Anxiety at individual and social levels distorts our cognition, influence and conation (perception, feelings and actions) and leads to amongst many 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 significant stressor that although aids in petty pursuits opposes our blossoming and additional perpetuates pressure and ill effects in the person and social life. Let us review the present point of view, policy and practice of education as noticed about.
Even although education is defined in a variety of ways and typically inadequately or incompletely there has been a common agreement on the truth that education is basically a course of action of blossoming of an person and the society. Hence it included 3 domains, which are as follows.
The very first domain is referred to as AFFECTIVE DOMAIN. This suggests the state of mind. In straightforward words affective domain relates to how we feel. Hence when our thoughts is complete of alertness, focus, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, adore, romance, self-confidence, optimistic and victorious spirit, we would get in touch with it healthy affective domain. In addition the zeal and concentration required in the pursuit of excellence in intellectual field, tenacity and endurance expected in skillful activities and patience and commitment necessary for internally satisfying and socially valuable (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 known as PSYCHOMOTOR DOMAIN. This implies capability to appreciate expertise and potential to perform physical and mental expertise, with speed, accuracy, elegance, ease of functionality etc. This may perhaps involve appreciation and efficiency of capabilities such as surgery, playing a musical instrument, playing basket ball or performing carpentry! The goal of education is to nurture this domain by means of not only designing appropriate curricula, syllabi but also by giving enough sensible and demonstration classes with all the required equipments.
The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates correct viewpoint, contemplation, correct perception understanding, conceptualization, evaluation and recall of truth and problems, capability to evaluate, synthesize, correlate and make decisions, proper policies, plans and experience in the management, administration, etc.
It is clear that all these domains have three components each viz. Cognition [Perception], impact [Feelings] and conation [Response].
Hence cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would consist of feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would contain grasp and internalization of a unique ability, confidence to execute it and basically performing it.
Let ViroClear see, how in spite of these targets how it has come to be conceived as a method of attaining political, economic, scientific and technological supremacy and as a result deteriorated to the present stage exactly where all the 3 domains are defective apart from lacking in the spiritual and productive domains. In quick let us see how it has turn into a key stressor.
For this a short consideration of the classic education system in India would prove useful.
Conventional Education Program in India in general ensured that:
a] Careers have been not selected 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 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 were merits. But it is also accurate that, the conventional 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 regular education method has attained the present status of getting a important stressor as a outcome of many stressful aspects like the onslaught of the tempting and impressive individualistic doctrines. Hence the transition from regular method to the present one particular (irrespective of whether due to British, American or any other influence, but fundamentally due to individualistic pursuits) has turn out to be a main stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.