Strain 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 regional 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 key stressor that 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 point of view, policy and practice of education as seen about.
Even even though education is defined in numerous approaches and generally inadequately or incompletely there has been a common agreement on the reality that education is fundamentally a approach of blossoming of an person and the society. Therefore it integrated three domains, which are as follows.
The very first domain is referred to as AFFECTIVE DOMAIN. This suggests the state of thoughts. In simple words affective domain relates to how we really feel. Thus when our mind is complete of alertness, interest, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, adore, romance, self-confidence, constructive and victorious spirit, we would contact it healthy affective domain. In yoursite.com and concentration necessary in the pursuit of excellence in intellectual field, tenacity and endurance essential in skillful activities and patience and commitment vital for internally satisfying and socially advantageous (conscientious) actions constitute affective domain. The goal of education is to nurture this domain by designing suitable curricula and syllabi.
The second domain of education is called PSYCHOMOTOR DOMAIN. This implies capacity to appreciate expertise and capacity to carry out physical and mental expertise, with speed, accuracy, elegance, ease of functionality and so on. This may involve appreciation and overall performance 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 means of not only designing suitable curricula, syllabi but also by supplying adequate sensible and demonstration classes with all the essential equipments.
The third domain is named COGNITIVE DOMAIN. Cognitive domain incorporates accurate viewpoint, contemplation, right perception understanding, conceptualization, evaluation and recall of truth and challenges, potential to evaluate, synthesize, correlate and make choices, suitable policies, plans and knowledge in the management, administration, and so forth.
It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].
Hence 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 incorporate grasp and internalization of a distinct talent, self-assurance to perform it and essentially performing it.
Let us now see, how in spite of these ambitions how it has come to be conceived as a method of achieving political, financial, scientific and technological supremacy and as a result deteriorated to the present stage where all the 3 domains are defective apart from lacking in the spiritual and productive domains. In brief let us see how it has grow to be a significant stressor.
For this a brief consideration of the conventional education program in India would prove helpful.
Regular Education Program in India in common ensured that:
a] Careers had been not selected on the basis of monetary gains,
b] Careers had been not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought immediately 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 security to all the social groups,
g] All the careers ensured intimacy and closeness in between young and old in the households.
h] All careers ensured ethical education and passage of knowledge and wisdom from generation to generation.
These have been merits. But it is also accurate that, the traditional program was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.
The conventional education system has attained the present status of being a key stressor as a outcome of a number of stressful aspects including the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from traditional technique to the present 1 (irrespective of whether due to British, American or any other influence, but essentially due to individualistic pursuits) has become a big stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.