This study critically examines teaching-learning as a means of actualising the tenet of the infusion of democracy and human rights in the subject Life Orientation in the classroom in all levels of education (Primary, Secondary and Tertiary) in South Africa. The study focuses on three established approaches namely teaching and learning as collaborative knowledge construction, teaching and learning as a critical reasoning process, and teaching and learning as a disruptive caring pedagogy in a bid to exterminate the old or traditional ways of teaching and learning, which were perceived as anti-democratic education. Experiential and dialogical teaching methods as one of the effective ways in which the infusion of democracy and human rights could be implemented in the Life Orientation curriculum are also examined in a bid to fulfil the objectives of Life Orientation, transform schooling and the school system, and develop the society through education. This study further recommends the use of teaching-learning, which is known as a disruptive caring pedagogy, as the most inclusive approach. Likewise the use of both experiential Problem Based Learning and dialogical teaching methods are recommended.