DEVELOPMENT OF BUDDHIST LEARNING INNOVATION AREAS

Abstract

The objectives of this research article were 1) to study the guidelines for the development of Buddhist learning innovation areas, 2) to develop a form of Buddhist learning innovation areas, 3) to develop the knowledge in the Buddhist learning innovation areas, 4) to create a network of the Buddhist learning innovation areas, 5) to drive the Buddhist learning innovation areas, 6) to integrate Buddhist learning innovation areas. It was an action research by quality research studying information from the source along with field action research, the focus was on participatory action research from primary data sources in the community. Data were collected from interviews with groups of monks, groups of community leaders, groups of community representatives, local philosophers, scholars, groups of school administrators and teachers, totaling 50 people and by asking 351 administrators, teachers, and students. The research results found that: 1) A study of guidelines for developing educational innovation areas was found that teaching and learning processes and innovations were developed in 5 areas, namely (1) teaching and learning, (2) culture, ๖3) sufficiency way, (4) practicing Buddhist meditation, ๖5) organizing online teaching and learning and the implementation of educational innovation areas could be summarized as Model: 6744-Model. 2) Development of the Buddhist learning innovation areas, there was a form of activities in the Buddhist Sufficiency Way, using water wisely and sustainable agriculture, a form of walking with feet leading to merit, and a form of transferring knowledge in the Buddhist way according to the activity plan using the Faculty of Education, Mahachulalongkornrajavidyalaya University as a center of learning using precepts, concentration, and wisdom as the learning base. 3) Development of the Buddhist learning innovative knowledge, it was a way to cultivate and train young people according to Buddhist methods, emphasizing the integration of the Threefold Principles with precepts, concentration, and wisdom as the base. Learning through the development of "eating, living, watching, listening", having wisdom to realize the values, and cultivate and train youth to apply the teachings of the Lord Buddha to practice in their daily lives, this would bring morality to youth, able to use knowledge to develop their full potential, be good people and skilled people for society, live according to the principles of sufficiency economy, having desirable characteristics and be able to live happily. 4) Creating a network of Buddhist learning innovation areas arising from learning management from development activities in 4 areas: (1) Social network; practiced Thai etiquette, coexistence, behavior towards others, (2) Mind network; mind training to be humble, gratitude to the benefactor, (3) Intellectual network; teaching how to consider and choose things that would be benefit for oneself and society, (4) Physical network; developing muscles with Buddhist learning activities. 5) Driving the network of Buddhist learning innovation areas, consisted of: (1) driving policy to raise the quality of education and reduce inequality, (2) spatially driven; there was physical organization, promoting mental management and intellectual development, (3) activity-driven; the Buddhist Sufficiency Way, using water wisely and sustainable agriculture, a form of walking with feet leading to merit, and a form of transferring knowledge in the Buddhist way, (4) driven by technology; digital technology as a tool to integrate with the guidelines to drive Buddhist learning innovation. 6) Integration of Buddhist learning innovation areas; connecting the Buddhist learning innovation areas by following the principles of faith (Saddh ) and wisdom (Paññ ) through 5 activities in 6 schools in order to have the skills to lead a smart, good, happy life and be able to apply the teachings in daily life.