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Class 12 NCERT Solutions eNGLISH
Class 12 NCERT Solutions eNGLISH
Kaliedoscope Non Fiction Chapter 1
Kaliedoscope Non Fiction Chapter 1
Freedom
In “Freedom”, philosopher J. Krishnamurti doesn’t talk about freedom in the political or external sense. Instead, he speaks to the heart—about freedom from fear, pressure, comparison, and blindly accepted beliefs. He invites us to look inward and ask ourselves: Am I living my life, or just following what I’ve been told?
For many students, school life can feel overwhelming—caught between expectations, exams, and the fear of making mistakes. Krishnamurti’s words come as a quiet comfort and a powerful reminder: you have the right to think for yourself, to observe the world with fresh eyes, and to live with honesty and sensitivity.
This chapter encourages you to be deeply aware—not just of the world outside, but of your own thoughts and emotions. It tells us that true education is not about memorising facts, but about awakening intelligence, empathy, and courage.
At www.dasklibro.com, we’ve created this page to help you:
🌱 Understand Krishnamurti’s ideas in simple, clear language
🧠 Prepare CBSE exam answers that reflect deep thinking
💬 Relate the chapter’s message to your personal experiences
Because real learning begins when we stop being afraid—and start being free in thought, in feeling, and in truth.
STOP AND THINK
1. What are the links between natural jobs, labour and slavery?
20 words:
Natural jobs are unavoidable, so we work. Labour supports life. But unfair systems turn labour into slavery by exploiting workers.
40 words:
Natural jobs like eating or sleeping require labour to survive. But when someone shifts their own work onto others unfairly, it becomes slavery. Shaw shows how human needs can be twisted into tools of control under unjust systems, leading to exploitation.
60 words:
Natural jobs like eating and sleeping require labour, which is fair when done for survival. But Shaw explains that those in power often escape their own responsibilities by making others do their work through force or manipulation. This transforms simple labour into slavery, where one class benefits from another's effort, robbing them of time, freedom, and dignity.
80 words:
Natural jobs are essential for survival—like eating, sleeping, dressing—which require labour. But Shaw argues that when one class avoids its natural duties by exploiting another, it turns labour into slavery. Those in power shift their workload onto others using manipulation or false values like religion or patriotism. This makes the working class do more than necessary, often under unfair conditions. Thus, natural labour becomes a tool for exploitation, reducing personal freedom and enforcing an unjust social system.
2. What ought to be the object of all governments, and what do we actually find it to be?
20 words:
Governments should protect people from exploitation. But Shaw says most governments support the powerful and disguise oppression as freedom.
40 words:
Shaw believes honest governments should prevent exploitation and ensure fair treatment. But in reality, most governments enforce slavery through laws and false promises. They protect the rich, offer limited rights like voting, and label control as freedom to fool the public.
60 words:
Ideally, governments should protect citizens from exploitation and promote justice and fairness. But Shaw criticizes most governments for doing the opposite. He says they uphold systems of wage slavery, manipulate elections, and give people false freedom through voting. Instead of reducing work burdens, they maintain control while convincing citizens they are free, which helps the ruling class.
80 words:
Governments are supposed to protect people from being exploited and ensure equality. But Shaw argues that most governments protect the rich and powerful instead. They let people think they're free by offering the vote, but this doesn’t change their daily lives. Real problems like long work hours and poor living conditions remain. Governments often call this system “freedom,” even though it enforces inequality. Shaw exposes how power structures are preserved by misleading the people through controlled choices and false pride.
3. What causes the master class to be more deluded than the enslaved classes?
20 words:
The master class is deluded by their privileged education, making them believe they deserve power and a superior lifestyle.
40 words:
Shaw says the master class is more deluded because their education teaches them they’re superior. This system reinforces false ideas of entitlement, making them believe their power is natural and justified, while the enslaved often see reality more clearly.
60 words:
The master class is educated to believe in its superiority and the fairness of the system that benefits them. This indoctrination is so deep that they accept false histories and think their privileges are earned. Shaw argues that because they live comfortably and agree with what they are taught, they are more thoroughly fooled than the workers who experience the harsh truth of inequality.
80 words:
According to Shaw, the master class is more deeply deluded because they are trained from childhood to believe in their superiority. Educated in elite schools, they are fed a mix of falsified history, pride, and entitlement. They truly believe that the current system is fair and just, simply because it benefits them. Unlike the workers who suffer under the system and begin to question it, the masters are so thoroughly brainwashed that they support and defend the very system that promotes inequality.
4. According to Aristotle, what are the conditions to be fulfilled for the common people to accept law and order, and government, and all that they imply?
20 words:
Aristotle believed people accept law and order when they idolize leaders as superior beings who appear powerful and rich.
40 words:
Shaw explains that Aristotle believed people obey rules more willingly when leaders appear godlike—well-dressed, rich, and commanding. By making rulers look superior, societies train people to accept hierarchy and follow laws, even if they benefit only the powerful.
60 words:
Aristotle’s view, as explained by Shaw, is that people will only follow law and order if they believe their rulers are extraordinary. These rulers must appear wealthy, wear fine clothes, speak grandly, and never perform common tasks. This creates a sense of awe among the public, making them obey without question. Such idolatry, though artificial, helps maintain control and social order.
80 words:
According to Aristotle, as presented by Shaw, people will accept law and government if they are made to believe that leaders are special and superior. This is achieved by presenting rulers in luxurious attire, fine speech, and wealthy lifestyles. The public then views them almost like divine beings and becomes obedient. This conditioning creates a system where common people respect and follow authority not through logic or fairness, but because they’ve been trained to admire power and appearance over substance.
5. How can reasonable laws, impartially administered, contribute to one’s freedom?
20 words:
Fair laws protect people from harm and injustice. When applied equally, they create safety, giving real freedom to all.
40 words:
Shaw says that reasonable laws, when applied equally, protect us from theft, violence, and chaos. This protection helps people feel secure and free. Without such laws, society becomes dangerous. True freedom exists only when laws defend everyone’s rights fairly.
60 words:
Reasonable and fair laws are essential for true freedom. Shaw explains that these laws protect people from violence, theft, and exploitation. When laws are applied without bias, they ensure everyone is treated equally. This safety allows people to live freely, express themselves, and pursue happiness without fear. Without just laws, society turns into disorder, and real freedom becomes impossible.
80 words:
Shaw believes that true freedom can only exist when society is governed by reasonable and unbiased laws. These laws protect individuals from crime, injustice, and oppression. If applied fairly, they stop powerful people from misusing their influence. Instead of restricting freedom, such laws enhance it by ensuring safety and equality. People can then work, live, and speak freely. In contrast, unfair or one-sided laws destroy freedom by favoring some over others. So, just laws build the foundation for a free and fair society.
6. What are the ways in which individual freedom gets restricted?
20 words:
Freedom is restricted by natural needs, laws, employers, landlords, traditions, and social pressures like class, religion, or appearance.
40 words:
Individual freedom is limited by many forces—biological needs, government rules, work hours, landlord demands, and employers’ control. Social traditions, caste, and religion also restrict choices. Even clothes, marriage, and lifestyle may be controlled, reducing one’s ability to live freely.
60 words:
Shaw explains that freedom is limited by natural needs like eating or sleeping. Then there are laws that control behavior, landlords who dictate living conditions, and employers who control time and appearance. Traditions and societal expectations also restrict freedom, often without people realizing it. These pressures shape our decisions, limiting our choices, especially for the poor. True freedom means being able to make personal choices without such constant outside control or fear.
80 words:
Freedom is restricted by both natural and man-made factors. Shaw says our biological needs already take up a lot of time. Add to that, government laws, landlords’ control over housing, and employers’ rules about dress, work hours, and behavior. Social traditions, religion, caste, and gender roles also shape how people live, often forcing them to conform. These combined restrictions reduce people’s personal freedom. Especially for the working class, these limitations make it hard to make free choices in life.
7. Why do most people find it easier to conform, imitate, and follow a self-appointed guru?
20 words:
People follow others because it's easier than thinking deeply. They avoid the effort of questioning and fear going against tradition.
40 words:
Most people prefer to imitate or follow gurus because it feels safer and easier than thinking for themselves. Krishnamurti says people lack the energy or courage to question deeply, so they rely on leaders who promise direction and quick answers.
60 words:
According to Krishnamurti, people often choose to conform or follow others because it saves them from the hard work of thinking. They feel secure in imitation, fearing mistakes or rejection. Society, tradition, and fear of judgment push them to accept what is taught instead of exploring truth on their own. As a result, they lose freedom and become followers rather than thinkers.
80 words:
Krishnamurti explains that most people imitate or follow gurus because it takes less effort than thinking independently. Deep inquiry requires energy, courage, and awareness. Many are afraid to question rules or tradition and feel safer conforming. They are taught early to follow authority, whether it’s a teacher, parent, or religious figure. Over time, this habit of blind following becomes easier than taking responsibility for one’s own thoughts. This makes people dependent, and they lose their freedom to think and choose wisely.
8. What is the inward struggle that the author refers to?
20 words:
The inward struggle is the conflict between wanting freedom and being bound by rules, traditions, and others' expectations.
40 words:
Krishnamurti talks about the inner conflict between one’s desire for freedom and the pressure to follow tradition and others’ rules. This struggle creates confusion and unhappiness. Real freedom comes when this conflict is understood and resolved through self-awareness.
60 words:
The inward struggle, as Krishnamurti describes, is the tension between what a person truly wants and what society demands. We feel one thing inside but are forced to do another due to tradition, family pressure, or fear. This leads to emotional conflict, stress, and a lack of joy. Overcoming this inner conflict through awareness and honest self-discovery is essential for real freedom and happiness.
80 words:
Krishnamurti refers to the inner conflict people face when their true desires clash with societal expectations. For example, a person may want to choose their own career or partner but feels pressured by parents, tradition, or fear. This causes emotional confusion and unhappiness. Such inward struggles are common, especially among the young. According to Krishnamurti, resolving this conflict through awareness and questioning leads to freedom. If not addressed, it keeps people trapped in imitation and stops them from living meaningful, independent lives.
Understanding the Text
1. Point out the difference between the slavery of man to Nature and the unnatural slavery of man to Man.
20 words:
Nature’s slavery is natural and sometimes joyful. Man’s slavery to man is cruel, unfair, and full of suffering.
40 words:
Slavery to Nature is necessary and often pleasant—like eating or sleeping. But slavery to another human is unnatural and painful. It leads to exploitation, class conflict, and loss of dignity. Shaw says Nature is kind, while man-made slavery is harsh.
60 words:
According to Shaw, being a slave to Nature is natural and often enjoyable. We enjoy eating, sleeping, and resting. However, being a slave to another person is completely different. It brings injustice, pain, and conflict. It’s not based on necessity but on power and control. Poets praise Nature’s demands but condemn man’s exploitation of man, which leads to inequality and civil unrest.
80 words:
Shaw draws a clear line between the slavery of man to Nature and man to man. Nature's slavery includes sleeping, eating, and family life—often joyful and essential. But man-made slavery involves control, force, and exploitation. It takes away freedom, forces long work hours, and favors the powerful. Nature gives comfort with its needs, while man’s slavery brings conflict, unions, and struggle. One is part of life; the other is imposed, unjust, and robs humans of their dignity and rights.
2. What are the ways in which people are subjected to greater control in the personal spheres than in the wider political sphere?
20 words:
People face more control at home and work through landlords, employers, and customs than from broader political laws.
40 words:
While political laws give voting rights, personal lives are more tightly controlled by landlords, employers, traditions, and society. Shaw argues that these daily restrictions on clothes, jobs, housing, and beliefs affect real freedom more than just voting or laws do.
60 words:
Though people can vote and have political rights, Shaw points out they are still controlled in everyday life. Employers decide their clothes, hours, and jobs. Landlords control their living conditions. Social traditions and fear limit personal choices. These daily controls are more powerful and invasive than political laws and often keep people in mental and emotional slavery, limiting their real personal freedom.
80 words:
Shaw highlights that real control often happens in personal life, not just in politics. Landlords can evict tenants for their beliefs. Employers decide what workers wear, how long they work, and how they behave. Even traditions and customs trap people into roles and expectations. Although democracy gives the right to vote, it does little to fight personal oppression. This shows that control at home, work, and in society is more powerful and harmful than political restrictions.
3. List the common misconceptions about ‘freedom’ that Shaw tries to debunk.
20 words:
Shaw debunks voting, choice of jobs, and legal rights as false symbols of freedom when real conditions remain unfair.
40 words:
Shaw challenges ideas like voting, choosing employers, or free speech as real freedom. He says these are tricks by powerful people to hide true control. They make people believe they're free while still working long hours under harsh, unequal systems.
60 words:
Shaw explains that freedom is not simply voting or choosing between jobs. These are illusions. Real freedom means having control over your time and work. Governments and the rich use false promises—like elections and legal rights—to keep people quiet. He argues that unless working hours and living conditions improve, such freedoms are meaningless and misleading, especially for the working class.
80 words:
Shaw reveals that many things called “freedom” are actually tools of control. Voting every five years, choosing between two rich candidates, or working under different bosses are not real freedoms. These actions don’t change one’s conditions. People still work long hours and live under pressure. Shaw calls these political tricks that fool people into believing they are free. Real freedom should improve daily life—less work, more rest, and more control over decisions. Without that, freedom remains a myth.
4. Why, according to Krishnamurti, are the concepts of freedom and discipline contradictory to one another?
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Krishnamurti says discipline limits thinking and creates fear, while freedom encourages questioning and personal understanding.
40 words:
Discipline, according to Krishnamurti, is imposed from outside and creates fear. It makes people follow blindly without understanding. Freedom, on the other hand, allows questioning, discovery, and real learning. Hence, true intelligence grows only when freedom, not discipline, guides thought.
60 words:
Krishnamurti argues that discipline blocks true learning. When people are forced to follow rules and traditions without thinking, their minds become dull. Real freedom means questioning, exploring, and discovering truths for oneself. Discipline forces conformity and kills sensitivity. Only through freedom can people develop intelligence and awareness. So, discipline and freedom cannot exist together—they lead to opposite mental states.
80 words:
According to Krishnamurti, discipline creates fear, imitation, and dullness. It stops people from thinking for themselves. When children are always told what to do, they lose their intelligence and sensitivity. Freedom, in contrast, allows open-mindedness and curiosity. It helps people understand life deeply. Discipline binds the mind; freedom awakens it. That’s why Krishnamurti says that discipline and freedom are completely opposite. Real learning and happiness come only when people are free to question, explore, and act on their own understanding.
5. How does the process of inquiry lead to true freedom?
20 words:
Inquiry awakens the mind. By asking questions, we break free from blind beliefs and understand truth ourselves.
40 words:
Krishnamurti says that real freedom begins with inquiry. When we ask questions and think independently, we stop blindly following others. This process opens the mind, leads to clarity, and helps people live meaningful, free lives based on personal understanding.
60 words:
The process of inquiry is essential to true freedom. According to Krishnamurti, it encourages people to think deeply, question traditions, and find truth through self-discovery. When people rely on inquiry instead of authority or habit, they develop true understanding and intelligence. This personal clarity removes fear and confusion. Inquiry empowers individuals, breaks mental chains, and helps them make informed, independent choices in life.
80 words:
Krishnamurti emphasizes that real freedom comes only when the mind is free to question and explore. Inquiry helps individuals break away from blind traditions, fear, and authority. It develops clarity, awareness, and intelligence. A person who questions grows more independent and thoughtful. This freedom of thought prevents imitation and helps build a stronger, more meaningful life. Without inquiry, people become robots of habit. With it, they become aware, sensitive, and capable of living truthfully and freely.
Talking About the Text
1. According to the author, the masses are prevented from realising their slavery; the masses are also continually reminded that they have the right to vote. Do you think this idea holds good for our country too?
This idea is very relevant in our country. While people proudly vote in elections, they often see little improvement in their daily lives. Many remain trapped in poverty, poor education, and social inequality. The right to vote gives a sense of control, but real power lies with the rich and powerful. Just like Shaw argues, the system convinces people they are free while it silently continues their exploitation. This illusion of freedom without real progress is still common today.
2. ‘Nature may have tricks up her sleeve to check us if the chemists exploit her too greedily.’ Discuss.
Shaw’s warning is relevant today. Using too many chemicals, over-farming, and polluting water and air disturb nature’s balance. We see droughts, floods, diseases, and global warming as consequences. Nature supports life, but if we exploit her blindly, she may react in ways that harm us all. Sustainable practices are crucial to avoid nature’s revenge.
3. Respect for elders is not to be confused with blind obedience. Discuss.
Respect for elders means treating them with care, gratitude, and attention, but it should not mean giving up one’s thinking. Krishnamurti encourages young people to be free to explore, question, and discover truth for themselves. Blind obedience to elders can trap a person in outdated traditions and block true understanding. A respectful, thoughtful dialogue helps bridge generations. Youth can honour elders’ experiences while still developing independent ideas. Respect with reason is far better than silent obedience born out of fear or duty.
Appreciation
1. Both the texts are on ‘freedom’. Comment on the difference in the style of treatment of the topic in them.
The two texts explore freedom in contrasting styles. George Bernard Shaw writes with wit, sarcasm, and strong argument, attacking political systems and fake ideas of freedom. His tone is critical and direct. Krishnamurti’s approach is inward and spiritual. He uses a soft, introspective tone to explain how discipline and fear limit real freedom. While Shaw focuses on outer oppression, Krishnamurti explores inner awakening. Shaw wants systemic reform; Krishnamurti calls for individual awareness. Together, they give a complete picture of outer and inner freedom.
2. When Shaw makes a statement he supports it with a number of examples. Identify two sections in the text which explain a statement with examples. Write down the main statement and the examples.
Shaw supports his ideas with sharp examples. He states, “Nature is kind to her slaves,” and proves it with examples like the joy of eating, sleeping, and living with family. Another key claim is, “Governments give an illusion of freedom.” Shaw supports it by mentioning elections where both candidates are rich friends, newspapers that spread lies, and how people remain poor despite voting. These examples highlight how Nature is fairer than human-made systems, which only pretend to offer freedom while exploiting the masses.
3. Notice the use of personal pronouns in the two texts. Did this make you identify yourself more with the topic than if it had been written in an impersonal style? As you read the texts, were you able to relate the writer’s thoughts with the way you lead your own life?
Both authors use personal pronouns like “you,” “we,” and “our” to speak directly to readers. This creates an emotional bond and makes the reader feel involved. Shaw and Krishnamurti don’t sound like distant thinkers but like concerned guides. Their style makes us think about our own freedom, routines, choices, and beliefs. It brings their messages closer to our lives and encourages reflection. Without personal pronouns, the text would feel abstract, but with them, it becomes real, relevant, and persuasive.
EXTRA QUESTIONS
1. How does Nature treat her slaves according to Shaw?
20 words:
Nature treats her slaves kindly. She makes eating, sleeping, and resting pleasant, unlike man-made slavery which is harsh.
40 words:
Shaw says Nature is kind to her slaves. Her demands—like eating and sleeping—are enjoyable. People even write songs praising home and food. In contrast, slavery to humans is painful, hateful, and full of suffering, causing constant struggle and class conflict.
60 words:
According to Shaw, slavery to Nature is not oppressive. Activities like eating, drinking, and sleeping are joyful. Nature’s duties come with pleasure. However, slavery to other humans is painful and humiliating. It leads to mental and physical suffering. Nature’s rules feel natural and satisfying, but human-created slavery brings inequality and resentment. Shaw contrasts these two to show where real cruelty lies.
80 words:
Shaw explains that Nature, though demanding, treats her slaves kindly. She forces people to eat, sleep, and work—but these activities are also enjoyable. We celebrate food and family in songs. On the other hand, human slavery is harsh and degrading. It robs people of dignity, time, and peace. While Nature’s demands bring joy and comfort, slavery to another person creates hate, class conflict, and pain. This clear contrast shows why Nature’s power is acceptable but human domination must end.
2. What is the role of education in maintaining class differences, according to Shaw?
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Education brainwashes the rich into thinking they’re superior. It strengthens class systems and blinds them to inequality.
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Shaw says elite education teaches the upper class they are better than others. It hides real history and creates false pride. This belief makes them support a system that favors them and keeps the poor in mental and economic slavery.
60 words:
Education, as Shaw describes, is used to create and preserve class differences. Rich children are taught in elite schools that they are superior and deserving of power. They are fed false history and political lies. This builds pride and ignorance, making them unable to see the reality of others’ suffering. Thus, education becomes a tool not for freedom but for control.
80 words:
According to Shaw, education in rich schools creates a deep belief in superiority among the upper classes. These students are taught they are noble, smart, and born to rule. They learn distorted versions of history and politics that support the current unfair system. As a result, they support inequality and ignore the pain of the working class. Shaw believes this brainwashing blinds the rich and helps preserve social divisions, making education a key tool in maintaining class control.
3. How does Krishnamurti define real intelligence?
20 words:
Krishnamurti says real intelligence comes from freedom to question and discover, not from obeying or copying others blindly.
40 words:
Real intelligence, according to Krishnamurti, means the ability to think independently. It grows when people are free to ask questions, explore ideas, and reject blind obedience. Intelligence fades when discipline, tradition, or fear block a person’s curiosity and freedom.
60 words:
Krishnamurti believes true intelligence isn’t memorizing facts or scoring well. It’s the ability to ask, reflect, and learn with an open mind. When children are free to explore instead of being forced to obey, their thinking grows. He warns that discipline and tradition can destroy sensitivity and block real understanding. Intelligence comes from awareness, questioning, and an alert, free mind.
80 words:
According to Krishnamurti, intelligence isn’t just book knowledge or following instructions. It comes from the freedom to question and think deeply. Children must be allowed to explore, ask why, and discover truths for themselves. If they are trapped by rules, discipline, and fear, they lose this ability. Obedience and imitation kill intelligence. Only when the mind is free, alert, and questioning, does true intelligence bloom. He urges education that nurtures thinking, not blind following.
4. What does Krishnamurti say about discipline in schools?
20 words:
He says school discipline creates fear, dulls the mind, and stops students from thinking freely or growing intelligently.
40 words:
Krishnamurti believes that discipline in schools causes fear and obedience. It forces students to follow rules without understanding. This kills curiosity and dulls their minds. Instead of helping them grow, strict discipline makes students passive and unable to think independently.
60 words:
According to Krishnamurti, discipline in schools does more harm than good. It forces children to obey without thinking, which leads to fear and dullness. True learning can’t happen in fear. When students aren’t allowed to explore or question, their intelligence dies. Krishnamurti believes real education must allow freedom, not punishment and force. Freedom builds awareness; discipline only limits it.
80 words:
Krishnamurti strongly criticizes discipline in schools. He says it forces children to follow rules blindly, creating fear and killing creativity. Such an environment dulls intelligence and sensitivity. Students become obedient but not thoughtful. They stop questioning, exploring, or discovering truth. He believes that only when children are free to observe, reflect, and question can real learning happen. Discipline trains them like machines, but freedom develops real awareness and wisdom. Education should awaken minds, not silence them.
5. How do social traditions reduce personal freedom?
20 words:
Traditions like caste, religion, and gender roles tell people what to do, limiting their choices and freedom.
40 words:
Social customs control how people dress, marry, or live. Shaw says these traditions create fear of judgment. People follow them blindly to fit in, even if they lose freedom. This pressure from society often replaces personal choice and independence.
60 words:
Social traditions decide how a person should behave, especially in areas like marriage, work, dress, and belief. People follow them not from choice but fear—of rejection or criticism. Shaw believes these customs block freedom by stopping people from making independent decisions. They often create caste and gender barriers that unfairly control lives, keeping people tied to outdated beliefs and roles.
80 words:
Social traditions often force people into specific roles based on caste, religion, or gender. For example, women may be expected to stay home, or someone from a lower caste may be denied opportunities. These customs create fear, shame, or guilt when someone tries to break them. Shaw points out that even though society talks of freedom, traditions silently take it away. People obey these rules without questioning, losing their individuality and the power to make free choices.
6. Why does Krishnamurti say that freedom requires alertness?
20 words:
Without alertness, we follow others blindly. Freedom comes only when we observe, question, and act with awareness.
40 words:
Krishnamurti believes that freedom is not just doing what we want, but acting with awareness. Alertness helps us understand why we do things. Without it, we become followers. A truly free person must stay awake mentally and emotionally to live wisely.
60 words:
Krishnamurti explains that freedom requires constant awareness of one’s thoughts, actions, and surroundings. Without alertness, we fall into habits and follow others without knowing why. Freedom isn’t just about breaking rules; it’s about being mentally alive. Only by being alert can we question traditions, see truth clearly, and act freely. Alertness protects us from blind obedience and dull thinking.
80 words:
According to Krishnamurti, freedom is not possible without alertness. Alertness means paying close attention to thoughts, feelings, and surroundings. It keeps the mind fresh, questioning, and aware of what is right or wrong. A mind that isn’t alert becomes lazy and starts copying others. Such a mind cannot be free. Only an alert mind can reject false beliefs, question deeply, and discover truth. That’s why Krishnamurti connects real freedom with mental sharpness and constant observation.
7. Why does Shaw call the poor “wage slaves”?
20 words:
Because they work all day for little money, with no control over their time or life.
40 words:
Shaw calls the poor “wage slaves” as they sell their time and effort for survival. They work long hours but earn just enough to live. Like slaves, they have little control over their lives and serve the rich.
60 words:
The poor, according to Shaw, are wage slaves because they trade their time, energy, and freedom for survival wages. They cannot choose how to live, rest, or enjoy life. Their work only benefits their employers. Though not legally enslaved, they remain trapped in a system that offers no real freedom, making their condition equal to modern slavery.
80 words:
Shaw uses the term “wage slaves” to describe how poor people are exploited under modern economic systems. They work long, hard hours and still struggle to meet basic needs. Unlike traditional slaves, they are technically free, but in reality, their poverty and lack of choices force them to accept any job. They have no leisure, no rest, and no escape. Their life is spent serving others, making them slaves to wages, time, and survival.
8. How does the illusion of freedom keep people from revolting?
20 words:
When people believe they are free, they don’t question injustice. False freedom stops them from fighting for real change.
40 words:
Shaw says governments fool people by giving fake freedoms like voting. People feel they have power but still suffer. This illusion makes them silent, thinking they are free. In reality, they are being controlled but don’t realize or resist it.
60 words:
The illusion of freedom tricks people into accepting unfair systems. Governments allow them to vote or speak, but these rights don’t change their suffering. Shaw argues that when people believe they are free, they stop fighting for real justice. This fake sense of control prevents rebellion, making the powerful more secure while keeping the poor under control without protest.
80 words:
Shaw explains that fake freedoms—like voting every few years or reading manipulated news—give people the feeling of control. But these rights don’t improve their daily lives. They still suffer from poverty, long work hours, and poor housing. The illusion keeps them from realizing they are being exploited. As long as they feel free, they don’t revolt. This mental trick protects the system and stops people from demanding real change. It’s a smart way to silence dissent without violence.
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9. What kind of freedom does Krishnamurti want young people to experience?
20 words:
Freedom to think, question, explore, and choose without fear or pressure from parents, teachers, or society.
40 words:
Krishnamurti wants youth to be mentally free. He believes they should think independently and not blindly follow traditions. Freedom, for him, means exploring life with awareness, questioning rules, and living truthfully—not simply copying what others do or believe.
60 words:
Krishnamurti encourages young people to live with inner freedom. This includes questioning what they are taught, discovering truth for themselves, and not blindly obeying parents, teachers, or traditions. He says freedom is essential for developing intelligence and awareness. Without it, the youth grow fearful and mechanical. He wants students to explore, observe, and find their own answers without pressure.
80 words:
For Krishnamurti, the true goal of education and life is freedom—not just outer freedom, but inner clarity. He urges young people to break free from fear, discipline, and blind belief. They should ask questions, explore the world with sensitivity, and not copy others. Freedom should not be mistaken for rebellion, but as deep understanding and awareness. Only through this kind of freedom can young minds grow strong, intelligent, and honest. He sees freedom as the foundation of meaningful living.
10. What is the result of blind obedience, according to Krishnamurti?
20 words:
Blind obedience kills intelligence and awareness. It creates fear and stops people from growing or understanding deeply.
40 words:
Krishnamurti believes blind obedience leads to fear and dull minds. When people follow orders without thinking, they lose awareness and stop questioning. This makes them weak and dependent, unable to handle life’s problems or discover truth on their own.
60 words:
Blind obedience, according to Krishnamurti, blocks learning and freedom. When children or adults obey rules without understanding, they become fearful and lose sensitivity. They stop exploring life and follow tradition blindly. This leads to dullness and weak thinking. He insists that real learning happens only when we are free to think, ask questions, and understand why—not just follow blindly.
80 words:
Krishnamurti criticizes blind obedience for its negative effect on the mind. When people are forced to obey without understanding, they develop fear, stop asking questions, and lose their natural curiosity. Over time, they become dull and unable to face life’s challenges. Obedience out of fear kills both freedom and intelligence. He argues that to grow as responsible and thoughtful individuals, one must question rules and understand truth from within—not blindly copy what is told or expected.
11. What warning does Shaw give about scientific progress?
20 words:
Shaw warns that greedy science may anger nature, causing disasters. Progress without care can destroy us.
40 words:
Scientific progress, if used greedily, can damage nature. Shaw says nature may strike back. Pollution, overuse of chemicals, and destruction of ecosystems are signs that unchecked science can become dangerous to human survival and freedom.
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Shaw warns that if scientists and chemists use their knowledge to exploit nature for profit, it could lead to destruction. He believes nature will fight back when pushed too far. Climate change, pollution, and diseases are results of this misuse. True progress must include responsibility and care; otherwise, science will bring harm instead of improvement.
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According to Shaw, scientific discovery without responsibility is dangerous. If scientists use knowledge selfishly—for war, profit, or control—nature will respond. He fears that greed in science could trigger natural disasters, pollution, and widespread harm. Shaw says that while science offers power, it must be guided by wisdom. Otherwise, we might destroy the balance of nature and humanity itself. He emphasizes that real freedom includes respecting the natural world, not trying to dominate or manipulate it recklessly.
12. How does the freedom to question affect learning, according to Krishnamurti?
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Questioning leads to deep understanding. Krishnamurti says it keeps the mind alert, curious, and free from fear.
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Krishnamurti believes that real learning happens when we are free to question everything. It removes fear, builds awareness, and allows truth to be discovered. Without this freedom, education becomes repetition and obedience, which weakens the student’s mind.
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Freedom to question is central to Krishnamurti’s idea of learning. He says students should not be forced to accept ideas blindly. When they ask ‘why’, they start to think for themselves, gain clarity, and grow. Learning through questions develops intelligence, while obedience without thinking creates fear and dullness. Real learning needs freedom, not just discipline or memorization.
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According to Krishnamurti, learning should begin with questioning. When students ask questions, they engage actively with knowledge. This freedom keeps the mind alive and prevents blind belief. It also removes fear and encourages personal understanding. A questioning mind is curious, observant, and open to new ideas. In contrast, an obedient mind becomes passive and mechanical. Krishnamurti believes that only when learners are free to explore and ask can they discover truth and grow into intelligent, aware individuals.
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13. What does Shaw say about religion and patriotism?
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Shaw says religion and patriotism are used to fool people into slavery by calling obedience a duty or pride.
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Shaw believes religion and patriotism are tools of control. They make people obey rulers and accept slavery as service. By praising sacrifice and duty, these ideas stop people from questioning injustice and help the powerful remain in control.
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According to Shaw, religion and patriotism are clever tools that make people proud of their own slavery. Religion teaches blind obedience as god’s will, and patriotism demands sacrifice for the nation. These ideas prevent people from questioning authority. By glorifying duty, they trap people in poverty and silence, making them easier to control without realizing their own exploitation.
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Shaw argues that religion and patriotism are not always about truth or love for country—they’re often used to manipulate people. Religion makes obedience seem holy, while patriotism makes slavery look like national pride. Together, they stop people from thinking freely. People work, suffer, and sacrifice without asking why. These beliefs glorify submission and help rulers stay powerful. Shaw warns that true freedom begins when we question such ideas instead of blindly following them.
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14. Why does Krishnamurti link freedom with fearlessness?
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He says fear blocks freedom. A fearless person can think, question, and act truthfully without pressure.
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Freedom and fear cannot go together, says Krishnamurti. Fear limits action and thought. A free person must be brave enough to question, challenge, and live honestly. Without fearlessness, people obey blindly and lose their individuality.
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Krishnamurti believes that fear stops us from being free. If we’re scared of punishment, society, or failure, we don’t explore truth. Freedom needs courage. Only fearless minds can question, understand, and live rightly. Fear leads to imitation, while freedom comes from confidence and inner strength. So, removing fear is the first step toward true freedom.
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According to Krishnamurti, fear destroys freedom. A fearful person obeys rules without understanding and avoids questioning authority. They live in confusion, trying to please others. Krishnamurti insists that only a fearless mind can explore truth, learn deeply, and act freely. True freedom means expressing yourself without fear of punishment or judgment. It requires strength to think differently. When fear is gone, awareness and clarity grow. So, real education should remove fear, not create it.
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15. How can freedom improve society?
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Freedom encourages creativity, equality, and truth. It helps people live without fear and make better choices.
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Freedom lets people express ideas, question unfair rules, and live honestly. This leads to progress, fairness, and justice. A free society is more equal and creative because people act from understanding, not fear.
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A society that respects freedom is more open, just, and progressive. People can question injustice, express new ideas, and choose their path. Without fear, creativity grows, and so does equality. Freedom helps remove outdated traditions and creates space for change. It builds respect for individual rights and encourages peaceful, thoughtful living for all members of society.
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Freedom improves society by creating space for truth, fairness, and creativity. When people are free to think and question, they expose injustice and bring change. Such a society respects rights, encourages new ideas, and treats all people equally. Fearless citizens lead with honesty, not obedience. Freedom removes the silence caused by fear or tradition and lets individuals grow. In turn, this helps the whole society grow in justice, peace, and understanding. Progress only happens where minds are free.
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16. What are the dangers of comfort without freedom?
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Comfort without freedom makes people lazy and blind to injustice. They accept control in return for peace.
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When people are comfortable, they stop questioning unfair systems. Shaw says such comfort hides slavery. People fear losing comfort and accept control. This weakens society and stops progress, because no one dares to challenge the system.
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Comfort can be dangerous if it makes people silent. Shaw warns that people may accept bad laws or slavery if their basic needs are met. They stop asking for justice or fairness because they don’t want to lose peace. But comfort without freedom is not true happiness. It is control in disguise and limits growth and equality.
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Shaw argues that people often trade freedom for comfort. When life is peaceful and basic needs are met, they stop questioning. They accept injustice silently to keep their comfort. This is dangerous because it allows unfair systems to stay unchallenged. True freedom requires awareness, courage, and action. Comfort can make people blind and weak. Shaw warns that freedom must never be sacrificed for ease, or society will slip into quiet slavery, where comfort replaces truth and dignity.
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17. Why should education aim to create free individuals?
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Because only free individuals can think, create, and live responsibly. Obedient minds cannot solve real problems.
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Education must build freedom so students can question, reflect, and live fully. Krishnamurti says obedient students only repeat what they’re told. Freedom in learning helps develop wisdom, not just knowledge. It builds better people and a stronger society.
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Krishnamurti insists education must not be about control, but awakening. When students are free, they explore deeply, question fearlessly, and become responsible thinkers. Blind obedience creates dullness. Freedom encourages awareness, creativity, and kindness. It prepares young people to face life with understanding. Schools should help children become aware individuals, not just obedient workers or exam-scorers.
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Education’s purpose, according to Krishnamurti, should be to develop free, intelligent, and compassionate individuals. Teaching obedience creates fear and weakens awareness. Instead, students must be given freedom to observe, question, and understand themselves and society. Only then can they grow into responsible citizens who solve problems, challenge injustice, and build a better world. Education is not about producing workers, but awakening the human mind. Freedom must be at the heart of all real education.
18. What does Krishnamurti say about following authority blindly?
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He warns that blindly following authority blocks freedom and creates fear, confusion, and weak thinking.
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Krishnamurti believes blind obedience to authority kills freedom and intelligence. When we follow orders without thought, we stop thinking for ourselves. This makes our minds dull and dependent. He says freedom begins when we stop blindly trusting authority.
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According to Krishnamurti, blind obedience to authority stops personal growth. When students, workers, or citizens follow leaders without thinking, they become afraid and confused. They lose the power to reason or question injustice. Real freedom begins when people think for themselves. Krishnamurti urges us to challenge and explore, not just accept orders from religion, society, or governments.
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Krishnamurti clearly states that blind obedience to authority is a major obstacle to freedom and intelligence. People who follow orders without thinking lose their individuality and become fearful. They cannot solve problems or question wrong systems. He says we must understand why we do things and never surrender our mind to others. Freedom demands awareness and courage. True learning starts when we stop blindly following religious leaders, teachers, or governments and begin to explore life for ourselves.
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19. How does Shaw show the hypocrisy in modern freedom?
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He exposes how people think they’re free because they vote, but live in poverty, control, and long working hours.
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Shaw says modern freedom is a lie. People vote, but their lives don’t improve. They remain poor, overworked, and controlled. Leaders promise freedom but keep systems that benefit only the rich. This makes modern freedom an illusion, not reality.
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Shaw reveals the gap between what people are told and what they experience. They are promised freedom through voting and rights, but continue to live under wage slavery and class control. Their voices are heard during elections, but ignored afterward. Shaw calls this false freedom, as the poor remain powerless. He exposes this hypocrisy to inspire awareness and real change.
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According to Shaw, the idea of freedom in modern society is deeply hypocritical. People are told they’re free because they can vote or speak. But in reality, they live under systems that keep them poor, tired, and voiceless. Their work benefits the rich, not themselves. They’re made to believe in freedom while suffering in silence. Shaw’s writing shows how real freedom is stolen and replaced with empty symbols like elections and laws that never help the common man.
20. What is the connection between fear and imitation in Krishnamurti’s view?
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Fear makes people copy others. Krishnamurti says fear stops original thought and leads to blind imitation.
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Krishnamurti links fear with imitation. When afraid of failure or punishment, people stop thinking for themselves. They follow what others say. This weakens the mind. Real learning requires freedom from fear, so the mind can think freshly and clearly.
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Fear, according to Krishnamurti, makes people seek safety in copying others. When students fear punishment or judgment, they stop questioning and begin to follow rules without understanding. This leads to imitation, not learning. Krishnamurti insists that true education must remove fear. Only then can the mind stay fresh, alert, and creative instead of dull and mechanical.
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Krishnamurti explains that fear and imitation go hand in hand. When people are scared—of failure, punishment, or being wrong—they stop thinking freely. Instead, they copy others to feel safe. But this imitation kills intelligence and creativity. In schools and society, such fear makes people obedient but unthinking. Krishnamurti believes real freedom and learning begin when we are free from fear. Only then can we observe life honestly and respond with originality, not just repeat what others say.
21. How is leisure connected to freedom in Shaw’s opinion?
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Shaw says true freedom means more leisure. Without rest and free time, people remain slaves to work.
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In Shaw’s view, freedom means having time to enjoy life. If people only work and don’t rest, they aren’t free. He says leisure is a better sign of freedom than just voting or earning money.
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Shaw connects real freedom with leisure. He argues that if people have no time to relax, think, or enjoy life, they are still slaves. Working long hours just to survive is not freedom. Freedom includes rest, comfort, and choice. Shaw encourages people to demand more leisure and not be fooled by fake freedoms like the right to vote.
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For Shaw, leisure is a key part of freedom. He believes that a person who works all day without rest is still a slave, no matter what political rights they have. Freedom should mean the ability to enjoy life—time with family, relaxation, learning, or play. If people are too tired from work to think or grow, they are not truly free. Shaw urges workers to fight not just for wages, but also for time—to live, not just survive.
22. How can false education destroy freedom?
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False education teaches obedience, not thinking. It kills curiosity and makes students follow rules without understanding.
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Krishnamurti says that wrong education produces obedient, fearful people. It doesn’t allow students to ask questions. Such teaching makes minds dull and limits freedom. True education should encourage thinking, not silence or fear.
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Education that forces students to obey blindly damages their minds. Krishnamurti says when schools teach students only to repeat facts or fear punishment, they lose the power to think. This stops real freedom. Instead of becoming aware and intelligent, they become machines. A system that ignores freedom leads to shallow learning and emotional weakness.
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Krishnamurti warns that false education harms students deeply. If they are taught only to obey, pass exams, and never ask questions, they lose their freedom. Their minds become mechanical and fearful. They never discover truth for themselves. Such education creates workers, not thinkers. It kills creativity, awareness, and joy. Real education, he says, must make students strong, curious, and free—not just successful by society’s narrow standards.
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