CHAPTER 9
NOTES AND REFERENCES
(1) Habermas, J. (1986) 'Communication versus
subject-centred reason' pp.294-326 in PDM:299 A. Brand,
'The Colonisation of the Life-world and the Disappearance
of Politics: Arendt and Habermas' THESIS ELEVEN 13 1986
(pp.39-53) The "life-world" described by Habermas, J. in
"Communication versus subject-centred reasons" offered
the researcher an alternative viewpoint to the cultural
world in which Anglo-Indians have lived after Indian
Independence in 1947.
(2) Cunningham, C; Perry, G. and Walder, D. (1986)
Culture: Production, Consumption and Status Unit 22
Culture and Art. An Arts Foundation Course. Milton
Keynes: The Open University Press (p.5) Defining culture
is difficult. But, one can attempt to define culture in
terms of an activity central to this research. The broad
definition of a "total network of human activities and
value systems" (p.5) in Indian society is taken to mean
understanding at least one Indian language and learning
about India's religions in this research. This
definition of culture is selective, but it does mean
everything that makes up the life of the Anglo-Indian
community in a life-world dominated by non Anglo-Indian
cultures. Thus the word culture has been reformulated and
offered in this research as a definition of what is
missing in the present life-world of Anglo-Indians who
are Indian citizens.
(3) Piaget, J. and Inhelder, B. (1969) The Psychology of
the Child Trans, from the French by H. Weaver. London:
Routledge & Kegan Paul (p.6); see also, Piaget, J. (1972)
The Child and Reality: Problems of Genetic Psychology
Trans, by A. Rosin. London; Frederick Muller Ltd.
(p.117); see also, Phillips, J.L. (1969) The Origins of
Intellect: Piaget's Theory San Francisco: W.H. Freeman
& Co. (pp.8-9); see also, Wolfe, M. (1972) 'Translator's
Introduction' IN: J. Piaget. The Principles of Genetic
Epistemology London and Henley: Routledge & Kegan Paul.
(p.6)
Piaget was a Swiss psychologist who never touted his
theory as the basis of a new pedagogy. He did not
construct a Theory of Teaching, but of intellectual
development, and since most teaching has a similar
concern there is overlap between the two. The lines which
spurred the researcher to investigate Piaget's theory
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