Below is the list of interview questions under 7 interview topics. Each topic begins with a lead question (LQ#) and is followed by further auxiliary questions (AQ#). The corresponding indicator questions per each interview topic are given in parentheses after each topic code. These interview questions are posed to veteran teachers or administrators and educational designers or scholars.

LQ1A (topic 1A) (i1-i5): How was the position and role of humans seen to differ (or not differ) from other beings on this planet?

AQ1	Was there a purpose seen for human life? Was it thought possible to find it? Was it considered to be different for every individual?

AQ2	What was thought to be the purpose for the existence of a human society? What was it considered to be needed for?

AQ3	What was the purpose of education?

AQ4	What things in all existence were thought of as "facts" and were, thus, undisputable and what things were considered as matters of opinion?

AQ1	How was language taught, what was the approach?

AQ2	How was geography taught, what were the topics?

AQ3	How was mathematics taught, what were the aspects?

AQ4	How were arts/music taught, what was the purpose?

AQ5	How were social topics taught, what were the points?

AQ6	How was history taught, what were the topics?

AQ7	How was religion taught, what was the message?

AQ1	How were students encouraged (rewarded) for desirable and discouraged (punished) for undesirable behaviour?

AQ2	How were students encouraged (rewarded) for desirable and discouraged (punished) for undesirable ideas?

AQ1	Which goals or styles of life were seen worthy of pursuance and which ones as unworthy or wrong?

AQ2	What was the definition of a 'successful' individual?

AQ3	What types of human relationships were cherished by people (e.g. who was considered a 'true friend')?

AQ4	How were conflicts usually settled within the family?

AQ5	How were conflicts usually settled among friends?

AQ6	How were conflicts usually settled among colleagues?

AQ7	How were conflicts usually settled between strangers?

AQ1	Was authority and a system of management seen as something necessary in e.g. in the family or the classroom or the village or the nation?

AQ2	How were decisions reached at in the family? In the school? In the political realm?

AQ3	What was considered to be a good leader? What were his/her qualities?

AQ1	What things made a citizen feel he/she is really part of this particular nation? What brought patriotism?

AQ2	What was thought to be the sign of the success of the society as a whole? What were causes of national self-esteem?

AQ3	What was the value of an individual as part of the nation? How were his/her unique qualities valued and utilized?

AQ4	What was the value of a sub-culture or ethnic minority as part of the nation? How were its unique qualities valued and utilized?

AQ5	How did an individual value his/her own unique qualities? Did he/she think of these qualities as something useful for others, the whole society?

AQ6	How did a sub-culture or ethnic minority value its own unique qualities? Did it think of these qualities as something useful for others cultures, the whole society?

AQ7	What were considered to be the duties of the society towards its individual members?

AQ8	What were considered to be the duties of the society towards its sub-cultures or ethnic minorities?

AQ1	How was the near future of the nation perceived?

AQ2	How was the near future of the world perceived?

AQ3	How was the distant future of the nation perceived?

AQ4	How was the distant future of the world perceived?

AQ5	Was it thought possible to influence the future? How?

AQ6	Were educational choices thought essentially as means of influencing the future? How were such choices made?

AQ7	Were the actions of people valued (as right vs. wrong) in terms of their influence on the future?

AQ8	How were people thought to be able to distinguish right from wrong, good from evil?