Passage 1: Creativity
In the author's view, cities promote human creativity for all the following reasons EXCEPT that they
CAT 2026Papers & G StrategyVerbalRC passages
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Creativity is at once our most precious resource and our most inexhaustible one. As anyone who has ever spent any time with children knows, every single human being is born creative; every human being is innately endowed with the ability to combine and recombine data, perceptions, materials and ideas, and devise new ways of thinking and doing.What fosters creativity? More than anything else: the presence of other creative people. The big myth is that creativity is the province of great individual gen.iuses. In. fact creativity is a social process. Our biggest creative breakthroughs come when people learn from, compete with, and collaborate with other people.
Cities are the true fonts of creativity... With their diverse populations, dense social networks, and public spaces where people can meet spontaneously and serendipitously, they spark and catalyze new ideas. With their infrastructure for finance, organization and trade, they allow those ideas to be swiftly actualized.
As for what staunches creativity, that's easy, if ironic. It's the very institutions that we build to manage, exploit and perpetuate the fruits of creativity — our big bureaucracies, and sad to say, too many of our schools. Creativity is disruptive; schools and organizations are regimented, standardized and stultifying.
The education expert Sir Ken Robinson points to a 1968 study reporting on a group of 1,600 children who were tested over time for their ability to think in out-of-the-box ways. When the children were between 3 and 5 years old, 98 percent achieved positive scores. When they were 8 to 10, only 32 percent passed the same test, and only 10 percent at 13
to 15. When 280,000 25-year-olds took the test, just 2 percent passed. By the time we are adults, our creativity has been wrung out of us.
I once asked the great urbanist Jane Jacobs what makes some places more creative than others. She said, essentially, that the question was an easy one. All cities, she said, were filled with creative people; that's our default state as people. But some cities had more than their shares of leaders, people and institutions that blocked out that creativity. She called them "squelchers."
Creativity (or the lack of it) follows the same general contours of the great socio-economic divide — our rising inequality — that plagues us. According to my own estimates, roughly a third of us across the United States, and perhaps as much as half of us in our most creative cities — are able to do work which engages our creative faculties to some extent, whether as artists, musicians, writers, techies, innovators, entrepreneurs, doctors, lawyers, journalists or educators — those of us who work with our minds. That leaves a group that I term "the other 66 percent," who toil in low-wage rote and rotten jobs — if they have jobs at all — in which their creativity is subjugated, ignored or wasted.
Creativity itself is not in danger. It's flourishing is all around us — in science and technology, arts and culture, in our rapidly revitalizing cities. But we still have a long way to go if we want to build a truly creative society that supports and rewards the creativity of each and every one of us.
Question 1 of 34
Passage 1: Creativity
In the author's view, cities promote human creativity for all the following reasons EXCEPT that they
Passage 1: Creativity
The author uses 'ironic' in the third paragraph to point out that
Passage 1: Creativity
The central idea of this passage is that
Passage 1: Creativity
Jane Jacobs believed that cities that are more creative
Passage 1: Creativity
The 1968 study is used here to show that
Passage 1: Creativity
The author's conclusions about the most 'creative cities' in the US (paragraph 6) are based on his assumption that
Passage 2: Subnivium
The purpose of this passage is to
Passage 2: Subnivium
All of the following statements are true EXCEPT
Passage 2: Subnivium
Based on this extract, the author would support which one of the following actions?
Passage 2: Subnivium
In paragraph 6, the author provides the examples of crowberry and alpine azalea to demonstrate that
Passage 2: Subnivium
Which one of the following statements can be inferred from the passage?
Passage 2: Subnivium
In paragraph 1, the author uses blankets as a device to
Passage 3: Electric Vehicles
Which of the following statements best reflects the author's argument?
Passage 3: Electric Vehicles
The author points out all of the following about electric cars EXCEPT
Passage 3: Electric Vehicles
According to the author, the main reason for Tesla's remarkable sales is that
Passage 3: Electric Vehicles
The author comes to the conclusion that
Passage 3: Electric Vehicles
In paragraphs 5 and 6, the author provides the example of Uber to argue that
Passage 3: Electric Vehicles
In paragraph 6, the author mentions electrically powered bicycles to argue that
Passage 4: Typewriters
Which one of the following best describes what the passage is trying to do?
Passage 4: Typewriters
According to the passage, some governments still use typewriters because:
Passage 4: Typewriters
The writer praises typewriters for all the following reasons EXCEPT
Passage 5: Viking age
The primary purpose of the passage is:
Passage 5: Viking age
The evidence − "Most of the artifacts also date to the 780s, but some are as old as 725" — has been used in the passage to argue that:
Passage 5: Viking age
All of the following hold true for Vikings EXCEPT
The five sentences (labelled 1, 2, 3, 4 and 5) given below, when properly sequenced would yield a coherent paragraph. Decide on the proper sequence of the order of the sentences and key in the sequence of the four numbers as your answer.
The five sentences (labelled 1, 2, 3, 4 and 5) given below, when properly sequenced would yield a coherent paragraph. Decide on the proper sequence of the order of the sentences and key in the sequence of the four numbers as your answer.
The five sentences (labelled 1, 2, 3, 4 and 5) given below, when properly sequenced would yield a coherent paragraph. Decide on the proper sequence of the order of the sentences and key in the sequence of the four numbers as your answer.
The five sentences (labelled 1, 2, 3, 4 and 5) given below, when properly sequenced would yield a coherent paragraph. Decide on the proper sequence of the order of the sentences and key in the sequence of the four numbers as your answer.
The passage given below is followed by four alternate summaries. Choose the option that best captures the essence of the passage.
The passage given below is followed by four alternate summaries. Choose the option that best captures the essence of the passage.
The passage given below is followed by four alternate summaries. Choose the option that best captures the essence of the passage.
Five sentences related to a topic are given below. Four of them can be put together to form a meaningful and coherent short paragraph. Identify the odd one out. Choose its number as your answer and key it in.
Five sentences related to a topic are given below. Four of them can be put together to form a meaningful and coherent short paragraph. Identify the odd one out. Choose its number as your answer and key it in.
Five sentences related to a topic are given below. Four of them can be put together to form a meaningful and coherent short paragraph. Identify the odd one out. Choose its number as your answer and key it in.