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Reports from Past Events
Summary Reflections – OASIS ToT Program, Awakening of Intelligence
Prepared by Devesh Gupta
Training of Trainers on Consciousness Change, Self-Transformation, and the Awakening of Intelligence in Education
Participants: 85 School Teachers
Date 1 April 2025- April 2 2025​
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(We have prepared a comprehensive experience-sharing document for this workshop. If you would like to access it, please feel free to reach out.)
Introduction
The Essence of Education:
Education is not merely about the accumulation of facts—it is a profound journey of self-discovery and inner transformation. As articulated in the “Spirituality in Education” vision, education at its essence is a means of understanding oneself. It encourages the observation of thoughts, emotions, and conditioned patterns to dissolve the illusion of separateness. When an individual’s mind is free of the burdens of the past, a natural sensitivity emerges; one that fosters true compassion and a deep connection with people and the environment.
A Call for Transformation:
Our world today is marked by conflicts, environmental crises, and social fragmentation. These external disorders echo the fragmented psyche within each human being—a division fueled by fear, desire, and the accumulation of past knowledge without genuine understanding. Before educational institutions can engender societal transformation, there must be a shift inward. The OASIS ToT Program was conceived as a response to this need for transformation. It challenges educators to move beyond conventional teaching methods to create a space for authentic self-inquiry and real-time observation—where knowledge becomes a tool to illuminate presence, rather than a chain that conditions behavior.
The Role of the Educator:
Aligned with the broader educational visions reflected in NEP 2020 and Global Citizenship Education, this workshop reinforces the idea that educators must serve as mirrors in the learning process. They are not just conveyors of content but facilitators who help students unearth their true selves and transcend conditioned responses. By actively engaging in self-inquiry and mutual reflection, both educators and students can begin to dismantle the internal divisions that ripple out to affect society at large.
The Workshop Experience:
Over the course of the session, participants encountered both insights and resistance, each serving as a mirror to their internal states. The dialogues, group activities, and reflective exercises were designed to prompt the observation of one’s own patterns—highlighting how past knowledge and conditioned responses can obstruct genuine perception and immediate action.
Core Reflections and Themes
1. The Crisis Within and Without
The workshop opened by challenging the prevailing disorder—in the world and within ourselves. By acknowledging that societal conflicts are mirrors of inner fragmentation, we set the stage for deeper inquiry into how communication and transformation are hindered by conditioned responses.
2. Knowing Versus Understanding
A key focus was on differentiating intellectual accumulation from the act of truly understanding. True learning, we discovered, is not about memorizing ideas but about perceiving life directly, free from the clutter of past experience.
3. The Responsibility of the Educator
Participants were invited to reexamine their roles as educators. Rather than merely imparting information, the call is to foster environments that create whole, compassionate individuals. When educators are themselves whole and present, the ripple effects can transform the classroom and, by extension, society.
4. Resistance as a Mirror
Early in the session, resistance appeared in various forms—jokes, references to past knowledge, and even counter-arguments. These responses, rather than being setbacks, served as important reflections of the inner barriers to true communication. They underscored the pervasive influence of the conditioned self.
5. Consciousness in Action
Through carefully designed group activities, participants experienced how their inner states manifest outwardly. Creating a new model for society in small groups revealed the ongoing pull of ego and past conditioning, while also illuminating moments of genuine presence and transformation.
6. Transformation: The Instant of Perception
The culmination of the workshop emphasized that transformation is not a distant goal but an immediate occurrence born of unmediated perception. Like reacting to an oncoming bus without overthinking, true action arises when the mind silences its habitual clamor.
7. Beyond Knowledge: The Freedom to Act
While knowledge is essential, it must be harnessed by awareness. The workshop stressed that the freedom necessary for compassionate action is not imparted by lessons alone but is realized when individuals observe their inner processes and act in harmony with the present moment.
Conclusion
This report is a reflective account—an invitation for educators to partake in a shared journey toward awakening intelligence. The workshop revealed that transformation begins at the core of our being; when the self is observed clearly, the barriers of fear and conditioned thought dissolve, paving the way for genuine communication and action. As we leave behind the fragmented past and embrace wholeness, we contribute to a world where education becomes a catalyst for peace, unity, and deep, sustainable change.
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Report on the Workshop with Indian Senior Military and Air-force Leaders
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Leadership and Decision-Making in an Uncertain World
Held on February 19, 2025, at O.P. Jindal Global University, Organized by OP Jindal University and Indian Institute of Public Administration
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1. Introduction
Emerge was honored to be part of the JSGP-IIPA Workshop on Leadership and Decision-Making in an Uncertain World, where we explored the intersections of governance, complexity thinking, and applied spirituality in leadership. This workshop was organized by the Jindal School Of Government and Public Policy (JSGP) and the Indian Institute of Public Administration (IIPA).
We extend our deepest gratitude to Shri SN Tripathi, DG IIPA, Shri AMITABH RANJAN, Registrar of IIPA, Prof. Dabiru Sridhar Patnaik, Registrar of JGU, Prof. Naresh Singh, Prof. Vinod Sharma, Dr. Neetu Jain, Dr. Saket Bihari, and Prof. Dr. Pooja Sharma for their invaluable contributions in making this workshop a meaningful and impactful experience.
This workshop brought together senior military leaders, civil servants, policy experts, and academics to explore the relationship between outer crises (war, migration, and unrest) and inner crises (fragmented consciousness and identity-based perception).
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2. Workshop Objectives
The primary goal of the workshop was to equip senior military leaders with an expanded understanding of reality, identity, and division, enhancing their ethical decision-making, resilience, and leadership in conflict situations. The workshop sought to:
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Examine global uncertainties and leadership challenges.
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Understand the interconnection between external and internal crises.
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Recognize how national, ideological, and identity-based conditioning contribute to division and conflict.
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Develop strategies for resolving conflicts with intelligence and compassion.
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Explore the role of spirituality and interconnectedness in leadership and sustainable governance.
3. Key Sessions and Insights
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3.1 Understanding External and Internal Challenges to Leadership
Speaker: Prof. Naresh Singh, JSGP
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Discussed current policy approaches and their limitations in addressing wicked policy problems.
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Highlighted the fragmented nature of modern leadership, shaped by short-term interests and myopic decision-making.
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Proposed a shift from linear and deterministic approaches to holistic, complexity-informed governance models.
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Addressed how global crises like climate change, artificial intelligence, and geopolitical instability necessitate conscious systemic leadership.
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3.2 Emerge’s Session: Breaking Identity-Based Divisions & Complexity in Leadership
Speaker: Devesh Gupta, Founder, Emerge
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Explored how perceptions shaped by nationality, ideology, and self-interest influence governance and military strategy.
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Emphasized how awareness beyond conditioning leads to ethical leadership and conscious action.
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Used interactive discussions, real-world examples, and reflective inquiry to highlight how inner transformation is key to resolving external conflicts.
3.3 Spirituality, Interconnectedness & Sustainability
Speaker: Prof. Pooja Sharma, University of Delhi
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Addressed the global challenges of climate change, inequality, and socio-political unrest.
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Examined Gandhian concepts like Sarvodaya, Trusteeship, and the Economy of Permanence as sustainable governance models.
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Discussed self-governance and inner transformation as prerequisites for ethical leadership and decision-making.
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Proposed a non-violent socio-economic system guided by spiritual wisdom and interconnectedness.
3.4 Ethical Decision-Making & Security Challenges in the Age of AI
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Explored how leaders must balance technological advancements with consciousness and responsibility.
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Examined ethical frameworks for decision-making in high-stakes security environments.
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Discussed navigating the era of polycrisis and metacrisis with intelligence and resilience.
4. Key Takeaways and Recommendations
4.1 Inner & Outer Leadership
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Understanding how fragmented consciousness mirrors global crises and why self-awareness is central to governance.
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Leadership should shift from transactional (power-based) to transformational (conscious-based).
4.2 Breaking Cycles of Conflict
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Military leadership must recognize how identity-based divisions fuel conflict.
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Policies should focus on reducing ideological and nationalistic conditioning to enable holistic action.
4.3 Ethical and Strategic Decision-Making
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Ethical decision-making should be rooted in compassion and intelligence, not fear or dominance.
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Leadership training should emphasize self-awareness and responsibility beyond personal or institutional interests.
4.4 Complexity & Adaptive Leadership
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Leaders must navigate an era of polycrisis and metacrisis with intelligence and resilience.
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Decision-making should integrate spiritual wisdom, science, and policy insights.
4.5 The Role of Spirituality in Leadership
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A spiritually evolved leader understands the interconnectedness of all beings and makes decisions that reflect collective well-being.
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Traditional Eastern governance philosophies (such as Gandhian Trusteeship) offer insights into sustainable and ethical leadership.
5. Conclusion
The Jindal Workshop provided a transformative platform for military leaders to rethink leadership and decision-making in an era of uncertainty. The discussions underscored the necessity of integrating science, spirituality, and policy to navigate modern crises effectively. The event concluded with a call to embrace holistic action, ethical leadership, and awareness-based decision-making for a more sustainable and peaceful world.
The signing of the MoU between IIPA and O.P. Jindal Global University (JGU) marks a step forward in fostering research, capacity-building, and transformative leadership.
6. Acknowledgments
We extend our gratitude to Jindal School of Government and Public Policy (JSGP), Indian Institute of Public Administration (IIPA), and all esteemed speakers and participants for their invaluable contributions to the workshop.
A special thanks to all our collaborators, facilitators, and participants for their engagement in this enriching dialogue. We look forward to continuing this journey of inquiry and action.
Report: Seminar on Holistic Education for University Teachers
Organized by: Emerge
In Collaboration with: CEASP
Venue: Sanatan Dharma College, Ambala Cantt
Date: February 25, 2025
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1. Introduction
The Seminar on Holistic Education: Nurturing Intelligence, Love, and Inquiry was conducted on February 25, 2025, at Sanatan Dharma College, Ambala Cantt. The event, organized by Emerge in collaboration with CEASP, aimed to provide university teachers with a deeper understanding of holistic education, self-awareness, and transformative teaching methodologies. The seminar aligned with NEP 2020 and India's vision for Viksit Bharat 2047, emphasizing education beyond knowledge transfer and toward compassion, intelligence, and holistic awareness.
2. Objectives of the Seminar
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Redefining the Purpose of Education: Encouraging teachers to view education beyond academics and as a medium for inner transformation and collective harmony.
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Exploring Consciousness in Teaching: Understanding how conditioning, beliefs, and psychological time impact teaching.
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Balancing Freedom with Structure: Learning to foster adaptability and holistic intelligence in students.
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Transforming Teacher-Student Relationships: Moving beyond hierarchical teaching, emphasizing learning together with students.
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Integrating Awareness in the Classroom: Understanding how compassion, peace, and self-inquiry can be embedded in existing curricula.
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Developing Intelligence Beyond Knowledge: Exploring education as an inquiry rather than a rigid structure.
3. Key Insights & Learnings
Teacher Reflections on Education:
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Many participants realized that education has been reduced to competition and knowledge accumulation, rather than an awakening of intelligence and compassion.
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The need for aligning teaching with students' holistic development was highlighted.
Challenges Identified in Education System:
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Stakeholder misalignment – Students, parents, teachers, and policymakers often have conflicting intentions and priorities.
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Overemphasis on rewards, punishments, and external validation rather than nurturing intrinsic motivation and love for learning.
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Fragmentation in learning – Knowledge is often divorced from real-life understanding and self-awareness.
Transformative Solutions Discussed:
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Replacing competition with cooperation – Creating learning spaces that emphasize inquiry, collaboration, and intelligence beyond memorization.
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The role of teachers as co-learners – Teachers should not be positioned as authority figures but as facilitators of collective learning.
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Integrating spirituality and awareness in education – Shifting from a rigid curriculum to an inquiry-based learning system where students question, reflect, and engage with deeper understanding.
4. Acknowledgments
We extend our deepest gratitude to all those who contributed to the success of this seminar:
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Sh. Vijay Singh Dahiya, IAS – For emphasizing the importance of spirituality in education and governance.
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Dr. Naresh Singh & Devesh Gupta – For leading the discussions and providing transformative insights into education.
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Dr. Kaushila, Principal, Govt. College for Women, Ambala City & Dr. Rajinder Singh, Principal, Sanatan Dharma College, Ambala Cantt. – For their unwavering support and collaboration.
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Dr. Chhavi Kiran – For conducting and moderating the sessions with clarity and depth.
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Dr. Jaideep Chauhan – For his efforts in coordinating the seminar and ensuring its smooth execution.
A heartfelt thank you to all participating teachers, whose enthusiasm and engagement made this event a success. Your commitment to holistic education and transformative teaching is truly inspiring.
5. Conclusion & Next Steps
This seminar reaffirmed the need for redefining education as an inquiry into intelligence, sensitivity, and holistic awareness. Moving forward:
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Workshops and follow-up discussions will be conducted to help educators implement these insights into their teaching practices.
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Pilot programs in institutions will be explored to integrate self-inquiry and spirituality in education.
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Collaborations with policymakers and educators will continue to align holistic education with NEP 2020 and Viksit Bharat 2047.
This seminar was not just a discussion—but the beginning of an educational transformation.
We look forward to continuing this journey with educators, institutions, and policymakers to create a future where learning nurtures wisdom, intelligence, and love.
Prepared by: Emerge Team
Date: February 26, 2025
