The name is absent

The emergent issue here is one of trying to improve the
effectiveness of ethical pluralism. (24) The unique
social system in an Anglo-Indian school would provide a
learning experience which would increase understanding
between different communities. It would increase the
dialogue between Anglo-Indians and non Anglo-Indians
(c.f. discussion above Ch. 8 p.305) and decrease the
isolation of the community in India today. (See Appendix
1 Profile No. 59 p.383 Nos. 510-529 pp.412-3, Nos. 551-
581 pp. 413-4 and No. 583 p.414)

The argument is being made that the individual personal,
social and educational guidance of ethical pluralism can
be divided amongst subject teachers. Each teacher could
offer to teach an area in the ethical pluralism
programme. Otherwise, the depressing separatism will
continue in the schools (See Appendix 1 Profile Nos.59
p.383, and Nos. 75-88 p.385).

The relationship between ethical pluralism and the
educational needs of the whole population of pupils in
regard to their perception of a multi-ethnic society is a
major and urgent focus for this thesis. Anglo-Indian
children are not being helped to become pupils. Anglo-
Indian children are not being helped to integrate with
Indians. Anglo-Indian children are not learning how to
succeed in their classrooms.

The question of educational backwardness next needs to be
addressed. The next section discusses the answer to the
research question on educational backwardness.

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