Strain at individual and social levels distorts our cognition, have an effect on and conation (perception, feelings and actions) and leads to amongst numerous 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 major stressor that even though aids in petty pursuits opposes our blossoming and further perpetuates tension and ill effects in the person and social life. Let us evaluation the present viewpoint, policy and practice of education as observed around.
Even even though education is defined in numerous ways and generally inadequately or incompletely there has been a general agreement on the fact that education is essentially a procedure of blossoming of an individual and the society. Therefore it integrated three domains, which are as follows.
The initial domain is referred to as AFFECTIVE DOMAIN. This signifies the state of mind. In very simple words affective domain relates to how we really feel. Therefore when our mind is full of alertness, focus, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, enjoy, romance, self-assurance, positive and victorious spirit, we would contact it wholesome affective domain. In addition the zeal and concentration necessary in the pursuit of excellence in intellectual field, tenacity and endurance needed in skillful activities and patience and commitment crucial for internally satisfying and socially helpful (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 known as PSYCHOMOTOR DOMAIN. This implies potential to appreciate capabilities and capability to carry out physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may perhaps involve appreciation and efficiency of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain by way of not only designing appropriate curricula, syllabi but also by supplying sufficient practical and demonstration classes with all the necessary equipments.
加拿大國際學校 is referred to as COGNITIVE DOMAIN. Cognitive domain incorporates correct point of view, contemplation, right perception understanding, conceptualization, analysis and recall of truth and issues, potential to evaluate, synthesize, correlate and make choices, appropriate policies, plans and expertise in the management, administration, and so on.
It is clear that all these domains have three components every single viz. Cognition [Perception], have an effect on [Feelings] and conation [Response].
Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would contain grasp and internalization of a unique ability, self-confidence 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 method of achieving 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 quick let us see how it has grow to be a big stressor.
For this a brief consideration of the conventional education technique in India would prove beneficial.
Traditional Education System in India in basic ensured that:
a] Careers had been not chosen on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought right after in preference to the other individuals,
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 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 accurate that, the standard 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 traditional education program has attained the present status of becoming a main stressor as a result of numerous stressful variables such as the onslaught of the tempting and impressive individualistic doctrines. Hence the transition from traditional program to the present one particular (no matter whether due to British, American or any other influence, but fundamentally due to individualistic pursuits) has come 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.