Stress at individual 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 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 main stressor that even though 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 perspective, policy and practice of education as seen about.
Even though education is defined in many methods and frequently inadequately or incompletely there has been a general agreement on the fact that education is essentially a course of action of blossoming of an person and the society. Therefore it included 3 domains, which are as follows.
The 1st domain is known as AFFECTIVE DOMAIN. This suggests the state of mind. In uncomplicated words affective domain relates to how we really feel. Therefore when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, enjoy, romance, self-confidence, positive and victorious spirit, we would contact it healthier affective domain. In addition the zeal and concentration needed 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 beneficial (conscientious) actions constitute affective domain. The objective 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 skills and potential to execute physical and mental expertise, with speed, accuracy, elegance, ease of efficiency and so on. This might involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! neco mathematics theory and obj 2021 of education is to nurture this domain via not only designing appropriate curricula, syllabi but also by delivering sufficient sensible and demonstration classes with all the essential equipments.
The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates correct viewpoint, contemplation, correct perception understanding, conceptualization, evaluation and recall of reality and issues, ability to evaluate, synthesize, correlate and make decisions, suitable policies, plans and expertise in the management, administration, and so forth.
It is clear that all these domains have 3 components every single viz. Cognition [Perception], affect [Feelings] and conation [Response].
Therefore cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include things like feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would include things like grasp and internalization of a distinct skill, confidence to perform it and actually performing it.
Let us now see, how in spite of these objectives how it has come to be conceived as a procedure of attaining political, economic, 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 quick let us see how it has come to be a major stressor.
For this a brief consideration of the traditional education method in India would prove beneficial.
Traditional Education Program in India in common ensured that:
a] Careers have been 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 soon 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 experience and wisdom from generation to generation.
These have been merits. But it is also accurate that, the classic 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 regular education program has attained the present status of getting a significant stressor as a outcome of a number of stressful components such as the onslaught of the tempting and impressive individualistic doctrines. As a result the transition from classic technique to the present 1 (whether due to British, American or any other influence, but essentially 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.