The name is absent

(religious education) lesson will be an episode of the
past.

It would be educationally unrealistic to propose that all
pupils must study the entire Bible, Qur'an, Bhagavadgita,
Upanisads and the Buddhist scriptures. This would lead to
superficiality, even if there were enough teachers who
possessed the necessary qualifications.

Communication could help break down Communalism in the
classrooms, through a policy and programme which has
identified weak areas in the delivery of the religious
education curriculum. The Anglo-Indian schools have the
power to implement educational change.

The chapter has described how Anglo-Indian and Indian
students come into close social contact with one another in
these schools. These students will eventually work with
one another, intermarry or participate in common economic
and cultural activities. Ethical pluralism allows the
Anglo-Indians to reduce the conditions of apartheid which
they experience in Indian society.

What has been said in this chapter by the respondents is
only the barest outline of an argument which supports the
necessity for educational change. The next chapter
describes the implementation of changing practice in the
classroom. The theory-practice model is designed to
increase learning and improve student achievement. This
theory-practice model is not intended to only establish
specific new activities. It is also concerned with
assessing achievement.

Thus, the theory-practice model will raise questions about
the data collected in chapters seven and eight. Anglo-
Indians are failing in Indian languages and are
increasingly isolated in Indian society.

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