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That was the time when there was a hunger for foreign knowledge and foreign thought

That was the time when there was a hunger for foreign knowledge and foreign thought Correct Answer appetite

Wish : feel or express a strong desire or hope for something that cannot or probably will not happen.
Appetite : a natural desire to satisfy a bodily need, especially for food.
Undesired : (especially of an act or consequence) not wanted or desired.
Generosity :: the quality of being kind and generous.
Hunger : a feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat.

Synonym of Hunger is Appetite

Related Questions

Given below are four sentences, three of which, are jumbled. Pick the option that gives the correct order. A. The greatest tragedy facing humanity is the persistence of chronic hunger. B. The Hunger Project that is providing food to lakhs has come to recognise that hunger in India is, to a large degree, due to the subjugation of women. C. It’s an intolerable phenomenon that takes the lives of 24,000 of us daily. D. Besides, day after day, one billion people are denied the opportunities they need to lead healthy and productive lives due to hunger.
With reference to the Zero Hunger Programme, consider the following statements: 1. India’s ambitious Zero Hunger Programme through interventions in the farm sector was launched with a focus on agriculture, nutrition and health. 2. This is a dedicated farm-based programme in synchronization with Sustainable Development Goals (SDGs) to end hunger by 2030. 3. This programme is an initiative of the Indian Council of Agricultural Research. Which of the above statements is/are correct?
Read the passage carefully and choose the best answer to each question out of the four alternatives and click the button corresponding to it.
Learning is the knowledge of that which is not generally known to others, and which we can only derive at second­hand from books or other artificial sources. The knowledge of that which is before us, or about us, which appeals to our experience, passions, and pursuits, to the bosoms and businesses of men, is not learning. Learning is the knowledge of that which none but the learned know. He is the most learned man who knows the most of what is farthest removed from common life and actual observation. The learned man prides himself in the knowledge of names, and dates, not of men or things. He thinks and cares nothing about his next­door neighbours, but he is deeply read in the tribes and castes of the Hindoos and Calmuc Tartars. He can hardly find his way into the next street, though he is acquainted with the exact dimensions of Constantinople and Peking. He does not know whether his oldest acquaintance is a knave or a fool, but he can pronounce a pompous lecture on all the principal characters in history. He cannot tell whether an object is black or white, round or square, and yet he is a professed master of the optics and the rules of perspective.
the knowledge related to the businesses of men
S1: We must also understand that the fruits of labour are sweeter than the gifts of fortune.
P: Moreover, too much of thinking is also a disease.
Q: Indeed, thought and action can be separately analysed but can never be separated from each other.
R: Hence, thought to be complete demands action and action without thought also has no value.
S: It keeps us depressed and gloomy.
S6: The best life, therefore, is lived both in thought and deed.

The Proper sequence should be:
Which one of the following option is correct with reference to the thought given below? Thought " . . . . . . . . mind and body, extension and thought as two of the many inseparable aspects of a single, all-inclusive reality. Being co-existent attributes of the substance, thought and extension cannot interact".
1. Descartes
2. Leibniz
3. Spinoza
4. Berkeley
Consider the following components: 1. Knowledge of psychology 2. Knowledge of the theory of variation 3. Knowledge of process 4. Knowledge of the system and the theory of optimization Which of the above components comprise the basis of Deming's Systems of Profound Knowledge?
Which of the following is very important in constructing knowledge in EVS? A. Active participation of the learner. B. Relating child’s knowledge with the teachers knowledge. C. Learning EVS outside the four walls of the classroom. D. Relating child’s local knowledge to the school knowledge.
Which of the following were rejected by Plato with regard to the answer 'what is Knowledge'?
1. Knowledge is sense perception.
2. Knowledge is opinion.
3. Knowledge is judgement.
4. Knowledge is true judgement.
Select the correct answer:
Read the passage carefully and choose the best answer to each question out of the four alternatives and click the button corresponding to it.
Learning is the knowledge of that which is not generally known to others, and which we can only derive at second­hand from books or other artificial sources. The knowledge of that which is before us, or about us, which appeals to our experience, passions, and pursuits, to the bosoms and businesses of men, is not learning. Learning is the knowledge of that which none but the learned know. He is the most learned man who knows the most of what is farthest removed from common life and actual observation. The learned man prides himself in the knowledge of names, and dates, not of men or things. He thinks and cares nothing about his next­door neighbours, but he is deeply read in the tribes and castes of the Hindoos and Calmuc Tartars. He can hardly find his way into the next street, though he is acquainted with the exact dimensions of Constantinople and Peking. He does not know whether his oldest acquaintance is a knave or a fool, but he can pronounce a pompous lecture on all the principal characters in history. He cannot tell whether an object is black or white, round or square, and yet he is a professed master of the optics and the rules of perspective.
Learning is defined as
Read the passage carefully and choose the best answer to each question out of the four alternatives and click the button corresponding to it.
Learning is the knowledge of that which is not generally known to others, and which we can only derive at second­hand from books or other artificial sources. The knowledge of that which is before us, or about us, which appeals to our experience, passions, and pursuits, to the bosoms and businesses of men, is not learning. Learning is the knowledge of that which none but the learned know. He is the most learned man who knows the most of what is farthest removed from common life and actual observation. The learned man prides himself in the knowledge of names, and dates, not of men or things. He thinks and cares nothing about his next­door neighbours, but he is deeply read in the tribes and castes of the Hindoos and Calmuc Tartars. He can hardly find his way into the next street, though he is acquainted with the exact dimensions of Constantinople and Peking. He does not know whether his oldest acquaintance is a knave or a fool, but he can pronounce a pompous lecture on all the principal characters in history. He cannot tell whether an object is black or white, round or square, and yet he is a professed master of the optics and the rules of perspective.
A learned man, as described in the passage,