The significance of the creative activity Indian language
learning classroom and the central place of ethical
pluralism in the religious education in Anglo-Indian
schools must not be overlooked. Overlooking the
significant cognitive development of the theory-practice
model advocated in this chapter is simply to evade the
central core of the issue. This is to enable
Anglo-Indians to adapt to the reality of life in
post-Independent India. To set a barrier to the
innovation would limit the cognitive development of
Anglo-Indian students.
The introduction of a theory and practice model which is
consistent with each other can enable a society to derive
incalculable advantages. The present Anglo-Indian school
system is highly standardized and regimented, and the
plan should be to introduce diversity into the religious
education curriculum. (42) The school can increase its
diversity by altering the controlling environment of the
school to accommodate the creative activity language
learning theory-practice. The change advocated
challenges the professional at two levels:
(1) as a specialist teacher of a school subject;
(2) as an all-pervading authority within the
classroom.
The theory-practice model emphasises a learning process
which is child-centred, but this does not mean that
learning Indian languages or understanding India's
religions will prevent the educationists from preparing
Anglo-Indians for professional careers and academia.
It is for this very purpose that the educational
theory-practice has been designed. If the status of a
subject is closely connected with the status of its
examinable knowledge, then the emphasis placed on
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