London: Oriel Press (p.97); see also, Holm, J.L. (1975)
Teaching Religion in School: A Practical Approach
Oxford: Oxford: Oxford University Press (p.6) Holm,
J.L.'s approach to religious education did not depend on
personal faith, and therefore there was not need for
teachers or pupils to possess a conscience clause,
because both would be engaged in a dialogue and an
objective study of religions. The problem of conversion
would not arise in a learning environment where a
discussion of religions is done in a co-operative way.
(p.6); see also, Morgan, P. (1986) 'The place of
Buddhism in the religious education curriculum' BRITISH
JOURNAL OF RELIGIOUS EDUCATION Vol.9 No.1 Autumn
pp.17-21; see also, Oldfield, K. (1986) 'Including
Jainism' BRITISH JOURNAL OF RELIGIOUS EDUCATION Vol.8
No.3 Summer; see also, Pring, R. (1987) Personal and
Social Education in the Curriculum; Concepts and Content
Third Impression London: Hodder and Stoughton (p.93)
Pring, R. offered a discussion about personal development
and examined the curriculum area of religious education.
See also, Schultz, T.W. (1966) 'Investment in Poor
People' SEMINAR ON MANPOWER POLICY AND PROGRAMMES Office
of Manpower Policy Evaluation Research. Washington:
Department of Labour; see also, Watson, B. (1987)
Education and Belief Oxford: Basil Blackwell pp.174-5.
(25) The researcher contacted Anglo-Indians in Australia,
Britain, Canada, India and the United States of America.
See Appendix 2 for details of this International
Community of Anglo-Indians who showed interest in this
research.
380
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