Stress at individual and social levels distorts our cognition, impact and conation (perception, feelings and actions) and leads to amongst lots 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 key stressor that although aids in petty pursuits opposes our blossoming and additional perpetuates strain and ill effects in the person and social life. Let us overview the present point of view, policy and practice of education as seen around.
Even though education is defined in numerous strategies and usually inadequately or incompletely there has been a basic agreement on the truth that education is fundamentally a approach of blossoming of an individual and the society. Therefore it included 3 domains, which are as follows.
The 1st domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. As a result when our mind is complete of alertness, interest, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, enjoy, romance, self-assurance, constructive 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 essential 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 known as PSYCHOMOTOR DOMAIN. This implies capacity to appreciate skills and capacity to perform physical and mental expertise, with speed, accuracy, elegance, ease of overall performance etc. Pre-college summer programs might involve appreciation and performance of capabilities such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing appropriate curricula, syllabi but also by supplying enough practical and demonstration classes with all the essential equipments.
The third domain is referred to as COGNITIVE DOMAIN. Cognitive domain incorporates accurate viewpoint, contemplation, correct perception understanding, conceptualization, evaluation and recall of fact and problems, capacity to evaluate, synthesize, correlate and make choices, appropriate policies, plans and experience in the management, administration, and so forth.
It is clear that all these domains have 3 components every single viz. Cognition [Perception], impact [Feelings] and conation [Response].
Therefore cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would include grasp and internalization of a unique skill, confidence to carry out it and essentially performing it.
Let us now see, how in spite of these objectives how it has come to be conceived as a process of achieving political, financial, scientific and technological supremacy and as a result 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 come to be a key stressor.
For this a brief consideration of the standard education program in India would prove valuable.
Regular Education Program in India in common ensured that:
a] Careers have been not chosen on the basis of monetary gains,
b] Careers have been not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some profitable careers could not be sought after in preference to the other people,
d] All careers ensured income 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 amongst young and old in the households.
h] All careers ensured ethical education and passage of encounter and wisdom from generation to generation.
These had been 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 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 being a key stressor as a outcome of a number of stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from conventional method to the present a single (whether or not due to British, American or any other influence, but essentially due to individualistic pursuits) has turn out to be 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.