Chapter 1. Moral Development Education at Assumption University since 1979

Transcription

1 1 Chapter 1 Moral Development Education at Assumption University since 1979 Rev. Bro. Prathip Martin Komolmas (I) The Challenges in Thailand In the year 2005, Professor Gerald Grace and Professor O'Keefe S.J. of the Institute of Education, University of London, asked me to answer the question: How Catholic schooling in Thailand through its education in "Ethics, religious, moral and social responsibility formation" responds to the contemporary challenges of secularization and Western consumer culture. Regarding the challenges in Thailand, the social environment is dynamic and has changed dramatically in many attributes such as society itself, culture, economy, science and technology, politics, population, and so on. For example, due to the technological advancement today mobile phones have become so cheap that they have become a toy for the primary and middle school level students. These mobile devices facilitate all kinds of abusive acts, for instance pornographic photo taking and circulating images among their friends. Cultural change has taken place in the form of consumerism in urban societies, especially major metropolitan cities e.g., Bangkok, Chiang Mai, Phuket, etc. and other cities as well. From economic standpoint Thailand has enjoyed a steady economic growth since it recovered from the Asian financial crisis in However, the impact of secularization and Western consumer culture is a global phenomenon, which is not a unique concern for the Thai culture only. The impact of secularization and western consumer culture is deep rooted in almost every culture especially in the developing economies. Hence, the Thai youth are not free from Western immoral and sexually permissive behaviors. The Catholic school youth are a part of greater Thai society hence, they are not immune from this influence. Moreover, the technological development has expedited the process of cultural colonization. Technology has created one single global village and its pace of penetration is very fast in the heart of any modern society. Hence, we do not want to blame our children due to these influences. We believe Thai children have strong cultural ties; this is evidenced by one of the fast food chains (i.e., McDonald's) which is facing an eroding Sales and market share in Thailand, despite their heavy advertising which targets mainly the younger consumers. These attributes have effects and influence both directly and indirectly on how to administer and manage education. Teaching and learning process has to be adapted, adjusted, and improved to come up with the changes so that the graduates of Catholic schools gain knowledge and live happily in the society.

2 2 (II) Solution to the Challenges: Formation and Catholic Schools in Thailand As a solution to the problem, I made good use of the Deliberations of our Annual National Convention of Catholic Schools starting from 1969 till the present day. I consider them as most effective measures and means to educate and to form the character of children in our schools. Also in this study, I have asked the Assumption University Center for Institutional Research to survey our schools' supplementary activities in their moral and social responsibility formation, given in our schools. The Catholic Education Council of Thailand stated the vision of Catholic Education Management under such headings as "Learning Persons, Loving and Caring Community, Reaching for Human Excellence According to Christian Principles" (1995). To achieve the above-mentioned vision, various teaching and learning processes have to be provided simultaneously and consistently. It covers three forms of education: formal education, non-formal education, and informal education, involving all levels: pre-school, primary and secondary, and higher education. 1. Introduction: Formation & Catholic Schools in Thailand Prior to 1969 Before the Vatican Council II, each teaching Congregation managed its own schools according to its philosophy of education and policies. Church directives especially in the form of Papal Encyclicals had always been faithfully adhered to which served as unifying force for Catholic schools. After the Vatican Council II, all teaching Congregations came together to discern the spirit and the search for common objective in the light of Vatican Council s Declaration on Christian Education. Before 1965 the Catholic schools were loosely organized as a movement until they became well established in 1969 as Catholic Education Council placed under the jurisdiction of the Bishops Conference of Thailand. 2. Deliberations on the moral and social formation in Catholic schools between 1969 and 1979 At the National Convention of Catholic Schools held in 1969, the Catholic Education Council formulated a general policy for Catholic schools and it has been adhered to ever since. The Deliberations of 1969 was reported by Sr. Theodore Hahnenfeld, o.s.u. 1. AIM AND NATURE OF THE CATHOLIC SCHOOL IN THAILAND -The aim of the Catholic school is the full development of the human person according to Christian principles. 2. THE SOCIAL RESPONSIBILITY OF THE CATHOLIC SCHOOL IN THAILAND 2.1 The Catholic school aims to create for the school community an atmosphere enlivened by the gospel spirit of freedom and charity. (cf. GE no.8) 2.2 The School must also provide its students with ample opportunities to take upon

3 3 themselves personal and social responsibilities according to their age and maturity. 2.3 The School administration a) will pay special attention to contemporary needs; (cf. GE no.9) b) will be equipped with educational skills which reflect modern day findings; (cf. GE no.8) c) will give an increasing share in the formulation of policies and the administration of the schools to the teaching staff; d) will show special concern for the needs of the poor or of those who are deprived of the assistance and affection of a family or who are strangers to the gift of faith; (cf. GE no.9) e) will perform their services as partners of the parents; (cf. GE no.5) f) will give serious consideration to all the directives and orientations emanating from the Ministry of Education. 3. THE RESPONSIBILITY OF THE CATHOLIC SCHOOLTO THE CATHOLIC CHURCH AND TO OTHER RELIGIONS IN THAILAND The Catholic Education Council recommends 3.1 that the Catholic school be a center for dialogue with other religions; 3.2 that the Catholic school form youths according to the positive content of their faith; 3.3 that the Catholic school foster an attitude of mutual respect and understanding among youths of different religions; 3.4 that the Catholic school promote the cultural heritage of the country as a means of expressing religious values; 3.5 that the Catholic school consider the formation of Catholic youth a primary duty. (III) Formation Process: From ACC to AU 1. Historical Background Assumption University was initially originated from Assumption Commercial College (ACC) in 1969 as an autonomous Higher Education Institution under the name of Assumption School of Business (ASB). In 1972, with the approval of the Ministry of Education, it was officially established as Assumption Business Administration College or ABAC. In May 1975, it was accredited by the Ministry of Education. In 1990, it was granted new status as Assumption University by the Ministry of University Affairs. The University is a non-profit institution administered by Montfort Brothers of St. Gabriel, a worldwide Catholic Religious Order, founded in France in 1705 by St. Louis Marie de Montfort, devoted to education and philanthropic activities. The Congregation has been operating many educational institutions in Thailand since i Philosophy of Education In loyalty to its Christian mission, Assumption University stands for - the inculcation of respect for the three institutions of the Nation, Religion, Country, the King and a democratic way of life. - the belief that a man justifies himself and his existence by the nobility of his work: LABOR OMNIA VINCIT.

4 4 - the commitment to be a light that leads men towards the true source of all knowledge and life: LUX ET VERITAS. Objectives and Policies Assumption University exists for the main purpose of serving the nation by providing scientific and humanistic knowledge, particularly in business education and management science through research, interdisciplinary approaches and cybertechnology. To this end, it aims at forming intellectually competent graduates who: - are morally sound, committed to acting justly, and open for further growth. - appreciate freedom of expression, and are imbued with right attitudes and ideologies through carefully integrated curriculum of ethics and science, languages and business management. - achieve academic excellence through hard work, critical thinking, and effective decision-making. The Coat of Arms The coat of arms of the Brothers of St. Gabriel, which is AU s logo, is shown and engraved on many places but the biggest and noticeable one is on the wall at a stairway in the Hall of Fame. It depicts four signs with meaningful content: the ship in the sea symbolizing the sea of life with difficulties that we have to struggle through; the DS Cross which represents divinity and science; A.M. and the white lilies to remind students to love their institution as their Alma Mater (nourishing mother) and be as pure in their thoughts, words and mind as the white lilies; and the star and the boat which symbolizes spiritual hope. The four symbols are framed by a shield under which is AU s motto LABOR OMNIA VINCIT, which means; we can overcome all difficulties through working hard. 2. Formation Process The Development of Whole Man: Moral Development Education at Assumption University since 1979 with Special Emphasis on Proper Reflection and Personal Freedom I wish to share a few thoughts with you. Here they are: The fundamental aim of education is to develop and integrate man s physical, intellectual, emotional and moral faculties to their fullest potential. This integration processed through the proper exercise of reflection and personal freedom will ultimately lead to the formation of a complete man, bearing in mind that man s existence is an

5 5 unending process of completion and learning. A man thus formed is capable of becoming responsible to himself and to the society in which he lives. ii The above statement has become the cornerstone or the heart and soul of Moral Development Education at Assumption University since You may recall the many seminars in ethics which you were obliged to attend and imbibe the values without which you would not be allowed to graduate. The said seminars have for their objectives the training of the mind for analytical thinking in moral and ethical questions and the reasoning power of the intellect by which, hopefully, young men and women will be able to attain moral perspectives and maturity in their judgment. As worthy sons and daughters of Assumption University, you are expected to continue, through lifelong learning, the search for excellence in moral maturity bearing in mind that without this quality you will be no different from lower creatures without benefit of intellectual powers and perceptions. The acquisition of knowledge is a worthy occupation, it is true, but knowledge in the hand of a man/woman without good moral character can be dangerous and destructive to the society. Imagine a scientist with the mind-set of a Frankenstein coming into possession of the knowledge of building atomic or hydrogen bombs. That may well mean the doomsday for all the denizens of the world. In conclusion, the Socrates saying of Know Thyself is a beginning of wisdom. 3. Open to Further Growth in the Third Millennium Vision 2000 Assumption University of Thailand Envisions itself as: - an international community of scholars, - enlivened by Christian inspiration, - engaged in the pursuit of Truth and Knowledge, - serving human society, especially through the creative use of interdisciplinary approaches and cybertechnology. Vision 2000 for Assumption University Graduates: Assumption University of Thailand envisions its graduates as: - Healthy and open-minded persons, characterized by personal integrity, an independent mind, and positive thinking, - professionally competent, willing to exercise responsible leadership for economic progress in a just society, - able to communicate effectively with people from other nations and to participate in globalization. My Dream of New Man and Woman: Cathedral of Learning It has always been my dream to build Cathedral of Learning and to create in and around it an atmosphere of healthy and refreshing to the active mind, intellectually stimulating and spiritually fostering and enriching; in

6 6 other words, an atmosphere conducive to learning and becoming a complete man/woman, a new man/woman for a new millennium someone imbued with a new humanism. To this end, the idea of the University in a Park has become a prominent concept of the campus wherein thousands of trees are grown, to bring nature back to young men and women so that they will be able to walk and to sit in the great silence of the landscape, with tranquility of mind, contemplating how, in peaceful splendor, the sun rises and sets while radiating warmth that gives life to all things. In this environment, inquisitive and enquiring minds will have their play and their fulfillment. All learners will steadily grow in knowledge and wisdom. iii Educating Intelligences and Active Minds to Change the World "Educating Intelligences and Active Minds to Change the World" is a vision and mission and at the same time it is an aspiration. This means that... A university through its professors can educate ordinary students to have the power of perceiving, learning, understanding and knowing about things. It also means that the lecturers educate students to use the mental ability to comprehend complex problems in the world today. Those students with Active Minds can learn because they are inquisitive and curious to learn through reading, discussing, listening, reflecting and active participation both in and outside classes. "Thinking skill' forms a very important mechanism in the process (Komolmas, 2008). iv The Man of Faith and Intuition Having Faith is seeing with the eyes of your mind. Thus those with FAITH have minds that are open. This FAITH makes me work with my INTUITION, which has seemingly worked very well correct; 100% most of the time. My life is a weave of stories of my FAITH and INTUITION. One unforgettable example, I recall. In September of 1983, ABAC Hua Mak Campus was submerged by a big flood. And on the day it happened, there was going to be an examination. The following day, the advice that came to me was to postpone the exam. Instead, I said, no postponement, but relocated the examination to the ACC and St.Gabriel Campus. It turned out that this was a good move for the flood lasted for three months. (IV) Four Values of Catholic Education

7 7 At the National Convention of Catholic schools held in 1979, the Catholic Education Council re-examined the common aim of the Catholic Schools in Thailand. It has unanimously adopted the following elaboration on the aim of the Catholic Schools formulated in 1969: The Catholic School is committed to the development of the whole man, according to Christian Principles. For this reason, the Thai Catholic School is in service of both Catholic and non-catholic students. It helps each to develop the ability to think for himself and to develop his own judgment. Each student is expected to seriously explore his religious tradition; the Catholic to deepen his commitment to Jesus and the Church; the non-christian to explore his own religious heritage, and both to be spiritually enriched by each other. And each will be assisted to integrate his faith with the demands of social justice, initiatives for social justice should increasingly be taken together especially among alumni. The guiding principle for both Catholic and non-catholic is the realization that the faithfulness of their involvement depends on the vitality of their faith. v The National Convention of Catholic Schools of 1982 emphasized the education in value for the societies of the year This study was done in the General Assembly of the International Office of Catholic Education held in Bangkok. The four values to be inculcated in pupils by all Catholic schools are: 1. respect for others 2. responsible solidarity 3. creativity 4. Interiority Respect for others as others is a value to be stressed in Thai education that excels in traditional hospitality. The present evolution of society makes such an education an urgent priority: development of pluralism in societies, the necessity of democratic participation and of protecting minorities, the acceleration of democratization in education, etc. these tendencies call for great tolerance between the citizens of a society. In the classroom or the school setting, Respect for others as others implies initiating pupils into social life in the broader sense: - Respect for each pupil and the acceptance of differences - Learning the art of dialogue and team-work - Respect for the pledged word and or just authority - A knowledge of each person s rights and duties - Relations founded on justice and the promotion of the common good, - Respect for the environment. In particular, solidarity is taught through progressive actions and initiatives. In the Asian context, it means responsibility and collaboration. Creativity is a value to be inculcated in the Catholic schools. It means active methods, the pedagogy of exploration and discovery, education in divergent and convergent thinking, team-work and pedagogy of encouragement and support. Creativity should not serve as a refuge for individualism and self-interest.

8 8 Interiority is another good value for Catholic schools. In the Asian context, it means teaching children to pray together. In Thailand, we have a common morning prayer for all pupils, whether they are Catholics or not. It is composed for all religions. (V) Social Justice and Social Responsibility Ethics and morals are very vital in the formation of students in Catholic schools. That is the strategic direction in providing teaching and learning process according to the Catholic educational philosophy. Social responsibility as well is vital. Catholic education takes social justice and social responsibility seriously. The Episcopal Conference of Thailand through its commission for social justice and peace has urged Catholic institutions to propagate the social values of the children in the country. That's why all the Catholic schools are concerned to create justice for all. For example, many Catholic schools in Thailand have adopted social justice as a part of their extra-curricular activities. As a part of the program students visit and work as volunteers in slum areas. This is to create consciousness among them with love for justice and social values. Rural developments have been initiated by senior students to participate in social works. Also, during the Christmas fair they raise funds to help slum areas by establishing facilities for pure drinking water. vi Endnotes: i The 16 th century was an important era for Siam (Thailand). At this period contacts with European powers were made through trade. Ayutthaya being the capital well known for its hospitality attracted Europeans and Asians alike. The first missionaries to come to Thailand were Portuguese: the Dominicans in 1554, the Franciscans in 1583 and the Jesuits in Then came the French. The first missionaries of the Foreign Mission of Paris came in Five years later, they had a theology school, a school for boys sent by the King, and a small school for Christians. This school was called General College Later on parish schools were opened in provinces along with churches e.g., at Phuket, in the South, 1671; at Lopburi, in 1673; at Bangkok, in 1674; at Phitsanulok, in 1675; at Chonburi, in After the kingdom of Siam was reestablished in Bangkok in 1767, the French missionaries resumed their educational work in the new capital. From the record of the mission, we find new schools opened in 1796, at Santa Cruz; in 1772, at Calvary Church; in 1785, at the Assumption parish; in 1834 at St. Francis Xavier parish, SamSen (Pallegoix, 1855; 307). ii Rev. Bro. Prathip Martin Komolmas, the President Emeritus. Moral Development Education at Assumption University since In Commencement Exercises. Addressed on January 25, 2003 at Queen Sirikit National Convention Center, p. 77. iii Rev.Bro. Prothip Martin Komolmas, the President Emeritus. My Dream of New Man and Woman. In Thirty-Fourth Commencement Exercises. Addressed on January 20, 2007, at QSNCC, p. 89.

9 9 iv Rev. Bro. Bancha Saenghiran, the President - Rector Magnificus. (2009). Thirty-Sixth Commencement Exercises. Addressed on January 24, 2009, at QSNCC, pp v Rev.Bro.Prathip Martin Komolmas and Asst.Prof. Dr. Mohammd Asif Salam, 2006, pp vi Rev.Bro.Prathip Martin Komolmas and Asst.Prof. Dr. Mohammad Asif Salam, 2006, pp Questions for further reflection 1. What is the fundamental aim of moral development education of Assumption University since 1979? 2. How is an integration of man's physical, intellectual, emotional and moral faculties to their fullest potential possible? 3. What are the four values to be inculcated in pupils by all Catholic schools? Explain. Recommendations for further reading 1. Prathip Martin Komolmas, Rev. Bro.. (2003). Thirtieth Commencement Exercises. January 25. Bangkok: AU. 2..(2008). Educating intelligences and active minds to change the world: A vision, a mission, an aspiration. Paper presented at the International Conference Commemorating the 25 th anniversary of PDK (Thailand chapter): Ethics Vs. Technology in Postmodern Era of Education, November 7-8, 2008, John XXllI Conference Hall, Assumption University, Suvarnabhumi Campus, Samuthprakan, Thailand. 3. Prathip Martin Komolmas, Rev. Bro. And Asst. Prof. Dr. Mohammad Asif Salam. (2006). Ethics, Moral and Social Responsibility Formation of Students: Contemporary Challenges for Catholic Schools in Thailand. n.d. 4. Assumption University. (2005). The Creator: 72 nd Birthday Anniversary, Reverend Brother Dr. Prathip Martin Komilmas. Bangkok: AU. 5. Rev. Bro. Bancha Saenghiran, the President - Rector Magnificus. (2009). Thirty- Sixth: Commencement Exercises, January 19, 2009, at Queen Sirikit National Convention Center (QSNCC), BKK: AU. 6. Assumption University. (2009). The Man of Faith and Intuition. Bangkok: Assumption University of Thailand. 7. ภราดาประท ป ม. โกมลมาศ. (2556). ประว ต ความเป นมาของมหาว ทยาล ยอ สส มช ญ. กร งเทพฯ: มหาว ทยาล ยอ สส มช ญ.