Although the term "Alternative" is not easy to define and some institutions merely use it for Marketing. We have Prepared this list as a Starting Point for your Search. People have different values and priorities & Everyone Views Education Differently, So We Intend To Keep this list as Open as Possible. Please Use Your Best Judgement While Going Throught the List. To Stay Unbiased We Dont Accept Money From Schools Or Anyone Else. If You have suggestions or additions to the site, Join & Get Involved :)
Rishi Valley School is an Indian boarding school, founded by the philosopher Jiddu Krishnamurti. The school has a holistic approach to education in the spirit of Krishnamurti's pedagogical vision. WeI think it is fairly clear that competitive education and the development of the student in that process are very, very destructive. We must be very clear in ourselves what we want - clear that a human being must be the total human being, not just a technological human being. If we concentrate very much on examinations, on technological information, on making the child clever, proficient in acquiring knowledge while we neglect the other side, then the child will grow up into a one-sided human being. When we talk about a total human being, we mean not only a human being with inward understanding, with a capacity to explore, to examine his or her inward state and the capacity of going beyond it, but also someone who is good in what he does outwardly. The two must go together. That is the real issue in education: to see that when the child leaves the school, he is well established in goodness, both outwardly and inwardly.
Our teaching methodology is structured around a free learning environment. We have tried to organize our space, materials and other resources in such a way that students can explore and meaningfully engage with them in a natural and unforced manner. We have adult mentors to facilitate the process but they usually intervene only if a student seeks guidance or appears to reach a dead-end. We do not stop students from talking or making mistakes or taking an ‘incorrect’ step. Rather, the idea is to make them aware of the logical consequences of what they are doing so that they can take informed decisions on whether to amend a step or move on. Every student has a mentor she/he can turn to, talk with and discuss her/his encounters and issues with materials or people. The mentor also guides and supports the student’s learning, interests, decisions, errors, questions and the like. This increased interaction with and individual knowledge of every student is recorded daily and serves as a useful guideline in evaluating progress. Thematic rooms: Students do not sit in conventional classrooms. They study in thematic rooms that contain all the material requirements to explore the theme, and are staffed by teachers who are well informed in the discipline and can guide and mentor the students. The themes include: Room for the Child Scientist, Room for Language and Inquiry, Room for Numeracy and Logic, Room for Art and Aesthetics, and Room for Music and Dance. In addition there is an Open space for Outdoor Games, apart from other spaces such as Kitchen and Kitchen Garden for learning life skills, as well as Stairs and Multipurpose Hall that serves for learning and skill exhibition. We intend to broaden our thematic repertoire in future by adding new themes such as Sense of History or repositioning existing cultural themes to include Craft and Design, and so on.
Aarambh is a Waldorf school based on Waldorf Education’s philosophy. The school’s mantra is “Receive the children in reverence, educate them in love, and send them forth in freedom.” Each child is treated as a unique being, lovingly taught through play based and experiential learning with the belief that one day s/he will bloom into a well balanced, creative and humane individual.
Ukti, the first Waldorf-inspired school in Delhi, was established by a small group of parents and educators, who were motivated by a great need, in the highly fast-paced, rapidly growing capital city of Delhi, for a school that pauses to embrace childhood and to awaken and guide each child's innate sense of wonder, as it steers the learning process from spark to flame.
Mirambika, Research Centre for Integral Education and Human Values, is a center ahead of its time, focusing on Integral Education which is based on the Integral Philosophy of Sri Aurobindo and The Mother. It is situated at the Sri Aurobindo Ashram campus in New Delhi.
Arivu is an innovative school based in Mysore. At Arivu learning is activity based, collaborative and relevant to everyday life. Education is not limited to classroom and knowledge is not limited to books.
Aurinko Academy is a Progressive Learning Space in Bangalore. Aurinko has a conducive ecosystem where the teachers facilitate child-led learning possibilities under the broad framework of the structured, well-balanced Aurinko Curriculum.
BeMe is an open school based in Bangalore, where children direct their own learning. It is an effort to create a stimulating, free and democratic environment for children aged 2.5-16 years.
At the core of Bhavya’s philosophy lies the conviction that given the freedom to be what we naturally are, we, and especially our children, become astoundingly creative and inventive. We can then use what we have created and learned, to lead more meaningful lives. We have created such an environment by choosing to free our children of the restrictions imposed by classrooms, timetables, competitions, examinations, grades, and a fixed curriculum/structure. This freedom enables each child to learn and grow at his own pace and, in the course of time, identify and develop his interests as well as his inherent talents, thus creating independent, self-directed learners for life.
CFL is a community of students and adults interested in learning about ourselves and our relationship with the world. This learning involves not only academics and other life skills, but also a deeper exploration about our emotions and thought processes and the way we respond to the challenges of life. For many of us, the philosophy of J Krishnamurti has played a significant role in our educational vision.
At Poorna, learning takes place in an informal but not casual atmosphere, enabling children to respond joyfully and creatively to learning. Minimum restrictions are placed upon the children and they can move about freely. Poorna aims at developing intellectual ability, values of compassion, social sensitivity, humility, respect for each other, respect for the earth and all that she offers, adaptability, joyfulness, curiosity for how and why things happen and a quest for excellence in whatever children do.
The word Abheek means “fearless”. We intend to absolutely free the children from all kinds of fears originating in comparison and competition, and also fear of failure or punishment. Learning is not just a process of accumulating information or acquiring knowledge; It is a process of exploration, experimentation and understanding. At Abheek we promote and environment by encouraging children to express, imagine and be creative. All indoor and outdoor activities are designed to help children to feel the freedom and the joy of learning.
The school offers a learning environment that is joyous and fulfilling for the children, where each child feels a sense of warmth and belonging. How we learn is integral to what we learn. Learning by doing, learning through play, learning through the practice of mindfulness, learning by relating to both the inner world of imagination and the outer world of everyday reality, children explore the world and develop their own agency as learners.
A child at La Wisdom is a 'research scholar' exploring & discovering and an 'entrepreneur', who does what he loves & loves what needs to be done! Being fed up with the conventional factory kind of education, we decided to redefine education for our children and for the world at large. We promote holistic education, where learning about culture, relationships, core skills and knowledge happens through integrated experiences, in affectionate environment with kind facilitators.
What drives our philosophy of learning is the fundamental belief that 'our children can change the world '. They can change hatred to love, war to peace and chaos to harmony. The dream of a better world for our children must begin with little steps during early childhood.
Over two hundred years of the Industrial Revolution has filled the world with things for our convenience and safety. but it has also made people undervalue their potential for a fulfilling life and has polluted the land, water and air. Prakriya is a school that is committed to go beyond factory schooling which dehumanises us and alienates us from the earth that supports life. We are focussed on discovering meaningful ways of working with children and share our learning about ecological education with others through our sister organisations, Bhoomi Network and Prakriya Educator and Institution Development Centre. Our children are the leaders and citizens who will face the crisis of climate change and its consequences tomorrow. hence focusing on education that awakens us to theses realities is essential today.
Shibumi is a learning centre for adults and young people. For adults it offers a space where, through dialogue, one understands oneself and relationships in the light of J.Krishnamurti’s teachings. For the children of such interested adults, Shibumi offers a learning environment where they can grow and flower in goodness..
A school is a place where one learns both the importance of knowledge and its limitation. It is a place where one learns to observe the world without a particular point of view or conclusion. One learns to look at the whole of man's endeavor, his search for beauty, his search for truth and a way of living that is not a contradiction between conclusion and action.It is a place where both teacher and the taught learn a way of life in which conflict ends.It is the concern of these schools to bring about a new generation of human beings who are free from self-centered action, to bring about a mind that has no conflict within itself and so end the struggle and conflict in the world about us.
At Bhoomi Kindergarten, we create a timeless space for children to do their sacred work. Our alternate education method focuses on the following approaches to create a slow paced environment in the midst of our high speed world. We nurture the innate imagination, innocence, and will in each child.
Started as a basic school, Sarang has been growing into a rural university over the years. The basic school aimed at the academically weak drop outs. However, the realisation of true education being the practice of life, more solutions were sought. Today we have a diverse array of time -tested sustainable solutions for the common man.This includes watershed management, natural farming, low cost construction, bio-diversity conservation, live fencing against forest fire, energy, health, platform for trans-cultural dialogue etc to name a few.
Adharshila Learning Centre is a unique school for adivasi children in Madhya Pradesh that views education as a tool for liberation...and a place of fun. The Adharshila Learning Centre was started in 1998 by the Veer Khajiya Naik Manav Vikas Pratishthan. The children have an active role in running the school.
Camphill Nature School emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component. The educational philosophy's overarching goals are to provide young people the basis on which to develop into free, morally responsible and integrated individuals, and to help every child fulfill his or her unique destiny.
Dedicated to providing quality education to tribal and rural children. We focus on development and propagation of Modern Education Theories including Brain-based Education, Constructivism, Cognitive Science and Multiple Intelligence for tribal, rural and urban children.
We are not a model to be emulated. We believe that every one has their own destiny and path to travel and ‘unknown’ to unravel. We also do not claim that we know what to do. We know almost what we should not do. Schooling , controlling or conditioning are against the very foundation of living and that is what modern schools have been doing in the name of education. To educate is to draw out. Instead we have been filling in! We have come a long way and confused ourselves so badly that now to trace back and understand is a herculean task.In fact from human beings we have become human knowings! Knowing happens in the realm of unknown. Unknown is the condition for awe, humility, creativity, spontaneity, sensitivity and hence where living can happen. So we invite any one who wants explore afresh the whole question of being, learning, beauty, children etc. to be part of this journey.
From ancient times, man has sought something beyond the materialistic world, something immeasurable, something sacred. It is the intent of this school to enquire into this possibility. This whole movement of enquiry into knowledge, into oneself, into the possibility of something beyond knowledge, brings about naturally a psychological revolution, and from this comes inevitably a totally different order in human relationship, which is society. The intelligent understanding of all this can bring about a profound change in the consciousness of mankind.
At Shishyaa, students experience day to day life, in a meaningful way, by participating and 'doing' purposeful activities. Learning through experiences, allow children to create their own knowledge and empowers them to become independent learners, which is an essential life-skill. Being a 'shishyaa', means being humble to all the knowledge that life has to offer. It is an attitude towards life.
Develop competency in “how to learn” rather than “what to learn” and become independent thinking individuals. Become enthusiastic creators rather than instruction takers. The teachers at Swadhaa are a group of committed individuals who are co-explorers with the children. Recognises that parents are an integral part of the process of education of the children. Parents and teachers come together, through various sessions, in an attempt to deepen and broaden our concept of education.
Tridha believes that a child's development must be carefully and lovingly guided if he or she must become a truly productive human being. We do not know the exact demands that the future will place on our children, but it is clear that emotional stability, intellectual flexibility, sound judgement and genuine independence will be qualities vital for their future.Our aim thus, is to provide all our children with a well rounded education which will guide them to find their own path in life. An education that will not only equip them with skills and knowledge but also make them inwardly free, secure and creative adults. It shall always be our endeavour to prepare the students to enter adulthood with self - discipline, social awareness, wonder and reverence for the world.
At Hunar Ghar we believe in attending to the individual needs of each child. No more industrial education – we’re demonstrating how even in the most rural and deprived areas education can be exceptional.We achieve this by looking at what’s best for children as children, and by listening to the community; they understand far better that we do what life is like there, what the challenges are, and what they want for their children. Many of our teachers are also from the local village – we believe very strongly in motivating change from within – giving them a special insight to the barriers that stop children coming to school.
Uday is born out of the need to have a school that provides wholesome education in Jaipur, to address the needs of a growing child and fulfil the real role of education which is not just to develop the intellect but also feelings (emotions, asthetics, social sensitivity) & will power (the ability to get things started and completed).Uday considers these as essential in achieving a preparation for life in the “real” world.Uday is based on Waldorf pedagogy which offers a true, tested education.
Every child, without exception, has an innate and unquenchable thirst to understand the world in which he lives and to gain freedom and competence in it. Whatever truly adds to his understanding, his capacity for growth and pleasure, his powers, his sense of his own freedom, dignity and worth, may be said to be true education. In fact, learning is the human activity which least needs manipulation by others. Most learning is not the result of instruction. It is the result of unhampered participation in life in a meaningful setting. Holistic education is a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through self -learning and through connections to the community and the natural world.
This is not a school. Shikshantar is working with people who want to quit the popular stream of action and pursue their own dreams. This is kind of learning cooperative where various people of all ages from different walks of life come together and share their learnings. After fifty years of so-called development efforts, and despite great scientific advancements, India (and the rest of the world) finds itself mired in a paralyzing socio-cultural, environmental and spiritual crisis - overwhelming in its scale, intensity and rate of growth.While education has been framed as the cure to this crisis, in reality, the factory model of schooling is part of the problem. Around the world, education systems have become commercialized 'businesses' which serve to stratify society, glorify militarism, devalue local knowledge systems and languages, manufacture unsustainable wants, breed discontent and frustration, stifle creativity, motivation and expression, and dehumanize communities. The 19th-century model of factory-schooling today stands in the way of building organic learning societies for the 21st century.There is an urgent need to start thinking differently if we wish to do things differently. This starts with facing the reality that the problems that threaten to overwhelm and destroy India arise from the 'schooled', not from the so-called illiterates. Thus, expanding or reforming the existing system of factory-schooling (whether through schools, distance education, literacy classes or non-formal centers) will not solve the crisis..
Enabling children to explore whatever they wish can be both exhilarating and frightening for students and parents. For some it gives a chance to explore what they have been seeking for a long time; for others, there is a great challenge as they are called on to identify things they would like to explore and to pursue them with vigour and excellence – without the false motivation of reward and punishment. Such challenges are part of the learning opportunity because they give a chance to explore with students what they really wish to engage with – something they have often not considered before because they have been told what they will be taught.
At Sloka, our passion is to develop young minds into tomorrow’s creative and independent thinkers Our promise to each parent is to provide their children with a loving and caring environment, conducive to free imagination, independent thought and learning
CFL is a space for learners interested in discovering what it means to live an authentic, personally meaningful and socially responsible life. It is space for understanding one’s responsibility towards oneself, others and towards one’s work. The face of CFL is an alternative education centre that supports learners of all ages to connect with themselves; figure out their values, interests and direction in life. The heart of CFL is a continuing enquiry to understand what is education beyond formal schooling. At CFL we attempt to understand the challenges of living meaningful, responsible and self-regulated lives of inner and outer harmony.
Learning is the key word and not any academic subject. To constantly arouse in our children the enthusiasm for knowledge and progress is the soul aim of our endeavor. Our School is based on Sri Aurobindo's and the Mother's Free-Progress education where the whole emphasis is on free growth and natural development. We are organizing a program for students from the age of 7 to14 years in which they learn in progressive stages to make full use of the Free Progress approach. We would prefer to keep the children in small groups or batches of about 5 to 8, for greater intensity.
Cascade dedicates itself to providing an authentic Montessori education to children from birth to 18 years of age.We aspire to follow Montessori practice from birth to 18 years of age in its pristine form. All our programs are dedicated to helping each child develop independence, self-esteem, respect and a life long love of learning. Our centre has multi-year age span in each classroom (0 to 3 years, 3-6 years, 9-12 years and 12-18 years) to ensure that children at various stages of development can learn from and with each other.
Our social structures have created extremely complicated survival processes. A child’s ability to look at life with utter freshness and involvement is slowly disappearing. It is the duty and responsibility of our educational systems to bring that back. Education can never be a profession – it must be a passion. In the process of education, it is very important to see that the child does not lose his joyfulness, his spontaneity, or his ability to be truthful without any fear of consequence. At the Home School, we are striving to create the necessary platform where education is not about loading the child’s mind with information, but about making the child’s mind capable of razor sharp perception, capable of knowing life in its full depth and dimension.
Our endeavor at Marudam Farm School is to explore, through the process of education, if one can meet the needs of the individual child and also bring learning as close as possible to living. We hope to create a learning space that allows for the flowering of a deep sense of joy, sensitivity, order and intelligence as well as an innate sense of well-being in a child. In Marudam we see both teachers and students as learners sharing a learning space. As such, the teacher is seen more as a facilitator. Together, we take responsibility and care for the school environment.
Sholai School is the brainchild of Brian Jenkins, a British social anthropologist. Jenkins first came to India in 1969, to study at Bodhgaya. Inspired by J. Krishnamurthy, the great thinker and teacher, Jenkins does not believe in the existing hierarchical system of schools. Students from different classes and age groups are clubbed together for learning opportunities. He believes that learning ceases in classrooms – practical knowledge is out there in the field.
This is the function of all education. We need to bring about a good society in which all human beings can live happily in peace, without violence, with security. As a student you are responsible for this...You will make the world, either as it is, modified, or as a world in which you and others can live without wars, without brutalities, with generosity and affection.
We are a community of self directed learners - Who decide what they want to learn, how they want to learn, when they want to learn and use only self assessment. Aarohi is part-residential.We do not follow any philosophy, we follow the child - its purely a child led environment. We believe that A Self Directed Learner Can Go Places While Enjoying the Journey
Yellow Train is a realisation of that dream for a space where children will belong, will create a future for themselves and learn to give to the world. I have immense gratitude to the forces of the universe that has made this a possibility. Today when you walk into Yellow Train, you will meet the soul of the school, hidden in the laughter of the children, the happy faces of the teachers and the warmth of the shared energy. I invite you to watch this film that will transport you to 'our world' for those few minutes.
Pankh which literally means WINGS is committed to bring about Transformation in the Lives of those living in Slum and Rural Areas. PANKH was Founded in the year 2012 by Ms. Alankrita Banerjee. What came as a Spiritual Inspiration gradually began to take the shape of a Creative School and several Community Development Programs. Today PANKH caters to the Educational and Vocational needs of more than 250 underprivileged Families in and around Rishikesh.
A residential school for girls, in the shadow of the peak of Nanda Devi, has been graduating confident young women from the girls of Kumaon hills. There is a distinct difference in the environment. The openness to questioning is evident here. The girls are quite confident and stand up to ask questions and make comments on aspects of the discussions that concern them.
Rajghat Besant School in Varanasi being the second oldest school of Krishnnamurti Foundation India is one of the reputed resident-cum-day school of India, established in 1934 by Jiddu Krishnamurti.
We believe All relevant knowledge, understanding and wisdom is within. Education is a process of progressive awakening of the spirit and mind, a process of becoming more aware, more conscious, more creative. The best we adults, teacher or parents can do is to awaken in our children the joy for learning, exploring and discovering. The start of the journey to realising our inherent capacities begin at the Integral School.
Kalpavruksha is being managed by Priyanka and Mangesh Panhalkar, founding members of Usha Smruti public charitable trust. It is the vision of the trust to provide an education which leads to well balanced, compassionate and morally responsible adults equipped with a high degree of social competence. Keeping in mind the rich educational and cultural heritage of our country the school seeks to : discover a way of living that is in harmony with nature. look beyond comparative academic excellence to the unique abilities of each child. establish a deep reverence for each and every child and focus on making available the right impulse to the child as per his or her physical, emotional and spiritual growth.Encourage the rich Art traditions of our culture along with academics.To achieve this the school shall follow the curriculum prescribed by the Austrian philosopher Rudolf Steiner. This will lead to IGCSE certification in the near future.