The name is absent

answers were given in Indian languages.

The stimulus the Anglo-Indians received in these three
learning environments created the necessary associationism
in a unilateral manner: STIMULUS-->RESPONSE. The
researcher describes this as an "educational equation".
The next section discusses this "educational equation".

3.5.1. An "educational equation” creates a foundation for
change in the socio-practical field of an Anglo-Indian
classroom.

The Anglo-Indian child's assimilation of the stimulus
(creative and practical activity) introduced an element of
reciprocity. The "educational equation" of Piaget's
theory is adapted to the Anglo-Indian child's favoured
learning environment which occurred in just three classroom
observations .

The equation is simple:

STIMULUS-->RESPONSE = ASSIMILATION

CREATED A RECIPROCAL

RESPONSE-->STIMULUS = ACCOMMODATION

The explanation is also simple. The Anglo-Indian child was
stimulated to use an Indian language in just three
classroom observations. The response to the stimulus of
the favoured learning environment created motivated and
excited young students who were discovering skills.

The students' reciprocity was presupposed by the point of
view of assimilation. The accommodation which the
Tknglo-Indian child made in his/her Response (R) to the
Stimulus (S) laid the foundation for a favoured learning
experience in just three classroom observations. In Rogers
humanistic approach, (29) based on a systematic

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