Strain at individual and social levels distorts our cognition, have an effect on and conation (perception, feelings and actions) and leads to amongst several 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 key 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 overview the present viewpoint, policy and practice of education as seen about.
Even although education is defined in many methods and generally inadequately or incompletely there has been a basic agreement on the truth that education is essentially a process of blossoming of an individual and the society. Hence it integrated 3 domains, which are as follows.
The initial domain is referred to as AFFECTIVE DOMAIN. This suggests the state of mind. In very simple words affective domain relates to how we feel. Thus when our mind is complete of alertness, interest, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, like, romance, self-confidence, optimistic and victorious spirit, we would get in touch with it healthier affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance required in skillful activities and patience and commitment necessary for internally satisfying and socially valuable (conscientious) actions constitute affective domain. The goal of education is to nurture this domain by designing appropriate curricula and syllabi.
The second domain of education is referred to as PSYCHOMOTOR DOMAIN. This implies potential to appreciate capabilities and potential to carry out physical and mental skills, with speed, accuracy, elegance, ease of efficiency and so forth. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or undertaking carpentry! The purpose of education is to nurture this domain via not only designing appropriate curricula, syllabi but also by delivering enough sensible and demonstration classes with all the essential equipments.
2022 jamb expo is called COGNITIVE DOMAIN. Cognitive domain incorporates precise viewpoint, contemplation, correct perception understanding, conceptualization, analysis and recall of reality and problems, potential to evaluate, synthesize, correlate and make choices, acceptable policies, plans and expertise in the management, administration, etc.
It is clear that all these domains have 3 components each viz. Cognition [Perception], impact [Feelings] and conation [Response].
As a result 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 consist of grasp and internalization of a particular skill, self-assurance to execute it and truly performing it.
Let us now see, how in spite of these goals how it has come to be conceived as a procedure of achieving political, financial, 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 quick let us see how it has become a key stressor.
For this a short consideration of the conventional education technique in India would prove helpful.
Classic Education System in India in basic ensured that:
a] Careers have been not chosen on the basis of monetary gains,
b] Careers had 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 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 involving young and old in the households.
h] All careers ensured ethical education and passage of practical experience and wisdom from generation to generation.
These had been merits. But it is also accurate that, the classic method 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 conventional education system has attained the present status of being a big stressor as a outcome of several stressful elements which includes the onslaught of the tempting and impressive individualistic doctrines. As a result the transition from traditional system to the present one (whether or not due to British, American or any other influence, but fundamentally due to individualistic pursuits) has develop into 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.