Strain at individual and social levels distorts our cognition, impact and conation (perception, feelings and actions) and leads to amongst numerous 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 even though aids in petty pursuits opposes our blossoming and further perpetuates strain and ill effects in the person and social life. Let us evaluation the present viewpoint, policy and practice of education as seen about.
Even even though education is defined in various methods and generally inadequately or incompletely there has been a basic agreement on the truth that education is fundamentally a method of blossoming of an person and the society. Hence it integrated three domains, which are as follows.
The initial domain is called AFFECTIVE DOMAIN. This indicates the state of mind. In Secreatry-General of European Schools relates to how we feel. As a result when our mind is full of alertness, consideration, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, really like, romance, self-confidence, optimistic and victorious spirit, we would call it healthy affective domain. In addition the zeal and concentration necessary 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 beneficial (conscientious) actions constitute affective domain. The objective of education is to nurture this domain by designing suitable curricula and syllabi.
The second domain of education is referred to as PSYCHOMOTOR DOMAIN. This implies capacity to appreciate expertise and potential to perform physical and mental skills, with speed, accuracy, elegance, ease of efficiency and so on. This may well involve appreciation and performance of capabilities such as surgery, playing a musical instrument, playing basket ball or performing carpentry! The goal of education is to nurture this domain via not only designing appropriate curricula, syllabi but also by providing adequate sensible and demonstration classes with all the important equipments.
The third domain is known as COGNITIVE DOMAIN. Cognitive domain incorporates correct perspective, contemplation, appropriate perception understanding, conceptualization, analysis and recall of truth and complications, ability to evaluate, synthesize, correlate and make choices, proper policies, plans and experience in the management, administration, etc.
It is clear that all these domains have 3 elements every viz. Cognition [Perception], affect [Feelings] and conation [Response].
Therefore cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include things like feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would include grasp and internalization of a distinct talent, self-assurance to perform it and actually performing it.
Let us now see, how in spite of these ambitions how it has come to be conceived as a course of action of reaching political, economic, scientific and technological supremacy and therefore deteriorated to the present stage where all the three domains are defective apart from lacking in the spiritual and productive domains. In brief let us see how it has turn into a main stressor.
For this a brief consideration of the conventional education system in India would prove useful.
Standard Education Method in India in common ensured that:
a] Careers were not chosen on the basis of monetary gains,
b] Careers were not chosen arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought soon after in preference to the others,
d] All careers ensured earnings 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 involving young and old in the families.
h] All careers ensured ethical education and passage of encounter and wisdom from generation to generation.
These had been merits. But it is also correct that, the regular 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 method has attained the present status of being a key stressor as a outcome of several stressful elements such as the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from regular system to the present one particular (whether or not due to British, American or any other influence, but generally due to individualistic pursuits) has become a key stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.