Class 11 Political Science: Equality — Chapter Question Set

(c) Not granting women the right to vote will cause disharmony in the family. — This is the textbook-supported choice for the question.

d) Equality This — The textbook states: Chapter 3 Equality This chapter is about the concept of equality, a value that is also enshrined in our Constitution.

c) equality? — The textbook states: In reflecting on this concept it examines the following questions: /box3What is equality?

b) moral and political ideal? — The textbook states: Why should we be concer ned about this moral and political ideal?

a) way in every condition? — The textbook states: /box3Does the pursuit of equality involve tr eating everyone the same way in every condition?

d) different spheres of life? — The textbook states: /box3How may we pursue equality and minimise inequality in different spheres of life?

c) political, economic and social? — The textbook states: /box3How do we distinguish between different dimensions of equality — political, economic and social?

b) marxism, liberalism and feminism — The textbook states: In the course of understanding and answering these questions, you would encounter some important ideologies of our time — socialism, marxism, liberalism and feminism.

a) the conditions of inequality — The textbook states: In this chapter you will see facts and figur es about the conditions of inequality.

d) only for you to appr eciate the natur e of in — The textbook states: These are only for you to appr eciate the natur e of inequality; the facts and figur es need not be memorised.

c) 3.1 — The textbook states: Overview Equality Equality 32 Political Theory 3.1 WHY DOES EQUALITY MATTER?

b) a powerful moral and political ideal that has — The textbook states: Equality is a powerful moral and political ideal that has inspir ed and guided human society for many centuries.

a) God — The textbook states: It is implicit in all faiths and religions which proclaim all human beings to be the cr eation of God.

d) gender, race, or nationality — The textbook states: As a political ideal the concept of equality invokes the idea that all human beings have an equal worth regar dless of their colour, gender, race, or nationality.

c) of their common humanity — The textbook states: It maintains that human beings deserve equal consideration and r espect because of their common humanity.

b) this notion of a shared humanity that lies be — The textbook states: It is this notion of a shared humanity that lies behind, for instance, the notions of universal human rights or ‘crimes against humanity’.

a) or privilege, among people — The textbook states: In the moder n period the equality of all human beings has been used as a rallying slogan in the struggles against states and social institutions which uphold inequalities of rank, wealth status or privilege, among people.

d) Liberty — The textbook states: In the eighteenth century, the Fr ench revolutionaries used the slogan ‘Liberty, Equality and Frater nity’ to r evolt against the landed feudal aristocracy and the monarchy.

c) Asia — The textbook states: The demand for equality was also raised during anti-colonial liberation struggles in Asia and Africa during the twentieth century.

b) Everyone — The textbook states: It continues to be raised by struggling gr oups such as Everyone I know believes in a religion.

a) the ideal of equality — The textbook states: Search for quotations from different religious scriptur es that af firm the ideal of equality.

d) DO IT Do EqualityEquality — The textbook states: LET’S DO IT Do EqualityEquality Political Theory 33 women or dalits who feel marginalised in our society.

c) a widely accepted ideal which is embodied in — The textbook states: Today, equality is a widely accepted ideal which is embodied in the constitutions and laws of many countries.

b) inequality rather than equality which is most — The textbook states: Yet, it is inequality rather than equality which is most visible around us in the world as well as within our own society.

a) as well as starvation — The textbook states: In our country we can see slums existing side by side with luxury housing, schools with world class facilities and air conditioned classrooms along with schools which may lack even drinking water facilities or toilets, waste of food as well as starvation.

d) glaring differences between what the law prom — The textbook states: There are glaring differences between what the law promises and what we see around us.

c) poorest 40 crore people — The textbook states: The richest 50 individuals in the world have a combined income gr eater than that of the poorest 40 crore people.

b) 40 per cent — The textbook states: The poorest 40 per cent of the world’s population receive only 5 per cent of global income, while the richest 10 per cent of the world’s population controls 54 per cent of global income.

a) 25 per cent — The textbook states: The first world of the advanced industrial countries, mainly North America and Western Europe, with 25 per cent of the world’s population, owns 86 per cent of the world’s industry, and consumes 80 per cent of the world’s energy.

d) India — The textbook states: On a per capita basis, a r esident of the advanced industrial countries consumes at least three times as much water, ten times as much energy, thirteen times as much iron and steel and fourteen times as much paper as someone living in a developing country like India or China.

c) 8700 — The textbook states: The risk of dying from pregnancy related causes is 1 to 18 in Nigeria but 1 to 8700 in Canada.

b) combustion of fossil fuels — The textbook states: The industrial countries of the first world account for nearly two-thirds of the global emissions of carbon dioxide from the combustion of fossil fuels.

a) that cause acid rain — The textbook states: They also account for three-quarters of emissions of sulphur and nitrogen oxide that cause acid rain.

d) being shifted from the developed countries to — The textbook states: Many industries known for their high rate of pollution are being shifted from the developed countries to the less developed countries.

c) 2005 — The textbook states: Source: Human Development Report, 2005, UNDP.

b) 2011 — The textbook states: 33 Equality Equality 34 Political Theory ECONOMIC INEQUALITIES IN INDIA Here are some findings from the Census of India held in 2011 about household amenities and assets.

a) disparities in the country — The textbook states: Just read these to understand the extent of urban-rural disparities in the country.

d) work situations, and power — The textbook states: We live in a complex world of unequal wealth, opportunities, work situations, and power.

c) these kinds of inequalities? — The textbook states: Should we be concerned about these kinds of inequalities?

b) these inequalities a consequence of our socia — The textbook states: Or are these inequalities a consequence of our social position and rules?

a) questions that have troubled people all over — The textbook states: These are questions that have troubled people all over the world for many years.

d) a question of this kind that makes equality o — The textbook states: It is a question of this kind that makes equality one of the central themes of social and political theory.

c) what does equality imply? — The textbook states: A student of political theory has to address a range of questions, such as, what does equality imply?

b) different in many obvious ways — The textbook states: Since we are different in many obvious ways, what does it mean to say that we are equal?

a) of income and status? — The textbook states: Are we trying to eliminate all differences of income and status?

d) we pursuing — The textbook states: In other words, what kind of equality are we pursuing, and for whom?

c) Why — The textbook states: Some other questions that have been raised regarding Why talk about global or national inequalities when all around us there are inequalities to which nobody seems to object?

b) br other over me — The textbook states: Just look at the way my par ents favour my br other over me.

a) exactly the same way? — The textbook states: EqualityEquality Political Theory 35 the concept of equality which we will consider here are : to promote equality should we always treat all persons in exactly the same way?

d) the society more egalitarian? — The textbook states: Also, what kind of policies should we pursue to try and make the society more egalitarian?

Yet, it is inequality rather than equality which is most visible around us in the world as well as within our own society. In other wor ds, it is not the lack of equality of status or wealth or privilege that is significant but the inequalities in people’s access to such basic goods, as education, health care, safe housing, that make for an unequal and unjust society. These kinds of inequalities EqualityEquality Political Theory 37 are different from socially-produced inequalities which emerge as a consequence of inequalities of opportunity or the exploitation of some groups in a society by others.

Yet, it is inequality rather than equality which is most visible around us in the world as well as within our own society. While identifying different kinds of inequalities that exist in society, various thinkers and ideologies have highlighted three main dimensions of equality namely, political, social and economic. Political Equality In democratic societies political equality would nor mally include granting equal citizenship to all the members of the state.

EqualityEquality Political Theory 39 will read in the chapter on Citizenship, equal citizenship brings with it certain basic rights such as the right to vote, freedom of expression, movement and association and freedom of belief. In our country we have adopted a policy of quotas or reserved seats in education and jobs to provide equality of opportunity to deprived gr oups, and this has been the subject of considerable debate and disagreement. They contend that any pr ovision of reservations or quotas for the deprived in admissions for higher education or jobs is unfair as it arbitrarily denies other sections of society their right to equal treatment.

But DRINKING□FOUNTAIN WHITE COLOURED COLOURED□SERVED IN□REAR REST□ROOMS WHITE□ONLY Equality Equality 36 Political Theory some other kinds of inequalities may seem unjust. They believe that while states may have to intervene to try and ensur e a minimum standard of living and equal opportunities for all, this cannot by itself bring equality and justice to society. Equality Through Differential Treatment However, as we noted earlier, formal equality or equality before law is necessary but not sufficient to realise the principle of equality.

In reflecting on this concept it examines the following questions: /box3What is equality? /box3Does the pursuit of equality involve tr eating everyone the same way in every condition? Yet, it is inequality rather than equality which is most visible around us in the world as well as within our own society.

Chapter 3 Equality This chapter is about the concept of equality, a value that is also enshrined in our Constitution.

In reflecting on this concept it examines the following questions: /box3What is equality?

Why should we be concer ned about this moral and political ideal?

/box3Does the pursuit of equality involve tr eating everyone the same way in every condition?

/box3How may we pursue equality and minimise inequality in different spheres of life?

/box3How do we distinguish between different dimensions of equality — political, economic and social?

In the course of understanding and answering these questions, you would encounter some important ideologies of our time — socialism, marxism, liberalism and feminism.

In this chapter you will see facts and figur es about the conditions of inequality.

These are only for you to appr eciate the natur e of inequality; the facts and figur es need not be memorised.

Overview Equality Equality 32 Political Theory 3.1 WHY DOES EQUALITY MATTER?

Equality is a powerful moral and political ideal that has inspir ed and guided human society for many centuries.

It is implicit in all faiths and religions which proclaim all human beings to be the cr eation of God.

As a political ideal the concept of equality invokes the idea that all human beings have an equal worth regar dless of their colour, gender, race, or nationality.

It maintains that human beings deserve equal consideration and r espect because of their common humanity.

It is this notion of a shared humanity that lies behind, for instance, the notions of universal human rights or ‘crimes against humanity’.

In the moder n period the equality of all human beings has been used as a rallying slogan in the struggles against states and social institutions which uphold inequalities of rank, wealth status or privilege, among people.

In the eighteenth century, the Fr ench revolutionaries used the slogan ‘Liberty, Equality and Frater nity’ to r evolt against the landed feudal aristocracy and the monarchy.

The demand for equality was also raised during anti-colonial liberation struggles in Asia and Africa during the twentieth century.

It continues to be raised by struggling gr oups such as Everyone I know believes in a religion.

Search for quotations from different religious scriptur es that af firm the ideal of equality.

Chapter 3 Equality This chapter is about the concept of equality, a value that is also enshrined in our Constitution. Chapter 3 Equality This chapter is about the concept of equality, a value that is also enshrined in our Constitution. In reflecting on this concept it examines the following questions: /box3What is equality? Why should we be concer ned about this moral and political ideal?

In reflecting on this concept it examines the following questions: /box3What is equality? Chapter 3 Equality This chapter is about the concept of equality, a value that is also enshrined in our Constitution. In reflecting on this concept it examines the following questions: /box3What is equality? Why should we be concer ned about this moral and political ideal? /box3Does the pursuit of equality involve tr eating everyone the same way in every condition?

Why should we be concer ned about this moral and political ideal? In reflecting on this concept it examines the following questions: /box3What is equality? Why should we be concer ned about this moral and political ideal? /box3Does the pursuit of equality involve tr eating everyone the same way in every condition? /box3How may we pursue equality and minimise inequality in different spheres of life?

/box3Does the pursuit of equality involve tr eating everyone the same way in every condition? Why should we be concer ned about this moral and political ideal? /box3Does the pursuit of equality involve tr eating everyone the same way in every condition? /box3How may we pursue equality and minimise inequality in different spheres of life? /box3How do we distinguish between different dimensions of equality — political, economic and social?

/box3How may we pursue equality and minimise inequality in different spheres of life? /box3Does the pursuit of equality involve tr eating everyone the same way in every condition? /box3How may we pursue equality and minimise inequality in different spheres of life? /box3How do we distinguish between different dimensions of equality — political, economic and social? In the course of understanding and answering these questions, you would encounter some important ideologies of our time — socialism, marxism, liberalism and feminism.

/box3How do we distinguish between different dimensions of equality — political, economic and social? /box3How may we pursue equality and minimise inequality in different spheres of life? /box3How do we distinguish between different dimensions of equality — political, economic and social? In the course of understanding and answering these questions, you would encounter some important ideologies of our time — socialism, marxism, liberalism and feminism. In this chapter you will see facts and figur es about the conditions of inequality.

In the course of understanding and answering these questions, you would encounter some important ideologies of our time — socialism, marxism, liberalism and feminism. /box3How do we distinguish between different dimensions of equality — political, economic and social? In the course of understanding and answering these questions, you would encounter some important ideologies of our time — socialism, marxism, liberalism and feminism. In this chapter you will see facts and figur es about the conditions of inequality. These are only for you to appr eciate the natur e of inequality; the facts and figur es need not be memorised.