Strain at individual and social levels distorts our cognition, affect 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 key stressor that though aids in petty pursuits opposes our blossoming and additional perpetuates pressure and ill effects in the individual and social life. Let us review the present point of view, policy and practice of education as seen around.

Even even though education is defined in several approaches and often inadequately or incompletely there has been a general agreement on the truth that education is basically a course of action of blossoming of an individual and the society. Hence it integrated three domains, which are as follows.

The first domain is referred to as AFFECTIVE DOMAIN. This means the state of mind. In uncomplicated words affective domain relates to how we feel. As a result when our thoughts is complete of alertness, interest, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, appreciate, romance, self-assurance, constructive and victorious spirit, we would call it wholesome affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance needed in skillful activities and patience and commitment essential for internally satisfying and socially helpful (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 named PSYCHOMOTOR DOMAIN. This implies potential to appreciate expertise and capability to carry out physical and mental capabilities, with speed, accuracy, elegance, ease of efficiency etc. This may well involve appreciation and performance of capabilities such as surgery, playing a musical instrument, playing basket ball or carrying out carpentry! The goal of education is to nurture this domain through not only designing appropriate curricula, syllabi but also by providing adequate sensible and demonstration classes with all the required equipments.

The third domain is named COGNITIVE DOMAIN. Cognitive domain incorporates correct perspective, contemplation, appropriate perception understanding, conceptualization, analysis and recall of truth and difficulties, ability to evaluate, synthesize, correlate and make choices, appropriate policies, plans and expertise in the management, administration, and so forth.

Vajirao IAS Live Classes is clear that all these domains have 3 elements every single viz. Cognition [Perception], impact [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 distinct skill, self-confidence to perform it and basically performing it.

Let us now see, how in spite of these goals how it has come to be conceived as a method of reaching political, financial, scientific and technological supremacy and thus 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 turn out to be a big stressor.

For this a short consideration of the traditional education system in India would prove valuable.

Regular Education System in India in common ensured that:
a] Careers had been not chosen 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 people,
d] All careers ensured earnings 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 amongst young and old in the families.
h] All careers ensured ethical education and passage of expertise and wisdom from generation to generation.

These have been merits. But it is also accurate that, the regular technique 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 regular education system has attained the present status of becoming a major stressor as a result of quite a few stressful things like the onslaught of the tempting and impressive individualistic doctrines. As a result the transition from classic 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 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.