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In his ‘Constructive Program’, Gandhi proposed a re-thinking of structures, systems, processes, and resources to promote self-sufficiency and unity in a community, for the ‘Sarvodaya’ (benefit for all). In this contribution, we draw upon the encounters we had with some of the people who embraced the ideals of Gandhi to re-view aims and pedagogical practice in science education. The key dimensions of community learning, dialogue, multiplicity of perspectives and creativity in practical work set the basis for an education which sustains the cognitive as well as the social, emotional and spiritual development of all students. Examples of activities conducted in a variety of teaching contexts are described with a view to extending Gandhi's insights to current discussions about science education for sustainability and socio-environmental justice.
Colucci‐Gray et al. (2016) studied this question.