This paper reimagines the role of elderly Adivasi knowledge-holders in Kerala's Western Ghats as "living libraries" embodied repositories of ecological, medicinal, and seasonal knowledge transmitted orally across generations. Drawing on ethnographic fieldwork among Kurichya, Kattunaickan, and Paniya elders (n=65), we examine how traditional environmental knowledge (TEK) functions outside institutional science education frameworks. Using participatory methods including life histories, semi-structured interviews, and intergenerational dialogues, we analyze the sociocultural mechanisms sustaining knowledge transmission and the structural barriers posed by formal schooling, language shift, and digital exclusion. We argue that dominant models of science education often delegitimize Indigenous ways of knowing, rendering elder wisdom invisible despite its relevance to biodiversity conservation, climate resilience, and sustainable living. Our findings reveal that these elders do not merely "hold" knowledge; they perform, contextualize, and teach it through storytelling, ritual, and lived practice, embodying pedagogical roles unrecognized by state curricula. By framing them as "living libraries," we challenge the text-centric bias in science education and advocate for curriculum reforms that recognize elders as co-educators. The study contributes to cultural studies of science education by centering marginalized epistemologies and proposing a model of relational knowledge stewardship where intergenerational dialogue, respect, and place-based learning become central to educational policy in ecologically sensitive regions.