The first part focuses on student learning and the second part emphasizes teacher learning. (1) I suggest that despite a concern for authentic learning and our best attempts at reforming education, more often than not, the underlying cultural grammar of schooling remains both obdurate and opaque (2) I also suggest that conventional paradigms of schooling and teacher education programs rarely reflect a concern for authentic learning for teachers.

Hence, I will argue that authentic learning (beyond the slogan) requires not a reformation but a radical re-envisioning of the aims of education and a re-animation of the life of school as a whole.

A brief bio of Gopal Krishnamurthy.