Question 1

Statement–Argument — Should people below 18 years be allowed to join the armed forces? Arguments: I) No; under-18s generally lack the physical and mental maturity to shoulder such burdens. II) Yes; earlier entry gives the country a longer-serving fo…

Accepted Answer

Introduction / Context:Military service demands high physical fitness, emotional resilience, and legal capacity. Minimum-age thresholds exist to protect minors and ensure readiness.Given Data / Assumptions:Most regimes place lower bounds near adulthood for combat roles.Training is strenuous; legal liabilities and consent are complex.Longer tenure alone does not offset maturity concerns.Concept / Approach:Argument I directly addresses suitability: maturity/readiness—core to defense effectiveness and duty of care—making it strong. Argument II prioritizes tenure length, but ignores readiness, safeguarding, and international norms; hence weak.Step-by-Step Solution:I: Relevant to capability and protection → strong.II: Ignores critical prerequisites → weak.Verification / Alternative check:Cadet pipelines often start pre-18 but defer enlistment until legal adulthood—reflecting I’s logic.Why Other Options Are Wrong:Options crediting II elevate tenure over safety/readiness.Common Pitfalls:Confusing earlier start with better outcomes regardless of maturity.Final Answer:if only argument I is strong.

Question 2

Statement–Argument — Should there be a ban on product advertising? Arguments: I) No; in competitive markets, effective advertising informs and differentiates, aiding sales. II) Yes; huge ad spends inflate product costs for consumers. Choose the stro…

Accepted Answer

Introduction / Context:Advertising policy balances information/competition benefits against potential cost pass-through and distortions. Both sides can offer policy-relevant reasons.Given Data / Assumptions:Ads can educate consumers and stimulate competition/innovation.Ad budgets may be priced into goods, raising costs.A total ban is extreme; the arguments are about whether a ban is justified.Concept / Approach:Argument I: advertising aids market efficiency via information—strong. Argument II: cost inflation via ad spend—also a relevant concern—strong. Since each identifies a real effect, either could be persuasive depending on policy weightings.Step-by-Step Solution:I: Supports consumer information and competition—policy-grounded.II: Highlights price effects and possible waste—policy-grounded.Verification / Alternative check:Common compromise: regulate misleading ads and certain sectors rather than ban all—shows both concerns are legitimate.Why Other Options Are Wrong:“Only I/Only II” ignores the opposing valid dimension; “Neither” is too dismissive.Common Pitfalls:Treating all advertising as purely good or purely bad.Final Answer:if either I or II is strong.

Question 3

Statement–Argument — Should people who receive dowry, despite anti-dowry law, be punished? Arguments: I) Yes; violating the law warrants punishment. II) No; dowry is culturally entrenched since time immemorial. Choose the strong argument(s).

Accepted Answer

Introduction / Context:Anti-dowry statutes criminalize taking/giving dowry due to harm to women and society. Enforcement is essential for deterrence.Given Data / Assumptions:Rule of law requires penalties for violations.Cultural prevalence does not legitimize illegal acts.Policy goal is to reduce coercion and violence associated with dowry.Concept / Approach:Argument I is strong: upholding law is foundational. Argument II is weak: tradition cannot excuse illegality; past entrenchment is precisely why enforcement matters.Step-by-Step Solution:I: Directly tied to legal compliance and deterrence—strong.II: Appeals to tradition (fallacy) and conflicts with legal/ethical aims—weak.Verification / Alternative check:Where enforcement weakens, harmful practices persist—supporting I.Why Other Options Are Wrong:Options praising II misread law vs. tradition.Common Pitfalls:Normalizing illegality due to custom.Final Answer:if only argument I is strong.

Question 4

Statement–Argument — Should all infrastructural development projects be handed over to the private sector? Arguments: I) No; private entities are not equipped to handle such projects. II) Yes; in developed countries, private sector handles such proj…

Accepted Answer

Introduction / Context:“All” infrastructure handovers is an extreme policy. Strong arguments must be evidence-based and nuanced about capacity and regulation; both given arguments are sweeping generalizations.Given Data / Assumptions:Infrastructure delivery involves multiple models: public works, PPP, concessions, privatization.Capacity varies by sector and firm; blanket claims are suspect.International practice is mixed, not uniformly private.Concept / Approach:Argument I is weak: a categorical claim that private entities are “not equipped” ignores many proven cases. Argument II is weak: an appeal to “developed countries do it” oversimplifies; contexts/regulations differ and even developed nations use mixed models.Step-by-Step Solution:Assess I: Over-general, evidence-poor → weak.Assess II: Over-general comparative claim → weak.Verification / Alternative check:Stronger reasoning would weigh sectoral suitability, risk allocation, and regulatory capacity—not present here.Why Other Options Are Wrong:Awarding strength to either validates a sweeping generalization.Common Pitfalls:Using absolutes (“all/none”) in complex policy arenas.Final Answer:if neither I nor II is strong.

Question 5

Statement–Argument — Should our country extend generous goodwill to erring and nagging neighbours? Arguments: I) Yes; goodwill often pays dividends in the long run. II) No; generosity may be perceived as weakness. Choose the strong argument(s).

Accepted Answer

Introduction / Context:Foreign policy weighs engagement benefits against deterrence and signalling. Both arguments identify plausible strategic effects—positive reciprocity vs. adverse signalling—each relevant depending on context.Given Data / Assumptions:Goodwill can facilitate negotiations and reduce tensions.Concessions without reciprocity can embolden adversarial behaviour.Policy calibration depends on counterpart behaviour and leverage.Concept / Approach:Argument I (long-run dividends) is policy-relevant. Argument II (weakness perception) is also relevant in deterrence theory. Each can be strong under different situational readings.Step-by-Step Solution:I: Engagement benefits—confidence-building → strong.II: Signalling risk—moral hazard → strong.Verification / Alternative check:Practical policies mix goodwill with conditionality—confirming that both concerns can matter.Why Other Options Are Wrong:“Only I/Only II” rejects a valid strategic dimension; “Neither” denies realism.Common Pitfalls:Assuming one doctrine fits all scenarios.Final Answer:if either I or II is strong.

Question 6

Statement–Argument — Should the judiciary be independent of the executive? Arguments: I) Yes; independence curbs unlawful or arbitrary actions by the executive. II) No; an independent judiciary will prevent bold executive measures. Choose the strong…

Accepted Answer

Introduction / Context:Separation of powers underpins constitutional governance. Judicial independence prevents abuse and protects rights by reviewing executive actions.Given Data / Assumptions:Courts check legality and proportionality of executive acts.“Boldness” is not a legal criterion; lawfulness is.Independent review builds legitimacy and public trust.Concept / Approach:Argument I is strong: it states the core function of independence—curbing illegality. Argument II is weak: boldness without legality cannot justify subordinating courts.Step-by-Step Solution:I: Aligns with constitutional design → strong.II: Prioritizes speed/boldness over legality → weak.Verification / Alternative check:Judicial review coexists with effective governance; lawful bold measures survive scrutiny.Why Other Options Are Wrong:Credit to II conflates boldness with good governance.Common Pitfalls:Framing checks and balances as obstacles rather than safeguards.Final Answer:if only argument I is strong.

Question 7

Statement–Argument — Should Indian scientists working abroad be called back to India? Arguments: I) Yes; they must serve the motherland first regardless of facilities and recognition. II) No; (irrelevant) this encourages kidnappers to continue sinis…

Accepted Answer

Introduction / Context:Talent mobility policy should consider voluntary incentives, ecosystem quality, and collaboration—not coercive recall or unrelated claims.Given Data / Assumptions:Scientists contribute globally; collaborations/return programs are voluntary.Argument I dismisses professional realities and individual choice.Argument II is irrelevant to the policy question.Concept / Approach:Argument I is weak: absolutist duty language without addressing research ecosystems or rights. Argument II is off-topic (kidnapping). Thus both are weak.Step-by-Step Solution:I: Lacks policy mechanism; ignores incentives and freedom → weak.II: Irrelevant causation claim → weak.Verification / Alternative check:Effective policies provide grants, labs, and partnerships—neither argument addresses this.Why Other Options Are Wrong:Awarding strength to either validates non-policy or irrelevant grounds.Common Pitfalls:Equating patriotism with compulsory recall; citing unrelated crime dynamics.Final Answer:if neither I nor II is strong.

Question 8

Statement–Argument — Is paying ransom or acceding to kidnappers’ conditions for political figures a proper course of action? Arguments: I) Yes; the victims must be saved at all costs. II) No; paying ransom encourages kidnappers to persist and escala…

Accepted Answer

Introduction / Context:Ransom policy weighs immediate rescue against long-run deterrence. Strong arguments must consider incentive effects on future crime.Given Data / Assumptions:Kidnapping markets respond to expected rewards.States can pursue rescue via intelligence and negotiation without ransom.“At all costs” is an absolute that can create moral hazard.Concept / Approach:Argument I is weak: unlimited willingness to pay increases expected payoff, inviting more crimes. Argument II is strong: it highlights the perverse incentive of paying, a central policy concern.Step-by-Step Solution:I: Absolute framing ignores systemic consequences → weak.II: Identifies persistence/escalation risk → strong.Verification / Alternative check:Many governments follow “no-concessions” policies precisely to reduce incentives.Why Other Options Are Wrong:“Either/Neither” misclassify the incentive logic.Common Pitfalls:Focusing solely on immediate outcome without considering repeated games.Final Answer:if only argument II is strong.

Question 9

Statement–Argument — Should higher education be restricted to only those who can bear the cost? Arguments: I) Yes; higher education is expensive and should not be free. II) No; many brilliant students cannot afford fees and should still access highe…

Accepted Answer

Introduction / Context:Access to higher education affects human capital and mobility. A strong argument should address equity and talent utilization.Given Data / Assumptions:Cost barriers can exclude capable students.Societies use scholarships, loans, and subsidies to preserve access.“Expensive ⇒ exclude” is not a compelling policy principle.Concept / Approach:Argument II is strong: it directly links affordability to preserving merit and national talent. Argument I is weak: cost alone does not justify exclusion; policy can share costs without denying access.Step-by-Step Solution:Assess I: Non-sequitur (price → exclusion) → weak.Assess II: Equity/merit linkage → strong.Verification / Alternative check:Financial-aid systems exist precisely for II’s rationale.Why Other Options Are Wrong:“Either/Neither” misread the clear policy relevance of II.Common Pitfalls:Treating cost recovery as the sole objective of universities.Final Answer:if only argument II is strong.

Question 10

Statement–Argument — Should tuition fees in all postgraduate courses be hiked considerably? Arguments: I) Yes; higher fees will induce seriousness and improve quality. II) No; a steep hike will exclude meritorious poor students from postgraduate stu…

Accepted Answer

Introduction / Context:Fee policy balances resource quality against equitable access. Both sides can offer policy-relevant considerations.Given Data / Assumptions:Resources (labs, faculty) require funding; fees are one lever.Sharp hikes risk pricing out talented low-income students.Quality can improve via funding; access can be protected via aid—both are real concerns.Concept / Approach:Argument I is potentially strong (resourcing → quality), though not universally true. Argument II is strong on access risks. Because each speaks to a legitimate policy goal, either can be considered strong depending on design.Step-by-Step Solution:I: Funding-quality linkage → policy-relevant.II: Equity/access concern → policy-relevant.Verification / Alternative check:Typical compromise: hike + targeted scholarships/loans; both arguments inform the design.Why Other Options Are Wrong:“Only I/Only II” ignore the opposing valid dimension; “Neither” is unrealistic.Common Pitfalls:All-or-nothing framing; ignoring financial-aid tools.Final Answer:if either I or II is strong.

Question 11

Statement–Argument — Should school education be made free in India? Arguments: I) Yes; free schooling is the only way to lift literacy levels. II) No; it will add to the already heavy burden on the exchequer. Choose the strong argument(s).

Accepted Answer

Introduction / Context:Universal schooling policy involves pedagogy, access, and financing. Strong arguments should avoid “only way” absolutes and present material considerations.Given Data / Assumptions:Literacy can be raised by multiple levers—free tuition, midday meals, quality reforms, local access.Making school free has fiscal costs that must be budgeted.The question is about strength of given arguments, not final policy verdicts.Concept / Approach:Argument I is weak due to the “only way” overclaim; other levers exist. Argument II is strong as it raises a real budgetary constraint central to feasibility decisions.Step-by-Step Solution:I: Absolute and inaccurate → weak.II: Fiscal realism → strong.Verification / Alternative check:Even pro-free-school systems perform fiscal analysis; costs are central to implementation.Why Other Options Are Wrong:“Both strong” is invalid because I is overstated.Common Pitfalls:Confusing desirability with exclusive causality.Final Answer:if only argument II is strong.

Question 12

Statement–Argument — Should manufacture of firecrackers be completely banned in India? Arguments: I) No; a ban would render thousands of workers jobless. II) Yes; the industry extensively uses child labour, which is unacceptable. Choose the strong a…

Accepted Answer

Introduction / Context:Regulating hazardous industries involves balancing livelihoods and rights/safety. Both arguments point to weighty, policy-relevant considerations: employment loss and elimination of child labour.Given Data / Assumptions:Firecracker manufacturing provides livelihoods to many informal workers.Child labour is illegal and unethical; any incidence is serious.Complete bans have distributional and enforcement consequences.Concept / Approach:Argument I is strong because job loss is a core policy impact requiring mitigation (re-employment, reskilling). Argument II is strong because preventing child exploitation is a compelling ground for strict action. Policymakers must consider both simultaneously.Step-by-Step Solution:I: Socio-economic costs → strong.II: Rights/safety imperative → strong.Verification / Alternative check:Typical responses include strict labour enforcement, technology upgrades, and phased transitions—reflecting both concerns.Why Other Options Are Wrong:Choosing only one undervalues the other major impact; “either” understates the dual weight.Common Pitfalls:All-or-nothing positions ignoring mitigation strategies.Final Answer:if both I and II are strong.

Question 13

Statement–Argument — Should young entrepreneurs be encouraged? Arguments: I) Yes; they help drive industrial development. II) Yes; they reduce pressure on salaried employment markets by creating jobs. Choose the strong argument(s).

Accepted Answer

Introduction / Context:Entrepreneurship policy often seeks growth and employment. Both arguments speak to these canonical objectives.Given Data / Assumptions:New firms introduce products, competition, and productivity gains.Startups and SMEs generate net job creation over time.Support can include credit, mentorship, and regulatory ease.Concept / Approach:Argument I (industrial development) and II (job creation/less pressure on salaried jobs) are both directly policy-relevant. Hence both are strong.Step-by-Step Solution:I: Growth/productivity linkage → strong.II: Employment spillovers → strong.Verification / Alternative check:Many programs (incubators, credit guarantees) are built precisely on these two rationales.Why Other Options Are Wrong:Any single-argument choice underweights the other valid dimension.Common Pitfalls:Ignoring that quality of entrepreneurship support matters for outcomes.Final Answer:if both I and II are strong.

Question 14

Statement–Argument — Should luxury hotels be banned in India? Arguments: I) Yes; international criminals operate from such places. II) No; affluent foreign tourists would have no suitable place to stay. Choose the strong argument(s).

Accepted Answer

Introduction / Context:Banning an entire hospitality segment is extreme. Security risks should be managed via policing and compliance, not by prohibition that harms tourism and business travel.Given Data / Assumptions:Luxury hotels support tourism receipts, conferences, and employment.Criminals can misuse many venues; targeted enforcement is appropriate.Total bans impose heavy economic costs without addressing root causes.Concept / Approach:Argument I is weak: it generalizes from abuse to prohibition. Argument II is strong: it highlights a core function (accommodation for high-spend visitors) whose removal harms the sector and economy.Step-by-Step Solution:I: Appeals to fear without proportionate remedy → weak.II: Identifies essential service gap → strong.Verification / Alternative check:Best practice is rigorous KYC, surveillance, and cooperation with law enforcement—not bans.Why Other Options Are Wrong:Granting weight to I legitimizes over-broad collective punishment.Common Pitfalls:Confusing targeted enforcement with blanket prohibition.Final Answer:if only argument II is strong.

Question 15

Statement–Argument — Should colleges in India have student uniforms like schools? Arguments: I) Yes; uniforms improve ambience as all students dress decently. II) No; college students should not be regimented and should choose their attire within no…

Accepted Answer

Introduction / Context:Universities emphasize adult learning and autonomy. Dress codes (minimum standards) may exist without mandating full uniforms.Given Data / Assumptions:Ambience can be addressed via codes without uniformity.Autonomy and self-expression are educational values in higher education.Uniforms can be justified in specific professional programs but not universally.Concept / Approach:Argument I is weak: it assumes a uniform is necessary for decency; dress codes suffice. Argument II is strong: it foregrounds adult autonomy while allowing reasonable norms.Step-by-Step Solution:I: Overstates need for uniform → weak.II: Captures higher-ed ethos → strong.Verification / Alternative check:Most colleges operate with codes, not uniforms, except specialized institutes.Why Other Options Are Wrong:“Either/Both” over-credit I; “Neither” ignores II’s relevance.Common Pitfalls:Assuming school policies must extend unchanged to universities.Final Answer:if only argument II is strong.

Question 16

Statement–Argument — Should sale of all China-made toys be banned in India? Arguments: I) Yes; very cheap imports will drive domestic manufacturers out of business. II) No; Indian toys are of better quality and will be affected. Choose the strong ar…

Accepted Answer

Introduction / Context:Trade policy sometimes restricts imports to protect infant industries or address safety standards. A blanket ban is extreme, yet the arguments must be assessed for strength, not final policy adoption.Given Data / Assumptions:Very cheap imports can undercut local producers; policy tools include tariffs, standards, or safeguards.If Indian toys are truly higher quality, a categorical “will be affected” argument (II) is contradictory and unpersuasive without showing market failure.Consumer safety and WTO rules would also be relevant but are not raised here.Concept / Approach:Argument I—though protectionist—identifies a real risk (domestic industry displacement), which is a recognized policy consideration (usually addressed by calibrated measures, not blanket bans). Argument II is weak: if quality is higher, competitive positioning should not rely on banning rivals; the claim is internally inconsistent.Step-by-Step Solution:I: Identifies industry harm → policy-relevant → relatively strong.II: Self-contradictory quality claim; lacks mechanism → weak.Verification / Alternative check:Common responses are safety standards, anti-dumping, or tariffs—not indiscriminate bans—yet I still raises a legitimate concern.Why Other Options Are Wrong:“Either/Both” would elevate II; “Neither” ignores I’s policy relevance.Common Pitfalls:Confusing justification for safeguards with justification for total bans.Final Answer:if only argument I is strong.

Question 17

Statement: Should there be no examinations up to Standard IX in all schools in India? Arguments: I. No. Students need to experience examinations from a young age. II. Yes. Removing exams will encourage lateral thinking and support creative pursuits.…

Accepted Answer

Introduction / Context:Statement–Argument questions ask whether a presented argument is directly relevant, reasonably generalizable, and sufficiently persuasive for the decision at hand. The proposal here is sweeping—doing away with examinations until Standard IX in all schools across India—so strong arguments must go beyond assertion or wish and address learning outcomes, assessment alternatives, implementation feasibility, and equity.Given Data / Assumptions:The policy is nationwide and across diverse school systems.“Examinations” refers to formal, summative tests; formative assessment may still exist.Strong arguments need policy-relevant reasoning, not mere preference.Concept / Approach:To judge strength, evaluate whether each argument substantiates why the policy should or should not be adopted, with rationale that is not trivial, extreme, or purely emotive.Step-by-Step Solution:Argument I (“Students need exams from a young age”) is a bare assertion. It fails to show why formal summative exams (as opposed to age-appropriate formative assessment, projects, or competency-based evaluation) are necessary to achieve learning or resilience. Without mechanisms or evidence, it is weak.Argument II (“Exams hinder creativity so remove them”) is also generalized. Creativity can co-exist with assessments if evaluation is redesigned (portfolios, rubrics, open-book tasks). A total ban is not proven necessary for creativity and ignores accountability needs in large systems.Verification / Alternative check:Balanced policies often combine lighter, low-stakes assessment with feedback-driven pedagogy. Either argument could have been strong had it engaged with such design details, but as stated, both are insufficient.Why Other Options Are Wrong:“Only I” or “Only II” overvalues unsubstantiated claims. “Either” treats two weak, opposing assertions as strong. “Both” is impossible since they are mutually contradictory and neither is well-argued.Common Pitfalls:Equating “exams” with all forms of assessment; assuming creativity requires absence of evaluation; assuming early exams inherently build discipline without evidence.Final Answer:Neither I nor II is strong.

Question 18

Statement: Considering increasing life expectancy in India, should the retirement age for government jobs be raised? Arguments: I. Yes. Many other countries raised retirement ages long ago. II. Yes. Lakhs of employees actually demand it. Choose the …

Accepted Answer

Introduction / Context:Retirement-age policy impacts pension burdens, productivity, intergenerational employment balance, and workforce planning. A strong argument must link the proposal to such policy objectives, not merely cite external analogies or popularity.Given Data / Assumptions:Life expectancy has risen, but healthy life expectancy, job nature, and unemployment also matter.Government workforce size and fiscal constraints are relevant.Concept / Approach:Evaluate whether each argument is policy-relevant and evidence-oriented rather than an appeal to trend or numbers.Step-by-Step Solution:Argument I: “Other countries did it.” Cross-country emulation without context is a weak analogy. Countries differ in demographics, labor markets, and pension systems; this does not prove raising retirement age is right for India.Argument II: “Large employee demand.” Popular demand does not establish policy merit. A decision should weigh fiscal sustainability, promotion bottlenecks, and job creation for youth, none of which are addressed here.Verification / Alternative check:A strong “Yes” would argue improved longevity with adequate health, skill relevance, and fiscal benefits; a strong “No” would cite youth unemployment and productivity patterns. Neither argument provides such reasoning.Why Other Options Are Wrong:Any option endorsing I or II mistakes appeal to authority (other countries) or popularity (employee demand) for a substantive basis.Common Pitfalls:Assuming policy transferability without conditions; equating stakeholder preference with public interest.Final Answer:Neither I nor II is strong.

Question 19

Statement: Should new universities be established in India? Arguments: I. No. We have not yet achieved universal literacy. II. No. We already face the problem of highly educated but unemployed youth. Choose the option that best identifies the strong…

Accepted Answer

Introduction / Context:Higher education and basic literacy are complementary, not mutually exclusive. The question is whether establishing new universities is advisable; strong arguments must address demand–supply gaps in tertiary education, quality, regional access, and fiscal priorities.Given Data / Assumptions:India has heterogeneous regional needs and gross enrolment disparities.Quality assurance and employability are concerns alongside access.Concept / Approach:Judge whether the arguments focus on the policy’s core considerations rather than false dilemmas.Step-by-Step Solution:Argument I links university expansion to illiteracy, implying “finish literacy first.” This is a false trade-off. Primary education and higher education can be advanced in parallel with separate budgets, institutions, and policy tools.Argument II equates unemployment among the educated with oversupply of universities. Unemployment may reflect skills mismatch, quality issues, or economic cyclicality; halting university creation does not address these root causes. Without showing that new universities would exacerbate unemployment, this is weak.Verification / Alternative check:A strong case would weigh targeted expansion (STEM/healthcare/teacher training), industry linkage, and accreditation reforms—missing in both arguments.Why Other Options Are Wrong:“Either”/“Only” options wrongly treat weak generalities as decisive. “Both” compounds two unrelated objections.Common Pitfalls:Assuming a single budget pool for all education; blaming university numbers for unemployment rather than quality and market linkages.Final Answer:Neither I nor II is strong.

Question 20

Statement: Should all government-owned educational institutions be handed over to the private sector? Arguments: I. Yes. Their educational standards will improve. II. Yes. Their educational standards will decline. Choose the option that best identif…

Accepted Answer

Introduction / Context:The proposal suggests wholesale transfer of government institutions to private management. A strong argument should present mechanisms (governance, competition, funding models) indicating why quality would rise or fall, not just assert outcomes.Given Data / Assumptions:Quality depends on leadership, accountability, teacher incentives, and regulation.Public and private sectors each include excellent and poor performers.Concept / Approach:Assess whether the arguments offer causal reasoning tied to the policy.Step-by-Step Solution:Argument I asserts standards will improve but gives no mechanism (e.g., performance-linked funding, autonomy with accountability, or market competition). Without specifics, it is weak.Argument II asserts the opposite with equal vagueness, also weak. Blanket “Yes because improve” or “Yes because decline” lacks policy logic and evidence.Verification / Alternative check:Strong arguments would reference proven governance frameworks (charter models, outcome audits) or risks (cream-skimming, fee escalation) with safeguards. Absent here.Why Other Options Are Wrong:Endorsing I or II treats assertion as analysis. “Either” still overvalues unsubstantiated claims. “Both” is contradictory.Common Pitfalls:Overgeneralizing from isolated success/failure cases; ignoring regulatory design.Final Answer:Neither I nor II is strong.

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