ABSTRACT

              The dissertation, “A Form of  Development of Satisfied Religious Heirs in Buddhism” had three main purposes: (1) to study the conditions of developing the satisfied religious heirs  within areas of Khonkaen ecclesiastical administration, (2) to study a concept and principles of developing the satisfied religious heirs, and (3) to study a Form of developing the satisfied religious heirs in Buddhism. This was a qualitative research to collect all data from Tipitaka, other Buddhist books, academic paper in Buddhism, related researches, and a field work with observation and interview with many persons: monks, administrators, and people through listening to the special lecture in many chances. The collected data was analyzed with the descriptive analysis in order to give a Form of development of the satisfied religious heirs.

     A result of this study was found that the state of developing the satisfied religious heirs within areas of Khonkaen ecclesiastical administration was in the form of Phrapariyattidhamma, special education in three sections: Dhamma, Pali and ecclesiastical secondary schools. The research depended upon the state of managing the Dhamma studies at the Wat Nongwaeng Pāli Ecclesiastical School, Khonkaen Ecclesiastical School (Wat Chaisri) and the Wiwekthammaprasitvidya School (Wat Thatu), the ecclesiastical secondary school. Wat Nongwaeng Pāli Ecclesiastical School and the Wiwekthammaprasitvidya School managed the ecclesiastical education in a form of three-section integration. On the contrary, the Khonkaen Ecclesiastical School (Wat Chaisri) dealt only with Pali studies. These educational institutions followed the policy of the Thai Sangha Supreme Council, greatly supported by the Office of Natural Buddhism and the government’s policy, greatly examined by the Ministry of Education in accordance with content, curricular, evaluation, assessment, and budget allocation. Similarly, the educational management was given the abbot of the Buddhist temple. The development of the satisfied religious heirs was managed with the growth of an academic and Buddhist study in accordance with the Buddha’s principle of Threefold Training integrated with the theory of motivation and the theory of personality mentioned by the modern psychologists.

     A Form of developing the satisfied religious heirs in Buddhism was found that the policy of educational management in the Khankaen Sangha administrative areas was made without any cooperative plan in developing the satisfied religious heirs. The management of the learning-and-teaching process was done without any clear understanding to take the educational theory and the psychological theory to encourage students to finish their education. The management of the Dhamma and Pāli curriculum was a special study without any integration with modern sciences. The development of personality among the satisfied religious heirs came from learning and following the morality and then, the development of personality was not seen according to the standard accepted by all societies. In this research, there were some new suggestions according to the PTCC model through the systematic theory as well as the 2010 educational assessment and standard according to the rule of the Ministry of Education. In the PTCC model, ‘P’ was to make the educational policy for the development of the satisfied religious heirs as a human resource and then, it was taken to the high professional education in order to support the major national institutions, and make the vision, mission, strategy, projects, and activities with the integrative cooperation for developing the satisfied religious heirs in all related intuitions. ‘T’ was a learning-and-teaching process that required making the educational policy in accordance with the theory of human development and supported the basic want of human beings and societies. It assured the religious heirs and guardians in the stability of getting the ordination. ‘C’ was the curricula in Dhamma ecclesiastical schools, Pāli ecclesiastical schools and the ecclesiastical secondary school that required integrating it with the modern sciences. ‘C’ was the educational and Buddhist quality to be integrated with the educational theory and the theory of personality.

     The PTCC model had to be associated with the systematic theory: getting the religious heirs, developing the religious heirs according to the process of training that stressed on the satisfied quality required in Buddhism and societies and then, retaking them to the program of training through a process of the organized educational assessment and standard.

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