient Indian sages made groundbreaking discoveries thousands of years ago. According to them, ideas like the theory of aviation, advanced surgery, atomic energy, and complex mathematics existed in India long before similar ideas emerged in other civilizations. References to flying machines (Vimanas), atomic explosions, and advanced technology can be found in ancient Hindu scriptures like the Vedas and the Mahabharata. They argue that this proves India's deep and early contribution to human development. Personally, I agree more with the Hindu nationalists, as there is a wealth of ancient literature and archaeological evidence suggesting that Indian civilization had advanced knowledge far earlier than many commonly accepted historical narratives recognize.

b. The author has dealt with a controversial debate on human history. Why do you think history has been a major contested issue in the present world?

History has become a major contested issue because it is closely tied to people’s identity, religion, and national pride. In his essay "Humility," Yuval Noah Harari shows how different groups such as Hindu nationalists, Chinese nationalists, and pious Muslims each claim that their culture or religion is the origin and center of human civilization. I believe the core reason for these debates is egoism—the belief that one’s own belief system or heritage is superior to others. This desire to be seen as the most ancient or advanced leads to clashes in historical interpretation. Rather than understanding history as a shared journey of humanity, people often rewrite or emphasize their own version to assert dominance. This hinders unity and promotes division.

 Summary

In the essay "Humility", Yuval Noah Harari emphasizes the need for humility in how humans view themselves and their place in the world. He begins by pointing out that throughout history, many cultures and religions have believed that they are the center of the universe. People often think their civilization, nation, or religion is superior and that human beings are the most important species. Harari argues that this kind of thinking has led to many problems, including wars, inequality, and environmental destruction.

Harari challenges this human-centered mindset by reminding us that humans are not the only significant beings on Earth. Although humans have achieved great things through science, art, and technology, we are still part of a larger system that includes other species and natural forces. He urges readers to realize that our knowledge and power are limited, and we should not take our current success for granted.

The essay also discusses how humility is essential for solving global challenges like climate change, poverty, and the ethical use of technology. Harari believes that by accepting our limitations and being open to learning from others, we can make wiser and more responsible decisions. He encourages us to listen to diverse voices, respect other cultures, and avoid the belief that one group has all the answers.

In conclusion, Harari argues that humility is not a sign of weakness, but a necessary strength for the future. It helps us recognize our shared humanity and the need to care for the planet and each other. By embracing humility, we can become better decision-makers, reduce conflict, and create a more peaceful and sustainable world for everyone.

 

^5th Essay           Human Rights and the Age of Inequality

                        Samuel Moyn

About the Essayist: Samuel Moyn

Samuel Moyn is a well-known historian and writer who focuses on topics like human rights, law, and modern history. He teaches at Yale University in the United States and has written many books and essays about justice, equality, and how ideas about human rights have changed over time. Moyn is interested in how the world talks about human rights, especially how it often focuses on freedom and individual rights but ignores big problems like poverty and inequality.

 a. What is the first human rights declaration adopted by the United Nations?

The first human rights declaration adopted by the United Nations is the Universal Declaration of Human Rights. It was adopted in 1948 and aimed to promote economic and social rights, along with civil and political freedoms. This historic document marked the beginning of global efforts to ensure dignity, equality, and justice for all human beings. It set the foundation for future human rights laws and principles, encouraging nations to uphold basic freedoms regardless of race, religion, gender, or nationality. It is often seen as a turning point in human history, especially after the horrors of World War II.

b. When is Human Rights Day observed?

Human Rights Day is observed every year on 10th December. This date commemorates the adoption of the Universal Declaration of Human Rights by the United Nations General Assembly in 1948. The day is celebrated around the world to raise awareness about human rights and promote the values of dignity, equality, freedom, and justice. Various organizations, schools, and governments organize events and campaigns to remind people of their rights and responsibilities. Human Rights Day is not just about remembering history—it’s about encouraging global unity in fighting against injustice, discrimination, and inequality in all forms, making it relevant every year.

c. What is the goal of the Universal Declaration of Human Rights?

The goal of the Universal Declaration of Human Rights is to protect the fundamental rights and freedoms of every human being, regardless of their background. It promotes values such as dignity, equality, liberty, justice, and peace. The declaration aims to create a fair and just society where everyone is treated with respect and has access to basic rights like education, freedom of expression, healthcare, and protection from discrimination. By laying down universal standards, it helps ensure that governments are accountable and individuals are aware of their rights. It promotes a vision of a more compassionate and equal global society.

d. What are two big stages that involve writing the history of human rights about that of political economy?

The two significant stages in writing the history of human rights in relation to political economy are:

1.     The heroic age of national welfare after World War II, when countries focused on rebuilding and creating welfare systems that prioritized economic and social rights.

2.     The Cold War era in 1948, when the world was divided politically, and human rights became a topic of ideological competition.
These stages show how human rights are not just about laws, but also about economic policies and global politics. They shaped how nations understood justice and fairness in the context of development and power dynamics.

e. What are the facts that have been missed in Roosevelt’s call for a “second Bill of Rights”?

Roosevelt’s call for a “second Bill of Rights” missed some important facts. First, it was seen as a late move by the U.S., joining an already growing consensus in Europe about social and economic rights. Second, it emphasized avoiding “special privileges for the few,” but did not fully address deep-rooted inequality or offer concrete protections for the marginalized. Lastly, while Roosevelt spoke about global change, the proposal remained nationally focused and wasn’t extended internationally. These gaps made the plan idealistic but limited in execution, highlighting the challenge of turning powerful visions into lasting global change.

f. Write the truth expressed in Herodotus’s Histories.

The truth expressed in Herodotus’s Histories is the idea that true justice must include both global and local economic fairness. It suggests that achieving socio-economic justice requires redistribution of wealth and resources from the rich to the poor. This vision of justice goes beyond political or legal systems and includes a moral responsibility to reduce inequality. It promotes the idea that fairness must be actively created, not just passively hoped for, and that it can be achieved through legal reform and social action. Herodotus presents a deep and lasting insight into the importance of fairness across all levels of society.

g. Why is the Universal Declaration of Human Rights important to you?

The Universal Declaration of Human Rights is important to me because it serves as a global promise that every person deserves dignity, respect, and equality. It protects us from discrimination, injustice, and violence, and promotes freedom, fairness, and opportunity for all. In a world where many still face oppression, this declaration is a reminder that everyone has a voice and value. It encourages compassion and unity among people of different cultures and backgrounds. Personally, it gives me hope that no matter where someone is born, they deserve a life of respect, freedom, and human rights.

Reference to the context

 a. Does the essay give ways on how to stigmatize inequality? Explain.

The essay “Human Rights and the Age of Inequality” by Samuel Moyn does not directly provide specific methods for stigmatizing inequality, but it strongly emphasizes the need to address it. Moyn critiques how human rights movements have focused more on political and civil rights while often ignoring the growing economic inequality. He argues that inequality should be viewed as a moral and social problem, something shameful and unacceptable. The essay suggests that to stigmatize inequality, society must recognize its dangers and demand justice through new forms of activism and legal reform. While it may not offer a step-by-step solution, it calls for a shift in public awareness and attitude. The essay urges us to see inequality not as a natural condition, but as something that can and should be challenged. Therefore, it acts as a powerful reminder that confronting inequality is essential for a fairer, more humane society.

b. Is another human rights movement necessary? Why?

Yes, another human rights movement is necessary, and Samuel Moyn’s essay highlights why. Although past human rights movements have brought awareness to political and civil freedoms, they often failed to address economic inequality and injustice. In today’s world, many people still suffer from poverty, discrimination, and unfair treatment due to their social or economic status. The gap between the rich and the poor continues to grow, and power remains concentrated in the hands of a few. Laws are often ignored, and rights are not equally protected for all. Corruption, favoritism, and social injustice are still deeply rooted. A new movement could focus on economic justice and challenge unfair systems that keep people marginalized. It could help bring balance, support fair distribution of resources, and ensure that everyone—not just the powerful—has the opportunity to live with dignity. Therefore, a fresh human rights movement is needed to bring true equality and justice.

Summary

In "Human Rights and the Age of Inequality," Samuel Moyn critically examines the limitations of modern human rights movements, especially in addressing economic inequality. He argues that while human rights campaigns have successfully promoted civil and political freedoms such as the right to vote, free speech, and protection from violence they have largely failed to confront the growing gap between the rich and the poor. According to Moyn, the human rights agenda has been shaped more by ideals of personal liberty than by efforts to promote economic justice and fairness.

The essay explains how after World War II, especially during the Cold War era, human rights became a powerful moral language. However, this language was often used without challenging the structures of capitalism or wealth inequality. As a result, while basic freedoms expanded, economic inequality worsened. Moyn believes that focusing only on individual rights without addressing social and economic conditions has created a serious imbalance.

He further argues that inequality has not been treated as a global injustice, but rather as a background issue. The failure to address this leaves millions without access to basic needs like education, healthcare, or fair wages. Moyn suggests that to truly protect human dignity, we must broaden the human rights vision to include economic and social rights more seriously.

In conclusion, Moyn calls for a renewed human rights movement—one that not only defends civil liberties but also actively works to reduce inequality. He urges societies to treat inequality as a moral and political crisis, not just an economic one. By combining human rights advocacy with movements for economic justice, he believes we can build a more fair, inclusive, and compassionate world where dignity is upheld not only in law but in everyday life.