Read the passage about examinations, specialization, and the true aim of education. Then answer the question. What attitude does the author most clearly encourage?

Introduction / Context:
The passage expresses the author’s concern that examinations and specialization are obstructing the real purpose of education. The writer stresses disinterestedness and liberal education, meaning learning for its own sake rather than for exam marks alone. The question asks what the author encourages. To answer correctly, we must infer the positive attitude that stands behind the criticism of exams and specialization.

Given Data / Assumptions:

• The author describes examinations as an opiate and a poison.
• Specialization is presented as a serious hindrance alongside examinations.
• Tests of progress are called useful and necessary, but become harmful when their results matter too much.
• The essence of good education is described as disinterestedness, which is essential for liberal education.
• The purpose of education is to help a person understand the world and personal role in it.

Concept / Approach:
We must distinguish between criticism of exams and specialization on one side, and the author’s positive view of what education should be on the other. The author does not encourage indifference to learning. In fact, the passage emphasises that education should genuinely help a person grow in understanding. Nor does the author call for the total removal of tests, only for a change in attitude. Therefore, the answer should point to an attitude that places learning and liberal education above exam obsession.

Step-by-Step Solution:
Step 1: Evaluate option A. It suggests indifference to learning as long as exams are passed. The author criticises exam centred thinking and would not support this attitude. Step 2: Evaluate option B. It says the author encourages examinations, but the passage clearly criticises the exam system as an opiate and poison when treated as central. Step 3: Evaluate option C. It says the author encourages specialization. The passage names specialization as a serious hindrance. Step 4: Evaluate option E. It suggests avoiding all forms of testing, but the passage acknowledges that tests of progress are useful and necessary if approached correctly. Step 5: Evaluate option D. It speaks of genuine learning and liberal education beyond exam results. This matches the author’s praise of disinterestedness and the aim of helping a person understand the world and self.

Verification / Alternative check:
We can verify our answer by asking what the author wants education to look like if examinations and specialization are not allowed to dominate. The author would want students to focus on understanding, values, and self discovery. Liberal education is mentioned as impossible if disinterestedness is lost. Option D is the only choice that explicitly supports this wider, deeper learning. All other options either defend the exam and specialization system or misrepresent the author’s stance on testing.

Why Other Options Are Wrong:
Option A is wrong because the author does not want learning to be sacrificed to exam marks. Option B is wrong because the exam system is heavily criticised throughout the passage. Option C is wrong because specialization is listed as an obstacle. Option E is wrong because the author accepts that tests of progress can be useful when used properly.

Common Pitfalls:
Some students assume that if a writer criticises exams, then the writer must oppose all forms of testing. However, the passage draws a careful distinction between moderate, useful tests and obsessive exam culture. Another pitfall is assuming that modern career demands justify specialization, even when an author clearly challenges that idea. It is essential to base your answer on what the text says, not on outside assumptions.

Final Answer:
The author encourages genuine learning and liberal education that goes beyond mere exam results.