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 nearby 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 big 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 point of view, policy and practice of education as observed about.
Even even though education is defined in many ways and typically inadequately or incompletely there has been a basic agreement on the reality that education is fundamentally a course of action of blossoming of an individual and the society. Hence it integrated three domains, which are as follows.
PY is known as AFFECTIVE DOMAIN. This indicates the state of thoughts. In basic words affective domain relates to how we feel. As a result when our mind is complete of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, appreciate, romance, self-confidence, good and victorious spirit, we would get in touch with 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 vital for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing appropriate curricula and syllabi.
The second domain of education is named PSYCHOMOTOR DOMAIN. This implies capacity to appreciate abilities and potential to carry out physical and mental skills, with speed, accuracy, elegance, ease of overall performance etc. This may perhaps involve appreciation and performance of expertise such as surgery, playing a musical instrument, playing basket ball or carrying out carpentry! The purpose of education is to nurture this domain by means of not only designing appropriate curricula, syllabi but also by offering adequate sensible and demonstration classes with all the important equipments.
The third domain is referred to as COGNITIVE DOMAIN. Cognitive domain incorporates precise perspective, contemplation, right perception understanding, conceptualization, analysis and recall of fact and difficulties, potential to evaluate, synthesize, correlate and make choices, appropriate policies, plans and knowledge in the management, administration, and so on.
It is clear that all these domains have three components every viz. Cognition [Perception], impact [Feelings] and conation [Response].
Hence cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would involve feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would contain grasp and internalization of a specific talent, self-confidence to perform it and really performing it.
Let us now see, how in spite of these ambitions how it has come to be conceived as a approach of reaching political, economic, scientific and technological supremacy and hence deteriorated to the present stage where all the 3 domains are defective apart from lacking in the spiritual and productive domains. In quick let us see how it has develop into a significant stressor.
For this a short consideration of the conventional education system in India would prove beneficial.
Regular Education System in India in common ensured that:
a] Careers have been not selected on the basis of monetary gains,
b] Careers have been not chosen arbitrarily on the basis of idiosyncrasies and whims,
c] Some profitable careers could not be sought right after in preference to the other people,
d] All careers ensured earnings 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 involving young and old in the households.
h] All careers ensured ethical education and passage of experience and wisdom from generation to generation.
These were merits. But it is also true 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 regular education system has attained the present status of becoming a key stressor as a result of several stressful variables such as the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from standard system to the present a single (regardless of whether due to British, American or any other influence, but essentially due to individualistic pursuits) has develop into 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.