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Stress at individual and social levels distorts our cognition, affect, and conation (perception, feelings, and actions) and leads to, amongst many other evils, the deterioration of international, national, and local education policy and its implementation. The present-day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative, and evil) education (formal, curricular, co-curricular, extracurricular, and informal) is a major stressor that, though it aids in petty pursuits, opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review the present Perspective, policy, and practice of education, as seen around.
Even though education is defined in various ways, and often inadequately or incompletely, there has been a general agreement that education is a process of blossoming an individual and society. Hence, it included three domains: The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words, the 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, and positive and victorious spirit, we would call it healthy affective domain. In addition, the zeal and concentration needed to pursue excellence in the intellectual field, tenacity, and endurance are required in skillful activities, and patience and commitment are essential for internally satisfying and socially beneficial (conscientious) actions that constitute the affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.
The second domain of education is called the PSYCHOMOTOR DOMAIN. This implies the ability to appreciate and perform physical and mental skills, speed, accuracy, elegance, ease of performance, etc. It may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basketball, or doing carpentry! The purpose of education is to nurture this domain by designing suitable curricula and syllabi and providing sufficient practical and demonstration classes with all the necessary equipment.
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The third domain is called the COGNITIVE DOMAIN. The cognitive domain incorporates accurate Perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of facts and problems, ability to evaluate, synthesize, correlate, and make decisions, appropriate policies and plans, and expertise in management, administration, etc. All these domains have three components, each viz. Cognition [Perception], affect [Feelings], and donation [Response].
Thus, the cognitive domain would include intellectual Perception, clarity, and intellectual expression; the affective domain would include feeling, motivation, and Response in an emotional sphere such as poetry; and the psychomotor domain would include grasping and internalizing a particular skill, confidence in performing it, and performing it.
Let us now see how, despite these goals, it has come to be conceived as a process of achieving political, economic, scientific, and technological supremacy and thus deteriorated to the present stage, where all three domains are defective, apart from lacking in the spiritual and productive domains. In short, let us see how it has become a major stressor.
definition of stress
Four major types of stress
and how stress affects the body
For this, a brief consideration of the traditional education system in India would prove useful.
The Traditional Education System in India, in general, ensured that:
a] Careers were not selected based on monetary gains,
b] Careers were not selected arbitrarily based on quirks and whims,
c] Some lucrative careers could not be sought after in preference to the others,
d] All careers ensured income and production from an 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 the passage of experience and wisdom from generation to generation.
These were merits. But it is also true that the traditional system was marked by mass deprivation of academic education, the unjustifiable availability of education for jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.
The traditional education system has become a major stressor due to several stressful factors, including the onslaught of tempting and impressive individualistic doctrines. Thu, the transition from the traditional system to the present one (whether due to British, American, or any other influence, but basically due to individualistic pursuits; has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose of the demerits. As education shifted from homes, home industries, and farms to nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions, etc., the transition became viciously poisonous.
Cognition suffered because of the following:
a] a huge number of students in a single class, making following three things almost impossible. These things are i] individual attention, ii] dialogue, iii] discussions,
b] Lack of adequate salary, accountability, incentive, and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation for student’s background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production, and learning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential to the growth of cognitive domain in the teachers and students because of outdated practices and demonstration classes, Lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The Lack of conviction could be partly due to the Lack of participation by teachers in decision-making, policy-making, curricula development, syllabi, etc.
f] Emphasis on recall and hence rote learning, thereby denying free inquiry, reading, questioning, etc., directly thwarting the cognitive domain
g]] Too many examinations with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and, in most cases, counterproductive efforts, thus adversely affecting the cognitive domain
h] Competitions where manipulative skills, callousness, and selfishness are given more respect destroy the enthusiasm for growing in the cognitive domain
i] Information explosion affects the cognitive domain by either causing an enormous and unnecessary burden on memory or an inferiority complex
j] Pressure of interviews causing constant tension and a sense of inadequacy right from a tender age,
k] Protracted hours of homework in schools the students their legitimate right to enjoy their childhood and make them physically, mentally, and intellectually unfit to grow in the cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of a monologue, leading to suppression of the spontaneity, originality, interest, and enthusiasm so much required in cognitive development amongst the students,
The affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to a huge number,
C] Cutthroat individualistic and petty competition,
D] Inadequate facilities for sports, trekking, educational tours, recreation, physical development, etc
E] Alienation from one’s social environment and culture
The psychomotor domain suffered due to
A] Almost a total lack of opportunities to participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts, etc.
It is important to realize that the promotion of the psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no financial incentive and no productive element. Apart from the defects in the three domains, the other two domains, viz. spiritual and productive, are not ABSENT in education. The spiritual domain that imparts a universal Perspective and globally beneficial outlook incorporates the inner blossoming of an individual through introspection, heart-to-heart communication (not merely discussion and arguments), mutual understanding, and blossoming of the teachers and students together through one of the universal practices; viz. NAMASMARAN. Thus, the spiritual domain is key to conquering lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, betrayal, and so on; it is never made available to the teachers, students, and the others; associated with education.
The present education system in India lacks the other important, productive domain that empowers the people concerned with education. This prevents a huge section of society, such as teachers, students, clerks, servants, sweepers, and many others, such as education inspectors, from being creative and productive. In addition, it causes colossal loss of space, electricity, construction costs, and so on. In addition, the typical Emphasis on rote learning leads to a phenomenal waste of “educational material” such as paper, bags, pencils, ball pens, etc.
It has to be appreciated that billions of rupees are spent on the unproductive or rather counterproductive exercise of construction, decoration, and maintenance of schools and colleges, electricity, and so-called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the “capacity and merit of rote learning.” This way, we weaken the national economy and jeopardize developmental activities.
It also causes economic loss to everyone involved in education while suppressing and starving all three domains nurtured in productive activity. This is the single most important cause of
1] Reduction in the dignity of labor amongst those who continue to learn, as well as a reduction in the income of the concerned families and the nation
2] Lack of education, Lack of employment, and starvation or criminalization amongst those who are forced to drop out because the poor villagers’ children normally contribute to the earnings of the family.
3] The inhuman suffering of those millions of student dropouts who somehow manage to get into the hell of cheap child labor for subsistence due to economic reasons.
In short, the present-day education system harnesses arrogance and diffidence amongst those who continue to learn. However, their spiritual, cognitive, psychomotor, affective, and productive domains are defective. Their spiritual blossoming, self-empowerment, creative wisdom, intellectual competence, productive skills, self-sufficiency, and physical health are deficient. Thus, we have an increasing number of unproductive criminals and mental wrecks or highly competitive, efficient maniacs pursuing petty goals at the cost of others! For those who cannot continue their education, the abyss of child labor, stealing, delinquency, criminals, perverts, and beggars is wide open!
The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but is, in fact, counterproductive! It leads to a cancerous spread of industries with the uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy and fuel and add to disposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education promotes the growth of terrorism on the one hand and pretends to act against it (in a counterproductive way) on the other!
The Mainstream Education System and its courses and careers revolve around and serve grossly petty and superficial considerations, motivations, and interests. This state of affairs is strongly protected and strengthened by elements with similar interests! Hence, the present laws, rules, and regulations also promote present education and its ill effects.
Some institutions and individuals we greatly respect are involved in the holistic approach to education (mainstream, formal, informal, curricular, co-curricular, extracurricular, and education of physically and mentally challenged children). But these efforts are too feeble to make a difference in our lives.
While piecemeal approaches are failing, there is no adequate awareness and promotion of holistic education. This leaves the vicious cycle of stress distorting and distorted education, creating, aggravating, and spreading the stress to continue unabashedly and unabated.
Hence, the ill effects of stress on present education and vice versa can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policymaker, and no administrator can bring about change in an existing system (in a democratic setup) unless we evolve a consensus about the changes in most people, whose cooperation is very vital.
In short, the policy of holistic education demands that every school, college, university, etc., must become the center of production and service, self-sufficient, and must aid in the efficiency and blossoming of everyone involved in the education of the nation’s educationchers, and others associated with education must blossom as independent and empowered individuals spiritually, intellectually, mentally, instinctually, physically, and economically.
In practice, every day, approximately
- 20 % of the time must be spent on production, service, etc.
- 20 % of the time must be spent in physical activities
- 20 % of the time must be spent on personality (conceptual and spiritual) development and
- 20 % of the time must be spent on entertainment
- 20 % of the time must be spent on the cognitive domain
20 % of the time must be spent on production, service, etc.
1. The productive domain should be an essential ingredient of the education system, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such as the plantation of medicinal herbs, rearing of cows, home flower gardening, chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts, and their sale to the situations. Working physically in different ways and learning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self-esteem. It is an opportunity to become self-sufficient.
2. This leads to self-sufficiency in schools. They do not have to depend on heavy fees, federal grants, or donations, and this makes them accessible to all, rendering the reservations redundant!
3. The productive domain averts hypokinetic stress, emotional stress of dependence, and intellectual stress of excessive memorizing.
4. In the productive domain, dropping out due to a Lack of earnings (as earnings in millions of students in many parts of the world) and turning into helpless, vulnerable, and cheap child labor would come down.
5. Being empowered means that the students would not endure the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.
6. Emphasizing the productive domain (and hence psychomotor and practical aspects) would reduce the necessity, capability, and possibility of ” copying” and associated crimes and corruption in examinations, certification, grant-making, and so on!
Caste-based or any other kind of reservation for education, jobs, and promotions, responsible for social divide and strife in many parts of the world (especially India), can be rendered redundant and thus peacefully and advantageously done away with by consensus! Most importantly, we must introduce and incorporate examinations, which examine the student’s actual skill, capacity, or performance rather than their ability to repeat or reproduce things and copy.
20 % of the time must be spent in physical activities
Physical activities include pranayama, sports, exercise, trekking, hiking, various physical fitness training programs, and methods to avoid monotony and improve efficacy. Various sports prevalent in every other part of the world can make the programs more interesting and entertaining, thereby promoting global unity.
20 % of the time must be spent on personality (conceptual and spiritual) development and
Personality development includes the affective domain and spiritual domain. It embodies the broadening of Perspective through various means, such as NAMASMARAN, by hearing and chanting prayers, poems, and songs from different languages and countries, thereby promoting global unity, guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms, etc.
20 % of the time must be spent on entertainment
Entertainment that enriches the soul should include playing musical instruments, dancing, painting, mimicry, singing, storytelling, drama, movies, etc., but everything that nurtures the affective and spiritual domains.
20 % of the time must be spent on the cognitive domain
Development of the cognitive domain can include teaching languages, history, geography, mathematics, etc., with utmost Emphasis on interpretation and relevance in day-to-day life. Thus, typical irrelevant questions in history, languages, and mathematics should be eliminated. Subjects such as economics, psychology, civics, philosophy, logic, sociology, etc., must include fieldwork and be relevant to society. We must encourage maximum daily person-to-person interaction and dialogue among the teachers and students. Analytical, synthetic, contemplative, decision-making, troubleshooting, and problem-solving capacities are developed optimally.
Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress, e.g., in the form of RESERVATION POLICY and its ILL EFFECTS in individual and social life, can NOT be managed effectively unless and until a situation where millions are “imprisoned” in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation. The details of practical steps can be developed by interactions among the people active in the field of education worldwide. But we all need;
1. Perspective and conviction of Global Unity and global welfare
2. Readiness to accept and introduce physiological insights and principles in holistic education
3. Readiness and openness to have a dialogue with experts in other fields
4. Participation from society, governments, and the media, including internet websites, so holistic education activists worldwide can have a meaningful dialogue, share views, work, and experiences, and maybe inspire others!
5. Administrative proficiency, due care, and concern for the physical capacities of the children (normal and physically and mentally challenged) should not be painful and troublesome.
7. Opportunities for psychomotor activities and productive activities without impositions. 8. Every kind of open-mindedness and tolerance amongst teachers and students to realize better international relations.
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