The name is absent

The approach is made through assemblies, the arts, the
stories from India's religions and topical and relevant
events .

Secular dialogue emphasises the common problems which
face the world - population, injustice, hunger and
poverty. The
discursive dialogue
occurs
when examining the social and ethical dimensions of
belief systems. (41)

These can be the basis of a cross-cultural
theory-practice model for knowledge and meaning in a
religious education policy. To deny Anglo-Indians and
Indians a genuine religious dialogue deprives them both
of a proper social context for understanding one
another's life-world.

The empirical data offers a self-critical, reflective and
reconstructive analysis and judgement not only by
students and teachers in Anglo-Indian schools but by
different groups of Anglo-Indians and non Anglo-Indians
(Ch.8). The focus is on the actual practices of
Anglo-Indian schools and the empirical data helps to
determine an educational theory-practice for a
curriculum change in religious∕moral education.

The reason for changing the curriculum in Christianity/
moral education to ethical pluralism is relevant because
the present educational curriculum does not deliver
either to Anglo-Indian or Indian students what they ought
to have in terms of their growth and their needs. The
cognitive objectives of an educational theory-practice in
the socio-practical field of the classroom must provide a
powerful argument in the curriculum planning of
Anglo-Indian schools, if new knowledge is at stake.

335

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