Body Girdles

Tension at individual and social levels distorts our cognition, impact and conation (perception, feelings and actions) and leads to amongst several 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 big stressor that though aids in petty pursuits opposes our blossoming and further perpetuates stress and ill effects in the person and social life. Let us overview the present viewpoint, policy and practice of education as noticed about.

Even even though education is defined in different strategies and often inadequately or incompletely there has been a basic agreement on the reality that education is essentially a course of action of blossoming of an person and the society. Hence it integrated 3 domains, which are as follows.

The 1st domain is referred to as AFFECTIVE DOMAIN. This indicates the state of mind. In uncomplicated words affective domain relates to how we really feel. Therefore when our thoughts is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, enjoy, romance, self-assurance, good and victorious spirit, we would call it healthier affective domain. In Future of Education Technology and concentration necessary in the pursuit of excellence in intellectual field, tenacity and endurance necessary in skillful activities and patience and commitment important for internally satisfying and socially helpful (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 capacity to appreciate abilities and capacity to carry out physical and mental abilities, with speed, accuracy, elegance, ease of functionality and so on. This could involve appreciation and performance of abilities such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The goal of education is to nurture this domain by means of not only designing suitable curricula, syllabi but also by giving adequate sensible and demonstration classes with all the essential equipments.

The third domain is referred to as COGNITIVE DOMAIN. Cognitive domain incorporates correct perspective, contemplation, right perception understanding, conceptualization, evaluation and recall of reality and troubles, ability to evaluate, synthesize, correlate and make choices, acceptable policies, plans and experience in the management, administration, etc.

It is clear that all these domains have 3 elements each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Hence 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 incorporate grasp and internalization of a specific talent, self-confidence to perform it and in fact performing it.

Let us now see, how in spite of these targets how it has come to be conceived as a process of attaining political, financial, 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 short let us see how it has turn into a main stressor.

For this a short consideration of the classic education program in India would prove useful.

Classic Education Technique in India in general ensured that:
a] Careers have 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 soon after in preference to the other folks,
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 between young and old in the households.
h] All careers ensured ethical education and passage of experience and wisdom from generation to generation.

These were merits. But it is also accurate that, the classic technique 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 important stressor as a result of numerous stressful things like the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from conventional technique to the present one particular (whether or not due to British, American or any other influence, but essentially due to individualistic pursuits) has grow to be a significant stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.