The Adventure | Lesson 5 | English | Class 11th | Summary | Questions and Answers |

 

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English | Class 11th | Hornbill | NCERT

The Adventure | Lesson 5 | Summary | Questions and Answers |

 

Short Summary

            "The Adventure" by Jayant Narlikar is a science fiction story that explores the concept of alternate realities through the experiences of Professor Gaitonde, a historian. The story begins with Gaitonde finding himself in a parallel world where historical events unfolded differently from the reality he knows. In this alternate history, India did not suffer British colonial rule and instead remained a prosperous, independent nation after a significant historical battle, the Battle of Panipat, ended in favour of the Marathas.

As Gaitonde navigates this unfamiliar yet familiar world, he grapples with the differences in history, politics, and culture. He tries to give a lecture at the Azad Maidan, but it leads to confusion and conflict, as the alternate reality follows a different historical trajectory. Eventually, he regains consciousness in his own world and realizes that he had been part of an experiment involving quantum theory and the idea of multiple worlds existing simultaneously. This theory, known as the "catastrophe theory," suggests that every event creates a branching of multiple possibilities, each leading to a different version of reality.

The story highlights the idea that history is not a single, fixed narrative but could have many possible outcomes. It combines elements of history, science, and imagination, making the reader question the nature of reality and the unpredictable turns history can take.

 

Understanding the Text

I. Tick the statements that are true.

1. The story is an account of real events.

2. The story hinges on a particular historical event.

3. Rajendra Deshpande was a historian.

4. The places mentioned in the story are all imaginary.

5. The story tries to relate history to science.

Answer:

1. The story is an account of real events. ❌ 

2. The story hinges on a particular historical event. ✔️ 

3. Rajendra Deshpande was a historian. ❌ (He was a scientist, not a historian.) 

4. The places mentioned in the story are all imaginary. ❌ (Some places like Pune and Azad Maidan are real.) 

5. The story tries to relate history to science. ✔️

II. Briefly explain the following statements from the text.

1. “You neither travelled to the past nor the future. You were in the present experiencing a different world.”

Answer: This statement explains that Professor Gaitonde didn’t literally time travel but rather found himself in an alternate reality existing in the present. He was experiencing a different version of history, where the events had unfolded differently from his known reality.

2. “You have passed through a fantastic experience: or more correctly, a catastrophic experience.”

Answer: This refers to Professor Gaitonde's journey into an alternate reality, which was triggered by a scientific phenomenon called "catastrophe theory." The term “catastrophic” here is used in a scientific sense, meaning a sudden shift from one reality to another, not a disaster.

3. Gangadhar Pant could not help comparing the country he knew with what he was witnessing around him.

Answer: Professor Gaitonde noticed stark differences between the reality he knew, where India had been colonized by the British, and the alternate reality he was experiencing, where India had remained independent after the Battle of Panipat. He kept comparing the two versions of India—one he had lived in and the other he was now seeing.

4. “The lack of determinism in quantum theory!”

Answer: This refers to the idea in quantum theory that not everything in the universe is predetermined. Instead, there are multiple possibilities or outcomes that could occur, leading to different realities or worlds, which ties into the concept of parallel universes explored in the story.

5. “You need some interaction to cause a transition.”

Answer: This statement explains that in quantum theory, a transition from one state to another—such as moving between parallel realities—requires some form of interaction or trigger. In the story, it suggests that Professor Gaitonde's transition to the alternate reality was caused by a specific interaction or event that allowed him to experience that parallel world.

 

Talking about the text

1. Discuss the following statements in groups of two pairs, each pair in a group taking opposite points of view.

(i) A single event may change the course of the history of a nation.

Answer: For: A single event can indeed change the course of history. For example, the Battle of Panipat, which plays a key role in the story, altered the future of India by enabling British colonization. Similarly, the assassination of Archduke Franz Ferdinand triggered World War I, reshaping the political landscape of Europe. Small moments often serve as catalysts for larger historical transformations.

Against: While individual events can have a significant impact, history is shaped by a series of interconnected events over time. No single event can be seen in isolation, as it is the cumulative effect of various socio-political, economic, and cultural factors that determines the course of history. Changes in history are a result of complex causes, not just one moment.

(ii) Reality is what is directly experienced through the senses.

Answer: For: Reality is defined by what we perceive through our senses—what we see, hear, feel, taste, and smell. Our understanding of the world is grounded in these sensory experiences. Without sensory perception, we wouldn’t be able to grasp or confirm the existence of anything. Thus, reality is closely tied to what we experience directly.

Against: Reality is not limited to what is directly experienced through the senses. Quantum theory and other scientific advances suggest there are aspects of reality that go beyond our sensory perception, like alternate dimensions or microscopic particles. Concepts such as dreams, emotions, and thoughts also form part of our reality, even though they aren't experienced through the traditional five senses.

(iii) The methods of inquiry of history, science and philosophy are similar.

Answer: For: The methods of inquiry in history, science, and philosophy all involve seeking the truth and understanding the world around us. They rely on observation, evidence, analysis, and reasoning to form conclusions. History uses evidence from documents and artifacts, science uses experimentation and data, and philosophy uses logic and reasoning—each method aiming to provide explanations for complex questions.

Against: The methods of inquiry in history, science, and philosophy are fundamentally different. History relies heavily on interpretation of past events, often depending on limited or biased sources. Science relies on empirical evidence, experimentation, and observation to test hypotheses. Philosophy, on the other hand, relies more on abstract reasoning and logic to explore concepts such as existence and ethics, often without physical evidence or experimentation. Each field has its unique approach to seeking knowledge.

2.

(i) The story is called ‘The Adventure’. Compare it with the adventure described in ‘We’re Not Afraid to Die...’

Answer: Both "The Adventure" and "We’re Not Afraid to Die..." involve the idea of facing challenges that stretch the limits of the protagonists’ experiences, but they differ in their nature of adventure:

"The Adventure" explores the intellectual adventure of Professor Gaitonde as he journeys through an alternate reality shaped by the catastrophe theory. His adventure is more abstract, involving a blend of science fiction and historical revision, where he explores different versions of India's history.

In "We’re Not Afraid to Die...", the adventure is more physical and harrowing. It narrates the real-life battle of a family against the forces of nature as they face a deadly storm while sailing. Their adventure is marked by survival and resilience in the face of imminent danger.

While both stories involve the unknown and are filled with suspense, one is a mental adventure through time and space, while the other is a thrilling fight for survival in the open seas.

(ii) Why do you think Professor Gaitonde decided never to preside over meetings again?

Answer: Professor Gaitonde likely decided never to preside over meetings again because of his strange experience in the alternate reality. In that parallel world, he tried to deliver a speech at a meeting but was met with confusion and aggression from the audience. This experience symbolized the futility of repeating old patterns, as no one was interested in his ideas or historical interpretations. It served as a wake-up call that perhaps the role he used to cherish no longer held the same significance or influence in the changing world, prompting him to abandon presiding over meetings.

 

Thinking about language

1. In which language do you think Gangadhar Pant and Khan Sahib talked to each other? Which language did Gangadhar Pant use to talk to the English receptionist?

Answer: Gangadhar Pant and Khan Sahib most likely spoke to each other in Marathi or Hindustani (a mix of Hindi and Urdu), as Khan Sahib was a fellow Indian, and these were common languages spoken between Indians of different regions. When Gangadhar Pant spoke to the English receptionist, he probably used English, as English would have been the language of communication with a British or Anglo-Indian receptionist in colonial or post-colonial India.

2. In which language do you think Bhausahebanchi Bakhar was written?

Answer: Bhausahebanchi Bakhar was most likely written in Marathi, as it is a historical chronicle of the Marathas, a community that primarily spoke Marathi. The bakhars were traditional narratives written in Marathi, documenting important events in the history of the Maratha Empire.

3. There is mention of three communities in the story: the Marathas, the Mughals, the Anglo-Indians. Which language do you think they used within their communities and while speaking to the other groups?

Answer: The Marathas: Within their community, the Marathas would have spoken Marathi. When communicating with other communities, they likely used Hindustani (a mix of Hindi and Urdu) or Persian, which was the language of administration under the Mughals.

The Mughals: Within their community, the Mughals spoke Persian, which was the official language of their court. When communicating with the Marathas or Anglo-Indians, they would have likely used Hindustani or Persian, depending on the context.

The Anglo-Indians: Anglo-Indians would have primarily used English within their community. When communicating with the Marathas or Mughals, they likely spoke in English or Hindustani, the latter being widely understood in India during the British colonial period.

4. Do you think that the ruled always adopt the language of the ruler?

Answer: No, the ruled do not always fully adopt the language of the ruler, though it often becomes part of the societal and administrative system. For example, during British rule in India, English became the language of administration, law, and education, and many Indians adopted it for professional and official purposes. However, local languages such as Hindi, Bengali, Tamil, and Marathi continued to thrive and were widely spoken among the populace.

Historically, the adoption of a ruler’s language often depended on the context and the extent of influence or power exerted by the ruling class. In some cases, the language of the ruler was adopted as a prestige language, while in other instances, local languages persisted strongly among the ruled.

 

Working with words

I. Tick the item that is closest in meaning to the following phrases.

1. to take issue with

(i) to accept

(ii) to discuss

(iii) to disagree

(iv) to add

Answer: (iii) to disagree

2. to give vent to

(i) to express

(ii) to emphasise

(iii) suppress

(iv) dismiss

Answer: (i) to express

3. to stand on one’s feet

(i) to be physically strong

(ii) to be independent

(iii) to stand erect

(iv) to be successful

Answer: (ii) to be independent

4. to be wound up

(i) to become active

(ii) to stop operating

(iii) to be transformed

(iv) to be destroyed

Answer: (ii) to stop operating

5. to meet one’s match

(i) to meet a partner who has similar tastes

(ii) to meet an opponent

(iii) to meet someone who is equally able as oneself

(iv) to meet defeat

Answer: (iii) to meet someone who is equally able as oneself

II. Distinguish between the following pairs of sentences.

1.

(i) He was visibly moved.

Answer: This means he was emotionally affected in a way that could be clearly seen by others (e.g., he showed emotions like tears or expressions of sorrow).

(ii) He was visually impaired.

Answer: This means he had a limitation or disability related to his vision or eyesight.

2.

(i) Green and black stripes were used alternately.

Answer: This means the stripes followed a repeated pattern, one after the other (green, then black, then green, etc.).

(ii) Green stripes could be used or alternatively black ones.

Answer: This means there is a choice between using either green or black stripes, but not both together.

3.

(i) The team played the two matches successfully.

Answer: This means the team won or performed well in both matches.

(ii) The team played two matches successively.

Answer: This means the team played the two matches one after the other, in sequence, without reference to how well they performed.

4.

(i) The librarian spoke respectfully to the learned scholar.

Answer: This means the librarian addressed the scholar in a manner that showed respect.

(ii) You will find the historian and the scientist in the archaeology and natural science sections of the museum respectively.

Answer: This means the historian is in the archaeology section, and the scientist is in the natural science section, corresponding to their respective fields.

 

Things to do

I. Look up the Internet or an encyclopaedia for information on the following theories.

(i) Quantum theory

Answer: Quantum theory, also known as quantum mechanics, is a fundamental theory in physics that describes the behaviour of matter and energy at the smallest scales, such as atoms and subatomic particles. It introduces the concept that particles, like electrons and photons, can exist in multiple states simultaneously (superposition) and that their behaviour is probabilistic rather than deterministic. Quantum theory also highlights that particles can behave both as particles and waves (wave-particle duality). The famous thought experiment "Schrödinger's Cat" and the "Heisenberg Uncertainty Principle" are key concepts within quantum theory.

(ii) Theory of relativity

Answer: Proposed by Albert Einstein, the theory of relativity consists of two parts:

Special Relativity (1905): It addresses how the laws of physics apply to objects moving at constant speeds, particularly near the speed of light. It introduced the idea that space and time are interwoven into a single continuum known as spacetime. A key result is the famous equation E = mc², which shows that energy and mass are interchangeable.

General Relativity (1915): This extends the theory to include gravity, explaining it as the curvature of spacetime caused by mass and energy. Massive objects, such as planets or stars, cause spacetime to curve, and this curvature affects the motion of other objects, explaining phenomena like the bending of light around stars (gravitational lensing).

(iii) Big Bang theory

Answer: The Big Bang theory is the leading explanation for the origin of the universe. It posits that the universe began around 13.8 billion years ago from an extremely hot and dense point (a singularity) and has been expanding ever since. The theory is supported by evidence such as the cosmic microwave background radiation and the observed redshift of distant galaxies, which suggests the universe is still expanding. The theory explains the formation of galaxies, stars, and planets as the universe cooled and matter condensed over time.

(iv) Theory of evolution

Answer: Proposed by Charles Darwin in his 1859 book "On the Origin of Species," the theory of evolution by natural selection explains how species evolve over time due to changes in their genetic traits. According to this theory, organisms with traits that give them a survival or reproductive advantage are more likely to pass these traits on to future generations. Over long periods, these changes accumulate, leading to the emergence of new species. The theory is supported by evidence from fossils, comparative anatomy, and molecular biology. Evolution explains the diversity of life on Earth and is a cornerstone of modern biology.