The name is absent

The students moved in small groups during the nature study-
ramble. They worked in small interest groups during the
combined arts class. They encouraged, practised and
critically appraised one another in small groups during the
self-defence class. Pestalozzi encouraged small group
learning. These classes were large, but the students
created small groups of cooperative learning.

The next section describes the theory-practice model.
Herbart's suggestive ideas gave the researcher
encouragement to create the theory-practice model. His
ideas are to be found in his book "The Application of
Psychology to Education". (32) He encouraged educationists
to try new paths. The theory-practice model is an
innovation in Anglo-Indian classrooms.

The model advocates a doing and knowing philosophy in
education. This also includes the rare sense and the advice
of the experienced theorists and the respondents who took
part in the field study. Theory's counterpart is
commonsense and this was evident during the field study by
the perceptive remarks and insight of the respondents.

The respondents possessed a pre-theoretical knowledge or
"species competence" about the problems, and their know-how
must not be overlooked. (33) The data was collected in
Anglo-Indian homes, classrooms, dormitories, dining-rooms,
teachers' living-quarters in residential schools,
Principals' homes, lecture halls in two Indian Universities
and the premises of Anglo-Indian Associations.

During the field study, three classroom observations (a
combined arts class, a self-defence class and a nature
study ramble) concluded that Anglo-Indian students were
STIMULATED (S) during creative and practical activities.
These students RESPONDED (R) positively, and communicated
with non Anglo-Indian students in Indian languages.

329

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