Complete Summary and Solutions for Freedom – NCERT Class XII KALEIDOSCOPE English Elective, Chapter 1 – Non-Fiction Summary, Explanation, Questions, Answers
Detailed summary and explanation of Chapter 1 'Freedom' from the NCERT Class XII KALEIDOSCOPE English Elective textbook non-fiction section, featuring essays by G.B. Shaw and J. Krishnamurti, focusing on the concept of freedom, its limitations, discipline, and social implications—along with all NCERT questions, answers, and exercises.
Updated: 3 weeks ago
Freedom
G.B. Shaw & J. Krishnamurti | Kaleidoscope Non-Fiction - Ultimate Study Guide 2025
Introduction to Non-Fiction - Kaleidoscope
Non-fiction is virtually everything that we read as literature but that does not come under the categories of novel, short story, play or poem. Non-fiction, then, is writing that is factually true. It can include articles, editorials, reports, critical essays and interviews, humorous sketches, biographies and autobiographies, lectures, speeches and sermons.
This section contains six non-fiction pieces, three by established writers of the canon: George Bernard Shaw, Virginia Woolf and D.H. Lawrence; one each by Ingmar Bergman, Amartya Sen and Isaac Asimov.
The themes are: freedom, stream of consciousness, importance of the novel as a creative form, the details that make film-making a creative art and the argumentative tradition in Indian culture based on the famous dialogue between Krishna and Arjuna in the Bhagavad Gita. Asimov’s piece talks of the universe of science fiction, correlating it to accounts of mythical superhuman beings in the pre-scientific universe which served to fulfil the same emotional needs as science fiction does.
The purpose of such writing is to explain, analyse, define or clarify something—to provide us with information and to show the how and why of things.
Key Elements of Non-Fiction
- Factual Truth: Grounded in reality, unlike imaginative fiction.
- Forms: Essays, speeches, biographies—aim to inform, persuade, or provoke thought.
- Themes Here: Freedom (Shaw: societal illusions; Krishnamurti: inner inquiry vs. discipline).
- Canon Writers: Shaw's wit punctures pretensions; Krishnamurti urges self-discovery.
Expanded Context
Non-fiction in Kaleidoscope serves as a bridge between literature and reality, encouraging readers to question societal norms. Shaw's piece challenges political propaganda, while Krishnamurti emphasizes personal liberation from conditioning. This section prepares students for critical thinking in exams and life, aligning with CBSE's focus on analytical skills for 2025.
- Relevance to Curriculum: Builds argumentative writing, as seen in Sen's piece on Indian dialogue traditions.
- Emotional Impact: Asimov links sci-fi to myths, fulfilling human needs for wonder—paralleling freedom's emotional quest.
Points to Ponder
- How does Shaw's critique of "freedom" as wage-slavery resonate with modern gig economies?
- Does Krishnamurti's rejection of imposed discipline align with today's mindfulness movements?
- Why does non-fiction often use personal anecdotes to make abstract concepts relatable?
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Authors: G.B. Shaw (1856-1950) & J. Krishnamurti (1895-1986)
G.B. Shaw: Dramatist & Critic
Irish playwright, critic, and socialist. His work as a London newspaper critic of music and drama resulted in The Quintessence of Ibsenism. Famous plays: Arms and the Man, Candida, Man and Superman. Works present fearless intellectual criticism, sugar-coated by pretended lightness of tone. Rebelled against muddled thinking, sought to puncture hollow pretensions.
J. Krishnamurti: Philosopher & Speaker
Renowned writer and speaker on philosophical and spiritual subjects like meditation, human relationships, and global change. Supporters oversee schools in India, England, US based on his educational views. Talks and writings published in print, audio-video, online in many languages.
Shared Legacy
Both challenge illusions: Shaw societal, Krishnamurti psychological. Pioneers in critiquing conformity for true liberation.
Worldviews
Shaw exposes "freedom" as regulated slavery, urging leisure over exploitation. Krishnamurti dismantles discipline's cage, advocating inquiry for authentic freedom—echoing Gita's argumentative spirit.
Expanded Biographies
Shaw's Influences: Inspired by Ibsen, Shaw's Fabian socialism shaped his views on class war, seen in "Freedom" as critique of capitalist delusions. Nobel Prize 1925; Oscar for Pygmalion film.
Krishnamurti's Journey: Rejected Theosophy's messiah role in 1929, dissolving Order of the Star. Traveled globally, founding schools emphasizing holistic education—freedom from fear, authority.
- Connections: Both anti-authoritarian; Shaw via satire, Krishnamurti via dialogue—relevant to 2025's debates on AI ethics, mental health.
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Full Texts & Summary
Summary: Freedom by G.B. Shaw
Shaw debunks illusions of absolute freedom, contrasting natural necessities (sleep, eat) with unnatural human-imposed slavery (wage labor, class exploitation). Governments regulate but perpetuate bondage, calling it liberty. Nature's "slavery" is pleasurable; man's is hateful, fueling class war. Education deludes masters more than slaves. True freedom? Leisure and fair work-share, not votes or dole. Ends with conundrum on work vs. pension.
Summary: Understanding Freedom and Discipline by J. Krishnamurti
Discipline breeds resistance, not freedom; true liberty arises from inquiry, breaking tradition's enclosure. Conformism dulls intelligence; sensitivity demands questioning parents, society. Inner conflict from imposed do's/don'ts stifles growth. Urges youth to discover life's path freely, cultivate sympathy for the suffering, awaken intelligence to resolve struggles without imitation.
विस्तृत हिंदी सारांश: Freedom
शॉ स्वतंत्रता के भ्रमों को उजागर करते हैं, प्राकृतिक आवश्यकताओं (नींद, भोजन) को अस्वाभाविक मानव-थोपे दासत्व (मजदूरी, वर्ग शोषण) से तुलना करते। सरकारें बंधन को विनियमित करतीं, इसे स्वतंत्रता कहतीं। प्रकृति का 'दासत्व' सुखद; मनुष्य का घृणित, वर्ग युद्ध को जन्म देता। शिक्षा मालिकों को अधिक धोखा देती। सच्ची स्वतंत्रता? अवकाश और निष्पक्ष श्रम-साझा, न कि वोट या भत्ता। अंत में कार्य बनाम पेंशन का पहेली।
कृष्णमूर्ति अनुशासन को प्रतिरोध की खेती कहते; स्वतंत्रता जिज्ञासा से आती, परंपरा के कारागार तोड़कर। अनुरूपता बुद्धि को कुंठित; संवेदनशीलता माता-पिता, समाज पर सवाल उठाने की मांग। थोपी गईं निषेधों से आंतरिक संघर्ष वृद्धि रोकता। युवाओं से जीवन-पथ स्वयं खोजने, पीड़ितों के प्रति सहानुभूति जगाने, अनुकरणरहित बुद्धि जागृत कर संघर्ष सुलझाने का आह्वान।
Freedom by G.B. Shaw (Excerpt - Full text in PDF)
Understanding Freedom and Discipline by J. Krishnamurti (Full Text)
Additional Excerpts from PDF
From Page 3: "The object of all honest governments should be to prevent your being imposed on in this way. But the object of most actual governments, I regret to say, is exactly the opposite."
From Page 11: "The problem of discipline is really quite complex, because most of us think that through some form of discipline we shall eventually have freedom."
- Key Quote - Shaw: "Nature is kind to her slaves."
- Key Quote - Krishnamurti: "Intelligence demands that you break away from tradition and live on your own."
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Themes & Critical Analysis
Central Themes: Shaw
- Natural vs. Unnatural Slavery: Pleasurable necessities vs. exploitative labor.
- Class Delusion: Votes as false freedom; education blinds elites.
- Government Critique: Regulates bondage, calls it liberty.
Central Themes: Krishnamurti
- Discipline vs. Freedom: Resistance hinders; inquiry liberates.
- Tradition's Prison: Conformism dulls intelligence, sensitivity.
- Inner Conflict: Questioning for integrated self, sympathy for suffering.
Interconnections
Both urge awakening: Shaw societal, Krishnamurti psychological—freedom as leisure/inquiry, not imitation/exploitation.
Critical Appreciation
Shaw's satirical prose, laced with wit, dismantles democratic myths, echoing Marx via humor. Krishnamurti's meditative dialogue invites self-inquiry, subverting guru tradition for radical autonomy. Together, they form a dialectic: outer chains (Shaw) demand inner keys (Krishnamurti), timeless in 2025's polarized world.
Deeper Analysis
Historical Context: Shaw writes post-WWI, critiquing imperialism (e.g., Waterloo as 'freedom triumph'). Krishnamurti, post-colonial, challenges Eastern/Western conditioning, resonating with India's independence struggle.
Literary Devices: Shaw uses irony (votes as 'key of the street'); Krishnamurti rhetorical questions for introspection. Themes link to Gita's self-mastery, Asimov's myths—non-fiction as modern philosophy.
- Modern Relevance: Shaw on AI automation exploiting workers; Krishnamurti on social media's 'enclosure' dulling sensitivity.
- Comparative: Vs. Woolf's stream-of-consciousness—Shaw/Krishnamurti focus external/internal freedom.
Discussion Prompts
- How does Shaw's "unnatural slavery" mirror gig economy precarity?
- Can Krishnamurti's freedom-through-inquiry combat social media conformism?
- Compare with Sen's argumentative tradition—does dialogue lead to freedom?
Understanding the Text
1. Point out the difference between the slavery of man to Nature and the unnatural slavery of man to Man.
Nature's slavery is kind and pleasurable (e.g., eating too much when affordable, sleep's delight); man's is hateful, cruel, fueling class war—poets decry it as no man good enough to master another.
2. What are the ways in which people are subjected to greater control in the personal spheres than in the wider political sphere?
- Landlords refuse tenancy for chapel-going or voting against nominees.
- Employers dictate clothes, hours, fire at will—greater than dictators' power.
- Trade unions' strikes as desperate remedies, unlike political votes.
3. List the common misconceptions about ‘freedom’ that Shaw tries to debunk.
- Absolute liberty to do as one pleases—impossible due to necessities.
- Voting as true self-governance—mere choice between rich friends.
- Factory Acts, dole as ample—ignores rent, doubled labor hours.
- Historical triumphs (Magna Carta) as freedom's origin—propaganda.
4. Why, according to Krishnamurti, are the concepts of freedom and discipline contradictory to one another?
Discipline cultivates resistance, building barriers against "wrong"—a frame enclosing mind in ideas, preventing discovery. Freedom requires breaking tradition's prison for alert inquiry, not imitation.
5. How does the process of inquiry lead to true freedom?
Inquiry—deep thinking, questioning do's/don'ts—awakens intelligence, integrates self, resolves inner conflict. It fosters sensitivity, sympathy, breaking conformity's chains for authentic, happy living.
Additional Questions from PDF
Stop and Think (Page 5): What are the links between natural jobs, labour and slavery?
Natural jobs (eat, sleep) can't be shirked; lead to labor for food, beds—shiftable to others via force/fraud, creating slavery.
Stop and Think (Page 10): What causes the master class to be more deluded than the enslaved classes?
Elite education teaches superiority; workers face harsh facts, less fooled by propaganda.
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?
Yes: Media, education glorify democracy/votes while inequality persists (e.g., gig workers, farmers' protests). Vote distracts from wage slavery, echoing Shaw's critique in India's electoral theatrics.
2. ‘Nature may have tricks up her sleeve to check us if the chemists exploit her too greedily.’ Discuss.
Shaw warns against over-industrialization: Machinery boosts output but yields inedible goods (pins, matches); nitrogen exploitation risks ecological backlash—prescient of climate crises, pollution from unchecked tech.
3. Respect for elders is not to be confused with blind obedience. Discuss.
Krishnamurti: Blind obedience to parents/tradition encloses mind, dulls intelligence—respect means questioning for truth, not imitation. Enables sensitivity, autonomy; fosters societal progress over stagnation.
Expanded Discussion
Contemporary Links: In India, vote banks mask economic slavery (e.g., migrant labor crises). Nature's 'tricks' seen in pandemics, floods—exploitation's backlash. Elders' respect vs. obedience debates in family laws, youth activism.
Appreciation
1. Both the texts are on ‘freedom’. Comment on the difference in the style of treatment of the topic in them.
Shaw: Satirical, anecdotal prose with historical examples, rhetorical flair—exposes societal absurdities wittily. Krishnamurti: Conversational, introspective dialogue—philosophical inquiry, rhetorical questions urging personal reflection.
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.
- Statement: Governments enforce slavery as freedom. Examples: Abolish chattel for wage slavery ("key of the street"); votes between rich friends; historical "triumphs" like Magna Carta as propaganda.
- Statement: Master class deludes via education. Examples: Schools teach superiority; women vote against worker candidates for titled lady; revolutions crushed (Waterloo) as "British freedom."
Effectiveness: Builds irony, substantiates critique, engages reader in logical progression.
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?
Yes: Shaw's "you" (e.g., "you are fool enough to believe") implicates reader in delusions, fostering urgency. Krishnamurti's "you" (e.g., "are you so frightened?") invites introspection. Relatable: Shaw to daily grind/votes; Krishnamurti to family pressures, social media conformity—mirrors personal freedom quests.
Further Appreciation
Stylistic Effectiveness: Shaw's examples (e.g., bees/horses to human slavery) create vivid analogies, enhancing persuasiveness. Krishnamurti's pronouns build empathy, making abstract philosophy personal—ideal for youth readers in 2025's self-help era.
Language Work
A. Grammar
I. Sentence Types
Examples: Simple (Nature is kind...); Complex (As we must eat...); Compound (You are all young, but...).
| Sentence | Main Clause | Subordinate Clauses |
|---|---|---|
| There is no freedom if you are enclosed... | There is no freedom | if you are enclosed by self-interest or by various walls of discipline |
| When you see a servant... do you give him...? | do you give him a helping hand? | When you see a servant carrying a heavy carpet |
| Very young children will eat... but the diet... | Very young children will eat...; the diet is not nourishing | but (compound link) |
| We must sleep or go mad: but then sleep... | We must sleep or go mad; sleep is so pleasant... | that we have great difficulty... |
| Always call freedom... and keep clamouring... | Always call freedom...; keep clamouring... | and (compound) |
Additional Tasks
Split: "If the laws are reasonable and are impartially administered you have no reason to complain, because they increase your freedom by protecting you against assault..."
Main: you have no reason to complain; Sub: If the laws are reasonable...; because they increase...
- Identify type in PDF excerpts (e.g., Page 4: Compound sentences in class war description).
II. Rhetorical Questions
Krishnamurti's examples: "Are you? Can a man ever be free as long as he lives in a prison?" Implied: No—urges breaking free.
- "Do you have any feeling for them? Or are you so frightened...?" Implied: Self-concern blinds sensitivity—negative to provoke awareness.
- "When the temple bell is ringing, are you aware of it?" Implied: No—fear destroys perception; positive form negates to affirm need for mindfulness.
More Examples
Shaw: "What is a perfectly free person?" Implied: None exists—sets up critique. Task: Convert to statements (e.g., "No one is perfectly free").
B. Pronunciation
| Word | Sound Sequence |
|---|---|
| sleep | CCVC |
| thrift | CCVCC |
| snake | CCVC |
| task | CVCC |
| smear | CCVC |
| facts | CVCCC |
| sweet | CCVC |
| boasts | CVCCC |
| strain | CCCVC |
| street | CCCVC |
| strangle | CCCVCVC |
| strengths | CCCVCCCCC |
Practice
Words from text: Freedom (CCVCVC), Slavery (CCVCVCV). Note diphthongs (e.g., 'ai' in strain as V).
Interactive Quiz - Test Your Understanding
10 MCQs on texts, themes, and language. Aim for 80%+ for mastery!
Suggested Reading
Shaw Essentials
- Candida: Witty critique of marriage, idealism.
- Arms and the Man: Satire on war, heroism.
- Man and Superman: Philosophical drama on will, society.
Krishnamurti Works
- Life Ahead: Education for freedom, inquiry.
- The First and Last Freedom: Philosophical essays on conditioning.
More Suggestions
- The Argumentative Indian by Amartya Sen: Links to dialogue themes.
- A Room of One's Own by Virginia Woolf: Freedom in creativity.
- Online: Krishnamurti Foundation videos; Shaw plays on Project Gutenberg.
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