Read the following passage and answer the items that follow. Your answer to these items should be based on the passage only.
Education, without a doubt, has an important functional Instrumental and utilitarian dimension. This is revealed when one ask question such as what is the purpose of education? The answers, too often, are to acquire qualifications for employment/upward mobility, wider/higher (in terms of income opportunities), and to meet the needs for trained human power diverse fields for national development. But in its deepest sense education is not instrumentalist. That is to say, it is not to be justified outside of itself because it leads to the acquisition of formal skills or of certain desired psychological social attributes Ii must he respected in itself. Education is thus not a commodity lo be acquired or possessed and then used, but a process of inestimable importance to individuals and society, although it can and dose have enormous use value. Education then, is a process at expansion and conversion, not in the sense of converting or turning students into doctors or engineers, but the widening and turning out of the mind—the creation, Kustenaneo and development of self-critical awareness independence of thought. It is an inner process of moral- intellectual development.

Correct Option

The passage explicitly defines education, in its deepest sense, as a process of "widening and turning out of the mind-the creation, sustenance and development of self-critical awareness and independence of thought." This directly aligns with option (c), which states that individuals develop self-critical awareness and independence of thought.

Incorrect Options:

The passage distinguishes between the instrumental dimensions of education and its profound, intrinsic nature. Options (a), (b), and (d) represent these instrumental or utilitarian aspects, which the passage acknowledges but does not consider the core process of education:

• Option (a): The passage explicitly states that education is "not in the sense of converting or turning students into doctors or engineers," thereby rejecting the idea that its primary process is to convert students into trained professionals.

• Option (b): While education can generate opportunities for higher income, the passage identifies this as an instrumental dimension, not the fundamental "inner process of moral-intellectual development" that defines education in its deepest sense.

• Option (d): Acquiring qualifications for upward mobility is presented as a functional outcome of education, not its inherent process. The passage clarifies that education is not to be justified solely by such external benefits.