Education And Reservation for Stress

Stress at the individual and social levels distorts our cognitions, influences, and conations (perceptions, feelings and actions); and leads to many other crimes; setbacks in international, national and local education policies and their implementation. Current non-holistic education (sectarian, prejudiced, vindictive, evil, mercenary, exploitative and evil) (formal, curricular, curricular, extracurricular, and informal) is the main suppressor which, although helpful in petty pursuits; oppose our blooms and further perpetuate stress and adverse effects on individual and social lives. Let’s review; current perspectives, education policies and practices; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy 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 essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [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 include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Now let’s look at how apart from these goals; how it is understood as a process of achieving political, economic, scientific and technological supremacy and thus deteriorating to the present stage; where all three domains are damaged; in spite of deficiencies in the spiritual and productive fields. In short; let’s see how this becomes the main trigger.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:
a] Careers were not selected 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 after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.