CAT 2020 Slot 3 — VARC Question 9
Direction for Reading Comprehension: The pass ages given here are followed by some questions that have four answer choices; read the passage carefully and pick the option whose answer best aligns with the passage
I’ve been following the economic crisis for more than two years now. I began working on the subject as part of the background to a novel, and soon realized that I had stumbled across the most interesting story I’ve ever found. While I was beginning to work on it, the British bank Northern Rock blew up, and it became clear that, as I wrote at the time, “If our laws are not extended to control the new kinds of super-powerful, super-complex, and potentially superrisky investment vehicles, they will one day cause a financial disaster of global-systemic proportions.” . . . I was both right and too late, because all the groundwork for the crisis had already been done—though the sluggishness of the world’s governments, in not preparing for the great unraveling of autumn 2008, was then and still is stupefying. But this is the first reason why I wrote this book: because what’s happened is extraordinarily interesting. It is an absolutely amazing story, full of human interest and drama, one whose byways of mathematics, economics, and psychology are both central to the story of the last decades and mysteriously unknown to the general public. We have heard a lot about “the two cultures” of science and the arts—we heard a particularly large amount about it in 2009, because it was the fiftieth anniversary of the speech during which C. P. Snow first used the phrase. But I’m not sure the idea of a huge gap between science and the arts is as true as it was half a century ago—it’s certainly true, for instance, that a general reader who wants to pick up an education in the fundamentals of science will find it easier than ever before. It seems to me that there is a much bigger gap between the world of finance and that of the general public and that there is a need to narrow that gap, if the financial industry is not to be a kind of priesthood, administering to its own mysteries and feared and resented by the rest of us. Many bright, literate people have no idea about all sorts of economic basics, of a type that financial insiders take as elementary facts of how the world works. I am an outsider to finance and economics, and my hope is that I can talk across that gulf.
My need to understand is the same as yours, whoever you are. That’s one of the strangest ironies of this story: after decades in which the ideology of the Western world was personally and economically individualistic, we’ve suddenly been hit by a crisis which shows in the starkest terms that whether we like it or not—and there are large parts of it that you would have to be crazy to like—we’re all in this together. The aftermath of the crisis is going to dominate the economics and politics of our societies for at least a decade to come and perhaps longer.
According to the passage, the author is likely to be supportive of which one of the following programmes?
Answer & solution
Correct answer: An educational curriculum that promotes developing financial literacy in the masses.
An educational curriculum that promotes developing financial literacy in the masses.
- B
The complete nationalisation of all financial institutions.
- C
An educational curriculum that promotes economic research.
- D
Economic policies that are more sensitively calibrated to the fluctuations of the market.
Easy
The author's central thesis is that there is a damaging "gulf" between the world of finance and the general public, and that this gap must be narrowed. Look for the programme that directly serves this aim — spreading basic economic understanding to ordinary people — and reject options that address policy, ownership, or specialist research rather than public literacy.
Correct. The author laments that "many bright, literate people have no idea about all sorts of economic basics" and argues we need to narrow the gap so finance is not "a kind of priesthood... feared and resented by the rest of us." A curriculum that builds financial literacy in the masses is exactly the remedy he is pleading for, so he would warmly support it.
Wrong. The author nowhere advocates nationalising financial institutions. His concern is about public understanding of finance, not about who owns the institutions. This is outside the scope of the passage.
Wrong. Tempting, but the author wants basic economic education for the layman, not specialist research. Research deepens the experts' "mysteries"; it does not bridge the gulf between insiders and the general public, which is his real goal.
Wrong. Fine-tuning economic policy to market fluctuations is a technical, regulatory matter. The passage is about public comprehension of finance, not about calibrating policy instruments — this option misses the author's concern entirely.
Option A — the author champions narrowing the gap between finance and the public, so a curriculum promoting financial literacy in the masses is precisely the kind of programme he would support.
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