545 extractive question-and-answer pairs built from basic in education, published by ncert.nic.in. The source is a 281-page publication. Source-evidenced topics include b.ed. course, ncert textbook, first edition june 2014, education, knowledge, teacher autonomy, learner autonomy, values. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 169 factual, 128 definition, 92 summary, 77 relationship, 72 list, 7 comparison. 376 of the 545 pairs (69.0%) ask explanatory questions; the remaining 169 are factual or table-based questions. 99.82% of rows pass the corpus quality gate.
This dataset contains 545 extractive question-and-answer pairs derived from an NCERT publication titled 'Basics in Education.' The questions cover various types, including factual, definition, summary, relationship, list, and comparison. The answers are verbatim excerpts from the source material, which spans 281 pages. Topics include teacher and learner autonomy, values, and philosophical perspectives on education. Each record includes the question, answer, context, and citation details, enabling verification against the original source.
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df = desidata.load("www-ncert-nic-in-29959d8f5a215f9525c28dfb1f8f0a78")
df.head()First 10 of 545 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What could happen if situations affecting students' self-esteem are ignored? | not paid, these situations could further undo the potential of the school to nurture values | Another instance could be that some of the students in the school are not from affluent background and can’t afford expensive clothes and gadgets available with other children which may lower their self-esteem. If attention is not paid, these situations could further undo the potential of the school to nurture values. The factors that challenge the value nurturing capacity of the schools may lie in the society but their identification, and school-based action in this regard is the need of the hour. | 227 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | If attention is not paid, these situations could further undo the potential of the school to nurture values. | 242 | page=242,block=1 | 0.850 | valid |
| What does Secularism represent as a modern value? | a modern value that implies equality and equity and discards any kind of social or religious stratification or differentiation | A teacher shall always try to set examples of practising egalitarian values. Secularism Secularism is a modern value that implies equality and equity and discards any kind of social or religious stratification or differentiation. The concept thus entails tolerance for all religions, castes and all kinds of social diversity. | 102 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | Secularism Secularism is a modern value that implies equality and equity and discards any kind of social or religious stratification or differentiation. | 265 | page=265,block=1 | 0.850 | valid |
| What does the term face-to-face refer to in education? | the classical system of education as is provided in schools | It can be provided through face-to-face mode or the distance mode. Face-to-face is the classical system of education as is provided in schools. Education through distance mode could be provided in various ways like correspondence education, online education, teleconferencing, video conferencing, etc. | 83 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | Face-to-face is the classical system of education as is provided in schools. | 99 | page=99,block=1 | 0.850 | valid |
| What is described as the opposite of negative self? | the opposite of all the above | The negative self is expressed in behaviours like lack of trust in one’s own ability and that of others, absence of caring and helpful attitudes, inability to take responsibility, lack of perseverance on tasks, and so on. The positive self is the opposite of all the above. A sound and healthy sense of self is enabling. | 243 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | The positive self is the opposite of all the above. | 248 | page=248,block=1 | 0.850 | valid |
| What is the basis of Kant’s moral theory? | based on the position that rational human wills are autonomous | Although Rousseau did not use the term ‘autonomy’, his conception of moral freedom–defined as “obedience to the law one has prescribed to oneself”– has a clear relation to Kant’s understanding of autonomy. Kant’s moral theory is based on the position that rational human wills are autonomous. Kant enforced that autonomy does not consist in being bound by no law, but by laws that are in some sense of one’s own making. | 229 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | Kant’s moral theory is based on the position that rational human wills are autonomous. | 173 | page=173,block=1 | 0.850 | valid |
| What is the definition of a value system? | an enduring organisation of beliefs concerning preferable modes of conduct or end states of existence along a continuum of relative importance (Rokeach, 1973) | A value is an enduring belief that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. A value system is an enduring organisation of beliefs concerning preferable modes of conduct or end states of existence along a continuum of relative importance (Rokeach, 1973). An analysis of the definitions given in the box above shows that values are conceptualised as preferences, enduring beliefs, norms/rules/standards of behaviour as guiding the conduct, and attitude of humans towards what is right or good or acceptable. | 213 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | A value system is an enduring organisation of beliefs concerning preferable modes of conduct or end states of existence along a continuum of relative importance (Rokeach, 1973). | 216 | page=216,block=1 | 0.850 | valid |
| What question arises regarding the concepts of freedom and autonomy? | the difference between freedom and autonomy? | Autonomy As per Kantian concept, an autonomous person is free. The question arises what is the difference between freedom and autonomy? Is autonomy a synonym to freedom? In the present section, we shall discuss this issue. | 91 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | The question arises what is the difference between freedom and autonomy? | 174 | page=174,block=1 | 0.850 | valid |
| What refers to the level of life that is not consciously thought about or theorised? | the level of our lives that we do not really think about or theorise | The discursive consciousness gives us our rationalisations for actions and refers to more conscious and therefore more explicitly theoretical knowing. The practical consciousness refers to the level of our lives that we do not really think about or theorise. In that sense, we can say that tacit knowledge is produced by our practical consciousness and explicit knowledge is produced by our discursive consciousness. | 189 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | The practical consciousness refers to the level of our lives that we do not really think about or theorise. | 125 | page=125,block=1 | 0.850 | valid |
| According to the classical view, what activities are considered truly educative? | the activities of mind designed to develop the rational part of the composed being | Many traditional philosophers, who were also the educational thinkers, believed that man is composed of body and soul or mind, of which mind is the knowing aspect of man’s nature, while the body is the sensing and feeling aspect of his / her nature. This view asserts that only ‘academic subjects’ are worthy of the name ‘education’; any activities involving the body such as manual skills, crafts, and vocational preparation are not education, but training. This classical view asserts that only the activities of mind designed to develop the rational part of the composed being are truly educative. The classical educationists also believed that human nature is everywhere and at all times essentially the same. | 497 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | This classical view asserts that only the activities of mind designed to develop the rational part of the composed being are truly educative. | 27 | page=27,block=1 | 0.700 | valid |
| How did Aristotle describe the purpose of education? | the creation of a sound mind in a sound body. | Some philosophers like Rousseau, Pestalozzi, Froebel, Basedow and other contemporaries were the prime movers of this view. It was felt that the school’s purpose should be broadened to include all facets of human development. They did not affirm that the schools should not develop the intellectual powers of pupils, but they asserted that all the activities of human life are the concerns of the school. Activity 4 Analyze and discuss the following views on education in your groups: Socrates: “Education means the bringing out of the ideas of universal validity which are latent in the mind of every man.” Plato: “Education is the capacity to feel pleasure and pain at the right moment. It develops in the body and in the soul of the pupil all the beauty and all the perfection which he is capable of.” Aristotle: “Education is the creation of a sound mind in a sound body. | 829 | definition | 1.000 | https://www.ncert.nic.in/desm/pdf/basic_in_education.pdf | It develops in the body and in the soul of the pupil all the beauty and all the perfection which he is capable of.” Aristotle: “Education is the creation of a sound mind in a sound body. | 28 |
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| page=28,block=1 |
| 0.700 |
| valid |