Tension at individual and social levels distorts our cognition, influence and conation (perception, feelings and actions) and leads to amongst a lot 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 big stressor that even though aids in petty pursuits opposes our blossoming and further perpetuates anxiety and ill effects in the person and social life. Let us assessment the present viewpoint, policy and practice of education as seen around.
Even although education is defined in various ways and generally inadequately or incompletely there has been a general agreement on the truth that education is generally a course of action of blossoming of an person and the society. Therefore it incorporated 3 domains, which are as follows.
jamb runz is called 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 full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, appreciate, romance, self-assurance, positive and victorious spirit, we would get in touch with it healthy affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance needed in skillful activities and patience and commitment vital for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The objective of education is to nurture this domain by designing appropriate curricula and syllabi.
The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate capabilities and potential to execute physical and mental expertise, with speed, accuracy, elegance, ease of functionality etc. This may possibly involve appreciation and functionality of capabilities such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain by way of not only designing suitable curricula, syllabi but also by providing enough sensible and demonstration classes with all the needed equipments.
The third domain is referred to as COGNITIVE DOMAIN. Cognitive domain incorporates precise viewpoint, contemplation, right perception understanding, conceptualization, evaluation and recall of reality and troubles, capability to evaluate, synthesize, correlate and make decisions, proper policies, plans and experience in the management, administration, and so on.
It is clear that all these domains have 3 components each viz. Cognition [Perception], impact [Feelings] and conation [Response].
Therefore 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 include things like grasp and internalization of a specific ability, self-confidence to perform it and in fact performing it.
Let us now see, how in spite of these objectives how it has come to be conceived as a process of attaining political, economic, scientific and technological supremacy and thus 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 important stressor.
For this a short consideration of the conventional education technique 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 have been not chosen arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought soon after in preference to the other people,
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 involving young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom from generation to generation.
These had been merits. But it is also correct 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 classic education program has attained the present status of becoming a significant stressor as a outcome of numerous stressful components such as the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from traditional program to the present one particular (no matter whether due to British, American or any other influence, but fundamentally 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.