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Category: Project

Description: SDG 4.7 and the Delors report emphasize ‘Learning To Live Together’ (LTLT), the latter proposed it a pillar of education. Teachers and their pedagogies have been proposed to be central to education for LTLT, however, very little is known about what can enable, support and empower teachers to bring about education for LTLT. Indian philosophers like Aurobindo, Gandhi, Krishnamurti and Tagore have proposed equivalents like ‘education of the heart’. They founded schools, some nearly a century ago, which continue to pursue education for LTLT equivalents. This three year long, multiple embedded case-study explores a complex network of determinants that influence 14 teachers embedded within five Indian schools founded by the Indian philosophers through ethnographic observations, card sorts and interviews. It finds that teachers were intrinsically driven and committed to educating students for LTLT and trying to do so for themselves. In addition, the school environments supported teachers’ capabilities by embodying an ethos of freedom, autonomy, harmony, community living and lifelong learning.