Many educators in Canada and the United States advocate multicultural

Question

Many educators in Canada and the United States
advocate multicultural education as a means of
achieving multicultural understanding. There are,
however, a variety of proposals as to what multicultural
  (5)   education should consist of. The most modest of these
proposals holds that schools and colleges should
promote multicultural understanding by teaching about
other cultures, teaching which proceeds from within
the context of the majority culture. Students should
  (10)   learn about other cultures, proponents claim, but
examination of these cultures should operate with the
methods, perspectives, and values of the majority
culture. These values are typically those of liberalism:
democracy, tolerance, and equality of persons.

(15)   Critics of this first proposal have argued that
genuine understanding of other cultures is impossible if
the study of other cultures is refracted through the
distorting lens of the majority culture’s perspective.
Not all cultures share liberal values. Their value
  (20)   systems have arisen in often radically different social
and historical circumstances, and thus, these critics
argue, cannot be understood and adequately
appreciated if one insists on approaching them solely
from within the majority culture’s perspective.

(25)   In response to this objection, a second version of
multicultural education has developed that differs from
the first in holding that multicultural education ought to
adopt a neutral stance with respect to the value
differences among cultures. The values of one culture
  (30)   should not be standards by which others are judged;
each culture should be taken on its own terms.
However, the methods of examination, study, and
explanation of cultures in this second version of
multicultural education are still identifiably Western.
  (35)   They are the methods of anthropology, social
psychology, political science, and sociology. They are,
that is, methods which derive from the Western
scientific perspective and heritage.

Critics of this second form of multicultural
  (40)   education argue as follows: The Western scientific
heritage is founded upon an epistemological system
that prizes the objective over the subjective, the logical
over the intuitive, and the empirically verifiable over
the mystical. The methods of social-scientific
  (45)   examination of cultures are thus already value laden;
the choice to examine and understand other cultures by
these methods involves a commitment to certain values
such as objectivity. Thus, the second version of
multicultural education is not essentially different from
  (50)   the first. Scientific discourse has a privileged place in
Western cultures, but the discourses of myth, tradition,
religion, and mystical insight are often the dominant
forms of thought and language of non-Western
cultures. To insist on trying to understand nonscientific
  (55)   cultures by the methods of Western science is not only
distorting, but is also an expression of an attempt to
maintain a Eurocentric cultural chauvinism: the
chauvinism of science. According to this objection, it is
only by adopting the (often nonscientific) perspectives
  (60)   and methods of the cultures studied that real
understanding can be achieved.    1 
 1. Which one of the following most accurately states the main point of the passage?

(A) Proponents of two proposals for promoting multicultural understanding disagree about both the goal of multicultural education and the means for achieving this goal.
(B) Proponents of two proposals for promoting multicultural understanding claim that education should be founded upon an epistemological system that recognizes the importance of the subjective, the intuitive, and the mystical.
(C) Proponents of two proposals for promoting multicultural understanding claim that it is not enough to refrain from judging non Western cultures if the methods used to study these cultures are themselves Western.
(D) Critics of two proposals for promoting multicultural understanding disagree about the extent to which a culture’s values are a product of its social and historical circumstances.
(E) Critics of two proposals for promoting multicultural understanding claim these proposals are not value neutral and are therefore unable to yield a genuine understanding of cultures with a different value system.

2 
 2. Critics who raise the objection discussed in the second paragraph would be most likely to agree with which one of the following?

(A) The social and historical circumstances that give rise to a culture’s values cannot be understood by members of a culture with different values.
(B) The historical and social circumstances of a culture can play an important role in the development of that culture’s values.
(C) It is impossible for one culture to successfully study another culture unless it does so from more than one cultural perspective.
(D) Genuine understanding of another culture is impossible unless that culture shares the same cultural values.
(E) The values of liberalism cannot be adequately understood if we approach them solely through the methods of Western science.

3 
 3. Which one of the following most accurately describes the organization of the passage as a whole?

(A) Difficulties in achieving a goal are contrasted with the benefits of obtaining that goal.
(B) A goal is argued to be unrealizable by raising objections to the means proposed to achieve it.
(C) Two means for achieving a goal are presented along with an objection to each.
(D) Difficulties in achieving a goal are used to defend several radical revisions to that goal.
(E) The desirability of a goal is used to defend against a number of objections to its feasibility.

4 
 4. The version of multicultural education discussed in the first paragraph is described as “modest” (line 5) most likely because it

(A) relies on the least amount of speculation about non-Western cultures
(B) calls for the least amount of change in the educational system
(C) involves the least amount of Eurocentric cultural chauvinism
(D) is the least distorting since it employs several cultural perspectives
(E) deviates least from a neutral stance with respect to differences in values

5 
 5. Given the information in the passage, which one of the following would most likely be considered objectionable by proponents of the version of multicultural education discussed in the third paragraph?

(A) a study of the differences between the moral codes of several Western and non-Western societies
(B) a study of a given culture’s literature to determine the kinds of personal characteristics the culture admires
(C) a study that employs the methods of Western science to investigate a nonscientific culture
(D) a study that uses the literary theories of one society to criticize the literature of a society that has different values
(E) a study that uses the methods of anthropology and sociology to criticize the values of Western culture

6 
 6. Which one of the following, if true, would provide the strongest objection to the criticism in the passage of the second version of multicultural education?

(A) It is impossible to adopt the perspectives and methods of a culture unless one is a member of that culture.
(B) Many non-Western societies have value systems that are very similar to one another.
(C) Some non-Western societies use their own value system when studying cultures that have different values.
(D) Students in Western societies cannot understand their culture’s achievements unless such achievements are treated as the subject of Western scientific investigations.
(E) Genuine understanding of another culture is necessary for adequately appreciating that culture.

mSKR · Answer

5/6 Correct; 
2nd Question took time
6th : was not very confident in first attempt

4th Wrong

The passage is structured in very simple form
Proposal1
Criticize 1
Proposal2
Criticize 2nd proposal

(A) Proponents of two proposals for promoting multicultural understanding disagree about both the goal of multicultural education and the means for achieving this goal.
Not disagree about goal . But discussion is how to achieve that goal
(B) Proponents of two proposals for promoting multicultural understanding claim that education should be founded upon an epistemological system that recognizes the importance of the subjective, the intuitive, and the mystical. It is supporting only 1 proposal and not concluded in the passage as such 
(C) Proponents of two proposals for promoting multicultural understanding claim that it is not enough to refrain from judging non Western cultures if the methods used to study these cultures are themselves Western.
We need to understand multi culture but by understanding them; not through westernized methods nor through majority of cultural values. Enough to refrain or not enough is not a point of discussion
(D) Critics of two proposals for promoting multicultural understanding disagree about the extent to which a culture’s values are a product of its social and historical circumstances.
Criticists of both proposal didn’t disagree with the conclusion. But disagree about proposal 1 and proposal 2
 (E) Critics of two proposals for promoting multicultural understanding claim these proposals are not value neutral and are therefore unable to yield a genuine understanding of cultures with a different value system.
Matches our understanding; Criticists of both proposal agree that these proposal don’t represent true value to understand different culture.

(A) Difficulties in achieving a goal are contrasted with the benefits of obtaining that goal.
Not contrasted benefits vs difficulties 
(B) A goal is argued to be unrealizable by raising objections to the means proposed to achieve it.
It can be realizable if another culture is understood by adopting the (often nonscientific) perspectives and methods of the cultures studied 
 (C) Two means for achieving a goal are presented along with an objection to each.
Yes. Structure is Proposal - - > criticize Proposal 2nd -- > criticize  
(D) Difficulties in achieving a goal are used to defend several radical revisions to that goal.
No defense against proposal is given in passage 
(E) The desirability of a goal is used to defend against a number of objections to its feasibility.
No defense against proposals given in passage

objectionable by proponents of the version of multicultural education discussed
means educators who proposed 2nd proposal 
they don’t agree with what?

In response to this objection, a second version of
multicultural education has developed that differs from
the first in holding that multicultural education ought to
adopt a neutral stance with respect to the value
differences among cultures. The values of one culture
(30) should not be standards by which others are judged;
each culture should be taken on its own terms.

(A) a study of the differences between the moral codes of several Western and non-Western societies
Agree that there should be difference between moral codes of different cultures
(B) a study of a given culture’s literature to determine the kinds of personal characteristics the culture admires
Agree that each culture should be studied based on its own standards
(C) a study that employs the methods of Western science to investigate a nonscientific culture
 To insist on trying to understand nonscientific cultures by the methods of Western science is not only distorting, but is also an expression of an attempt to maintain a Eurocentric cultural chauvinism: the chauvinism of science.  
This is what author claim; not proponents of the version of multicultural education.Hence C can not be an answer 
 (D) a study that uses the literary theories of one society to criticize the literature of a society that has different values
Basis of one culture should not be based to judge other culture. 
So educators of 2nd proposal would disagree with this claim  
(E) a study that uses the methods of anthropology and sociology to criticize the values of Western culture
Anthropology and sociology are western methods criticize western culture- agree

mSKR · Answer

2nd proposal critics say: methods are based on western values.

(A) The social and historical circumstances that give rise to a culture’s values cannot be understood by members of a culture with different values.
We don’t know whether cultural values can be understood with different values, it is not given in passage

(B) The historical and social circumstances of a culture can play an important role in the development of that culture’s values.
It is conclusion given in the end and is aligned with what 2nd proposal critics say

(C) It is impossible for one culture to successfully study another culture unless it does so from more than one cultural perspective.
No such argument is given in 2nd proposal critics

(D) Genuine understanding of another culture is impossible unless that culture shares the same cultural values.
We don’t know it is impossible ( its not given in passage),. Moreover too extreme statement; what if there is some possibility. Open to challenge. So it can not be an answer based on passage.

(E) The values of liberalism cannot be adequately understood if we approach them solely through the methods of Western science.
values of liberalism means : democracy, tolerance, and equality of persons
These are western values and these can be understood through methods of western science
So 2nd proposal critics would not agree with option E.

mSKR · Answer

2nd proposal criticize: The Western scientific
heritage is founded upon an epistemological system
that prizes the objective over the subjective, the logical
over the intuitive, and the empirically verifiable over
the mystical. The methods of social-scientific
(45) examination of cultures are thus already value laden;
the choice to examine and understand other cultures by
these methods involves a commitment to certain values
such as objectivity.

According to this objection, it is
only by adopting the (often nonscientific) perspectives 
(60) and methods of the cultures studied that real
understanding can be achieved.

I need to find an option that if I add this option then it contradicts with what Criticists say.

Criticists: it is only by adopting the (often nonscientific) perspectives and methods of the cultures studied that real understanding can be achieved.
Add option: What if it is impossible to adopt the perspective and methods of other culture unless you are member of that culture. 
Result: Critics conclusion would be weakened and Then there would be no way for non-members to understand other culture.
 
This option is independent on the conclusion of 2nd proposal Criticists.

If Yes: Many non-Western societies have value systems that are very similar to one another.
Still we need to adapt according to that culture. They are not based on western values.

No: Many non-Western societies have value systems that are NOT very similar to one another.
Still we need to adapt according to that culture. They may or may not base on western values. 
 
That’s what 2nd proposal criticists emphasized that you need to have a nonwestern system to study different culture. Even this statement is true, it won’t affect Criticists claim. 
 
 According to this objection, it is
only by adopting the (often nonscientific) perspectives 
(60) and methods of the cultures studied that real
understanding can be achieved. 
But Option D says that students cannot understand unless using with scientific investigations.
Yes because western culture is based on scientific values. So students use scientific values to understand western culture. That’s in line with 2nd proposal Criticists 
 
 Criticists may not disagree with this claim. There is nowhere mentioned that non-genuine understanding can help. 
How it can be objected.

mSKR · Answer

The most modest of these
proposals holds that schools and colleges should
promote multicultural understanding by teaching about
other cultures, teaching which proceeds from within
the context of the majority culture.

Thought:  Why majority culture is considered as modest? Because modest is some mid way path that doesn’t get deviated from average.

Should not the answer be D with above thought that covers for majority of cultures.

Please suggest Q4  AndrewN  sir. 
 Sajjad1994 : Any official explanation for Q4 ?

Sajjad1994 · Answer

This question become hard because we don't know the exact meaning of the word modest or the exact intention with which this word is used here BUT D is opposite. According to the critics the proposal 1 offers the more Eurocentrism and be the more distorting of the two so we cannot pick option D.

Thank you!

AndrewN · Answer

Hello,  mSKR . I will confess that this one took me 2:21  after  I had read the passage. I chose what ended up being the correct answer because I  knew  no other answer was justifiable. I will do my best to trace my thought process below. First, I want to caution you again about taking on LSAT questions if you are preparing for the GMAT™. In my view, it is better to even review official GMAT™ RC passages and questions than to seek out fresh material in LSAT passages. They are not the same tests, and practicing one type of passage and its questions will not necessarily make you better at the other. Anyway, on to question 4. How about we start with the line in question, the one you quoted above?

The most modest of these
proposals holds that schools and colleges should
promote multicultural understanding by teaching about
other cultures, teaching which proceeds from within
the context of the majority culture.

Okay, so this line outlines a situation in which a majority culture studies an outside culture  by teaching... within the context of the majority culture . An example might be if, in the US, a predominantly white school district decided to teach its students about the cultures of India by using a textbook written not by someone from India or with Indian heritage, but by someone with roots in the European cultures of many of the students or teachers. We cannot say that the textbook or teachings from it will necessarily be ethnocentric, but the probability is higher than if the book were written or taught by someone with roots in the cultures being discussed. In other words, the "modest" proposal is the safest—i.e. to study an outside culture from afar, through the lens of others within the predominant group.

We would expect the opposite to be true. Using my example from above, it would be harder to speculate on the different cultures of India if some of the students and teachers were themselves from India, or if the textbook used in class were written by someone from India. The more removed from direct cultural contact one group may be from another, the more likely each group will be to speculate on the other.

What could be easier than to tell teachers to mention other cultures in class? Yes,  calls for  (or advocates) gave me pause. I thought it might be too strong. But I cannot deny that "modest" in the sense that it is used in the question and passage aligns well with this answer choice. No new teachers, no new students, no new cultural contact. This one is a keeper.

As we saw in the last answer choice, this one offers strong language:  chauvinism  is not for the faint of heart, indicating a strong bias of some sort. But in all honesty, there is little to separate this answer choice from (A). In each one, the predominant culture projects its own views onto outside cultures, and that is exactly what the passage outlines:  examination of these cultures should operate with the methods, perspectives, and values of the majority culture.  That sounds culturally chauvinistic to me, not what we want here.

The  least distorting  proposal would be one that was more integrative, in which the voice of the non-dominant group was heard directly, from someone within the group under discussion. Once again, this answer choice runs parallel to (A). The "modest" proposal involves nothing more than paying lip service to cultural pluralism, teaching students about other cultures that have no direct representation.

The criticism in paragraph two of the most "modest" proposal is that  genuine understanding of other cultures is impossible if the study of other cultures is refracted through the distorting lens of the majority culture’s perspective . In other words, even if someone within the predominant culture sought to teach in an unbiased manner about other cultures, the very fact that no one from those cultures is present to provide a more informed view on the matter makes it  impossible  for the teachings to be effective, regarding cultural understanding. The "modest" proposal has to do with a lack of change, with keeping things comfortable for the majority culture, not with neutrality of opinion.

I hope that helps. Sometimes taking the time to understand that two or more answers are basically saying the same thing can help you disqualify them.

- Andrew

Sajjad1994 · Answer

Explanation

5. Given the information in the passage, which one of the following would most likely be considered objectionable by proponents of the version of multicultural education discussed in the third paragraph?

Explanation

We are asked for a study that proponents of proposal #2 would find obnoxious. Well, anything trying to be objective and/or relying on the scientific would be O.K. with them. Look for one or both of those among the wrong choices.

(A),(B)  Proposal #2 proponents would be pleased with each of these because each is trying to be steadfastly neutral.

(C),(E)  Such proponents would be pleased with each of these, too, because each is utilizing some aspect(s) of science.

But  (D)  stands apart. When one  “criticizes”  another society’s literature one couldn’t be more subjective, or more willing to look at another culture through the prism of one’s own. That’s a proposal #1 idea that proposal #2’s fans wouldn’t stand for, so  (D)  is correct.

Answer: D

Many educators in Canada and the United States advocate multicultural

Prep Toolkit

Top 5 GMAT Debrief Videos

615 to 715 in 15 Days (Ria's Strategies)

More than Quant/Verbal Abilities: Speed vs. Accuracy

745 with Only Self-Prep and GMAT Club

From 555 to 765: 210-point Improvement

Perfect 805 Score Debrief by Julia

My Rewards

GMAT Reading Comprehension (RC) Questions

Many educators in Canada and the United States advocate multicultural

Prep Toolkit

615 to 715 in 15 Days (Ria's Strategies)

More than Quant/Verbal Abilities: Speed vs. Accuracy

745 with Only Self-Prep and GMAT Club

From 555 to 765: 210-point Improvement

Perfect 805 Score Debrief by Julia

My Rewards