General Studies 2021 GS Paper IV 20 marks 150 words Compulsory Critically examine

Q4

(a) Attitude is an important component that goes as input in the development of human being. How to build a suitable attitude needed for a public servant? (b) In case of crisis of conscience does emotional intelligence help to overcome the same without compromising the ethical or moral stand that you are likely to follow? Critically examine.

हिंदी में प्रश्न पढ़ें

(a) अभिवृत्ति एक महत्वपूर्ण घटक है, जो मानव के विकास में निवेश (इनपुट) का काम करता है। ऐसी उपयुक्त अभिवृत्ति का विकास कैसे करें, जो एक लोक सेवक के लिए आवश्यक है? (b) उस नैतिकता अथवा नैतिक आदर्श, जिसको आप अंगीकार करते हैं, से समझौता किए बिना क्या भावनात्मक बुद्धि अंतरात्मा के संकट की स्थिति से उबरने में सहायता करती है? आलोचनात्मक परीक्षण कीजिए।

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Directive word: Critically examine

This question asks you to critically examine. 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

The question demands critical examination across two parts: (a) requires explaining methods to build suitable attitude for public servants (~60 words/40% time), while (b) critically evaluates whether emotional intelligence resolves crisis of conscience without ethical compromise (~90 words/60% time). Structure: brief intro linking attitude-EI → part-wise analysis with balanced treatment → nuanced conclusion acknowledging limitations of EI.

Key points expected

  • For (a): Defines attitude as learned predisposition; identifies public servant requirements: objectivity, empathy, integrity, service-orientation; suggests building methods: self-reflection, value inculcation, mentorship, experiential learning, exposure to field realities
  • For (a): Distinguishes between cognitive, affective and behavioral components of attitude relevant to administration
  • For (b): Defines crisis of conscience as conflict between personal values and situational demands; explains EI components (self-awareness, self-regulation, empathy, social skills) and their role
  • For (b): Critical examination—EI helps manage emotions but cannot substitute ethical reasoning; cites when EI may enable moral compromise through manipulation or accommodation
  • For (b): Synthesis—EI is necessary but insufficient; must be complemented by moral courage, ethical frameworks and institutional accountability

Evaluation rubric

DimensionWeightMax marksExcellentAveragePoor
Demand-directive understanding20%4Correctly identifies 'how' in (a) demands prescriptive methods and 'critically examine' in (b) demands balanced evaluation with limitations; maintains distinction between descriptive and analytical requirements across partsAddresses both parts but treats (b) descriptively without critical edge; or conflates attitude-building with EI mechanismsMisreads directives—describes attitude/EI without answering 'how' or offering critical examination; treats question as single theme
Content depth & accuracy20%4Demonstrates conceptual precision: ABC model of attitude for (a); Goleman/Mayer-Salovey EI frameworks for (b); nuanced argument that EI manages but doesn't resolve ethical dilemmasCovers basic definitions and lists methods/tools but lacks theoretical grounding; superficial treatment of 'crisis of conscience' mechanismVague generalities about 'positive thinking' or 'controlling emotions'; factual errors about EI replacing ethics; irrelevant content on leadership theories
Structure & flow20%4Clear demarcation between (a) and (b) with explicit sub-headings; logical progression from attitude formation → EI application → critical limitations; 60:40 word balance reflecting analytical weight of (b)Addresses both parts but uneven weighting; some organization but transitions between attitude and EI are abrupt; missing explicit (a)/(b) labelsMerges parts into undifferentiated narrative; disproportionate focus on one part; disjointed paragraphs without thematic progression
Examples / case-law / data20%4For (a): cites civil servant exemplars (T.N. Seshan's attitude reform, Armstrong Pame's village building); for (b): uses Whistleblower cases (Sanjiv Chaturvedi, Ashok Khemka) showing EI's limits; or Kohlberg-Gilligan moral development contrastGeneric references to 'honest officers' without names; or personal anecdotes without institutional relevance; examples not tied to attitude-building/EI mechanismsNo examples; or irrelevant cases (corruption scandals without EI angle); fictional scenarios; examples contradict argument made
Conclusion & analytical edge20%4Synthesizes that attitude and EI are complementary inputs but ethical action requires moral courage and institutional support; acknowledges EI can be weaponized; ends with public service values (Sarvodaya, Antyodaya)Summarizes both parts separately without integration; generic conclusion about 'balanced approach'; no recognition of EI's limitationsNo conclusion; or abrupt ending; contradictory final position; moralistic platitudes without analytical grounding

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