The Process of Developing Mindfulness-Based Learning: A Case Study of Prathomsuksa 6 Students at Chakrarajaratsamakkhi School, Nakhonratchasima Province

Abstract

The research article aims at the three following purposes: 1) to study and analyze the problem condition, context, necessity, and concept of the theory of The process of developing mindfulness-based learning according to the current scientific context; 2) to study and analyze the principles of Buddhist peaceful means that contribute to the process of developing mindfulness-based learning; and 3) to develop and propose the process of developing mindfulness-based learning on a case study of grade 6 students at Chakkarat Rat Samakee School, Nakhon Ratchasima Province. This study was conducted using research and development (R&D) methods according to the framework of the Noble Truth Model following the guidelines of the 9-step ladder framework. The sample group included 32 persons comprising: 6 administrators and teachers, 10 parents and students, 6 experts in activity design, 5 people in the field of Buddhism and peaceful means, and 5 people from model schools. The tools for data collection included interviews, questionnaires, observation form, and test. The results can be summarized as follows:

The research results found that: 1) The context and state of learning problems among Grade 6 Students at Chakkarat Rat Samake School, Nakhon Ratchasima Province were found as follows: (1) Physical issues, such as a lack of mindfulness during learning and inappropriate attire; (2) Behavioral issues, such as lack of discipline, and failure to submit homework on time; (3) Mental issues, such as hesitance to express themselves, lack of compassion, lack of concentration, and short study periods; and (4) Intellectual problems such as lack of skills to solve learning problems. 2) The Four Foundations of Mindfulness were found to be the principles of Buddhist peaceful means that facilitate the mindfulness-based learning process. The four foundations played a key role to develop both passive and proactive mindfulness by engaging students in physical, emotional, and thoughts. 3) The development process of mindfulness-based learning for grade 6 students at Chakkarat Rat Samake School, Nakhon Ratchasima Province, found that a proactive and passive mindfulness development process is necessary, with four stages of training development.