Abstract

This research had been a quasi experimental research or the semi-experimental research which had the objective of studying the self development through the principle of samaggidhamama (Harmony).  The experimental samples consisted of 30 Agriculture vocational students who were the third year students enrolled for vocational certificate level (Powocho-3) in the academic year 2007, the Chiangmai Agriculture and Technology College.

The research tools were composed of a 10-page self-development program through Buddhist philosophical activities for the future lifestyle concept, a behavioral observation form, a self-analytical record: What I am today and self-development pathway; the project for doing things for the country, and self-evaluation on the achievement of the self-development through the Buddhist way of life.

The data collection was done through quantitative and qualitative methods, and the basic analysis was carried out in order to get the following statistical values: percentage the average, and Standard Deviation (S.D.) as well as the paired sample t-test. The qualitative analysis was carried out through the method of behavioral observation, thought reflection, and the story-telling according to the analytical self-development records. In short, the data processing process was carried out owing to the doing good things for the society project.

It was found that after having participated in the Buddhist self-development project through the utilization of the unity principles of Buddhism and the usage of mass communication on the future construction process, the students seemed to have achievement on the self-development process which was statistically significant at 0.05 level and the average score of the unity principles after the participation was higher than the score before the participation in the Buddhist activities in the following details.

On the matter of honesty and truthfulness, it was found that after the students had learnt by technique of joint future making process, they had the scores on honesty behavior at the most level of 4.45 which was higher than the scores of the pre-joining of the activities, and was statistically significant at 0.05 level.

Concerning the responsibility it was found that after the students had learnt by the technique of joint future making process, they had the scores on responsibility behavior at the most level of 4.61 which were higher than the scores before joining the activities and were statistically significant at .05 level.   

On the matter of justice, it was found that after the students had learnt by the technique of joint future making process, the students had the scores on justice behavior at the most level of 4.64 which was higher than the scores joining before the activities, and was statistically significant at .05 level.

On the matter of unity, it was found that after the students had learnt by the technique of joint future making process, the students had score on harmony behavior at the most level of 4.55 which was higher than the scores joining before the activities, and was statistically significant at .05 level.

On the matter of kindness, it was found that after the students had learnt by the technique of joint future making process, the students had the score on kindness and sympathy behavior at the most level of 4.43 which was higher than the scores joining before the activities, and was statistically significant at .05 level.

In addition, it was found that after the students had learnt by the technique of joint future making process, the students were able to think for themselves and to develop the analytical thinking skill for them and for the society. Their thinking processes gave the impression that they had a systemic thinking process, so clear and so vivid that it could cover all the questions being asked. Their analytical thinking ability seemed to be clear with reasonable reference. In summary, they had creative thinking capability to solve all the social problems. Consequently, their viewing perspective appeared to be developed after the joining of Buddhist group activities.

In sum, the use of Buddhist principles of Samaggidhamma in the constructing process of the mutual future life, could being about self-development in the students expressed through thinking process, speaking process, and action process.