Preventative measures and stress education

Stress at the individual and social levels alters our cognition, emotion, and conation (perception, feelings, and actions) and causes, among many other evils, the worsening of international, national, and local education policy and its execution. A key stressor is the current non-holistic (sectarian, biassed, vengeful, malicious, mercenary, exploitative, and malevolent) education that, while aiding in petty ambitions; resists our flowering and further perpetuates stress and bad effects in the individual and society life. Examine current education policy and practise, as it is seen in the world today.

There has been a widespread agreement that education is a process of growth for both the person and the community, even if it is characterised in many different ways. Because of this, it included the following three areas of study.

AFFECTIVE DOMAIN is the name of the initial domain. This refers to one’s mental state. When we talk about the affective domain we are referring to our emotions. As a result, we refer to a healthy affective domain as one in which our minds are alert, focused, energised, buoyant, affectionate, concerned, joyful, and full of tolerance of others, as well as one in which we have high self-esteem, respect for others, mutual trust, dedication, commitment, and feelings of love and romance. Affective realm includes enthusiasm and focus, tenacity and endurance, patience and dedication, as well as self-satisfying and socially useful (conscientious) behaviours; this includes the affective domain. Designing appropriate curricula and syllabi is an essential part of educating in this area.
Another area of schooling known as the PSYCHOMOTOR DOMAIN is being discussed. This includes the ability to understand and perform physical and mental talents with speed, accuracy, elegance, and ease of performance, among other qualities. This may entail learning and practising talents like surgery, music, basketball, or woodworking. By providing adequate practical and demonstration sessions as well as the appropriate equipment, education is meant to cultivate this field in students.

COGNITIVE DOMAIN is the name of the third domain. The cognitive domain includes accurate perspective, contemplation, correct perception understanding, conceptualization, analysis, and recall of facts and problems, ability to evaluate, synthesise, correlate, and make decisions, appropriate policies, plans, and expertise in the management, administration, and so on.

Affect and conation are the obvious components of each one of these categories, as is cognition [perception].
As a result, intellectual perception, clarity, and intellectual expression go under the cognitive domain, whereas feelings, motivations, and responses fall under the affective domain, and performance falls under the psychomotor domain.

Now, let’s look at how, despite these goals, the process of attaining political, economic, scientific, and technical superiority has deteriorated to the current stage; where all three domains are flawed; in addition to missing in the spiritual and productive realms. To put it succinctly, let us examine how it has become a big source of anxiety.

A brief look at India’s conventional educational system would be helpful here.

There was no preference for some lucrative professions over others in the traditional Indian education system, which ensured that all careers provided income and production from an early age, and that the society as a whole benefited from all of these, which in turn ensured that everyone had a sense of security in their chosen professions, which ensured that everyone had a secure future in their chosen professions.
As a result of this, all occupations provided ethical instruction and the transmission of knowledge and experience from father to son.

These were positive aspects of the situation. It is also true that the traditional system was defined by denial of scholastic education on a mass scale, unreasonable access to education for occupations based on caste, and a lack of infrastructure for collaborative scientific and technological activities.

Several causes have contributed to the traditional education system’s current role as a major stressor, including the onslaught of individualistic philosophies. It has become a major stressor tearing apart India’s social fabric because the transition from the traditional system to the current one (whether due to British, American, or any other influence, but basically due to individualistic pursuits) has failed to preserve and nurture the merits, and discard and dispose of the demerits.

There was a vicious toxic movement in education from home-based enterprises and farms to schools, colleges, universities, corporations, and research institutes as a result.

Cognition was hampered by the following factors: a large class size that made it difficult to accomplish the following three tasks. This is due to I individual attention, ii) dialogue, iii) discussions, and b) a lack of proper remuneration, accountability, incentive, and economic stability for instructors.