you must realize that - r05m.saimedia.org€¦ · you must realize that greatness related to power,...

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