you must realize that - r05m.saimedia.org€¦ · you must realize that greatness related to power,...
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You must realize thatgreatness related to power,
position or wealth is transient.It is lost when power andposition go. But goodness isrespected always. Therefore,dedicate your lives togoodness. What is goodness?It is living according toDharma and justice, to love alland have faith in God, to helpthe needy and raise the lowly;all these constitute goodness.
- Sathya Sai Speaks, Vol.XXX., P.125/126.
Conscious Mind:
Understanding;Awareness
FiveSenses Interpretation
Outside Stimuli
Sub-conscious:Past
experiences;Memory
Sixth Sense:Inspiration
Reinforcement
DataRetrieval
Super-Conscious:
Intuition;Conscience
The Learner
DataStorage
The Learning Process
LOVELOVE + + PLANTSPLANTSChulalongkornChulalongkorn University, BangkokUniversity, Bangkok
MANY FLOWERS49.2% TALLER
NO FLOWERS
COCO22 vsvs Temperature IncreaseTemperature IncreaseNational Academy of Sciences, U.S.A.
0
100
200
300
400
500
600
700
1920
1940
1960
1980
2000
2020
2040
2060
2080
0
1
2
3
4
5T C
CO2ppm CO2
T
Year
GLOBAL WARMINGGLOBAL WARMING
0
0.5
1
1.5
2
2.5
1880
1890
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
2000
2010
2020
Temperature Temperature Change Change ooCC
Year A.D.Year A.D.
Conscious Mind:
Understanding;Awareness
FiveSenses Interpretation
Outside Stimuli
Sub-conscious:Past
experiences;Memory
Human Values Integrated Instruction
Sixth Sense:Inspiration
Reinforcement
DataRetrieval
Super-Conscious:
Intuition;Conscience
The Learner
The Learning Process
DataStorage
SPOKEN MESSAGE 10%
META-MESSAGE 90%
HEAD
HEART
HANDS
2 RULES FOR TEACHERS1. Be a good
example.2. Go back to
rule No. 11. Be a good
example.
Outside World
Education Act
Government’s Role
Ministry of Education
Local Education Authority
TV, Internet, Media, Entertainment
Learning Centers, Museums etc.
Universities
The Community
1. Parents’Role
2. Temple/Church/Mosque
Hospital
Police
Local Media
Market
Relatives
Business
The School Classroom
Student
InstructionalModelProcess
Meditate on the Light
Inspire
Create Atmosphere
Bring out the Human Values from within
Integrate Human Valuesin all subjects and all activities
Student Role
InspireInherent ValuesDirect IntegrationSimile/comparisonChange negativity
into a positive lessonDiscussion and brainstormingStoriesHuman Values gameSongs and musicDramaService activitiesField tripsClubs
ObjectiveIntuitive Learning
Concept
Teacher’s Role Understandingthe learner
Teacher
Principle
Modeling
Educare
CollaborativeLearning
1. The School
Climate
2. Objective
3. School
Mission
4. School
Leadership
WHAT DOES IT LOOK LIKE?
PIZZA
WHAT ARE THE INGREDIENTS?
CHEESE
VEGETABLES
CATALOGUES
LIBRARY
SHARINGCOST
SHOP
VEG. MARKET
FRIENDS
GROW
PARENTS
MAKING PIZZAS
PREPARINGINGREDIENTSOVEN
EATING PIZZAS
SHARING
FRIENDS
TEACHERS
ART/MUSIC
FLOUR
HUMAN VALUES
Working together, helping one another,good manners,good behaviours.
RIGHT CONDUCT
Joy, happiness.PEACE
Sense of inquiry.TRUTH
Sharing, giving, loving one another.LOVE
Oneness, cooperation, growing plants, recycling water.
NON - VIOLENCE
SUBJECTS LEARNED
LANGUAGES: THAI, ENGLISHMATHEMATICS: BUYING INGREDIENTS,
CALCULATE/SHARING THE COST.SCIENCE: BIOLOGY, ENVIRONMENT,
AGRICULTURE.SOCIAL SUBJECTS: COOPERATION,
HELPING ONE ANOTHER.ART: DRAW PICTURES OF PIZZAS.MUSIC: COMPOSING/SINGING SONG.
PIZZA SONG
WE LOVE PIZZAS! (2X)WE WORK TOGETHER, (2X)TO MAKE TASTY PIZZAS, (2X)FOR ONE AND ALL. (2X)
Learning Theories used in the Development Learning Theories used in the Development of the Model of the Model
Plato and Aristotle: Bring out the knowledge latent in the Plato and Aristotle: Bring out the knowledge latent in the student from within through some kind of stimulation.student from within through some kind of stimulation.Socrates: asking questions to elicit the knowledge already Socrates: asking questions to elicit the knowledge already present within.present within.Carl Rogers: NonCarl Rogers: Non--directive instruction.directive instruction.Knowles: Students should be active participants in the Knowles: Students should be active participants in the learning process.learning process.Faire: Students should have full freedom in learning.Faire: Students should have full freedom in learning.
Neil: Human development will be enhanced if Neil: Human development will be enhanced if environment of the learner is full of love and warmth.environment of the learner is full of love and warmth.
Learning Theories used in the Development Learning Theories used in the Development of the Model of the Model
• Rousseau, Froebel and Pestalozzi: Theory ofNatural Unfoldment - child centered education;natural surrounding; freedom to play; direct experience and real situation.
• Gardner: Theory of Multiple Intelligences • Slavin, David Johnson and Roger Johnson: Theoryof Cooperative or Collaborative Learning
• Klausmeier: Information Processing Theory• Sathya Sai Baba, Chancellor of Sri Sathya Sai
Institute of Higher learning, India: Educare
TEST OF THE MODEL ON 2TEST OF THE MODEL ON 2NDND YEAR STUDENTSYEAR STUDENTSCHULALONGKORN UNIVERSITY CHULALONGKORN UNIVERSITY
June 3 June 3 –– July 1, 2003July 1, 200310 hours of instruction10 hours of instruction
““What do you want most in your life?What do you want most in your life?””
Marks Criteria0 Selfishness, doing everything for oneself1 Doing things for oneself and family only 2 Doing things for oneself, family and society3 Not thinking of oneself, but only for family4 Not thinking of oneself but for family and society5 Thinking of society6 Thinking of society and country7 Thinking of society, country and the whole world8 Thinking of the whole world9 Seek the Truth of Life – middle path – sense control10 Complete detachment from the world
– no desire for anything
Pretest Posttest Increase % IncreaseAverage
mark 1.95 7.00 5.05 259
TEST OF THE MODEL ON CHILDREN IN AN TEST OF THE MODEL ON CHILDREN IN AN ELEMENTARY SCHOOL IN LAMNARAIELEMENTARY SCHOOL IN LAMNARAI
9 HOURS OF INSTRUCTION9 HOURS OF INSTRUCTION
Class taught: Grade 5/5Class taught: Grade 5/5Control class: Grade 5/1Control class: Grade 5/1
Class 5/5 (Treated group) Class 5/1(Control group)
Pre-test Post-test % Increase Pre-test Post-test % Increase
Parents 49.61 53.89 +8.6% 43.13 41.88 -2.9%
Teachers 50.89 68.07 +33.8% 46.12 47.58 +3.2%
Testing of the ModelTesting of the ModelThailandThailandKasakhstanKasakhstanChinaChinaIndonesiaIndonesiaFiji Islands Fiji Islands
TOTAL NUMBER OF RESPONDENTS: 1602
TABLE 1. DETAILS OF THE RESPONDENTS
COUNTRYCOUNTRY RACERACE RELIGIONRELIGION LANGUAGESLANGUAGES
THAILANDTHAILAND THAITHAI BUDDHISMBUDDHISM THAITHAI
KASAKHSTANKASAKHSTAN RUSSIAN RUSSIAN KASAKHKASAKH
CHRISTIANITYCHRISTIANITYISLAMISLAM
RUSSIANRUSSIANKASAKHKASAKH
CHINACHINA CHINESECHINESE BUDDHISM, BUDDHISM, TAOISM, TAOISM,
CONFUCIANISMCONFUCIANISM
MADARINMADARINCANTONESECANTONESE
INDONESIAINDONESIA INDONESIANINDONESIANINDIANINDIAN
ISLAMISLAMHINDUISMHINDUISM
BAHASABAHASAINDONESIAINDONESIA
FIJI ISLANDSFIJI ISLANDS INDIANINDIANFIJIANFIJIAN
HINDUISMHINDUISMCHRISTIANITY CHRISTIANITY
PUNJABIPUNJABIHINDIHINDIFIJIANFIJIAN
TABLE 2. ACADEMIC QUALIFICATIONS OFTABLE 2. ACADEMIC QUALIFICATIONS OFTHE RESPONDENTSTHE RESPONDENTS
%%
Below Bachelor DegreeBelow Bachelor Degree 22.522.5
Bachelor DegreeBachelor Degree 62.862.8
Master DegreeMaster Degree 10.010.0
Ph.D.Ph.D. 0.90.9
Not specifiedNot specified 4.14.1
TABLE 3. PROFESSION OF RESPONDENTS
ProfessionProfession %%Preschool TeacherPreschool Teacher 5.95.9Primary School TeacherPrimary School Teacher 33.733.7Secondary School TeacherSecondary School Teacher 2323AdministratorAdministrator 1717University LecturerUniversity Lecturer 3.73.7University StudentsUniversity Students 99ClergyClergy 0.50.5ParentsParents 2.92.9OthersOthers 3.93.9Not specifiedNot specified 0.40.4
Table 4. The result of the survey
StatementStatement %%
1.1. The Model can be usefully applied toThe Model can be usefully applied toteaching in the classroom.teaching in the classroom.
89.589.5
2.2. You are inspired and motivated to applyYou are inspired and motivated to applythis Model in your own daily life.this Model in your own daily life.
92.692.6
Ex Post Facto ResearchEx Post Facto Research
Study of all the students in the Study of all the students in the SathyaSathya Sai Sai SchoolSchool
All students from grade 1 to 12, 286 in All students from grade 1 to 12, 286 in total participated in the study.total participated in the study.
0
20
40
60
%
1 2 3 4 5RC P L T NV
CHANGES TAKEN PLACE SINCE COMING TO THE SCHOOL
PrimarySecondary
RC = Right ConductP = PeaceL = LoveT = TruthNV = Non-Violence
RIGHT CONDUCT
PRIMARY SECONDARY
Discipline
Speak politely
More responsible
Self-confidence
Humility
Cleanliness
Punctuality
Save money
Good manners
Self dependence
Work harder
Self reliance
Respect for the rights of others
Becoming leaders
PEACE
PRIMARY SECONDARY
Peaceful
Calmness
Concentration
Patience
Thinking before doing Good memory
Self control
PRIMARY SECONDARY
Get on with others
Love & compassion
Giving
Helping others
Less selfishness
Loving friends
Sharing
Better understanding amongst friends
Love and unity amongstfriends
LOVE
PRIMARY SECONDARY
Improved learning
Telling the truth
Understand the Process of learning
Greater faith in Buddhism
Determination to study
Better reasoning
Careful thinking
More effort in learning
Planning of life
Realize the purpose ofLife
Ability to solveproblems in life
TRUTH
PRIMARY SECONDARY
Friendliness (eg. Sharing sweets)
Not hurting/killing animals
Love of trees
Not taking advantage of others
Better understanding of others
Unity between friends
NON-VIOLENCE
Factors that have created changes
010203040
1 2 3 4 5 6 7 8 9
Causes
%
Primary School
Secondary School
1. Good Teachers2. Prayers & Meditation3. Friends4. Good Environment5. Activities in the school
6. Human Values Instruction7. Parents and Family8. Listen to good stories9. Self knowledge
CAUSES
Ex Post Facto ResearchEx Post Facto ResearchStudy of 28 Teachers in the Study of 28 Teachers in the SathyaSathya
Sai SchoolSai School
Changes that have taken place sinceChanges that have taken place sincebecoming a teacher at the becoming a teacher at the SathyaSathyaSai SchoolSai School
What are the causes of such changesWhat are the causes of such changes
Changes
01020304050
1 2 3 4 5 P L NV T RC
Num
ber o
f Per
sons
Changes
P = PeaceL = LoveNV = Non-violenceT = TruthRC = Right Conduct
Peace: Greater calmness and peace; greater control Peace: Greater calmness and peace; greater control of the emotions; better concentration in their work; of the emotions; better concentration in their work; more selfmore self--confidence.confidence.Love: Greater love and compassion; giving service to Love: Greater love and compassion; giving service to others.others.NonNon--Violence: Greater feeling of unity in living Violence: Greater feeling of unity in living together; seeing the good in children and others; together; seeing the good in children and others; wider worldwider world--view in a more positive light; save view in a more positive light; save money and spend less.money and spend less.Truth: Greater understanding of life; seeing more Truth: Greater understanding of life; seeing more value in life.value in life.Right Conduct: Greater feeling of responsibility; Right Conduct: Greater feeling of responsibility; becoming good examples to others; more becoming good examples to others; more forgiveness. forgiveness.
0
5
10
15
20
25
Number of Teachers
1 2 3 4 5 6 7
Factors that have Created the Changes
1. Prayers and Meditation2. Influence from other teachers and children3. The school atmosphere4. The good example of the administrator5. Listen to advice/teachings of the administrator6. The opportunities given7. The teachings of Sathya Sai Baba