In conclusion, my time at Pathashaala was enriching and inspiring. It reaffirmed the transformative potential of education grounded in freedom, inquiry, and responsibility. The practices I observed reflected not only educational innovation but also a deep philosophical and spiritual commitment to nurturing intelligent, compassionate, and self-aware individuals—individuals inspired to seek the truth and their own self. The experience has left me with profound insights into what education can be when rooted in Krishnamurti’s teachings. I carry forward not only memories but a renewed commitment to explore these values in my own journey.

‍Conversations with Children – I found children engaging in conversation with genuine curiosity, openness, willingness to share their thoughts, and ask questions. It was immensely refreshing and fun to engage in such stimulating discussions. They are respectful, gracious, and often take the initiative to create welcoming spaces for dialogue, especially with newcomers and visitors—reflecting a deep sense of belonging and ownership they feel toward the place. The conversations are characterized by attentiveness, presence, emotional intelligence, non-judgment, and a certain depth in listening and interaction—a refreshing contrast in an age where quick and superficial communication often prevails. While being friendly and expressive, children are also mindful of their time, boundaries, and not getting too attached.

Schools are the places where we send our children to learn. I realized I had lost touch with the real purpose of schools. At Pathashaala, it was evident that the school believed learning is not restricted to “just academics.” Values required to be a decent social being are also equally, if not more, important. The depth of thought and discussions that have gone behind the school—be it infrastructure or the setting of context—brought immense respect towards the founders of the school.

One of the most remarkable aspects I noticed during my stay at Pathashaala was the way the school’s values and vision are not just spoken or displayed, but genuinely lived by every member of the community. The openness with which the school welcomes outsiders, and the warmth and hospitality extended to visitors, left a deep impression on me.
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Another striking feature was the absence of a visible hierarchy. Every member—whether student, staff, or faculty—is equally respected, and their voices are given space and attention. There is a culture of transparency and fluidity, where individuals are encouraged to express themselves honestly. This sense of equality and shared responsibility creates an atmosphere of mutual trust and belonging, which is something I have rarely seen in other institutions.
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During my time at Pathashaala, I was deeply impacted by the way the campus embodies principles of simplicity, sustainability, and shared responsibility. These values are not merely spoken about, but lived each day. The environment encouraged a natural slowing down and invited me to reflect on the idea that education is not separate from daily life but is deeply interwoven with how we live, relate, and observe.
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Engaging in conversations with both students and adults was a central part of the program. These interactions often raised important questions and left me with a sense of curiosity rather than conclusions. I began to appreciate the value of holding questions gently, without the need for immediate answers, and to see learning as a continuous, open-ended process.
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One of the other key takeaways for me was observing how many activities in the school are student-led. Whether it was in the kitchen, the gardens, or during community meetings, students demonstrated a strong sense of ownership. This was not out of obligation, but from a genuine sense of responsibility and care. It made me reflect on the kind of trust and autonomy that can exist between students and educators when the environment supports it.

I enrolled myself in an online course called The Role of a Teacher in a School, which was conducted by the senior teachers of the KFI schools. This was when a whole new world opened up for me. I began discussing Krishnamurti with my friends and family. During this time, I noticed something similar in every conversation I had with them. Most of them would say, “Krishnamurti’s philosophy is very inspiring and wonderful to listen to, but it’s not practical in reality.”

I decided to visit Pathashaala for the Teacher Orientation Program. So here I was, witnessing something that is not just a concept or ‘philosophy’ to discuss, but a reality. Being in Pathashaala for the past 10 days has made me realise that right education and right living are possible if people are willing to be sensitive and go the extra mile to do the right thing no matter what, instead of making excuses.

“Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.”

What were some of the questions I had for myself before enrolling in the programme?
- Having realised why rewards and punishments are detrimental to true learning, what kind of culture and learning environment can foster intrinsic motivation in both children and adults? What makes someone a lifelong learner?
- How can an organisation function in a non-hierarchical manner?
-What is the significance of multi-age grouping, and how does it influence the teaching-learning process and affect relationships with one another?
- Krishnamurti says, "Cooperation is the fun of being and doing together, not necessarily doing something in particular.” So, I wanted to understand what kind of culture and environment can foster this, and how we deal with differences of opinion while being together.
- Can there be a relationship without any intent or expectations?

Interacting with a diverse range of people has perhaps been the most enriching experience of my time at Pathashaala. What began as an exploration of the school's function and culture ultimately opened a new path to understanding myself better and gave me the space to ask questions that I am still trying to answer.

My first day at Pathashaala was filled with wonder and surprises. Upon entering the campus, I was struck by the variety of birds, their melodious chirping, and the serene natural environment, rich in biodiversity. Having spent so many years in a concrete jungle, this natural setting brought a profound sense of peace and tranquility. The buildings were simple, minimal, and comfortable, meeting the basic necessities. There were no fancy gardens or amenities, but it still had a comforting, welcoming space that felt humble and real, without any pretense.

What struck me was how uninhibited the children were in sharing their thoughts. There was a sense of ease and comfort within the group, which allowed them to converse openly. As I quietly observed, I was astounded by the depth of their discussions. Even at such a young age—some as young as nine—they were posing profound questions that many of us often overlook. One topic that particularly stood out was their reflection on the pursuit of perfection. They wondered why some people relentlessly strive for it, only to feel disappointed when they fall short, while their peers reassured them that imperfection is acceptable—yet ironically, they themselves continued to chase perfection. It was a remarkable exchange of reflections on the complexities of human emotions. We often tend to avoid this kind of reflection because we might have a fixed image of ourselves, and perhaps we accept it and are reluctant to examine it.

One prominent thing that was striking was how children seemed to feel at ease and comfortable in the group with senior LEs. There was no sense of fear, but a sense of respect for each other was evident. I believe they were able to speak from the heart because of the non-judgmental environment that prevailed at the school. Children and adults were respected in the same way, and their words were given attention. Nothing was brushed aside as insignificant. The adults in the conversation never provided fixed answers; instead, they asked questions that encouraged reflection and helped the children find answers for themselves. Questions like these were asked during their discussion about perfection:
“Are you anxious when you are trying to be perfect?”
“What makes you want to be perfect all the time?”
“Is the notion of perfection the same for everyone?”
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Listening to such discussions made me realise that I do not often pay attention to how I feel or behave in different situations in life. It got me thinking… "What led these young people to reflect so deeply and clearly on all these aspects of life? What created this sense of ease and mutual respect among them?"

‍After spending a few more days here, I began to understand that people in this environment have created a space for everyone to be with their thoughts, to acknowledge what they feel, and to share it with others without being judged. I also noticed that a lot of small details were incorporated in the way the school functioned, and this in turn contributed to the culture of the school, which reflected this bond between the people and their surroundings. Or it might be the other way around.