Stress at individual and social levels distorts our cognition, influence and conation (perception, feelings and actions) and leads to amongst lots of other evils deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a important stressor that though aids in petty pursuits opposes our blossoming and additional perpetuates tension and ill effects in the person and social life. Let us review the present point of view, policy and practice of education as seen about.
Even though education is defined in many approaches and typically inadequately or incompletely there has been a general agreement on the truth that education is generally a process of blossoming of an individual and the society. Therefore it integrated three domains, which are as follows.
The very first domain is referred to as AFFECTIVE DOMAIN. This signifies the state of mind. In straightforward words affective domain relates to how we feel. As a result when our thoughts is complete of alertness, consideration, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, enjoy, romance, self-assurance, good and victorious spirit, we would get in touch with it healthier affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance required in skillful activities and patience and commitment important for internally satisfying and socially useful (conscientious) actions constitute affective domain. The goal of education is to nurture this domain by designing appropriate curricula and syllabi.
The second domain of education is called PSYCHOMOTOR DOMAIN. vajiraoias.com implies ability to appreciate skills and ability to execute physical and mental expertise, with speed, accuracy, elegance, ease of overall performance etc. This may involve appreciation and efficiency of expertise such as surgery, playing a musical instrument, playing basket ball or carrying out carpentry! The objective of education is to nurture this domain by way of not only designing suitable curricula, syllabi but also by offering enough sensible and demonstration classes with all the required equipments.
The third domain is referred to as COGNITIVE DOMAIN. Cognitive domain incorporates precise perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of truth and challenges, capability to evaluate, synthesize, correlate and make decisions, acceptable policies, plans and experience in the management, administration, and so forth.
It is clear that all these domains have three components each viz. Cognition [Perception], influence [Feelings] and conation [Response].
As a result cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would incorporate feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would involve grasp and internalization of a distinct talent, confidence to perform it and truly performing it.
Let us now see, how in spite of these targets how it has come to be conceived as a approach of reaching political, financial, scientific and technological supremacy and hence deteriorated to the present stage exactly where all the 3 domains are defective apart from lacking in the spiritual and productive domains. In brief let us see how it has turn out to be a important stressor.
For this a short consideration of the traditional education program in India would prove beneficial.
Regular Education Technique in India in general ensured that:
a] Careers have been not selected on the basis of monetary gains,
b] Careers have been not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some profitable careers could not be sought right after in preference to the other individuals,
d] All careers ensured revenue and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured safety to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the households.
h] All careers ensured ethical education and passage of expertise and wisdom from generation to generation.
These have been merits. But it is also correct that, the conventional program was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs primarily based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.
The conventional education program has attained the present status of being a major stressor as a outcome of many stressful things such as the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from conventional technique to the present one (regardless of whether due to British, American or any other influence, but essentially due to individualistic pursuits) has turn out to be a main stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.