@Nullo Keep in mind that part of my job involves asking what “is” means when I say this: you’re over-thinking these questions.
“Our race has many superior qualities, compared with other races” assumes that there is nothing else to choose from. I happen to figure that race is a fact of no consequence and so can answer honestly, but some people believe that there is no such thing as race at all. How can they possibly answer this?
By strongly disagreeing. If there’s no such thing as race, then it is not possible for there to be a race with superior qualities to another. Simple logic. Alternatively, they can substitute “people with different skin tones” for “race,” realizing that this is how many people distinguish putative races.
Take “If economic globalisation is inevitable, it should primarily serve humanity rather than the interests of trans-national corporations,” for instance. The question does not at any point address who is going to be controlling which party globalization serves.
Irrelevant. Let it be whoever you’d like: take the best possible world in which there is economic globalization and ask yourself if it primarily serves humanity or primarily serves the interests of transnational corporations. Then answer accordingly. Again, quite simple.
Furthermore, I don’t see anything wrong with either position, so I can’t exactly agree or disagree with it.
If you think either is okay, then you should disagree. The question says ”x should be the case,” whereas you think “no, it doesn’t matter if x or not-x is the case.” That your response could appropriately start with “no” suggests that you disagree. Yet another straightforward answer.
Likewise, I can’t see why both can’t benefit.
{sigh}
Some questions I have no opinion on at all, like “Controlling inflation is more important than controlling unemployment.” I simply don’t know enough about economics. I know that low unemployment is good, and I’m pretty sure that low inflation is good, but that’s it. And I can’t skip that question, so it skews my results.
One question won’t skew your results terribly, especially if you choose one of the moderate options rather than one of the extreme options. But if you don’t know, perhaps the solution is to get educated rather than complaining about a test supposedly being biased. Honestly, are you going to complain that a multiplication table is biased if it goes past the math facts you learned in school?
Or take “Sex outside marriage is usually immoral.” I believe that extra-marital sex is always immoral, so I can neither agree (and say that there are unusual cases when it’s not immoral) or disagree (and say that morality doesn’t factor in at all).
If something is always immoral, then it is also usually immoral. Stronger claims entail weaker claims. This is again basic logic. Choose “strongly agree” to represent how completely wrong you are about this topic.
Questions like “Because corporations cannot be trusted to voluntarily protect the environment, they require regulation” permit me to disagree, but not with the basic assumption, i.e. that corporations cannot be trusted to voluntarily protect the environment.
If I say “the present King of France is bald,” and if you disagree with the basic premise (i.e., that there is a present King of France), then you should disagree. I will grant that this is not basic logic, though it isn’t advanced logic either. It’s intermediate logic.
When presented with “All authority should be questioned” I come to a dilemma. I will grant that temporal authority needs accountability, but I do not think that divine authority (something of a big deal for me) ought to be questioned. So which is the right answer?
This is a test about politics, so the question is quite clearly limited to temporal authority. This isn’t even basic logic. It’s blatantly obvious fact apparent to anyone who isn’t purposefully trying to be difficult.
But if you need it explained, the logic is parallel to the logic of the race question (as explained in the FAQ).
Some of these lack clarity. When I see “The prime function of schooling should be to equip the future generation to find jobs” I think, “Schooling should equip the future generation to be productive members of society. This includes jobs, but it’s not exclusively about employment. But I can’t say it’s not about jobs, because it kind of is.
The key word here is “prime.” The word “prime” means more than “includes.” I agree that school should, among other things, help equip people to join the workforce. I disagree that it should be the prime function of education (i.e., the last thing we would get rid of if we were pruning education).
Questions that I cannot answer in good faith require me to answer in the milder agree/disagree, since that’s the closest that I can get to a null.
Again: if you can’t answer a question in good faith, get educated. It’s not the test’s fault if you don’t know something.
They’re not measuring me, they’re measuring a straw man made to look like me.
They measure what you give them. If, by willfully misinterpreting the questions, you present to them a caricature of yourself, then you will get a caricature back. If instead you take the time to understand what the questions mean, you will get back something more accurate.
Like I said before: stop being such a hand-holding liberal and take a little responsibility for yourself. ~