Strain at individual and social levels distorts our cognition, impact and conation (perception, feelings and actions) and leads to amongst a lot 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 important stressor that although aids in petty pursuits opposes our blossoming and further 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 though education is defined in various methods and normally inadequately or incompletely there has been a common agreement on the reality that education is fundamentally a approach of blossoming of an person and the society. Hence it incorporated 3 domains, which are as follows.
The initial domain is referred to as AFFECTIVE DOMAIN. This suggests the state of thoughts. In straightforward words affective domain relates to how we really feel. Therefore when our thoughts is complete of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, adore, romance, confidence, constructive and victorious spirit, we would call it wholesome affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance essential in skillful activities and patience and commitment critical 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 called PSYCHOMOTOR DOMAIN. This implies potential to appreciate abilities and capacity to carry out physical and mental skills, with speed, accuracy, elegance, ease of performance and so on. This may involve appreciation and efficiency of expertise such as surgery, playing a musical instrument, playing basket ball or performing carpentry! The objective of education is to nurture this domain through not only designing appropriate curricula, syllabi but also by giving enough sensible and demonstration classes with all the vital equipments.
The third domain is named COGNITIVE DOMAIN. Cognitive domain incorporates precise point of view, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and issues, potential to evaluate, synthesize, correlate and make choices, acceptable policies, plans and experience in the management, administration, and so forth.
It is clear that all these domains have three components each and 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 incorporate feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would incorporate grasp and internalization of a specific talent, self-confidence to execute it and truly performing it.
Let Education Technology Blog see, how in spite of these ambitions how it has come to be conceived as a course of action of attaining 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 short let us see how it has turn out to be a big stressor.
For this a brief consideration of the standard education method in India would prove useful.
Conventional Education System in India in basic ensured that:
a] Careers had 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 lucrative careers could not be sought immediately 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 between young and old in the families.
h] All careers ensured ethical education and passage of knowledge and wisdom from generation to generation.
These have been merits. But it is also true that, the traditional 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 classic education program has attained the present status of becoming a major stressor as a outcome of quite a few stressful components which includes the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from traditional program to the present 1 (whether or not due to British, American or any other influence, but generally due to individualistic pursuits) has become 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.