Theoretical and philosophical underpinnings of education and activism in the Anthropocene will be enriched by an embrace of non-hegemonic thinking. Lakshmi Ashram, a small girls’ school in the Himalayan mountains of Uttarakhand, India, provides an object lesson in thinking differently: in an imbrication of education/research/activism. This article acknowledges a continuing lack of attention in the literature to local, cultural and place-based diversity in transformative learning for sustainable community. However, the central story in this article is not one of critique, but rather one of a Himalayan approach to creating the pedagogical conditions for transformation in thinking and behaviour, in a connectedsocio-ecologicalcommunity. Writing across an intercultural space, the two authors describe their ethnographic methodologies, exploring the long-term impact of a Lakshmi Ashram education on students and inhabiting the pedagogical experience of the school. A seamless flow of socio-material practice between pedagogy, research and activism in the school’s educational approach speaks to a Gandhian philosophy-in-action that is worth considering as a contribution to global educational praxis in the Anthropocene. In telling this tale of one small school’s pedagogical philosophy, the authors aim not towards ideological posturing, but towards creating further openings in thinking differently in education.

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以不同的方式思考：来自印度北阿坎德邦的人类世教育

接受非霸权思想将丰富人类世教育和行动主义的理论和哲学基础。Lakshmi Ashram 是印度北阿坎德邦喜马拉雅山区的一所小型女子学校，它提供了以不同方式思考的实物课程：教育/研究/行动主义的融合。本文承认，在可持续社区的变革性学习中，文献中一直缺乏对地方、文化和基于地方的多样性的关注。然而，本文的中心故事不是批评，而是喜马拉雅方法之一，旨在为思维和行为的转变创造教学条件，在一个相互关联的社会生态社区。两位作者在跨文化空间写作，描述了他们的民族志方法，探索了 Lakshmi Ashram 教育对学生的长期影响，并融入了学校的教学经验。在学校的教育方法中，教学法、研究和行动主义之间的社会物质实践的无缝流动说明了甘地的行动哲学，值得考虑作为对人类世全球教育实践的贡献。在讲述一所小学校的教育哲学的故事时，作者的目的不是为了意识形态姿态，而是为了在教育中以不同的方式创造更多的机会。