Rohit is a Professor of Philosophy of Education in Azim Premji University, Bangalore. His association with Azim Premji Foundation in various collaborative efforts goes back to about a decade. He also teaches a philosophy of education course in TISS, Bombay.
Rohit has been part of many NCERT initiatives in developing material and curriculum through various committees. He was an integral part of the National Curriculum Framework 2005 process as a member of the National Steering Committee, drafting committee and Chair of Focus Group on Curriculum, Syllabus and Textbooks. He is also a part of the collaborative group of institutions that developed the M.A. Elementary Education programme of TISS and has been involved with capacity building of educational functionaries at the national level and with various states.
Indrani has earned doctoral degrees in philosophy from two institutions: Jadavpur University in Kolkata, and University of Massachusetts Amherst. Her research has been concerned with the philosophical bases of historically important perspectives in linguistic philosophy and epistemology. Her most recent work involved interpreting Wittgenstein’s On Certainty along naturalistic and Pyrrhonian lines. Her engagement with the later philosophy of Wittgenstein is on account of its focus on the primacy of practice, and consequently, on the social in the understanding and description of linguistic and epistemic phenomena. The importance of this “turn” in the history of analytic philosophy is to be assessed in terms of its implications for our understanding of linguistic/epistemic agency, epistemic communities and processes of knowledge creation and transmission.
Before joining Azim Premji University, Varadarajan taught at Indian Institute of Technology Ropar (Punjab). He studied at Indian Institute of Technology Kanpur, University of Hyderabad, and Mahatma Gandhi University, Kottayam.
Prakash has been engaged with issues in education for 6 years through his work in Wipro’s education reform initiative – Wipro Applying Thought In Schools. In this period, he worked closely with different organizations across the country in interventions in mainstream schools. These diverse experiences led him to study Cultural Studies for a brief period and then Philosophy of Education.
Abhijeet studied Microbiology in master’s, taught Genetics and Immunology for almost three academic years, and then took to Philosophy of Science and Science Education during his doctoral studies. In this, he is primarily interested in development of scientific explanation and science learning. His research and teaching interests have now grown into philosophy of education, particularly in the areas of ethics and education.Abhijeet has taught courses in Philosophy of Education, History and Philosophy of Science, Science Education, and Cognitive Psychology at: Homi Bhabha Centre for Science Education, TIFR, Mumbai; Tata Institute of Social Sciences, Mumbai; National Institute of Science Education and Research, Bhubaneshwar; and Ambedkar University, Delhi.
Ajita started his career in education as a school teacher for primary kids. Apart from teaching regular subjects, his areas of engagement with children also included engaging in deliberation with them when conflicts arise in the classroom or outside. During this time he also worked on a paper on expanding the definition of violence and the place of violence in education.Prior to joining the Azim Premji University, he worked as a School director in Nagapattinam.During his time as the director, he engaged in the creation and promotion of an organizational culture based on respect, responsibility, collective ownership and deliberative democracy. In this role, he had the opportunity to understand that teacher morale and productivity is not only affected by problems they face in the classrooms but also by organizational leadership and oppressive societal structures. He has attempted to address these to a certain extent in his school. He still assists the school in an advisory capacity.At present he is deeply interested in Indian Philosophical Traditions and its reflections on human psychology. He is also interested in the conception of knowledge economy by global organizations and the impact of this conception on issues related to school education.