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Description: The paper has been accepted by Educational Philosophy and Theory for their special issue on the philosophy of dissent. The paper is available via open access on https://doi.org/10.1080/00131857.2021.2006057 “Learning To Live Together” (LTLT) has been proposed as one of the four UN pillars of education (Delors et al, 1996). Several Indian philosophers including Aurobindo, Gandhi, Krishnamurti and Tagore have emphasized equivalents like ‘education of the heart’ and founded schools that have pursued these goals, some for more than a century. This paper explores teachers’ perspectives on conflict, satyagraha/dissent and dialogue and their role in education for LTLT. The paper draws upon a three year long, multiple embedded case-study that studied 14 teachers at five Indian schools founded or inspired by the aforementioned philosophers through ethnographic observations and interviews. The paper finds that LTLT should be perceived as a form of active harmony, which both includes disagreements, dissent and conflicts. The findings suggest that teachers differentiated conflicts from violence, perceived disagreements and conflicts as forms of pluralism and created space for voicing dissent and resolving conflicts. They drew on dialogue, empathetic understanding and notions of judging the act/proposition rather than an actor to leverage dissent as a tool for building an equal and engaged community.