Chapter 5

Chapter 5

Research Evidences Supporting the Development of the Model

EHV 41

In this chapter, Phase 1 to Phase 3 of the research are described. Phase 1 is the study of various learning theories that are compatible with the Human Values Integrated Learning Concept and can be used in the development of the Model. Phase 2 is the documentary research which consists of research on recorded documents on the following: the training of teachers in Thailand on the Human Values Integrated Learning Concept (Section 5.2.1); The transformation of students, teachers and parents in Sathya Sai Schools in other Countries (Section 5.2.2); Teachers from foreign countries trained at the Institute of Sathya Sai Education in Thailand (Section 5.2.3); Literature on the Human Values Integrated Learning Concept derived from the researcher’s intuition (5.2.4).

Phase 3 is the ex post facto research conducted on all the present students (Section 5.3.1) and teachers (Section 5.3.2) of the Sathya Sai School. There is also a follow up of former students of the school (Section 5.3.3).

5.1 Phase 1: Study of Various Learning Theories

Sathya Sai Baba, the Chancellor of Sri Sathya Sai Institute of Higher Learning said on many occasions that values cannot be taught, they have to be brought out from within the learner. He has called this “Educare” which is a Latin word meaning to elicit or to bring out from within. He has explained further that values cannot be separated. They are one.

Plato and Aristotle also believed that for the student to learn, the knowledge that is latent in the student has to be brought out from within through some kind of stimulation - for example using the Socratic Method of asking questions to elicit the knowledge already present within. Although there seems to be a conflict between the belief of Plato and Aristotle, both ideas are used in the development of the Human Values Integrated Instructional Model developed in the next chapter. Plato believed that intelligence is inborn whereas Aristotle believed that intelligence is developed through interaction with the environment. The Model developed in this dissertation used interaction with the environment as a stepping stone towards acquiring of the inner knowledge and wisdom.

In the learning theory of Carl Rogers (Joyce et al. 2000; Khemmani,2002), students are able to develop themselves well with the following conditions:

1) There is an atmosphere of warmth and safety that will support the learning process.

2) Instruction should be based on student centered teaching. Teachers should become facilitator in the learning process rather than transferring knowledge from the teacher to the students. Thus teaching is non-directive but the student becomes more self-directed.

3) Students should know and understand the process learning.

Knowles (Cited in Khemmani, 2002. p.70) suggested that students can learn better if they are active participant in the learning process. He further said that people will learn better if they have freedom to choose what they want to learn in the way they want to learn.

Faire (Cited in Khemmani, 2002. p.71) said that students should have full freedom in learning. Students have the potential and the creativity to do things for themselves.

Illich (Cited in Khemmani, 2002. p.72) stated that education is a life long process and should be a natural process.

Neil (Cited in Khemmani, 2002. p.72) said that if the environment of the learner is full of love and warmth with freedom, the human development will be enhanced not only for the self but also for the society.

Rousseau, Froebel and Pestalozzi (Cited in Khemmani, 2002. p.47) are important thinkers in the theory of Natural Unfoldment. They believed in child centered education. The best place for learning is natural surrounding. Children should have the freedom to play. Direct experience and real situation are necessary in order to learn. Froebel believed that education for pre-school children age 3 – 5 years should have direct experience in learning. Children should learn from the result of their own action.

Gardner’s Theory of Multiple Intelligences is very important in planning instruction (Gardner, 1999). Because students may have different intelligences, it becomes necessary to have a variety of activities that will help to promote various types of intelligences in the learner.

Theory of Cooperative or Collaborative Learning (Cited in Khemmani, 2002. p.263) as propagated by Slavin, David Johnson and Roger Johnson will help to promote Human Values in the classroom as it help more positive relationships among students.

These are some of the theories of learning that have an impact on the development from the earlier teaching methodology to the new Human Values Integrated Instructional Model as described in the next chapter. All of the above ideas are used in the development of the Model in this dissertation.

5.2 Phase 2: Documentary Research

5.2.1 Training of Teachers in Thailand on the Human Values Integrated Learning Concept

After the researcher had discovered through intuition the Human Values Integrated Learning Concept in 1987, training of teachers at all levels – pre-school, primary, secondary and at university levels was carried out all over Thailand to introduce this learning concept. The following is part of documentary research. Simple evaluation forms were used. There were four main questions as shown below:

1) What is your general opinion on the training?

2) What is your opinion on the content or subject matter of the training?

3) After attending the training, do you feel that the knowledge you have gained can be used

3.1 in your own daily life

3.2 in teaching students

Four choices were given in questions 1 and 2: “Very good”, “Good”, “Fair” and “Need to improve”. In questions 3.1 and 3.2, the respondents either agree or not agreeThe number of questionnaires answered by teachers found: 7,854

1) The general opinion on the training: 7269 respondents said that it was “Very good” or “Good”. This represented 92.6% of all the respondents.

2) The opinion on the content of the training: 7245 respondents said that it was “Very good” or “Good”. This represented 92.3% of all the respondents.

3) The knowledge gained from the training can be used in their daily life: 5810 respondents agreed. This represented 74.0% of all respondents.

4) The knowledge gained can be used in teaching students: 6756 respondents agreed. This represented 86.0% of all respondents.

The following suggestions were given by the respondents:

· More time should be given for the training

· Should arrange more of such training

· This should be given to all who are involved in education in the country

· Administrators of schools should receive this training as well

· Parents and the general public should be given this training too

· This training will be useful for students and youths

Conclusion

There was a general approval of the learning concept introduced to teachers and educators with 92.3% of the respondents agreed that the content of the training was “very good” or “good”. Whilst 86.0% of the teachers said that the knowledge they have gained can be used for teaching students. The suggestions given showed the support for more such training and spread to a wider audience.

5.2.2 Transformation of Students, Teachers and Parents in Sathya Sai Schools in other Countries

The following extracts were taken from various reports from Sathya Sai Schools around the world. Note that the real names of children had been withheld as the accounts contain many negative points.

a) Name of School: Unidad Educativa Colegio Valores Humanos

Year of Establishment: 2002

Country: Venezuela

Background of the children in the School: “Our students come from critical and extreme poverty class; their houses are made from plastic bags, woods and other cheap and free available raw materials. Consider the home conditions of our students they stay all day in the Sathya Sai School, getting all their meals. Additionally the Sathya Sai School covers totally free to their students with all required needs: pencils, formal and sports uniforms, shoes, tooth brush, comb, underwear, socks, books, transportation, four meals, free medical insurance and attention.”

Child Case Study 1.

“A” came to the school as a very aggressive child and very destructive with all school material and resources. She spoke using bad language which was not usual for children of her age. With the Human Values Education, she has become a sweet child, more harmonious and collaborative in the school and her home. She has also developed social relationship based on love and mutual respect with her classmates. Today she takes care of her materials and the school as well.

Child Case Study 2

“B” is under the care of her grandmother. She does not see her parents at all. She came to the school after failing twice in her first grade. Her academic performance was very poor. She was 8 years old and her conduct showed very high level of aggression and low self esteem. Frequently she would talk about herself with very poor self concept. Her grandmother was very aggressive with her physically and mentally. Many times, Deborah came to school with bruise marks on her face, back, hands and legs as a result of physical brutal aggression from her relatives. With Human Values Education, she has developed her self esteem and achieved high performance and academic standard. She was promoted to second grade. The school is very proud of her.

Case Study of Teacher Transformation

A teacher wanted to punish a boy because of his behavior in class. The teacher called him to the Director Office to force him to sign an act that would suspend him from the class for one day. The Director made an intervention using Human Values approach. The Director taught the teacher that in the learning process, love, discrimination and self responsibility were more important to be developed in the boy than using punishment. Besides this, the child would not understand the act of signature. By working together, the teacher and the Director, a new approach was started for the teacher.

Transformation of Parents

The School reported that parents are changing because of the transformation that is taking place in their children. The following changes have been recorded:

§ Loving care

§ Helping their children with homework

§ Keeping their children clean

§ Taking care of the health of their children

§ Regular attendance in school meetings and giving assistance to the school

§ Regular attendance with their children at the Sunday Church

§ Regular interaction with teachers

§ Less aggression to children

§ Incorporation of Human Values in their life, improving their social behaviors.

b) Name of School: Sri Sathya Sai Kindergarten

Year of Establishment: 2002

Country: Singapore

Transformation of Students

Attitudinal and behavioral changes are clearly evident in the children from the time they join the kindergarten, to the time of graduation. Having a sense of responsibility, showing love and concern, doing meditation and saying food prayer are some of the comments from the parents. Children with reading disability, discipline and concentration problems have shown improvement and have changed over a period of time.

Child Case Study

In 2003, one of the newly registered children was a boy who was medically diagnosed as mildly autistic. This boy was a challenge to the kindergarten and the teachers. He had self and social problems. He would not communicate with the teachers and other children. He would refused to read, write, talk and do any work.

The teachers and amazingly his classmates in K2 (5 year old) decided to help him and work with him. After a couple of months, his classmates broke barriers and won him over. He started opening up and started learning. Love, perseverance and determination triumphed over all odds- the practice of Human Values changed the boy’s life.

Transformation of Teachers

Teachers have shown improvement in practicing values as they have to set an example for the children. Teachers conduct Human values lessons in their respective classes. They lead meditation and prayer sessions. They give the children a lot of love. They discipline the children yet treat them with respect and understanding. The teachers learn to speak softly and not shout or use harsh words

Transformation of Parents

Parents transform when they see their children transform. They become more supportive and less demanding and aggressive. Parents have requested for workshops and to learn meditation and prayers so that they can practice with their children. They are eager to know more about the Human Values aspect of the curriculum. Some parents have offered to serve as volunteers to the kindergarten even though their children have graduated.

c) Name of School: Sathya Sai School Kisaju

Year of Establishment: 2001

Country: Kenya

Transformation of Students

Once these marginalized students, who come from various backgrounds are admitted into the school, they are taught about the importance of practicing the Five Human Values not only on a personal level but also in interacting with others. It is therefore not surprising that within a short time of admission in this serene atmosphere, a marked transformation in the behavior and attitude of students becomes evident.

Child Case Study 1

“C” joined the school one year ago. He was rude, selfish and lacked discipline and commitment towards his work. Within a year, he has changed and has started work working hard independently. He has become polite and courteous and has calmed down emotionally.

Child Case Study 2

“D” is another example of a reformed child. Before he joined the school he used to intoxicate himself with beer and cigarettes and was involved sexually with girls. He talks about how Human Values have changed his attitude and behavior. “I have developed love towards all beings as the truth is that we are all one. I do not involve in any unethical deeds since health and self esteem are important components for one’s spiritual growth”.

Transformation of Teachers

The impact of Human Values Education is evident not only in the transformation of students but also in teachers, whose role is vital as facilitators of this program. The teachers are drawn from various ethnic groups and denominations and have responded favorably to this program.

Teacher Case Study 1

The Headmaster made this comment on one of the teachers. “Mr. Odera’s performance in conducting the Human Values Education program has been outstanding. His attitude and commitment towards his work has changed even more since he met Sathya Sai Baba. He is more obedient, works independently and is reliable. He works tirelessly to ensure students understand the concept being taught to them. He is more devoted than ever before.”

Teacher Case Study 2

The Headmaster evaluated himself. “My formal training in Human Values Education program has taught me to inculcate the values into my teaching in order to promote a pupil’s development process effectively. This program has made me obedient, duty conscious and improved my concentration and respect for others.”

Transformation of Parents (Guardian)

Mrs. Wangilu talked about her grandchild. “I have seen a lot of change in my grandchild, Dean. He is full of responsibility, able to value all those around him, appreciate and be contented. I have peace within me that the boys are in safe hands, protected by God. The school is an oasis of love, unity and has moral molding for the future.”

d) Name of School: Sathya Sai School (Basic Girls)

Year of Establishment: 1997

Country: Zambia

Transformation of Students

Child Case Study 1

“E” joined Sathya Sai School in Grade 1 in 1997. She was a bitter pupil, having just lost both parents. This brought out certain traits, for example, always was involved in arguments/quarrels; frequently crying claiming no one loved her. Character change was noticed in her in Grade 3. She joined the school choir and showed self-confidenceand esteem. By grade 5, Joyce showed attributes like being responsible, reliable, friendly and active. This led to her promotion to the Grade 7 class in 2003.

Child Case Study 2

“F” joined the Sathya Sai School in Grade 5 (2001). She was timid and loner (never socialized). Her academic results were usually weak. After a year and a half, she started to mix with other students. Her academic results started to improve slightly. In Grade 7, she scored the 3^rd highest marks in the school (boys included) for the Primary National Examinations. The confidence that she gained through Human Values Education helped her to improve in her academic work.

Child Case Study 3

“G” was a student who would cheat and sometimes steal from her own parents and sometimes even from friends. She is now a reformed Grade 6 student. She has become more honest and has shown regret of her earlier behavior. She no longer steals.

Transformation of Teachers

A number of teachers who have undergone training in Human Values Education at the Sathya Sai School have shown transformation. Bad habits, like the following, have been seen to reduce or completely stop in teachers:

- Beer drinking

- Vulgar language

- Rebelliousness

Lazy teachers have become hard working. Unruly ones have become disciplined and reliable. Punctuality is observed by all teachers.

Transformation of Parents

Parents have been transformed mainly because of the transformation they see in their children. Some parents have reported that since they brought their children to Sathya Sai School, they are never late for work any more. Others have confessed to being more interested in their child’s/children’s education and upbringing. It has also helped them to transform (letting go) of certain bad habits because of trying to live up to the characters their children are always talking about. Parents, too, are becoming more responsible, reliable and hardworking in their own right.

Conclusion

From the samples of schools from four countries – Venezuela, Singapore, Kenya and Zambia, it is found that there were cases of students, teachers and parents who were transformed. These schools were established relatively recently between the years 1997 and 2002 and so they have made fast progress. It is to be noted that parents were transformed because of their children who had been transformed.

5.2.3 Teachers from Foreign Countries Trained at the Institute of Sathya Sai

Education in Thailand

The institute of Sathya Sai Education was founded in 1997 and many teachers from all over the world had been trained from this Institute on the Human Values Integrated Learning Concept. Two main courses were offered at the Institute, the Diploma Course and the Advance Diploma Course. The Diploma course lasted 2.5 to 5 months and the Advance Diploma lasted for 10 months. Special intensive course of 1.5 months was also given.

These teachers were sent a questionnaire containing the following questions:

1) Did you feel that you were transformed during your stay in Lopburi, Thailand? Please describe the changes that took place in Thailand.

2) If you were transformed, please give us the likely causes that have contributed to this transformation.

3) Have your life been benefited by the experience you have received in Thailand? Please give some details.

On the subject of the Human Values Integrated Learning Concept, the following questions were asked:

1) Do you feel that you have a good understanding of the concept?

2) Are you using this concept in your life, in instruction in classes, or teaching children in the community. Please give some details.

Twenty five teachers from 17 countries responded to the survey. These countries were: Australia, India, Indonesia, Israel, Holland, Japan, Malaysia, Mexico, Morocco, Qatar, Singapore, Spain, Sri Lanka, Sweden, United Kingdom, United States of America, and Venezuela. The result of the survey is as shown below. Where quotes are given, the name of the person will be revealed only if that person has given permission to do so.

Question 1) Did you feel that you were transformed during your stay in Lopburi, Thailand? Please describe the changes that took place in Thailand.

All 25 respondents, 100 %, confirmed that they were transformed.

Quote 1. A lady teacher from India described her transformation.

“My stay in Thailand was one of those wonderful and rare experiences which one is just fortunate to acquire. The blissful and the serene atmosphere of the school and its surroundings was so absorbing and enlightening that the description of it in words would not be sufficient. It was a heavenly experience where a sudden realization dawned upon me, that I was not just a body but a soul, a soul which was always in search of giving and taking love. It appeared, as if I was always meant for a place like this and as if my true identity had been drawn out of myself.

The meditation sessions in the morning hours would fill me up with positive vibrations which would stay with me for the entire day. I began to evolve as a pure person, who is devoid of all the follies of the world.

My regular introspections made me realize the power of love within, which if unleashed has the capacity to transform this world into a paradise. I slowly began to get immersed in the ocean of divinity.

At the end of one month program I felt a complete transformation come upon me.”

Quote 2: Mrs. Kay Scovill, a teacher at Mt. Shasta Union School District said:

”Living for several months at the Sathya Sai School in Thailand is a purification process. I observed this cleansing process in myself, the other international students, and the students in the school. This purification is extremely important if we are to be an example of good character for the children.”

Quote 3: Mr. Cyrano Ugarow, a youth worker in the United Kingdom said:

“The most noticeable aspect was the development of the desire to help others. Before I had always lived my life with the belief that as long as I did not hurt anyone else it was okay to do what I liked. Now I feel drawn towards helping people in whatever way I can. In addition, I find I am more able to see positive in people and even feel love towards people that I dislike. I have become far more aware of my thought processes. I am more likely to examine my reactions to something and discriminate whether this reaction is appropriate or not.”

Quote 4: Mr. Joachim Ekstrom came from Sweden. He reported:

“I got motivation and inspiration to go on with my studies to become a teacher. Prior to my stay in Lopburi I felt that the education system was dry and solely academic. I hadn’t seen the spiritual part of life being practiced and felt in the educational field before I came to the Sathya Sai School. This absence of values had made me discouraged about getting a degree in teaching. The course in Human Values Education in Lopburi changed that.”

Quote 5: Ms. Lakshmidevi Menon, a teacher from India, said:

”Our stay in Lopburi did transform me to a great extent. I understood the power of love. Love in action was what I experienced over there.”

Quote 6: Mr. Venu Ganji, a teacher from Canada, said:

“After the course and stay on the campus in Lopburi, I am calmer, less emotional and more at peace – I am getting control of myself and am determined to succeed. I am convinced of the need and significance of following the Human Values especially of LOVE in every one’s life for betterment of the world of which we are all part.”

Quote 7: Ms. Sonia Ramirez, a teacher from Mexico, said:

“Yes, it was a wonderful experience for me. During my stay in Lopburi, I got to understand the basis of the Human Values program and began to apply it in my life. Before going to Thailand, my attitude was always negative, and after the course, I understood that no matter what your job is, you have to have a good attitude.”

In summary, the transformation and changes that took place in the teachers from overseas after taking the course in Lopburi are as follows:

Right Conduct: Change in behavior, love in action, discipline, duty, determination, good attitude.

Peace: Patience, change in outlook, satisfaction, calmness and peace, self confidence, less anxiety and fear, concentration, more focused, equanimity, relaxed, happy within, contentment, inner joy, bliss.

Love: Compassion, love, love for children, unconditioned love, pure love, desire to help others, giving service.

Truth: Understand the Human Values in life, creativity, believe that enlightenment is possible in this life, ability to sit in meditation anywhere and at anytime, daily practice of meditation, self-awareness, constant integrated awareness, discrimination, a sense of purpose in life, detachment from objective world, oneness.

Non-Violence: Tolerance, understanding, improving communications between humans, speaking from the heart, harmony.

The second question asked was: “If you were transformed, please give us the likely causes that have contributed to this transformation.”

Quote 1: Ms. Rachana of Qatar said:

“The harmonious, cooperative efforts observed there, along with the concern shown for our comforts, and more importantly the life lived by my teachers there – these were perfect examples worthy of being emulated.

Quote 2: Ms. Carole Alderman, a teacher from the United Kingdom said:

“The changes were due to the ethos and high level of consciousness built up by constant attention to spiritual values, meditation and prayers.”

Quote 3: Eugenia Quinarque, a teacher from Venezuela, said:

”The environmental context, I felt very impressive with the place where there are the Institute and School. I think it is an excellent framework that facilitates our transformation.

The school: children and teachers were very kind to give and receive our contact. It was not a problem to have different languages.

The lecturers: themes were very appropriate and give me a wide spectrum about my role and work as a teacher. All the lecturers were a good example and give me a necessary inspiration to give my best.”

Quote 4: Ms. Lakshmidevi Menon, a teacher from India, said:

“The main cause for my transformation was Dr. Art-ong Jumsai . Here was a person who was a teacher, course director, school principal – all rolled into one. Yet he showed by example how to lead our lives. His approach to problem the way they were tackled, the way he interacted with children and adults alike – all these were a real eye opener. He indeed showed us how love into action get results. The other reasons for getting transformed were the great importance given to silent sitting (meditation) and prayers and overall the love and affection shown by staff and students alike. The innocent love shown by the children reveal to me that there is only one language and that is the language of the heart.”

Quote 5: Mr. Venu Gangi from Canada said:

“a) The all-pervasive “pure Love in Action” on the campus is the major reason.

b) The living by example, practical spiritual atmosphere, inspirational approach, unwavering faith and unconditional commitment on the part of every one associated with the institution.”

Quote 6: Ms. Clare Pargeter from the United Kingdom said:

“Daily Light Meditation was perhaps the single most helpful factor. Early morning walks along the river from the Institute to the prayer room set me up for the day. The inspiring talks from all the Institute members, Light on the Path, the guest speakers. The examples of many of the established teachers who gave unreservedly and tirelessly to the school and to the children. The dedication and commitment of the two advanced diploma students who were also classroom teachers. The response from the children: seeing for myself how important it is to be an example to those children, how they take in everything. The opportunity to develop patience and understanding in the classroom and with colleagues. The love that was really palpable.”

Quote 7: Ms. Suma Parahakaran, a teacher from Malaysia, said:

“There were many causes that contributed towards this transformation. Firstly there is the environment. The natural setting and refreshing silence brought about a sense of peace in my mind. There was very little noise amongst the students and the adults compared to the setting in today’s schools in the towns and cities I have been to.

The discipline of daily prayers at fixed times and silent sitting set me thinking how much changes it created within myself. I needed to experience that calmness everyday now so that it could make my work better and view life more positively.”

Question 3: Have your life been benefited by the experience you have received in Thailand? This is a summary of the responses:

o Now practicing meditation daily

o Have become more calm and compassionate to myself and to others

o Spreading love

o Broadened view of what a school should be like

o Learning to speak from the heart

o Built more trust on oneself

o Loving children more than before

o The heart has been opened

o Learning to love everyone

o Learning to be non-judgmental

o Accept everything as experiential learning.

o Inspired to serve others without wanting anything in return

o The beginning of a journey of transformation

o Holistic approach to life.

o The course has widen the horizons in terms of knowledge and techniques

o There is now a purpose, meaning and value in my life

o Have grown in self confidence

o Have become more reflective

o Have become a better person

o Have become a better teacher

o Have gained improved presentation skills

o Have become a more balanced individual

o Have become more amiable and tolerant with my colleagues and children

o My family finds a new joy in interacting with me

o Have learnt to face life more boldly

o Have learnt to care for other’s happiness than mine

o Have better understanding of life

Question on the Human Values Integrated Learning Concept

Question 1: Do you feel that you have a good understanding of the concept?

23 (92%) replied that they have understood well the concept. Two (8%) failed to give an answer to this question. But by looking at the transformation that had taken place, they must have received a lot of benefit from coming to Thailand.

Question 2: Are you using this concept in your life, in instruction in classes, or teaching children in the community.

Only one person did not answer this question. The remaining 24 said that they are applying the concept in the following areas:

11 persons (44%) are teaching children

4 persons (16%) are training teachers

3 persons (12%) are teaching in the community

6 persons (16%) are applying it to their own life

Conclusion

Teachers who had come to the Sathya Sai School exhibited a very high degree of transformation as could be seen from their testimony. They became highly motivated to continue work or further their studies to become a good teacher. Most of them were applying the learning concept in teaching children (44%), or in training other teachers (16%), or are teaching in the community (12%) or simply applying the concept in their own life (12%).

5.2.4 Literature on the Human Values Integrated Learning Concept Derived from the Researcher’s Intuition

After the discovery of the Human Values Integrated Learning Concept through intuition in 1987, the concept was published by the Sathya Sai Foundation of Thailand in 1991 in the book Sathya Sai Education in Human Values, Handbook for Teachers (Jumsai and Burrows, 1991). The full detail of the concept was then written in the book the Five Human Values and Human Excellence, published by the Institute of Sathya Sai Education in 1997 (Jumsai, 1997). At the same time, publication in the Thai language was printed. The book was then translated in Portuguese in Brazil, Chinese in Hong Kong, Japanese, Bahasa Indonesia, and Lao. Articles appeared in French, Russian and German.

Kanu referred to this concept as the Jumsai Model (Kanu, 2000). Quoting from his article, Kanu explained:

“The Jumsai Model

Dr. Art-ong Jumsai’s:

Super Conscious Mind = Sohar and Marshall’s Tertiary psychological process SQ.

Conscious Mind = Freud’s Secondary psychological process IQ.

Subconscious Mind = Freud’s Primary psychological EQ.

Thus the Jumsai Model is a harmonious synthesis of Freud’s and Sohar and Marshall’s psychological process (an innovative model).”

It is to be noted here that Freud divided an individual into three parts and these are ID, Ego, and the Super Ego (Kowatrakul, S. 1990). ID is part of the personality that came with the individual before birth and is part of the unconscious mind. The Ego developed from birth from interaction with the surrounding. Whereas the Super Ego developed in the third stage called the “Phallic Stage”. In this stage of development, the standard of behavior is molded from what the father (Oedipus Complex) and mother (Electra Complex) had taught. In the researcher’s Human Values Integrated Learning Concept, the sub-conscious contains Freud’s Id, Ego and the Super Ego. However, the Super Ego is also part of the researcher’s conscious mind. The super- conscious mind of the researcher is quite different from Freud’s Super Ego. The super-conscious mind is the inner knowledge and wisdom which does not come from learning from the outside world. However, Zohar and Marshall described the Spiritual Intelligence as the ultimate intelligence which is closer to the researcher’s super–conscious mind.

Conclusion

There has been a wide acceptance of the Human Values Integrated Learning Concept as evident from publications in most major languages appearing in many countries.

5.3 Phase 3: Ex Post Facto Research in the Sathya Sai School

The Sathya Sai School in Thailand was established in 1992 as a model school to demonstrate the use of the Human Values Integrated Learning Concept. Thus the Learning Concept had been used since its conception. Many cases of transformation in the children had been reported both by the teachers and parents. Thus in this phase 3 of the research, the objective is to verify that there were transformation taking place in students and teachers and then to identify the factors that had caused the transformation. These factors will be very important in the development of the Human Values Integrated Instructional Model.

5.3.1 Study of all the students in the Sathya Sai School

All the students in all grades, 286 in number, were asked to write answers to two questions: 1) What changes have taken place since coming to the Sathya School ? 2) What are the factors or causes that have created these changes? No suggestions or examples are given. Students have to think it out themselves. They may give several answers as they may wish.

The following table gives the summary of the answers by the students. The answers are grouped into the 5 Human Values. Each number represents the number of students normalized to 100 students so as to enable fair comparison to be made. It is to be noted students may give more than one answer and the total may exceed 100 if each of them give more than one answer for one of the human values. Also it was explained on page 9 of this dissertation that Non-Violence is really a summation of all the values Love, Peace, Truth and Right Conduct. Since the numbers shown were not counted twice, the value of Non-Violence may seem to be non existent, but if other values are present then the value of Non-Violence also exists. This also applies to any other values as well, as all the values are interconnected and cannot be separated.

To clarify Table 1, an example is given. For example, in Grade 1, 48% of the students (25) reported various values within the main value of Right Conduct. Another way of looking at the figures in the table is to say that for 100 students, there were 48 reportings of the Human values of Right Conduct.

Table 1 Percentage reporting of Human Values classified by Values and Grades

CHANGES THAT HAVE TAKEN PLACE SINCE COMING TO THE SCHOOL
Grades						PERCENT OF REPORTING
Human Values	1	2	3	4	5	6	7	8	9	10	11	12	1 to 6	7 to 12	1 to 12
RIGHT CONDUCT	48	8	37	30	69	66	36	21	62	47	43	50	45	41	43
PEACE	0	21	22	33	21	31	58	42	52	47	114	75	23	59	37
LOVE	12	71	52	12	69	54	24	33	14	17	29	50	45	25	27
TRUTH	12	13	15	12	34	46	30	17	19	24	14	25	23	22	23
NON-VIOLENCE	28	38	11	12	10	9	0	0	0	0	14	0	17	2	11
No. of Students	25	24	27	33	29	35	33	24	21	17	14	4	173	113	286

For details of the values in the above table (Table 1), refer to Table 9 in Appendix 4.

RC=Right Conduct, P=Peace, L=Love, T=Truth, NV=Non-Violence

Figure 5.1 The Changes in behavior and attitude of students

From Table 1, the percentage of reporting of Human Values can be seen for all the grades and Figure 5.1 gives a graphic comparison between the primary classes and the secondary classes. Every student has indicated changes with Human Values emerging from within. However, it is interesting to note the main difference between the primary classes and the secondary classes. The secondary grades had given more reporting of peace whereas the primary grades had given more reporting of love. When the factors that created the changes are studied from Table 2 and comparison between primary grades and secondary grade shown in Figure 5.2, the main factor for the changes for the younger children was the teachers. The teachers for the primary grades gave a lot of love and attention to the children who are clearly affected. Whereas the older students found more peace in their life through prayers and meditation and were more affected by their friends and the environment of the school.

Table 2. Percentage of reporting of causes of change classified by causes and grades

FACTORS THAT HAVE CAUSED THE HUMAN VALUES TO BE BROUGHT OUT

Grades

Percentage of reporting

Causes

1 to 6

7 to 12

1 to 12

Good Teachers

Prayers & Meditation

Friends

Good Environment

Activities in the school

Human Values Instruction

Parents and Family

Listen to good stories

Self knowledge

People around them

Vegetarian Food

Discipline & Rules

Living together as a family

Helping Friends

Desire for knowledge

Good thoughts

Afraid of sins

Help from older students

Learning from mistakes

1.Good Teachers

2.Prayers & Meditation

3.Friends

4.Good Environment

5.Activities in the school

6.Human Values Instruction

7.Parents and Family

8.Listen to good stories

9.Self knowledge

Figure 5.2 Factors that have created changes in the students

When all the students are considered together, we find that the main changes are as follows: %

1. Greater peace and calmness of mind 49 students 17.1

2. Greater love and compassion 46 students 16.1

3. Becoming a more responsible person 45 students 15.7

4. Improvement in learning 29 students 10.1

5. Greater ability to concentrate 27 students 9.4

6. Helping others 22 students 7.7

7. Greater effort in learning 20 students 7.0

8. Can get on well with others 17 students 6.0

9. Speak more politely 17 students 6.0

10. Discipline 16 students 5.6

11. Greater self-confidence 15 students 5.2

12. Patience 14 students 4.9

The details of the Human Values are shown below for the primary and secondary schools.

Primary School (grades 1-6) Secondary School (grades 7-12)

Right Conduct

Speak politely Work harder

Cleanliness in the classroom Respect for the rights of others

Self dependence (eg. Washing socks) Self reliance

More responsible More responsible

Humility Becoming leaders

Discipline Discipline

Learn to save money Speak politely

Punctuality

Good manners

Not taking advantage of others

Peace

Peaceful Peaceful

Concentration Concentration

Calmness Calmness

Patience Patience

Think before doing Good memory

Self confidence Self confidence

Self control

Love

Helping others Love and compassion

Less selfishness Get on with others better

Loving friends, friendliness Sharing

Love and compassion

Get on with others Love and unity amongst friends

Giving, sharing

Truth

Telling the truth Better reasoning

More determination to study More effort in learning

Improved learning Improved learning

Understand the process of learning Realize the purpose of life

Greater faith in Buddhism Careful thinking

Planning of life

Ability to solve problems in life

Non-Violence

Not hurting/killing animals Unity between friends

Love of trees Better understanding of others

Awareness of the environment

Avoid conflicts

Taking all the students in the school, the main causes for the above changes are as follows:

1. Teachers’ influence 27

2. Daily prayers and meditation 26

3. Friends’ influence 10

4. The school environment and the atmosphere 7

5. Activities in the school 5

6. Human Values Education 4

7. Parents’ influence 3

8. Self-awareness 3

9. Vegetarian diet 3

10. People around them 3

11. Listening to inspirational stories everyday 3

Summary of the study on students of the Sathya Sai School

From the result obtained, all the students have undergone some changes in their lives. The figures in parentheses are the number of students who responded in those particular cases. Many (49) feel that they are more peaceful and their mind have become calm. Many (46) feel that they have more love and compassion in their heart towards their fellow human beings as well as animals. This is shown by the fact that they (22) help others more and they (10) willingly give to others. They (10) will not mistreat others and they (10) will not hurt animals. The students (45) also feel that they have become a more responsible person. They have greater patience (14) and discipline (16) in their lives. Many (29) feel that their studies have improved. They (27) have greater ability to concentrate and many (20) are making greater effort to study. They (15) have greater self-confidence. They (17) have become more polite in their speech.

The two factors that have influenced the students the most have been clearly shown. Everyday, students (74) pray and practice meditation first thing in the morning and before each class. Teachers (77) have also inspired the students in the transformation process through their teachings and their example. The third factor (35) which is quite significant especially amongst the older students is the influence from their friends. The atmosphere and the environment (19) of the school also have an impact on the students. Students (14) also indicated that various activities in the school create a change in their behavior. Parents can also have an influence on students (10). Self-awareness (10) or the ability to know by themselves the answer to various problems is also an important factor for some students. Vegetarian diet (10) helps some students to feel happy that they are not killing or harming animals. Some students (8) pointed out the important of having regular classes in education in human values which takes place in the first class during the week days. Other students (8) feel that they are affected by all the people around them. Every morning in the prayer room, teachers are relating inspirational stories which students (7) tend to enjoy very much.

5.3.2 Study of Teachers in the Sathya Sai School

Teachers were asked to answer the same questions that was asked of the students, namely

1) What changes have taken place since joining the Sathya School ?

2) What are the factors or causes that have created these changes?

28 teachers (62%) responded voluntarily. Those that did not write answers to the above questions felt that they did not want others to know. The following is the result of the investigation.

Figure 5.3 Changes that have taken place in the teachers

The changes are summarized below.

Peace: Greater calmness and peace; greater control of the emotions; better

concentration in their work; more self-confidence; more forgiveness.

Love: Greater love and compassion; giving service to others.

Non-Violence: Greater feeling of unity in living together; others; wider world-view in a more positive light; save money and spend less.

Truth: Greater understanding of life; seeing more value in life; seeing the good in children and others.

Right Conduct: Greater feeling of responsibility; becoming good examples to others.

The factors or causes that have created the above changes

Number of teachers Percentage

1. Prayers and meditation 22 79

2. Influence from other teachers and children 13 46

3. The school atmosphere 11 39

4. The good example of the administrator 9 32

5. Listen to advice/teachings of the administrator 7 25

6. The opportunities given 4 14

7. The teachings of Sathya Sai Baba 3 11

Figure 5.4 Factors that have created the changes in the teachers

Summary

The biggest change that has taken place is the feeling of calmness and greater peace in their lives (75%). Associated with calmness and peace is greater ability to control their emotions (25%). The next change is that their heart is filled with greater love and compassion (46%). This is followed by better understanding of life (32%).

As for the factors or causes of these changes, by far the most important factors are prayers and meditation (79%). An important influence in the changes is from fellow teachers and the love of the children (46%) followed closely by the atmosphere of the school (39%). The good example of the administrator (32%) and advice and teachings of the administrator (25%) are also important factors in the transformation.

5.3.3 Study of Former Students

There are two parts to this study. In the first part, former students wrote the replies and mailed the replies to the researcher directly. The second part consists of independent replies of parents about their children.

a) Replies by Former Students

The population consists of 21 former students of the Sathya Sai School who have studied for at least 3 years in the school. The details are as follows:

Sex: 11 girls (52.4%) and 10 boys (47.6%)

Age: Less than 15 years, 7 persons (33.3%)

15 years and over, 14 persons (66.7%)

Level of study: All of them are still studying.

Primary School, 3 persons (14.3%)

Lower Secondary School, 5 persons (23.81%)

Upper Secondary School, 10 persons (47.6%)

Vocational School, 3 persons (14.3%)

Average stay at the Sathya Sai School, 5.43 years

The details of the respondents are as follows:

Table 3. Details of former students of the Sathya Sai Schools

Sex	Age	Studied at Sathya Sai School		Studying in Grade	Present GPA	Past GPA in
		Starting Grade	Final grade			Sathya Sai School
M	10	1	4	5
M	11	1	3	5	3.7	3.85
F	12	1	3	7
M	12	1	4	7	3.4	2.7
M	13	1	3	6	2.1	2.7
F	13	4	6	8
F	13	4	6	7
F	15	1	6	9
F	15	1	6	10	3.125	3.7
F	15	1	6	10	3.66	2.68
M	15	1	9	Vocatonal 1	2.93	2.89
M	15	4	9	10	1.2	2.48
F	15	3	6	10	3.54	3.4
M	16	1	4	10	2.65
F	16	1	7	Vocatonal 1	2.7	1.9
M	16	1