In Paris, a group of academics has organised an unusual event known as the Festival of Errors to challenge prevailing attitudes in the Frenc...

In Paris, a group of academics has organised an unusual event known as the Festival of Errors to challenge prevailing attitudes in the French education system towards mistakes and creativity. Critics of the traditional model argue that French schools place disproportionate emphasis on correct answers and rote learning, (18) __________. The festival encourages participants to embrace error as an essential part of learning, hosting science-based workshops in which children are asked to explore questions without fear of being wrong. Through such activities, organisers hope to show that (19) __________.

Several intellectuals and education specialists have criticised the current system as overly hierarchical and driven by results, claiming it suppresses innovation and undermines confidence in young minds. One academic involved in the festival explained that errors (20) __________. Meanwhile, teachers who resist the pressure to always deliver correct solutions report that when students accept the possibility of failure, they become more imaginative and (21) __________.

Parents attending the event have acknowledged the intense competition and pressure to succeed that children face, particularly when marked assessments dominate early schooling. The festival, which takes place at the École Normale Supérieure and lasts several days, aims to cultivate a more open-minded approach to learning. By reframing mistakes as a source of insight rather than shame, organisers hope to inspire a generation of learners (22) __________.

[Adapted from https://www.theguardian.com]

Question 18:

A. where pupils are capable of independent thought but limited by creative problem-solving

B. which limits pupils’ capacity to think independently without creative problem-solving

C. as pupils aren’t capable of thinking independently due to the limits of creative problem-solving

D. leaving pupils with limited capacity for independent thought or creative problem-solving

Question 19:

A. the value of experimentation does not lie in curiosity or simply knowing the “right” response

B. experiments can be more valuable than curiously knowing the “right” and “simple” response

C. curiosity in experiments is of greater value than knowing the “right” and “simple” response

D. curiosity and experimentation can be more valuable than simply knowing the “right” response

Question 20:

A. that are viewed as opportunities for progress        B. should be viewed as opportunities for progress

C. viewing them as opportunities for progress        D. they are viewed as opportunities for progress

Question 21:

A. by willingly taking intellectual risks         B. their willingness to take intellectual risks

C. willing to take intellectual risks         D. with their willingness to take intellectual risks

Question 22:

A. so they are better equipped with creativity to think flexibly in a rapidly changing world

B. by equipping them with better flexibility to think creatively in a rapidly changing world

C. to equip them with better creativity and flexibility in a rapidly changing world

D. who are better equipped to think flexibly and creatively in a rapidly changing world