Essay 2025 Essay Paper 125 marks 1200 words Analyse
Q3
Thought finds a world and creates one also.
हिंदी में प्रश्न पढ़ें
विचार एक दुनिया खोजता भी है और एक बनाता भी है।
Directive word: Analyse
This question asks you to analyse. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
Analyse demands breaking down the dual nature of thought—its receptive (finding) and constructive (creating) dimensions—into constituent elements and their interrelationship. The essay should open with a philosophical framing of thought's dual role, proceed through distinct sections on discovery versus invention across knowledge domains, and conclude with synthesis on human agency in shaping reality.
Key points expected
- Distinguish between thought as discovery (empirical, observational, finding pre-existing patterns) versus thought as creation (imaginative, normative, constructing new frameworks)
- Examine epistemological tension: whether mathematics, scientific laws, or ethical principles are invented or discovered
- Trace how Indian philosophical traditions (Nyaya's pramana vs. Vedantic maya) engage with this duality
- Analyse practical manifestations: constitution-making as thought creating nation; archaeological discovery as thought finding civilisation
- Assess implications for ethics and responsibility—if thought creates worlds, what duties attend to world-making?
- Synthesise through contemporary challenges: AI-generated 'thought' and questions of authentic creation versus algorithmic discovery
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Thesis clarity | 20% | 25 | Establishes a nuanced, contestable thesis that precisely captures the paradox of thought's dual function—neither purely finding nor purely creating—with a clear argumentative arc visible from introduction | States a workable thesis on thought's importance but treats finding and creating as separate rather than dialectically related; argument emerges gradually without clear preview | Thesis is vague, merely restates the prompt, or presents thought as exclusively finding or exclusively creating; no argumentative spine discernible |
| Multi-dimensional coverage | 20% | 25 | Seamlessly integrates epistemology, philosophy of science, aesthetics, ethics, and political theory; demonstrates how the finding/creating tension operates differently yet connectedly across domains | Covers 3-4 dimensions adequately but with uneven depth; transitions between philosophy, science, and society feel mechanical rather than organic | Remains confined to single domain (e.g., only scientific discovery or only artistic creation); dimensions listed but not genuinely explored |
| Examples & evidence | 20% | 25 | Deploys precise, varied examples: Ramanujan's mathematics as finding versus Bose's quantum statistics as creating; Ambedkar's constitutional thought creating social worlds; Hampi excavation finding Vijayanagara; references to Tagore's 'The Religion of Man' or Gandhi's constructive programme | Uses familiar examples (Newton's apple, Einstein's relativity) without fresh insight; Indian examples present but generic (ancient philosophy mentioned without specificity) | Examples absent, irrelevant, or factually erroneous; relies on assertion without instantiation; no Indian content despite clear relevance |
| Language & flow | 20% | 25 | Philosophical vocabulary deployed with precision; sentences carry argumentative weight; paragraph transitions signal logical progression; maintains reflective, interrogative tone appropriate to metaphysical inquiry without becoming obscure | Clear but unremarkable prose; occasional awkward philosophical terminology; paragraphs functional but transitions predictable; tone shifts unevenly between academic and colloquial | Grammatical errors impede meaning; repetitive sentence structures; abrupt jumps between ideas; inappropriate tone (overly casual or pretentiously opaque) |
| Conclusion & forward look | 20% | 25 | Synthesises finding and creating as complementary aspects of human cognition; projects into contemporary relevance—climate crisis as requiring both finding ecological limits and creating sustainable futures; ends with provocative insight on democratic responsibility in world-making | Restates main points without genuine synthesis; forward look generic ('we must think carefully'); conclusion feels appended rather than earned | Introduces new arguments in conclusion; ends with platitude or moralistic exhortation; no connection to present challenges or future implications |
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