The name is absent

Sikhs and Christians. (2) Bastide, D. (1987) Religious
Education 5-12 Barcomber, East Sussex: The Falmer Press.

Bastide's book has a bibliography of books using the
life-theme method. Bastide also offers a useful guide
for teachers in World Religions.

(41) Cole, W.O. (1978) 'Dialogue and Religious Education'
IN: W. O. Cole (ed.) World Faiths in Education London:
George Alien & Unwin (p.96). For a description of
discursive dialogue see, Sharp, E.(1974) 'The Goals of
Inter-Religious Dialogue' IN: J.Hick (ed.) Truth and
Dialogue London: Sheldon Press

(42) Skinner, B . F. (1978) The Technology of Teaching
Englewood Cliffs, N.J.: Prentice-Hall (p.236). Skinner's
highly original experiments in animal learning, notably
with pigeons, and his invention of the teaching machine
and development of programmed learning are viewed as
revolutionary innovations for educational method. His
psychology which views human behaviour in terms of
physiological responses to the environment favours the
controlled, scientific study of response as the most
direct avenue to elucidating man's nature.

(43) In an Anglo-Indian school the teacher experiences
each working situation as various conflicting cultures
and subcultures in Indian society. See, Goodson,
I.(1988) 'Beyond the subject monolith: Subject traditions
and sub-cultures' IN: A. Westoby Culture and power in
educational organizations Milton Keynes: Open
University Press (pp.184-186). Goodson, argues that
teachers reproduce social differences in a mutual
competition of subject cultures as repositories of
knowledge. Indian teachers who speak English while
teaching a creative activity in an Anglo-Indian school
are bilingual. They are in the ideal position for
introducing the theory-practice model into the classroom.

Anglo-Indian teachers who do not speak an Indian language
fluently, must be encouraged to use an Indian language
while teaching a creative subject. Anglo-Indian teachers
will require INSET (In-Service Training) to cope with the
bilingual programme. There was a sizable number of
Anglo-Indian teachers who spoke English and an Indian
language. These teachers admitted that they would find
it difficult to teach their subjects in a bilingual
classroom. (See Profile Nos. 239-246 and No.373)

(44) Young, R. (1989) A Critical Theory of Education:
Habermas and our children's future Hemel Hempstead:
Harvester Wheatsheaf (p.69).

(45) De Castell, S. and Freeman, H. (1978) op. cit.,
(p.15).

350

<<   347   348   349   350   351   352   353   >>

More intriguing information