Stress at person and social levels distorts our cognition, affect and conation (perception, feelings and actions) and leads to amongst a lot of 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 even though aids in petty pursuits opposes our blossoming and further perpetuates pressure and ill effects in the person and social life. Let us overview the present perspective, policy and practice of education as observed around.

Even although education is defined in different approaches and usually inadequately or incompletely there has been a general agreement on the truth that education is generally a process of blossoming of an person and the society. Therefore it incorporated 3 domains, which are as follows.

The initial domain is named AFFECTIVE DOMAIN. This implies the state of thoughts. In basic words affective domain relates to how we really feel. As a result when our thoughts is complete of alertness, focus, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, really like, romance, self-confidence, positive and victorious spirit, we would call it healthier affective domain. In addition the zeal and concentration required in the pursuit of excellence in intellectual field, tenacity and endurance essential 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 capacity to appreciate capabilities and capacity to execute physical and mental capabilities, with speed, accuracy, elegance, ease of overall performance etc. This may well involve appreciation and overall 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 via not only designing suitable curricula, syllabi but also by delivering adequate sensible and demonstration classes with all the needed equipments.

The third domain is called COGNITIVE DOMAIN. studyinfocentre.com/blog/australia/career/what-is-a-professional-year-program incorporates accurate viewpoint, contemplation, right perception understanding, conceptualization, evaluation and recall of truth and complications, capability to evaluate, synthesize, correlate and make decisions, proper 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], influence [Feelings] and conation [Response].

As a result 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 incorporate grasp and internalization of a unique skill, self-assurance to carry out it and basically performing it.

Let us now see, how in spite of these ambitions how it has come to be conceived as a approach of reaching political, financial, scientific and technological supremacy and therefore deteriorated to the present stage exactly where all the 3 domains are defective apart from lacking in the spiritual and productive domains. In brief let us see how it has turn into a big stressor.

For this a brief consideration of the classic education method in India would prove valuable.

Conventional Education Program in India in general ensured that:
a] Careers have been 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 soon after in preference to the other folks,
d] All careers ensured earnings 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 in between 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 true that, the standard 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 traditional education program has attained the present status of being a important stressor as a outcome of quite a few stressful aspects including the onslaught of the tempting and impressive individualistic doctrines. Therefore the transition from conventional method to the present one (regardless of whether due to British, American or any other influence, but generally due to individualistic pursuits) has turn out to be a key stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.