'The pursuit of equality between the sexes is not only futile but foolish.' Do you agree?

Image by GDJ via Creative Commons

 
'The pursuit of equality between the sexes is not only futile but foolish.' Do you agree?

Only one female made it into the top hundred list of highest earners in the sports industry. Serena Williams, the last woman standing, is ranked a mere fifty-first in the 2017 list, according to Forbes. This has led to outrage and disappointment among the feminists, who consider this a scandal and reason for their renewed vigour. The more realistic are aware that the pursuit of equality between the sexes is utterly futile, being fraught with challenges, and the cynics among them would be quick to argue that the endeavour is clearly foolish if clear results are not attainable. The more idealistic would choose to focus on the principle and value of the endeavour, believing that it is a sensible choice. Having considered both sides of the issue, I harbour no unrealistic notion about the efficacy and acknowledge the futility of the effort, but I must admit I see value in the pursuit nonetheless, with the ensuring debate, empowerment, and hope for our humanity in the long run.

I must concede that there is truth in the viewpoint that the endeavour is futile, being fraught with nuances and complexities that led some to believe the entire pursuit as being foolish. It is true that the concept of equality is already challenging to grasp, much less apply to the sensitive topic of differences between and within the sexes. Equality, being about ensuring similar access to opportunity, is already challenging to understand, being so often misunderstood as equitable outcomes. The problem is further complicated with inherent differences between the sexes that render any pursuit of equality rather pointless, with many misconstruing the fundamental notions and consequent inability to arrive at a common consensus. The pessimists would then point to the innumerable efforts on the part of feminist and activists in pursuit of equality and feel buoyed by the evident lack of success, not to mention vast amounts of time, effort, and other resources that have been poured into the pursuit, all in vain. The Slut Parade, International Women's Day, and even #Women2Drive would perhaps be at the top of their minds as they shake their heads at the foolish squandering of resources, believing that the pursuit is foolish since it would be for naught. I must disagree on it being foolish. I choose to focus on the discussion that ensued, though rather inconclusive, and at times, even controversial, the discussion is still very much of value. The fervent and often heated debate actually serves much importance to the growing maturity of the society, as the populace considers different views on the respective sexes and reflects on what equality means for themselves and others. The emotional debate over victim-shaming in rape cases and the extent of rights that each individual has over himself or herself is an invaluable discussion, even if little consensus is achieved in the end. Hence, as much as I agree that the pursuit of equality between the sexes is not likely to bring results, I do not think it is foolish when we consider the resultant discussion.

On top of the discussion that the pursuit brings, it is imperative that we consider the resultant empowerment of the vulnerable that renders this admittedly futile pursuit not so foolish after all. Pursuing gender equality may well be doomed due to ingrained mindsets, but the overt emphasis on the situation at least ameliorates the situation of the less powerful gender. Take for instance, the oft-cited plight of Saudi Arabian women, who are deemed to be victims of one of the most unequal societies in the world. The females in the society are not even adequately empowered to be allowed into a common space with the males of the society, not to mention have a bank account without the blessings of their husbands, or be eligible to earn their driving licenses. With the admittedly pointless pursuit of gender equality, what it at least does is to highlight the plight of the gender most disenfranchised, so that some improvement and attention is at least possible for those who are incapable of helping themselves. The concessions in allowing the women in Saudi Arabia to finally get their driving license without providing means for independent travel and even vote, albeit in a most undemocratic society, at least serves to alleviate the grievous sense of injustice somewhat, despite clearly not being meaningful representation or even indication of true equality. The same can be said for the women in Afghanistan and Yemen, or even the men in Singapore. Hence, while I do acknowledge the endeavour as futile, I simply do not consider it foolish.

Still, the staunchly pragmatic would dismiss the pursuit as foolish, with the futility, or at best insignificant benefits. They argue that the social upheaval and polarising debate are far too much a cost to bear, in the light of the inconsequential outcomes. They would point to the sharply divisive controversies that have threatened to tear the already fraying social fabric in most societies already under pressure from global forces. As it is, traditions and norms are already under siege from the diversity brought about by the unprecedented mobility and diasporas that have spread far and wide. In this situation, the pursuit of gender equality may well be the proverbial straw that breaks the camel's back, as it could well be what stretches the fibres that are barely holding society together. The outcry over the treatment of Indian women, especially the Dalit women, has been made the scapegoat for the division and lack of progress in the Indian society. Yet, such a fatalistic and pessimistic view overlooks the possibility of some progress and maturity in the society, albeit in the long run. The risk-averse approach focusses too much on the short-run threat, without giving due consideration to the possible progress that can be gained in the long run. This is not to say that the endeavour would be eventually successful or to even bear some fruit in gender equality. Instead, it is entirely likely that we would be condemned to the perpetual over-compensation that the pursuit of gender equality serves to constantly result in. Rather, what makes the endeavour meaningful, and not foolish as claimed by the pessimists, is the development of the maturity of the populace and, dare I suggest, the advancement of society and civilisation. As much as we have yet to have any true equality of the sexes, we can infer the potential of such pursuits of equality between criminals and non-criminals. The enlightened approach seen in the Nordic countries had been sparked by the humanitarian emphasis on equality. Norway's revolutionary, world's-first commitment to equality, seen in the Halden Prison and the Bastoy Island Prison, had its genesis in the pursuit of equality at the realisation of the cruel ways previously employed on juvenile delinquents in the Boys' Home on Bastoy Island itself. The contemporary island retreat of a prison is testament to the progress such pursuits can bring. While true that these Scandinavian countries are, for now, rather lonely in such enlightenment, what is undeniable is the prerequisite of the pursuit for equality in the long-term progress of the society. Hence, as much as the pursuit of equality between the sexes is unlikely to bear fruit, given that it is perhaps one of the only inequalities backed by actual differences in biology, the pursuit itself is hardly foolish as it is a necessary first step in societal progress.

On a more practical note, the admittedly futile effort is still not foolish when we consider the actual need for change in gender roles and responsibilities brought about by the changing circumstances, which the pursuit would facilitate. The world today is changing rapidly in terms of technological advancement, altering the situation in societies, cost of living, and also work demands. Along with these, society's expectations with respect to gender roles, procreation, and family, have also shifted. Some more significantly than other perhaps, but nonetheless, changed and are still changing. As a result, the entrenched gender inequality would prove to be a hurdle for the required changes to keep up with changing societal needs. Hence, even when the pursuit of gender inequality would likely fail to bring about true equality in terms of access to opportunities, it is a worthwhile endeavour as it crucially paves the way for much needed changes that facilitate society's adapting to the changing circumstances in order to survive, much less thrive. This can be seen in the Finnish society, which is often held up as a guiding light for equality, where females are given concessions and support so that motherhood would not unfairly penalise them. Putting aside the controversial argument that this is equality in practice, when so clearly the men do not have access to similar concessions, what is evident is that the society has benefitted from the pursuit of equality, in that the effort has been leveraged upon to make much-needed changes to the landscape of work and socio-exploitation of human resources to ensure Finland's continued survival in the modern world. The same can be said of the Chinese in mainland China, which in the name of gender equality, has made being a leftover woman a badge of honour to harness the previously unexploited potential of the female population. In South Sudan, the practice of abusing fattening pills to achieve the societal standard of feminine beauty, at the expense of health, is now criticised, again under the banner of gender equality, to ensure the populace moves away from such wastage of resources and onto the empowerment that would help improve the pitiable plight of the impoverished nation saddled by traditional notions steeped in gender subjugation. Evidently, as much as the pursuit is indeed futile, the potential of the endeavour as a means to ensure society is able to keep up with changing circumstances makes it far from foolish.

In all, the pursuit of gender equality is likely to be futile, given the complexities and subjectivity of the notion, not to mention the entrenched mindsets that hinder any effort. Still, it is far from foolish considering the consequent debate, empowerment, and its potential as a tool for progress and advancement. As much as it is a thorny topic and a source of frustration for many, we must resist the temptation to surrender the pursuit using the simplistic assertion that futility equates folly. Instead, we should recognise the excuse for what it is and look beyond its immediate futility to recognise its central role in our growth, be it personal or societal. Perhaps another way of looking at it is to realise that it is more foolish to succumb and accept limitations as told, for if Serena Williams did, she would not have made it to the top hundred list, nor become the inspiration for so many in the world.

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All sample essays in this blog are original works written by Belinda. They are handwritten under timed conditions (90 minutes), and are subsequently typed out as blog posts. If you like what you read, leave us a comment below! :)

MOE's GCE A-Level Curriculum and the General Paper (GP) Syllabus

The information below are extracted from the MOE website.
https://www.moe.gov.sg/education/pre-university/gce-a-level-curriculum
https://www.moe.gov.sg/education/syllabuses/english-language-and-literature/

Note: We have reproduced these information for easy reference. If there is any infringement of copyrights, kindly drop us an email and we will remove this page.


GCE A-Level Curriculum

The inner circle centring on life skills ensures that students acquire sound values and skills to take them through life as responsible adults and active citizens. It comprises the non-academic curriculum.

The middle circle on knowledge skills seeks to develop students’ thinking, process and communication skills. This will enable students to analyse and use information and be able to express their thoughts and ideas clearly and effectively. It comprises skills-based subjects.

The outermost circle covers the subject disciplines i.e. Languages, Humanities & the Arts, and Mathematics & Sciences. It ensures that students have a good grounding across different areas of study.

2012 General Paper (GP) Syllabus

The ‘A’ Level curriculum offers a broad and flexible curriculum to students entering Junior Colleges (JCs) and the Centralised Institute (CI). It aims to foster new approaches to learning and develop in students a wide range of skills so that students are challenged to think critically and creatively. 

General Paper (GP) is offered as one of the three Knowledge Skills subjects under the ‘A’ Level curriculum framework. Knowledge skills subjects focus on the development of thinking, process and communication skills in students. 

General Paper (GP) aims to develop in students the ability to think critically, to construct cogent arguments and to communicate ideas using clear, accurate and effective language. 

GP encourages students to explore a range of key issues of global and local significance and provides students with a good foundation to thrive in a fast-changing world. At the end of the course, students should have a broader understanding of the world, and be ready to meet the challenges of higher education and the workplace of the future.

This Teaching Syllabus explicates the desired learning outcomes of GP and sets out the principles for teaching GP. Together with the Teaching and Learning Guide, it serves to encourage good classroom practices.

The General Paper aims to encourage students to:

1. Understand better the world in which they live by fostering a critical awareness of continuity and change in the human experience 
2. Appreciate the interrelationship of ideas across disciplines 
3. Broaden their global outlook while enabling them to remain mindful of shared historical, social and cultural experiences both within Singapore and regionally 
4. Develop maturity of thought and critical reading and creative thinking skills 
5. Develop the skills of clear, accurate and effective communication 
6. Develop the skills of evaluation of arguments and opinions 
7. Promote extensive and independent reading and research 

By the end of the course, students will be able to:  

LO1: Demonstrate Knowledge and Understanding

• Draw on relevant knowledge and understanding of diverse topic areas through independent research as well as exposure to a range of print and non-print sources 
• Develop awareness and understanding of the significance and implications of issues on the individual and society 
• Develop an awareness, understanding and appreciation of the shared historical, social and cultural experiences both within Singapore and regionally 
• Cultivate respect for, and appreciation of diverse perspectives and inter-connectedness of issues

LO2: Demonstrate Skills and Processes 

• Read text(s) critically 
• Infer and summarise relevant information 
• Make observations about trends and relationships 
• Analyse and evaluate issues across disciplines 
• Apply knowledge and understanding of issues in addressing specific task(s) 
• Construct cogent arguments and formulate informed and insightful personal responses

LO3: Demonstrate the use of Language for Communication 

• Use accepted conventions of spelling, punctuation and grammar 
• Use and demonstrate understanding of a wide range of appropriate vocabulary 
• Use tone and style appropriate to the context, task and audience 
• Express ideas and issues in a succinct and accurate manner

Participatory Learning Environment 
GP teachers should seek to create an intellectually challenging learning environment where students exercise mutual respect in considering and objectively evaluating competing voices and views. The GP classroom should provide the space for students to participate actively in a safe environment and to form opinions based on reasoned evaluation and respond to issues with maturity. Students should be encouraged to question, reflect on, and persevere in their learning process.

Timely and Timeless Content 
GP is a skills-based subject and content serves as a vehicle for the teaching of critical thinking and communication skills. GP teachers should aim to create a classroom where students can explore and engage actively with real world issues that are timeless as well as contemporary. In discussing these issues, students should be encouraged to adopt broader perspectives and appreciate the inter-connectedness of issues.

Engaging Pedagogies 
GP teachers should use a range of engaging pedagogies that increases student participation, collaboration and independent thinking. Teachers should consider the learning needs and different learning styles of their learners in designing classroom activities for their learners. Teachers should also expand the classroom experiences of their students through harnessing the range of learning opportunities afforded by digital technologies.

Compiled List of P1 Questions (2002 - 2017)

Note: These exam questions can be found on various blogs and websites. We do not, in any way, own the copyright to these questions, and we are aware that there are publishers who produce and print these questions for commercial sale. We have compiled these questions for the convenience of:

1. Students and educators who want a quick point-of-reference either in their revision or teaching
2. Parents who are curious and want to find out more about the General Paper (GP) examination
3. Ourselves... because we really don't want to flip, flip, flip, flip, and flip, just to find something

If there is any infringement of copyrights, please drop us a note and we will remove this page immediately.

2017 GCE GP P1

1. ‘The past is not dead. It is not even past.’ Discuss. 
2. Can the use of animals for scientific research ever be justified? 
3. In your society, to what extent is it acceptable for public money to be used for the acquisition of works of art? 
4. ‘Rehabilitation, not punishment, should be the purpose of the justice system.’ Discuss. 
5. Is regulation of the press desirable? 
6. Do events, rather than politicians, shape the future? 
7. How far is science fiction becoming fact? 
8. Examine the role of music in establishing a national identity in your society. 
9. To what extent are people judged more by their physical appearances than by their abilities? 
10. ‘Practical ability is just as important as intellectual skills.’ How far is this true in your society? 
11. Assess the view that attempts to control climate change can never be truly effective. 
12. ‘The quality of written language is being destroyed by social media.’ What is your view?
    

 
2016 GCE GP P1

1. ‘Any adaptation of a novel for a film, television or the theatre is never as effective as the original.’ Discuss. 
2. Assess the view that traditional buildings have no future in your society. 
3. ‘Longer life expectancy creates more problems than benefits.’ Discuss. 
4. Considering the money involved, should developing countries be allowed to host major sporting events? 
5. ‘Human need, rather than profit, should always be the main concern of scientific research.’ Discuss. 
6. ‘Countries experiencing conflict should be left to sort out their own problems.’ How far do you agree? 
7. How far has modern technology made it unnecessary for individuals to possess mathematical skills? 
8. ‘People who do the most worthwhile jobs rarely receive the best financial rewards.’ To what extent is this true of your society?
9.  Evaluate the claim that equality of opportunity for females is a desirable, but unrealistic, goal. 
10. Assess the view that most natural disasters are the result of human activity. 
11. Is competition always desirable? 
12. ‘Everyone has an opinion, but not everyone’s opinion is of equal value.’ What is your view?
    

 
2015 GCE GP P1

1. ‘There is no such thing as bad publicity.’ To what extent is this true? 
2. How far is it possible for one country to forgive another for its past actions? 
3. How effectively is public health promoted and managed in your country? 
4. ‘No cause is ever worth dying for’. Discuss. 
5. Consider the argument that the main purpose of television should be to educate rather than simply to entertain. 
6. In your society, how well are the demands of the economy and the environment balanced? 
7. ‘Parents have no right to impose their own values and beliefs on their children.’ Discuss. 
8. ‘Books serve little purpose in education as technological developments become more sophisticated’. How far do you agree? 
9. To what extent should the arts in your society focus on local rather than foreign talent? 
10. Should there be any controls over the production of energy when the need for it is so great? 
11. When a government’s finances for social welfare are limited, should they be directed towards the young or the old? 
12. ‘Human actions should be based on scientific fact, not religious faith’. How far do you agree with this statement?
    

 
2014 GCE GP P1

1. ‘Traditional marriage is an outdated concept.’ To what extent is this true of your society? 
2. How far should firms be allowed to limit their workers’ rights when profits are at stake? 
3. ‘Gambling on sport undermines its spirit and should be banned.’ How realistic is this position? 
4. Discuss the view that, with an increasing global need for energy, every possible source should be exploited to the full. 
5. ‘For the majority of people, the Arts are irrelevant to their daily lives.’ How true is this of your society? 
6. How far is it important for people to be aware of current events in countries other than their own? 
7. In times of economic hardship, should a country still be expected to provide financial or material aid to others? 
8. Do films offer anything more than an escape from reality? 
9. To what extent can the regulation of scientific or technological developments be justified? 
10. ‘Getting what one wants in life is what matters.’ Discuss. 
11. Examine the extent to which expenditure on arms and the armed forces is justifiable in the modern world. 
12. Consider the view that some careers are better suited to one gender than the other.
    

 
2013 GCE GP P1

1. ‘The world would be a better place if more political leaders were women.’ What is your view? 
2. ‘Unlike the Arts, such as writing or music, Mathematics lacks the capacity for creativity.’ How far do you agree with this statement?
3. Is there any point in trying to predict future trends?  
4. To what extent is it possible to make the punishment fit the crime?
5.  Discuss the claim that in the modern world people should care more about international than national issues.
6.  How important is it to save plant and animal species which are in danger of extinction?
7.  ‘Scientific research into health and diet is unreliable as it so often contradicts itself.’ Is this a fair comment?  
8. How far is increased prosperity for all a realistic goal in your society? 
9. Consider the view that spoken language is more important than the written form.  
10. Why should we be concerned with current affairs when most of them will soon be forgotten?  
11. ‘Education should only be concerned with what is useful in life.’ Discuss.  
12. How far, in your society, should unpopular views be open to discussion?
    

 
2012 GCE GP P1

1. Is there any value in preserving minority languages in the world? 
2. ‘People in the Arts, living or dead, receive far more recognition than those in the sciences, even though it is less deserved.’ Consider this claim. 
3. Should people be allowed to have children by artificial means? 
4. To what extent are the rights of animals protected in your society? 
5. ‘The most influential individuals in history are those who have caused the most harm.’ How far would you accept this view? 
6. Is violence ever justified? 
7. Consider the view that mathematics possesses not only truth, but supreme beauty. 
8. In your society, how far is equality for all a reality? 
9. Should everyone be expected to donate suitable organs after death? 
10. Can humour ever be serious? 
11. ‘The key criterion for good government is how well the economy is managed.’ Is this a fair assessment? 
12. How far is it acceptable for technology to be used only for financial benefit?
    

 
2011 GCE GP P1

1. Can prejudice ever be eliminated? 
2. ‘Taking risks is an essential part of life and should be encouraged.’ Discuss. 
3. Consider the view that efficient government is more important than democracy. 
4. To what extent is it acceptable for private companies to be involved in financing scientific research? 
5. ‘Environmental concerns and economic growth cannot co-exist.’ Do you agree? 
6. In the digital age, do newspapers still have a role in your society? 
7. Do awards and prizes serve any useful purpose? 
8. How far should medical resources be used to extend life expectancy? 
9. Can space research be justified nowadays? 
10. ‘Only modern architecture and modern art have a place in today’s world.’ How true is this of your society? 
11. How far should countries aim to be self-sufficient? 
12. ‘Science is unreliable, being based as much on theory as on fact.’ Is this a fair comment?
    

 
2010 GCE GP P1

1. Consider the view that most work these days could, and should, be done from home. 
2. How far can an individual be held responsible for crimes against humanity? 
3. Would it matter if all the performing arts venues in your society, such as concert halls and theatres, were closed down? 
4. ‘The person who dies rich dies disgraced.’ Discuss. 
5. ‘The book has no place in modern society.’ Discuss. 
6. To what extent has technology had a negative impact on the skill levels of people? 
7. Does sport merit the vast sums of money that are spent on it? 
8. How effective are international efforts to ease the problem of global hunger? 
9. ‘No politician’s reputation can survive the judgement of time.’ How true is this? 
10. How important is it for people in your society to retain a sense of tradition? 
11. ‘The key to good health is lifestyle rather than medicine.’ How far do you agree? 
12. Can mathematics be seen as anything more than a useful tool in everyday life?
    

 
2009 GCE GP P1

1. Is the elimination of global poverty a realistic aim? 
2. ‘Only educated people should have the right to vote in elections.’ What is your view? 
3. Are certain types of writing superior to others? 
4. Should a love of one’s country still be encouraged? 
5. To what extent has technology had an impact on both privacy and security in your country? 
6. ‘History records male acts, written by males, and holds little interest for females as a result.’ Is this a fair comment? 
7. How far should religion influence political decisions? 
8. Should every country have the right to carry out unlimited scientific research? 
9. Assess the impact of foreign films or foreign TV programmes on the culture of your society. 
10. Can transport of food over vast distances be justified? 
11. ‘Fashion is as much a good thing as a bad thing.” To what extent do you agree? 
12. As long as people in the public eye do their job well, does it matter what they do in private?
    

 
2008 GCE GP P1

1. Does the presence of a foreign power ever help a country with problems? 
2. How important are dreams? 
3. ‘The more science advances, the more religion will decline.’ To what extent do you agree? 
4. How far do physical features, such as size and location, determine a country’s progress? 
5. ‘Nowadays, the pleasures of reading can never compete with the pleasures of visual entertainment.’ To what extent do you agree? 
6. To what extent does the migration of people have a positive effect? 
7. ‘Air travel should be discouraged, not promoted.’ To what extent do you agree? 
8. Many developed countries are paying increasing attention to the needs of the disadvantaged. How far is this true in Singapore? 
9. Discuss the view that too much faith is placed in statistics. 
10. ‘Contemporary music has no artistic value.’ Is this a fair comment? 
11. How far is it possible to ensure that all producers of food and goods are fairly rewarded? 
12. To what extent is design important in your society?
    

 
2007 GCE GP P1

1. ‘The view of the majority is always right.’ Do you agree? 
2. Can a belief in the supernatural be sustained in our modern world? 
3. ‘The arts cannot change the world but they make it more beautiful.’ Discuss this view with reference to one of the following: painting, sculpture or music. 
4. How far should a state have a right to monitor the actions of people within its borders? 
5. ‘Mass production inevitably means a loss of craftsmanship and quality.’ Is this true in your society? 
6. How important is a sense of history in shaping the future of Singapore’s society? 
7. Should poorer countries develop their tourist industry when the basic needs of their own people are not being met? 
8. ‘The pen is mightier than the sword.’ Can written language really be so powerful? 
9. ‘Advertisements are often entertaining, but they rarely affect consumer choice.’ Is this your experience? 
10. Is it possible to protect the environment when many countries require increasing amounts of energy to progress? 
11. Should research into expensive medical treatments be allowed when only a few can afford them? 
12. ‘The word failure should never be used in education.’ Discuss.
    

 
2006 GCE GP P1

1. Is there still a place for charity in today’s world? 
2. ‘A picture is always more powerful than mere words.’ What is your view? 
3. Does modern technology always improve the quality of people’s lives? 
4. ‘National boundaries make little geographical or economic sense nowadays.’ Discuss. 
5. Should crimes that were committed many years ago simply be forgotten? 
6. How far is your country prepared for future crises? 
7. ‘The world would be a better place if everyone spoke the same language.’ Discuss. 
8. To what extent do young people in your society take an interest in politics? 
9. ‘Entrepreneurship is just another name for personal greed.’ How far do you agree with this statement? 
10. Do myths and legends still have a role to play in Singapore? 
11. ‘Women will never enjoy the same rights as men.’ Do you agree? 
12. To what extent do the newspapers and magazines that you read deal with what is trivial, rather than what is important?
    

 
2005 GCE GP P1

1. Is effective farming possible without science? 
2. ‘There is no such thing as luck. People determine their own lives.’ Do you agree? 
3. To what extent should the State involve itself in the world of business? 
4. Do the arts, such as music and literature, really play a significant role in Singaporean society? 
5. ‘Medical science has been so successful that people now expect too much of it.’ Discuss. 
6. ‘Hosting major sporting events creates more problems than benefits.’ Do you agree? 
7. Examine the claim that the world is too dependent on oil. 
8. ‘The tourist does not see the country the inhabitants know.’ How far is this true of Singapore? 
9. ‘Instead of speeding up the pace of life, we should be slowing it down.’ What do you think? 
10. Consider the view that the study of mathematics is intellectually satisfying, but of little practical use. 
11. ‘Too much attention is given to criminals; not enough to their victims.’ Is this true? 
12. How far do magazines or television programmes aimed at young people in Singapore have a positive effect?
    

 
2004 GCE GP P1

1. To what extent are the young in Singapore favoured at the expense of the elderly? 
2. Are the poor an inevitable feature of any society? 
3. Do the past and present offer any guidance for the future? 
4. ‘How inventions and discoveries are used is not the concern of the scientist.’ Do you agree? 
5. ‘People, not the government, should decide how to organise their lives.’ Is this a fair comment? 
6. How far is recycling the answer to the problem of waste? 
7. Can small countries have a significant voice in world affairs? 
8. Advertising encourages a desire for products which people do not actually need. Discuss. 
9. Have multi-national businesses had a positive or negative impact on your society? 
10. Discuss the appeal and value of fantasy stories and films. 
11. Discuss the importance of religion in society today. 
12. ‘Far too much attention is given to beauty products and treatments.’ Do you agree?
    

 
2003 GCE GP P1

1. To what extent are small businesses preferable to large ones? 
2. ‘A good leader must always look beyond the needs of his or her country.’ Do you agree? 
3. Does the book still have a future? 
4. Is History anything more than the study of warfare? 
5. Should medical science always seek to prolong life? 
6. ‘The only worthwhile form of discipline is self-discipline.’ Discuss. 
7. How far can the needs of minorities be met in modern Singapore? 
8. Can the media ever be relied on to convey the truth? 
9. Was life for young people in Singapore better in the past than it is today? 
10. ‘Statistics measure everything but prove nothing.’ Discuss. 
11. Does the modern world place too much reliance on technology? 
12. ‘The family has suffered at the expense of career in Singaporean society.’ Is this a fair comment?
    

 
2002 GCE GP P1

1. Is there a case for keeping animals in zoos? 
2. ‘Conformity should be the main aim of all schools.’ How far is this true? 
3. Can the trade in weapons ever be justified? 
4. ‘If people become ill it is largely their own fault.’ How far do you agree? 
5. Does a study of history make you optimistic or pessimistic about the future of the human race? 
6. ‘Science and religion will always conflict.’ Discuss. 
7. Should the police have unlimited powers when dealing with crime? 
8. ‘The prospect of a Third World War is now unthinkable.’ Do you agree? 
9. Do you agree that city life is becoming increasingly unattractive? 
10. ‘Air travel creates more problems than benefits.’ Is this a fair comment? 
11. Is friendly rivalry ever possible? 
12. ‘A work of art can never be valued in just financial terms.’ Discuss.
    

We did not compile any questions earlier than 2002 because of the change in syllabus.