Pressure at person 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 neighborhood 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 major stressor that even though aids in petty pursuits opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us overview the present viewpoint, policy and practice of education as noticed around.
Even although education is defined in a variety of ways and frequently inadequately or incompletely there has been a common agreement on the fact that education is basically a procedure of blossoming of an person and the society. Hence it included 3 domains, which are as follows.
The very first domain is named AFFECTIVE DOMAIN. This signifies the state of thoughts. In very simple words affective domain relates to how we really feel. As a result when our mind is full of alertness, focus, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, adore, romance, self-assurance, good and victorious spirit, we would contact it healthier affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance essential in skillful activities and patience and commitment important for internally satisfying and socially valuable (conscientious) actions constitute affective domain. yoursite.com of education is to nurture this domain by designing appropriate curricula and syllabi.
The second domain of education is referred to as PSYCHOMOTOR DOMAIN. This implies capability to appreciate capabilities and potential to execute physical and mental abilities, with speed, accuracy, elegance, ease of efficiency etc. This may involve appreciation and efficiency of abilities 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 suitable curricula, syllabi but also by providing enough practical and demonstration classes with all the required equipments.
The third domain is known as COGNITIVE DOMAIN. Cognitive domain incorporates correct point of view, contemplation, right perception understanding, conceptualization, evaluation and recall of fact and complications, capacity to evaluate, synthesize, correlate and make decisions, suitable policies, plans and experience in the management, administration, and so on.
It is clear that all these domains have 3 components every single 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 incorporate grasp and internalization of a unique ability, self-confidence to execute it and basically performing it.
Let us now see, how in spite of these ambitions how it has come to be conceived as a procedure of attaining political, economic, 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 come to be a major stressor.
For this a brief consideration of the classic education method in India would prove beneficial.
Standard Education Program in India in general ensured that:
a] Careers were 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 soon after in preference to the other individuals,
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 among young and old in the families.
h] All careers ensured ethical education and passage of knowledge and wisdom from generation to generation.
These were merits. But it is also correct that, the classic technique 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 traditional education program has attained the present status of getting a important stressor as a outcome of a number of stressful aspects such as the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from classic method to the present one (irrespective of whether due to British, American or any other influence, but generally due to individualistic pursuits) has turn out to be a important stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.