Tension at person and social levels distorts our cognition, affect and conation (perception, feelings and actions) and leads to amongst a lot of other evils deterioration of international, national and local 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 further perpetuates strain and ill effects in the individual and social life. Let us evaluation the present point of view, policy and practice of education as noticed about.
Even although education is defined in numerous methods and often inadequately or incompletely there has been a common agreement on the truth that education is basically a process of blossoming of an individual and the society. Therefore it incorporated 3 domains, which are as follows.
The first domain is known as AFFECTIVE DOMAIN. This implies the state of mind. In uncomplicated words affective domain relates to how we really feel. Therefore when our mind is full of alertness, interest, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, like, romance, self-confidence, constructive and victorious spirit, we would contact it wholesome affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance expected in skillful activities and patience and commitment crucial for internally satisfying and socially valuable (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 named PSYCHOMOTOR DOMAIN. This implies capability to appreciate abilities and potential to perform physical and mental skills, with speed, accuracy, elegance, ease of efficiency etc. This might involve appreciation and functionality 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 via not only designing suitable curricula, syllabi but also by supplying adequate sensible and demonstration classes with all the essential equipments.
The third domain is named COGNITIVE DOMAIN. Cognitive domain incorporates accurate point of view, contemplation, appropriate perception understanding, conceptualization, evaluation and recall of fact and problems, potential to evaluate, synthesize, correlate and make choices, appropriate policies, plans and experience in the management, administration, and so on.
It is clear that all these domains have 3 elements every single viz. Cognition [Perception], impact [Feelings] and conation [Response].
Thus 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 specific talent, self-assurance to execute it and actually performing it.
Let us now see, how in spite of these ambitions how it has come to be conceived as a procedure of reaching political, economic, 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 short let us see how it has develop into a main stressor.
For neco maths answers 2021 of the regular education method in India would prove valuable.
Regular Education Program in India in general ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were 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 safety to all the social groups,
g] All the careers ensured intimacy and closeness in between 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 correct that, the classic system 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 result of numerous stressful aspects such as the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from classic system to the present one particular (no matter if due to British, American or any other influence, but generally due to individualistic pursuits) has turn out to be a important stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.
