The name is absent

EDUCATION Vol. 14, No. 2 pp.87-96 stressed that no
reality distortion took place in a multi-cultural
curriculum. During the field study, there was evidence
of students desiring to come to terms with India's
secular society via a knowledge of India's religions,
thus eliminating their experience of religious
educational apartheid.

See also, Kohlberg, L. (1980) 'Stages of Moral
Development as a Basis for Moral Education' IN: B. Munsey
Moral Development. Moral Education and Kohlberg: Basic
issues in Philosophy. Psychology. Religion and Education
Birmingham, Alabama: Religious Education Press, (p.37)
Kohlberg's cognitive-developmental Theory of Moralization
is common in moral theories and can also be found in the
writings of the following Philosophers: (1) Baldwin,
J.M. (19O6) Social and ethical interpretations in mental
development New York: Macmillan & Co. (2) Dewey, J.
(1909, 1959) Moral Principles in Education New York:
Philosophical Library. (3) Mead, G.H. (1934) Mind, self
and society from the standpoint of a Social Behaviourist
C.W. Morris (ed.) Chicago: University of Chicago Press
(4) Piaget, J. (1932, 1962) The Moral Judgment of the
Child New York: Collier Books

(40) Hirst, P. (1974) Moral Education in a Secular
Society London: University of London Press (p.3); see
also, Hull, J. (1984) Studies in Religion and Education
London: The Falmer Press, (p.140); see also, Religious
Education in Norfolk Schools (1977) The Agreed Syllabus
Norfolk Education Committee (p.28); see also, Report of
the Commission on Religious Education in Schools (1970)
The Durham Report "The Fourth R" London: National Society
SPCK (pp.102-3).

Since the basis of education of children is human
dialogue and the mark of a secular society is religiously
plural, an effort should be made in Anglo-Indian schools
to explore religious experience via a moral education
programme which takes as its starting pointing the
consensus of students, who all agreed that their
religious/moral education laid the foundations for an
element of separatism, or as a group of M.A. students in
the University of Bombay stated:

We were first introduced to Communalism in
school, with the separation of non-Christians
and Christians. Was this at all necessary?
Why did we suffer from segregation? Who
makes these rules? They must be changed.
(See Profile Nos. 75-88)

Two books which might be useful in a classroom to promote
a dialogue are: (1) Dargue, W. (1985) Heroes of Faiths
Oxford: Oxford University Press. This book has chapters
on the Buddhists, the Chinese, Hindus, Jews, Muslims,

349

<<   346   347   348   349   350   351   352   >>

More intriguing information