Anxiety at person and social levels distorts our cognition, impact and conation (perception, feelings and actions) and leads to amongst quite a few 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 although aids in petty pursuits opposes our blossoming and additional perpetuates anxiety and ill effects in the individual and social life. Let us overview the present perspective, policy and practice of education as seen around.
Even though education is defined in many approaches and generally inadequately or incompletely there has been a basic agreement on the truth that education is essentially a procedure of blossoming of an individual and the society. Hence it integrated 3 domains, which are as follows.
The initial domain is named AFFECTIVE DOMAIN. This indicates the state of thoughts. In very simple words affective domain relates to how we feel. Therefore when our thoughts is full of alertness, consideration, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, adore, romance, self-assurance, good and victorious spirit, we would contact it healthful affective domain. In addition the zeal and concentration necessary in the pursuit of excellence in intellectual field, tenacity and endurance necessary in skillful activities and patience and commitment critical for internally satisfying and socially beneficial (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 ability to appreciate skills and ability to perform physical and mental expertise, with speed, accuracy, elegance, ease of functionality and so on. This may well involve appreciation and performance of abilities such as surgery, playing a musical instrument, playing basket ball or undertaking carpentry! The objective of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing enough practical and demonstration classes with all the vital equipments.
The third domain is known as COGNITIVE DOMAIN. European schools incorporates correct viewpoint, contemplation, correct perception understanding, conceptualization, evaluation and recall of fact and problems, ability to evaluate, synthesize, correlate and make choices, suitable policies, plans and expertise in the management, administration, and so forth.
It is clear that all these domains have three components each and every viz. Cognition [Perception], have an effect on [Feelings] and conation [Response].
Therefore cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would contain feeling, motivation and response in emotional sphere such as poetry and psychomotor domain would consist of grasp and internalization of a certain skill, confidence to carry out it and actually performing it.
Let us now see, how in spite of these objectives how it has come to be conceived as a process of achieving 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 quick let us see how it has become a key stressor.
For this a brief consideration of the classic education system in India would prove useful.
Regular Education Program in India in general ensured that:
a] Careers were not chosen on the basis of monetary gains,
b] Careers have been not chosen arbitrarily on the basis of idiosyncrasies and whims,
c] Some profitable careers could not be sought immediately 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 among 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 correct that, the traditional 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 standard education method has attained the present status of getting a key stressor as a result of various stressful aspects such as the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from conventional technique to the present 1 (no matter if due to British, American or any other influence, but essentially due to individualistic pursuits) has turn 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.