This paper illustrates a practice-led project that explores the art of conversations as an effective means of oral-aural engagement, its potential as an intellectual capital and its role as a pedagogical tool to facilitate inquiry into socio-cultural realities. A nested objective has been to unpack the complex concept of culture through conversations since a large part of cultural know-how is instilled, propagated and sustained through oral means. Two key concerns fuel the project. First is the lack of active communication, diminishing human connections, and disregard for the knowledge born out of social interactions, in the creative education milieu I operate in as an educator. Second is a larger concern of the loss of orality, not just as a mode of communication but as a way of knowledge acquisition, sharing and co-creating meaning as a society. This phenomenon is paradoxical when seen in the light of an otherwise hyper-connected world of technological advancements, more glaringly so in a country like India which has been predominantly ‘alithic’, as per D.Venkat Rao’.where most traditional knowledge systems were passed on orally, but not anymore. This could affect how a society configures its knowledge and identity and how designers as change-makers make sense of it or respond to it, because they must place their offerings within societal realities. This became the motivation to reintroduce conversations within educational settings, where seeds of societal transformation are sown. The project began with a personal practice of conversations across various formats, which involved the design of the research practice, followed by a design intervention, in the form of ‘The Conversation Toolkit’. It is a pedagogical aid that allows for meaningful dialogues to occur within classrooms while breaking the didactic nature of teaching-learning experiences. Furthermore, it helps nurture a reflexive practice, wherein a culture of conversations is created as one talks about culture.