Anxiety 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 stress and ill effects in the person and social life. Let us assessment the present point of view, policy and practice of education as observed about.
Even although education is defined in several ways and frequently inadequately or incompletely there has been a general agreement on the fact that education is essentially a procedure of blossoming of an person and the society. Hence it integrated three domains, which are as follows.
The 1st domain is called AFFECTIVE DOMAIN. neco expo means the state of thoughts. In easy words affective domain relates to how we really feel. As a result when our thoughts is full of alertness, interest, 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 wholesome affective domain. In addition the zeal and concentration necessary in the pursuit of excellence in intellectual field, tenacity and endurance needed in skillful activities and patience and commitment critical for internally satisfying and socially useful (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.
The second domain of education is called PSYCHOMOTOR DOMAIN. This implies potential to appreciate expertise and potential to carry out physical and mental abilities, with speed, accuracy, elegance, ease of performance and so on. This may involve appreciation and functionality of skills such as surgery, playing a musical instrument, playing basket ball or carrying out carpentry! The objective of education is to nurture this domain via not only designing appropriate curricula, syllabi but also by supplying adequate sensible and demonstration classes with all the needed equipments.
The third domain is known as COGNITIVE DOMAIN. Cognitive domain incorporates correct point of view, contemplation, correct perception understanding, conceptualization, evaluation and recall of fact and challenges, capacity to evaluate, synthesize, correlate and make choices, appropriate policies, plans and expertise in the management, administration, and so forth.
It is clear that all these domains have 3 components every viz. Cognition [Perception], influence [Feelings] and conation [Response].
Thus 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 certain ability, confidence to perform it and actually performing it.
Let us now see, how in spite of these objectives how it has come to be conceived as a procedure of achieving political, economic, scientific and technological supremacy and hence deteriorated to the present stage where all the three domains are defective apart from lacking in the spiritual and productive domains. In quick let us see how it has develop into a major stressor.
For this a short consideration of the standard education program in India would prove valuable.
Traditional Education Method in India in basic 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 just 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 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 practical experience and wisdom from generation to generation.
These have been merits. But it is also true that, the regular system 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 traditional education technique has attained the present status of being a major stressor as a outcome of several stressful aspects which includes the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from standard technique to the present one particular (whether or not due to British, American or any other influence, but essentially due to individualistic pursuits) has develop into 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.