The name is absent

4. The Theory-Practice Model and its Derivation
(35)

REALITY - The impoverishment of the Anglo-Indian community
in India. (See Profile Nos.46-52, 58, 65-
68,100,102,109,125, 160, 164-169)

IDEAS - For changing reality: Lack of Indian languages and lack of
appreciation of Indian religions and understanding of
Indian culture.

SOURCES - Historical evidence (Chs.1-4)
Empirical data (Chs.6-8)

THEORY-PRACTICE

To improve the life-world of poverty and disadvantage through
changing the learning experience in an Anglo-Indian classroom.

MODEL

Socio-Practical Field= Classroom Environment

STIMULUS (S)                               RESPONSE (R)

DOING A CREATIVE AND               KNOWING AN INDIAN

PRACTICAL ACTIVITY IN FOUR         LANGUAGE, UNDERSTANDING

FACULTIES                           INDIAN RELIGIONS

THUS LEADING TO A BETTER
APPRECIATION OF INDIAN
CULTURE

TECHNIQUES

Dependant on implementation of prescription by teachers:

Action Research in the Classroom and Case Studies which would lead to
refining the model.

ASSIMILATION - ACCOMMODATION

RESULT

Adaptation to Indian society will remove the present reality of
poverty and disadvantage in the Anglo-Indian community.

(Note: The Piagetian theory of ASSIMILATION -ACCOMMODATION for
Anglo-Indian students in the areas of learning Indian languages and
understanding Indian religions is based on the human-psychological
level of the interaction of the organism (Anglo-Indian child) with
his/her surrounding world (the Anglo-Indian student's classroom
experience). The DOING AND KNOWING EDUCATIVE PLAY METHODS of
Comenius, Dewey, Froebel, Herbart, Montessori, Pestallozi and
Rousseau influence cognitive processes and aspects of personality).
The model offers practitioners two different types of research, viz.,
Action Research and Case Studies. Each of these methodologies will be
described briefly in the next section, in order to encourage
practitioners to use them.

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