The aim of this paper is to outline a theoretical and methodological framework for the understanding, design and creation of teachers' collective capacity through the implementation of knowledge cities in educational institutions which are registered in the context of a fourth generation of Knowledge Management. The authors suggest four pillars on which collective capacity building should be based. The three principles they identify, which would aid in promoting change are praxeology, action research and accompaniment. These would be the key elements for the implementation of knowledge cities in education. From an anthropological point of view, collective capacity is achievable through and emerges from the inner potential of the organisational members in combination with the internal dynamics and the structure of the knowledge city. (Contains 1 table and 3 figures.)