The name is absent

... probe deeply and to analyze intensively
the student with a view to establish
generalisations about the wider population to
which that student belongs. (37)

The effectiveness of the theory-practice model offered in
this chapter will only be realised in the context of
classroom teaching. Action Research and Case Studies are
two methods which make this possible and easily
accessible to all practitioners (c.f. see discussion
above Ch. 5 pp.169-170).

The next section argues the case for changing the
religious curriculum away from its narrow focus on
Christianity towards a religiously pluralistic base.
In the theory-practice model understanding India's
religions could lead to a better appreciation of Indian
culture for Anglo-Indian students. The next section
discusses ethical pluralism in the context of the theory-
practice model.

5. Change and adaptation: Ethical pluralism and the
theory-practice model in the socio-practical field of the
Anglo-Indian school.

The theory-practice model will enable schools to
introduce ethical pluralism into the religious curriculum
of Anglo-Indian schools. In order to do this, this
section discusses ethical pluralism in the context of
philosophy, sociology and theology. It offers an
approach to introduce life-themes and secular dialogue
into the classroom.

In Anglo-Indian schools the curriculum foundation is that
religion as a form of knowledge must necessarily have its
place. Reducing religious understanding to social or
psychological facts about religious believers becomes

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