Pressure at person and social levels distorts our cognition, have an effect on and conation (perception, feelings and actions) and leads to amongst numerous 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 major stressor that even though aids in petty pursuits opposes our blossoming and additional perpetuates anxiety and ill effects in the person and social life. Let us review the present viewpoint, policy and practice of education as seen around.
Even even though education is defined in several strategies and generally inadequately or incompletely there has been a common agreement on the reality that education is generally a procedure of blossoming of an person and the society. Hence it incorporated 3 domains, which are as follows.
The first domain is known as AFFECTIVE DOMAIN. This implies the state of thoughts. In basic words affective domain relates to how we really feel. Thus when our thoughts is complete of alertness, consideration, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, constructive and victorious spirit, we would call it healthful affective domain. In addition the zeal and concentration required in the pursuit of excellence in intellectual field, tenacity and endurance needed in skillful activities and patience and commitment essential for internally satisfying and socially effective (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 referred to as PSYCHOMOTOR DOMAIN. This implies capacity to appreciate skills and capability to execute physical and mental capabilities, with speed, accuracy, elegance, ease of efficiency and so on. This could involve appreciation and efficiency 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 giving adequate sensible and demonstration classes with all the essential equipments.
The third domain is called COGNITIVE DOMAIN. jamb runz incorporates precise perspective, contemplation, appropriate perception understanding, conceptualization, analysis and recall of fact and issues, capacity to evaluate, synthesize, correlate and make decisions, acceptable policies, plans and knowledge in the management, administration, etc.
It is clear that all these domains have three components every viz. Cognition [Perception], influence [Feelings] and conation [Response].
As a result cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would contain feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would incorporate grasp and internalization of a specific ability, self-confidence to carry out it and in fact performing it.
Let us now see, how in spite of these targets how it has come to be conceived as a approach of attaining political, financial, scientific and technological supremacy and as a result deteriorated to the present stage where all the three domains are defective apart from lacking in the spiritual and productive domains. In brief let us see how it has develop into a big stressor.
For this a brief consideration of the traditional education method in India would prove valuable.
Regular Education Method in India in general ensured that:
a] Careers had been not chosen on the basis of monetary gains,
b] Careers were not chosen arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought immediately after in preference to the other folks,
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 between young and old in the households.
h] All careers ensured ethical education and passage of knowledge and wisdom from generation to generation.
These were merits. But it is also true that, the conventional 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 classic education method has attained the present status of getting a important stressor as a outcome of several stressful aspects like the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from regular program to the present one particular (whether or not due to British, American or any other influence, but fundamentally due to individualistic pursuits) has turn into a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.
