The Model of Using the Four Bhāvanā Dhammas for Learning Management in Moral Education Schools of Educational Institution Administrators under the Office of Mahasarakham Primary Educational Service Area 1

Abstract

          The objectives of this research were: 1) to study the principles of the Four Bhāvanā Dhammas (Development) in Theravada Buddhism; 2) to study the condition of learning management of educational institute administrators at the moral education schools, OBEC in Kantharawichai District, the Office of Mahasarakham Primary Educational Service Area 1, 3) to propose a model for using the Four Bhāvanā Dhammas for learning management in the moral education schools. The target groups of this study included 28 of school administrators of moral education schools, supervisors, committee members of basic education schools, teachers and teachers in charge of the project, parents, monks teaching morals in schools and village leaders, selected by Purposive Sampling. The study was conducted using the interview form. The obtained data were interpreted by the descriptive analysis. 
          The research results were as follows:
          The Four Bhāvanā Dhamma in Theravada Buddhism is the principles of practice that the Lord Buddha said in his own teachings to use as the qualities of a person that 1) Kāya-bhāvanā (Physical Development), a person as a doer (Bhāvitakāyo), 2) Sīla-Bhāvanā (Moral Development), a person as a doer (Bhāvitasīlo), 3) Citta-Bhāvanā (Emotional Development), a person as a doer (Bhāvitacitto), 4) Paññā-Bhāvanā (Wisdom Development), a person as a doer (Bhāvittapañño). This is a quality of a person who has developed physical, moral, mental and intellectual qualities that are important in terms of personal development, improving the quality of life that is a role model for society to maintains Buddhism, knowing and understanding things as they really are in life.
          The learning management condition of the administrators of the moral schools was based on the following reasons: 1) Physically, some schools did not have a Buddhist room for studying Buddhism so that they were unable to arrange a place to facilitate all Buddhist activities; 2) Basic activities of life style, most of the parents and students lived an urban lifestyle, and is materialistic and unable to apply the Dhamma principles in life; 3) teaching and learning, the school lacks of personnel with real knowledge of the teachings, lacks of expertise in applying teachings and being a clear model, 4) in terms of atmosphere and interaction between teachers and students, they were unable to fully create a Buddhist atmosphere, 5) management, organizing meetings to raise awareness and understanding with all parties concerned with the objectives and guidelines for the implementation of Buddhist schools.
          The learning management model of educational administrators in moral schools of all 3 sizes has an integrated model with Buddhist schools in 5 aspects, namely 1) Physical Development, basic activities and ways of life, teaching and learning, atmosphere and interaction and management. Teachers were in the preparation of learning management plans according to the school curriculum and organized learning activities in 8 groups of learning subjects integrated with the Buddhist way of life school project, developing physical and mental development. There were practice sessions for students to walk, stand, sit, and chant daily; 2) Moral Development, practice meditation before every class: the use of the words ‘good, good, good’ which is to think good, speak good, do good; 3) Mental Development, mental training through moral camps; 4) Wisdom Development, there were activities to compete on moral knowledge, atmosphere and interactions at school and in the community and society.