ABSTRACT
The purposes of this research were 1) to study an application of the Threefold training for the model novices students development of Buddhakosaiwidthaya School Phrae Province, 2) to study the problems, obstacle and suggestions the application of the Threefold training for the model novices students development of Buddhakosaiwidthaya School Phrae Province, and 3) to study the development guideline of the application of the Threefold training for the model novices students development of Buddhakosaiwidthaya School Phrae Province which was the mixed methods research. For the quantitative research, it used the questionnaires for the application of the Threefold training for the model novices students development of Buddhakosaiwidthaya School Phrae Province. The sample of population derived from the stratified random sampling of R.V. Krejcie & D.W. Morgan the sample were one hundred and sixteen novices students. For the qualitative research, it used fifteen persons both the in-depth interview by selecting from the purposive samples which were the School management board and teachers. Then, data were collected, analyzed and brought into the descriptive presentation as follows.
The results of the research were found that:
(1) Regarding the basic datas of novices students, age, education level and family status of Buddhakosaiwidthaya School Phrae Province were found that most of the population were about 17 years old, which accounted for 30%. As for the education level of the novices students, the majority (46 novices) were in Matthayomsueksa Five level, which accounted for 40 %. As for their family status, most of the novice students had both mother and father, which accounted for 72%.
(2) The result of the study the applications of Threefold training for the model novices students development of Buddhakosaiwidthaya School Phrae Province in overall view were at the high level ( =4.37, S.D.=0.41), and when considered in each aspect, it was found that: The second level on the Samadhi Sikkhã aspect were at the highest level (=4.38, S.D.=0.57). Sila Sikkhã aspect were at the high level (=4.38, S.D.=0.63). and Paññã Sikkhã aspect were at the lowest level (=4.36, S.D.=0.44) respectively.
(3) Concerning the study of problems, obstacles, andsuggestions in the application of the Threefold training for the model novices students development of Buddhakosaiwidthaya School Phrae Province in the three aspects it was found that for the Sila Sikkhã aspect, the novice student did not hold in ten Silas. For Samadhi Sikkhã aspect, there were a few learning activities of practicing meditation, students were not taking it more practice in it. For the Paññã Sikkhã aspect, the development of novices students were not comprehensive to develop the individual potential through production factor and they had little problems in basic knowledge because most of the novice students enrolled in the School miss educational opportunity. These problems were made the school to work hard for developing potentially.
The suggestions, in terms of the Sila Sikkhã aspect, students who have ordained to be novices should be trained to develop themselves under the ten Silas principle of the model novices students. For Samadhi Sikkhã aspect, they should be trained their mind for enhancing life skill by practicing continuously, chanting, practice meditation on standing, walking, and sitting and practice the Four Satipatthana, emphasizing on what really existed in daily life. For Paññã Sikkhã aspect, they should be more applied and should be increase the activities to promote paññã development under the Ten Sila framework.
(4) Concerning the guidelines for developing the model novices students abiding by Threefold training i.e. Sila, Samadhi, Paññã, it should be started at Sila Sikkhã by applying the development of body and speech with Silas, then train one’s emotion with Samadhi Sikkhã to improve novice students’ emotions expressed through their body and speech. For Paññã Sikkhã, there should be developed of knowledge and understanding towards cause and effects principles, and get to learn different life skills. In addition, bodies of knowledge included in the contents of cognitive enhancing activity according to the Ministry of Education’s policy of ‘Learning Time Reduction, Attaining Time Addition’ should be enhanced. This shall lead to the target of developing the model novices students in ten aspects constantly in a holistic way so that the development of model novices students’ potential completely.
Download
|
