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LSAT-Test – Law School Admission Test: Logical Reasoning, Reading Comprehension, Analytical Reasoning

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Showing 4–6 of 20 questions

Question 4 (Logical Reasoning)

More and more computer programs that provide solutions to mathematical problems in engineering are being produced, and it is thus increasingly unnecessary for practicing engineers to have a thorough understanding of fundamental mathematical principles. Consequently, in training engineers who will work in industry, less emphasis should be placed on mathematical principles, so that space in the engineering curriculum will be available for other important subjects.

Which one of the following, if true, most seriously weakens the argument given for the recommendation above?

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    The effective use of computer programs that provide solutions to mathematical problems in engineering requires an understanding of mathematical principles.
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    Many of the computer programs that provide solutions to mathematical problems in engineering are already in routine use.
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    Development of composites and other such new materials has meant that the curriculum for engineers who will work in industry must allow time for teaching the properties of these materials.
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    Most of the computer programs that provide solutions to mathematical problems in engineering can be run on the types of computers available to most engineering firms.
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    The engineering curriculum already requires that engineering students be familiar with and able to use a variety of computer programs.
Question 5 (Logical Reasoning)

A chess tournament is occurring in the local community school, and the players at all four of the tables are engaged in their fourth game against their prospective opponents.

The players with white pieces are: David, Gerry, Lenny and Terry

The players with black pieces are: Don, Mike, Richie and Stephen

The scores are 3:0, 2.5:0.5, 2:1, 1.5:1.5

[note: tied games result in a score of 0.5 points for each player]

Lenny is playing at the table to the right of Stephen, who has lost all of his games until now.

Gerry is playing against Mike.

At least one game at table 1 has resulted in a tie.

Richie, who is not in the lead over his opponent, has not been in a tied game.

The player who is using the white pieces at table 4 is Terry, however, the current score at table 4 is not 2:1. Don is leading his match after his last three games.

Which player has black pieces and is tied?

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    Mike
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    David
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    Richie
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    Don
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    Terry
Question 6 (Reading Comprehension)

Many educators in Canada and the United States advocate multicultural education as a means of achieving multicultural understanding. There are, however, a variety of proposals as to what multicultural education should consist of. The most modest of these proposals holds that schools and colleges should promote multicultural understanding by teaching about other cultures, teaching which proceeds from within the context of the majority culture. Students should learn about other cultures, proponents claim, but examination of these cultures should operate with the methods, perspectives, and values of the majority culture. These values are typically those of liberalism: democracy, tolerance, and equality of persons.

Critics of this first proposal have argued that genuine understanding of other cultures is impossible if the study of other cultures is refracted through the distorting lens of the majority culture's perspective. Not all cultures share liberal values. Their value systems have arisen in often radically different social and historical circumstances, and thus, these critics argue, cannot be understood and adequately appreciated if one insists on approaching them solely from within the majority culture's perspective.

In response to this objection, a second version of multicultural education has developed that differs from the first in holding that multicultural education ought to adopt a neutral stance with respect to the value differences among cultures. The values of one culture should not be standards by which others are judged; each culture should be taken on its own terms. However, the methods of examination, study, and explanation of cultures in this second version of multicultural education are still identifiably Western. They are the methods of anthropology, social psychology, political science, and sociology. They are, that is, methods which derive from the Western scientific perspective and heritage.

Critics of this second form of multicultural education argue as follows: The Western scientific heritage is founded upon an epistemological system that prizes the objective over the subjective, the logical over the intuitive, and the empirically verifiable over the mystical. The methods of social-scientific examination of cultures are thus already value laden; the choice to examine and understand other cultures by these methods involves a commitment to certain values such as objectivity. Thus, the second version of multicultural education is not essentially different from the first. Scientific discourse has a privileged place in Western cultures, but the discourses of myth, tradition, religion, and mystical insight are often the dominant forms of thought and language of non-Western cultures. To insist on trying to understand nonscientific cultures by the methods of Western science is not only distorting, but is also an expression of an attempt to maintain a Eurocentric cultural chauvinism: the chauvinism of science. According to this objection, it is only by adopting the (often nonscientific) perspectives and methods of the cultures studied that real understanding can be achieved.

Critics who raise the objection discussed in the second paragraph would be most likely to agree with which one of the following?

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    The social and historical circumstances that give rise to a culture's values cannot be understood by members of a culture with different values.
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    The historical and social circumstances of a culture can play an important role in the development of that culture's values.
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    It is impossible for one culture to successfully study another culture unless it does so from more than one cultural perspective.
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    Genuine understanding of another culture is impossible unless that culture shares the same cultural values.
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    The values of liberalism cannot be adequately understood if we approach them solely through the methods of Western science.