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Description: The paper has been accepted by the Cambridge Journal of Education and is available via open access on https://doi.org/10.1080/0305764X.2021.1993791). “Learning To Live Together” (LTLT) has been emphasised as one of the four education pillars (Delors et al, 1996). LTLT has frequently been used as an umbrella like term leading to difficulties in informing teaching practices, schooling systems and policies for LTLT. In India, there is a sustained interest in synergetic ideologies like ‘education of the heart’ as proposed by Aurobindo, Dalai Lama, Gandhi, Krishnamurti and Tagore. They founded schools, some more than a century ago, which have continued to that pursue these goals. This paper develops a conceptual framework for LTLT using teachers’ perceptions of LTLT. The paper draws upon a larger multiple embedded case-study involving a ten month-long immersion, ethnographic observations and interviews with 14 teachers and five headteachers situated in five schools founded by the aforementioned philosophers. The findings reconceptualize LTLT as LTLT “Harmoniously” (LTLTH) and builds the Delors et al’s (1996) LTLT framework into an interconnected 2D framework with three domains, which are intersected with six dimensions.