1. Introduction to Rishihood University: Dr. Sampadananda Mishra provided an introduction to Rishihood University, highlighting its role in nurturing learners as impactful leaders.
2. Center for Human Sciences: Dr. Sampadananda Mishra discussed the motive behind the Center for Human Sciences and its current activities, including:
   i) ICPR-sponsored lectures: The university organized a series of lectures on “Sri Aurobindo’s Political and Cultural Philosophy: Nationalism and Swaraj” at Bharatiya Vidya Bhavan, New Delhi, to celebrate the 150th birth anniversary of Sri Aurobindo.
   ii) Research project for Sanskrit writers: A research project aimed at producing children’s stories, rhymes, songs, playlets, and short stories in the form of books.
   iii) Integral Humanism Initiative: The Integral Humanism Initiative was one of the ongoing projects discussed during the meeting.
3. Divine Power and Revival: Dr. Mahesh Chandra Sharma emphasized the presence of a divine power that would lead to the revival of modern Rishis. He highlighted the increasing importance of discussing and initiating such endeavors. He also mentioned the complexity of the formal system in the nation and the disparity between government and private sector salaries. Dr. Sharma suggested that this difference can create significant societal impact and should be considered.
4. Glossary Book and Interpretation: Dr. Mahesh Chandra Sharma highlighted the need for interpretation of Deendayal Upadhayaya’s words in the Glossary book, emphasizing that it should not just contain definitions but also explain the context and meaning behind the concepts.
5. Encyclopedia of Integral Humanism: Dr. Sampadananda Mishra discussed the plan to create an encyclopedia of Integral Humanism, which would serve as a comprehensive resource for understanding the principles and philosophy behind the initiative.
6. Integration into Academics: Dr. Sampadananda Mishra emphasized the importance of integrating Integral Humanism into academic curricula. He also mentioned the need for teacher training programs to effectively implement Deendayal Ji’s thoughts.
7. Places and People for Chitrakoot Visit: Dr. Mahesh Chandra Sharma suggested various places and people that could be helpful for a future visit to Chitrakoot. Some of the mentioned places included Shri Ram Lal Ghat, Aarogya Dham, Suresh Pal Vidhyalaya, Ram Darshan, and Udhimta Peeth.
8. Quarterly Magazine “Manthan”: Dr. Mahesh Chandra Sharma mentioned the quarterly magazine “Manthan” and shared some copies of the publication with the attendees
9. Dr. Mahesh Chandra Sharma was invited to Rishihood University for an enlightening session in the future

Sampadananda Mishra initiated the dialogue by drawing parallels between Sri Aurobindo’s concept of a spiritualized society and Deen Dayal Upadhyaya’s vision for societal transformation. He emphasized that true progress in the political realm could only be achieved through a fundamental shift in human consciousness. He stressed the significance of understanding the concept of Raj Dharma, highlighting its deep-rooted connection with the Indian ethos. Alok Pandey ji responded by noting a critical shift in Sri Aurobindo’s teachings post-1930, where he shifted his focus from yoga for humanity to yoga for the sake of the divine. He suggested that both Deen Dayal Upadhyaya and Sri Aurobindo shared a common emphasis on the importance of the human element. Pandey ji delved into the unique aspects of their philosophies, particularly emphasizing the idea that man is not the final destination in the evolutionary journey. He touched upon the concept of conscious evolution and Sri Aurobindo’s inclusive approach, where no subject is considered untouchable. The conversation continued with the team exploring the role of politics as a means of manifesting the divine in creation. They discussed the idea of “Raj Dharma” and how it should be aligned with the broader vision of human and societal growth. Pandey ji stressed the importance of keeping the nation at the center of political endeavors. He highlighted the need for conscious choices and the development of inner evolutionary processes, particularly within the education system. He emphasized that education should foster the ability to make choices rather than imposing beliefs. The discussion then turned to the question raised by Akhil ji about the role of religions and whether they focus on the human core. Pandey ji expressed his skepticism, suggesting that religions often prioritize survival rather than progress. He urged for questions about universal standards of conduct and advocated involving children in the exploration of these questions, listening to their perspectives, and encouraging critical thinking. Abhishek ji raised the issue of developing a curriculum that incorporates the teachings of visionaries like Aurobindo and Vivekananda. Pandey ji suggested inviting individuals who are committed to going beyond conventional approaches. He also cautioned against a superficial approach to religious exposure and recommended teaching children how to make choices instead. Pandey ji believed that democracy without education is incomplete, and that the education system should encourage innovation, creativity, and originality.

Sampadananda Mishra proposed exposing students to nature and the laws of the natural world to instill a deeper understanding of the sacredness of things. He emphasized the importance of letting children explore and discover the essence of various concepts, like the cow representing a deeper spiritual reality. The team concluded that targeting teachers and providing them with good books and resources could be an effective approach to spreading the teachings of Sanatan Dharma. They also discussed the potential of separate classes for conscious living and holistic knowledge to nurture the core values of generosity and courage in students. In essence, the conversation with Alok Pandey ji unveiled the intricate intersections between the philosophies of Deen Dayal Upadhyaya and Sri Aurobindo, while also addressing the vital role of education and conscious choices in fostering spiritual and societal growth. It highlighted the need to rethink conventional approaches and inspire a deeper understanding of the profound wisdom embedded in Indian thought.

Delving into the heart of his experiences with the Mother, Kittu Da paints a portrait of love personified. Mother’s gentle pats and affection for children created a realm of warmth. In one vivid recollection, as he was playing with his friends and suddenly, they started fighting, and mother was watching all this from behind. Surprisingly, she inquired if he could read French, handed him a poem, and praised his reading, bestowing upon him a pat on the head. This initiated a daily ritual, forging a deep connection between them.

When questioned about his book, Kittu Da humbly confesses that he has never authored a book entirely on his own. Instead, he has been guided by others. The Mother herself once encouraged him to write on history, an endeavor that spanned decades in a time before computers. Eventually, his chapters found their way to publication, and he continued to write, adding to his literary legacy. Reflecting on what to impart to young minds aged 5 to 8, Kittu Da advocates avoiding forceful instruction towards the teachings to k-12. Instead, he suggests weaving the stories of Mother and Sri Aurobindo into their education. Children, he asserts, are drawn to narratives over dry theories. Memories from his own sensitive age of 9 to 10 have stayed with him, emphasizing the importance of experiential learning. Life, he insists, must be tasted, and savored like seasoned fruit preserves to truly understand its essence. 

Finally, when asked about the secret to a good life, Kittu Da’s wisdom resonates: “One Earth, One family, One Future.” In his role as a teacher, Kittu Reddy imparts the teachings of Sri Aurobindo and soft skills to military personnel, an act rooted in his belief that every Indian should serve physically and psychologically in the Indian Army—a sentiment deeply honored by Mother and Sri Aurobindo themselves. To encapsulate his cherished memories, there are treasured relics—a gift from the Mother to Kittu Da’s mother, adorned with her handwritten message, and a picture of Sri Aurobindo graced with his autograph, tangible mementos of a life touched by the divine.

The conversation raises critical questions about the absence of genuine innovation within Indian philosophy, highlighting that agriculture and industry are secondary concerns compared to the deeper issue of fostering creativity and self-expression. Deshpandeyji emphasizes that IH should organically emerge as a result of individuals being self-creative rather than being imposed from above. The discussion reflects on the pillars of Indian thought such as Swaraj, Swadesh, and boycott, underscoring the need for ideas to originate from within and express themselves to have a true impact on society. The conversation underscores the importance of a holistic vision that encompasses various aspects of life and society, suggesting that IH may not have lived up to its potential due to a lack of a comprehensive and visionary approach. The discussion then shifts to the objectives of a specific project aimed at integrating the teachings of great masters into school education. The conversation raises questions about the quality and universality of education, and there is a call to maintain the universality of the English language, acknowledging its significance in the global context. The conversation cautions against being too insular and advocates for a broader perspective that encompasses diverse influences, including those from the West. Deshpandeyji notes the changing dynamics of the modern world, emphasizing the importance of adapting to the times. The conversation raises questions about India’s readiness for contemporary challenges, including technological advancements like bullet trains and modern communication methods. It questions whether IH, as originally conceived by DDU, is in sync with the evolving needs of the nation.

The conversation ultimately advocates for a shift in focus from preserving an idealized version of IH to preparing for the advancements and challenges of the future. It alludes to Sri Aurobindo’s philosophy, emphasizing the need for humanity to be spiritually and practically ready to receive the transformative forces of the divine. Deshpandey ji’s insights highlight the importance of adaptability, creativity, and a broader perspective in the context of IH and India’s development.