The Educational Provision Guidance for Development of Learners to Achieve the Goal of Moral School according to Satipaṭṭhana: The Case Study of Patumwan Demonstration School Srinakharinwirot University
Article Sidebar
Main Article Content
Abstract
The objectives of this research are 1) to study and analyze desirable characteristics of moral school according to Satipaṭṭhāna: the foundation of mindfulness and 2) to propose the educational guidance for developing to moral school of Patumwan Demonstration School. The methodology used in this research is mixed method which bases on 1) investigating and analyzing Satipaṭṭhāna: the foundation of mindfulness according to Buddhist scriptures and theories of moral learning and bases on 2) specifying and exampling population: students of Patumwan Demonstration School, Srinakarinwirot University by using basic statatics to analyze data and present the result. As the result, the research found the following results. Firstly, the desirable characteristics of moral school, according to Satipaṭṭhāna: the foundation of mindfulness, can be found in three dimensions as (1) “Sammā Sati: right mindfulness”, (2) “Appamādadham: heedlessness”, and 3) “Process of intellectual cultivation for releasing Kilesa: defilement.” Students can intregate the process of learning to other activities and demolish undesirable characteristics respectively. Secondly, the education provision according Satipaṭṭhāna: the foundation of mindfulness is accordance to Constructivism theory of learning that learner is an active agent in the process of knowledge acquisition. Learners are able to act and control their behavior by themselves. They cultivate and change their undesirbel behavior. Teacher is merely the guide.
Article Details
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
BADA, S. Olusegun. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education (IOSR-JRME), (5)6, 66-70.
Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
Buddhadasa Bhikkhu. (2002). Moral for Teachers. Bangkok: Prasarnmitra Press.
Phra Buddhagosajarn. (P.A. Payutto). (1953). Samantapasathika Vinayatthakatha. (3rd ed.). Bangkok: Mahamakutrajjavittayalaya Press.
Department of Academic Affair. (1980). Guidance of Thai Ethical Development. Bangkok: Religious Press.
Department of Academic Affair. (1996). The Idea of Standard and Index of Basic Education: Product Factor and Process. Bangkok: Gurusapa Press.
Kohlberg, L. (1976). Moral Stages and Moralization: The Cognitive Developmental Approach, In T. Lickona (ed.). Moral development and hehavior: Theory, Research, andSocial Issues, New York: Holt, Rinehart & Winston.
Likert, R.A. (1932). Technique for the Measurement of Attitude. Chicago: Rand McNally Company.
Mahachulalongkornrajavittayalaya University. (1996). Thai Tipitakas. Bangkok: MCU Press.
Office of the Basic Education. (2014). The Guidance of Learning and Teaching: Civic Education. Bangkok: Office of the Basic Education Press.
Office of Nation Education Committee. (2001). Moral Measure and Evaluation of Learners. (2nd ed.). Bangkok: CU Press.
Office of the Education Council. (2017). Education Plan of Nation 2017-2036. (2nd ed.). Bangkok: Office of the Education Council.
P. A. Payutto. (1995). Dictionary of Buddhism. Bangkok: MCU Press.
_______. (1995). Buddhadhamma. Bangkok: MCU Press.
_______. (2016). Education: 30 Years Later. Bangkok: Sahadhammic Press.
Phramaha Adisorn Thirasilo. (1997). Morality for Teachers. Bangkok: O.S. Printing House.
Piaget, J. (1964). Cognitive Development in Children: Piaget Development and Learning. Part I, in Journal of Research in Science Teaching, 2, 176-186.
_______. (1971). The Theory of Stages in Cognitive Development. In D.R. Green (Ed.), Measurement and Piaget. New York: McGraw-Hill Press.
_______. (1980). The psychogenesis of knowledge and its epistemological significance. In M. Piatelli-Palmarini (Ed.), Language and learning (pp. 23-34). Cambridge, MA: Harvard University Press.
Prajanpajjanuk, P. (1985). Soiological Basic of Education. Bangkok: Behavioral Science Research Institute (BSRI), Prikwan graphic co. press.
Santichai-anan, A. (2006) . Education and Moral of High Education Students in Bangkok and Suburb. (Master’s Thesis). SWU. Bangkok.
Sinlarat, P. (1999). Knowledge and Moral. Bangkok: MCU Press.
Skinner, B. F. (1938). The Behavior of Organism: An Experimental Analysis. New York: AppletonCentury Crofts Inc. Press.
_______. (1993). About Behaviorism. London: Penguin. (Original Work published in 1974).
Sodmanee, O., & Janprasert, T. (2011) . Moral Development: From Idea to Practice. Warasan Phuettikammasat, 17(1), 19-30.
Vanintanon, N. (1991). Social Psychology.Bangkok: Behavioral Science Research Institute (BSRI).
Wattanachai, K. (2015). Handbook of Moral School. (5th ed.). Bangkok: Sahamitra Press.
_______. (2016). Moral School: Construct Moral Man for Society. (8th ed.). Bangkok: Thanathat Press.
_______. (2016). Beloved Teachers: Good to be Teacher. (9th ed.). Bangkok: Thanathat Press.
_______. (2016). 6 Stems to Moral School. Bangkok: Thanathat Press.
Yanaponikathera. (1995). The Heart of Buddhist Meditation. (Suwannavibat, C. Translator) (4th ed.). Bangkok: Pimsiam Press.
