History shows that education cannot be its own vehicle. It has to depend on the hinterland formed by its users--students, teachers and parents. Critical evaluation throughout history, however, has shown that it is these very users who are least consulted in the structuring of education. In this article, the authors describe an experiential programme designed for educationalists that enhances their understanding of and ability to tackle thorny issues that arise in life skills teaching. Inspired by a pivotal report on the state of the country's education practice that showed that content and delivery of education ignored social realities, the programme signals a radical and brave departure for Indian pedagogy.