Precis For Practice
Precis For Practice
Exercise: 21 Make précis of the following paragraphs. Also suggest suitable titles.
(I): Does nationalism embrace two, quite distinct traditions? Does nationalism have a ‗good‘ face and a ‗bad‘ face? The idea
that there are, in effect, ‗two nationalisms‘ is usually based on the belief that nationalism has contrasting civic and ethnic
forms. What is often called civic nationalism is fashioned primarily out of shared political allegiances and political values. The
nation is thus an ‗association of citizens‘. Civic nationalism has been defended on the grounds that it is open and voluntaristic:
membership of the nation is based on choice and self-definition, not on any predetermined ethnic or historical identity. It is a
form of nationalism that is consistent with toleration and liberal values generally, being forward-looking and compatible with a
substantial degree of cultural and ethnic diversity. Critics, however, have questioned whether civic nationalism is meaningful
(Kymlicka 1999). Most citizens, even in a ‗civic‘ or ‗political‘ nation, derive their nationality from birth, not choice. Moreover,
divorced from the bonds of ethnicity, language and history, political allegiances and civic values may simply be incapable of
generating the sense of belonging and rootedness that gives nationalism its power. By contrast, ethnic nationalism is squarely
rooted in ethnic unity and a deep sense of cultural belonging. This form of nationalism is often criticized for having a closed or
fixed character: it is difficult, and perhaps impossible, for non-citizens to become members of the nation. Nationalism therefore
acquires a homogenizing character, breeding a fear or suspicion of foreigners and strengthening the idea of cultural
distinctiveness, often interwoven with a belief in national greatness. Ethnic nationalism is thus irrational and tends to be
tribalistic, even bloodthirsty. On the other hand, its capacity to generate a closed and fixed sense of political belonging may
also be a virtue of ethnic nationalism. ‗Ethnic‘ or ‗cultural‘ nations tend to be characterized by high levels of social solidarity
and a strong sense of collective purpose.
(II): In many ways, the Muslims of the northwest had benefited from the British raj (rule). There was some threat of economic
competition from the non-Muslims once the British lifted the protection they had provided, but this threat constituted only a
minor worry. The Muslim landed aristocracy was powerful in the countryside; the religious leaders had a great deal of support
in the villages as well as in the towns; and even the small urban community of Muslims had been reasonably well
accommodated in the professions and public services. The Muslims in the northeast constituted a totally different
socioeconomic class--a minor image of the one in the northwest. They owned little land, did not have much education, and had
not found a sure place for themselves in the modern administrative and economic institutions that the British had brought to
India. Those in the northwest constituted the aristocracy of Indian Muslim society; those in the northeast made up its peasantry.
(III): As to happiness, I am not so sure. Birds, it is true, die of hunger in large numbers during the winter, if they are not birds
of passage. But during the summer they do not foresee this catastrophe, or remember how nearly it befall them in the previous
winter. With human beings the matter is otherwise. I doubt whether the percentage of birds that would have died of hunger
during the present winter (1946-7) is as great as the percentage of human beings that would have died from this cause in India
and Central Europe during the same period. But every human death by starvation is preceded by a long period of anxiety, and
surrounded by corresponding anxiety of neighbors. We suffer not only the evils that befall us, but all those that our intelligence
tells us we have reason to fear. The curbing of impulses to which we are led by forethoughts averts physical disaster at the cost
of worry, and general lack of joy. I do not think that the learned man of my acquaintance, even when they enjoy a secure
income, are as happy as the mouse that eats crumbs from their tables while the erudite gentleman snooze. In this respect,
therefore, I am not convinced that there has been any progress at all.
(IV): Animals are happy so long as they have health and enough to eat. Human beings, one feels, ought to be, but in the
modern world they are not, at least in a great majority of cases. If you are unhappy yourself, you will probably be prepared to
admit that you are not exceptional in this. If you are happy, ask yourself how many of your friends are so. And when you have
reviewed your friends, teach yourself the art of reading faces; make yourself receptive to the moods of those whom you meet
in the course of an ordinary day. ―A mark in every face I meet/Marks of weakness, marks of woe,‖ says Blake. Though the
kinds are different, you will find that unhappiness meets you everywhere. Let us suppose that you are in New York, the most
typically modern of great cities. Stand in a busy street during working hours, or on a main thoroughfare at a week-end, or at a
dance of an evening; empty your mind of your own ego, and let the personalities of the strangers about you take possession of
you one after another. You will find that each of these different crowds has its own trouble. In the work-hour crowd you will
see anxiety, excessive concentration, dyspepsia, lack of interest in anything but the struggle, incapacity for play,
unconsciousness of their fellow creatures.
(V): Modern societies grasped the importance of well-educated polity very early on. In recent decades however, investment in
human capacity has become a top priority for international, multinational, and national efforts. Conventional wisdom
suggested that Education was critical for a society to produce a skilled labour force that could operate as productive members
of the economy. Over time, education has increasingly been seen as a force multiplier capable of having a much broader
impact-both positive and negative- on societies than merely producing skilled work force. High quality education can provide
the means of social mobility and act as a source of contentment to people. It can contribute to peace, drive societal narratives
and thus mould the very outlook of the communities positively, as well as inculcate a civic sense among citizens. On the other