Mahachula Academic Journal

The Front of The Journal

Suchaya Sirithanyaporn — Fri, 19 Dec 2025 00:00:00 +0700

Appendix

Suchaya Sirithanyaporn — Fri, 19 Dec 2025 00:00:00 +0700

Appendix

Book Review: From Strategy to Victory by Ding Bat Hwang

Suchaya Sirithanyaporn; supatharn sudachan — Fri, 19 Dec 2025 00:00:00 +0700

ในชีวิตที่เต็มไปด้วยความแข่งขัน ความสำเร้จไม่ได้มาโดยบังเอิญ ทุกก้าวย่างและทุกการตัดสินใจ ต้องอาศํยกุลยุทธ์ที่ชัดเจนและวิสัยทัศน์ที่ยาวไกล” และหนังสือเล่มนี้ เป็นการเดินทางเพื่อค้นพบหลักการและศิลปะที่จำเป็นสำหรับการเอาชนะ ความท้ายทายและก้าวไปสู่งสุดสูงสุดของความสำเร็จ

Phrakru Suchinnanthakit's Role in Building a Strong Community: a Case Study of Ban Pong Kham Community, Santisuk District, Nan Province

Bhanuwangso, Phra Rajanandhawachrabandit, Kantasilo — Fri, 19 Dec 2025 00:00:00 +0700

The purpose of this article was (1) to study the problems and context of Ban Pong Kham community, Santisuk District, Nan Province; (2) to study the process of building a strong community of Ban Pong Kham community, Santisuk District, Nan Province; and (3) to study the role of Phrakhru Suchinanantakit in building a strong community of Ban Pong Kham community, Santisuk District, Nan Province. This research was qualitative, studying data from documents and fieldwork, collecting interview data from 23 key informants, and analyzing data by descriptive content method. The research results found that:

The problems of Ban Pong Kham community, Santisuk District, Nan Province, had many aspects as follows: (1) problems of natural resources and environment, (2) problems of occupation, income and community economy, (3) problems of occupation, income and community economy, (4) problems of debt and financial security, (5) problems of infrastructure and public utilities, (6) problems of society, leaders and participation, and (7) problems of social behavior, drugs and youth. The context of Ban Pong Kham community was a small community located amidst beautiful nature, with intricate mountain ranges and unique tranquility. The way of life of most villagers is still connected to nature and self-reliance in the traditional way. The main occupations are agriculture, animal husbandry and farming. Most of the population in the community believe in nature, ancestral spirits and still firmly adhere to Buddhism. The process of building a strong community of Ban Pong Kham community, Santisuk District, Nan Province was the development of Ban Pong Kham community from cooperation between leaders and people, emphasizing building trust, unity and good attitudes towards each other, along with promoting self-reliance through occupations and local wisdom. Phra Khru Sujinanantakit played an important role in the comprehensive development of Ban Pong Kham community by using the temple as a center of learning, organizing training, and creating a new thinking system for sustainability. He was a leader in coordinating cooperation, promoting unity and developing the mental immunity of the community as follows: (1) economics, (2) society, (3) culture and (4) environment.

The Contemporary Creative Perupetuation of Phaya on Facebook Fan Pages

Phatcharinya Nunphuban — Fri, 19 Dec 2025 00:00:00 +0700

This research article aims to : (1) analyze the forms, content, and conceptual frameworks of the contemporary creative perpetuation of Phaya on Facebook fan page, and (2) examine the contemporary creative perpetuation of Phaya on the Facebook fan page "Phaya Nuwaka." The study employed a qualitative research methodology, collecting data from documents and 353 posts of Phaya published on the Phaya Nuwaka social media page. The analysis was framed by theories of literary adaptation and contemporary literature, and the findings were presented through descriptive analysis.

The results of the study were as follows. (1) The formats and characteristics of Phaya on the "Phaya Nuwaka" Page include Klong San, Isan verse, Klon Pet, and Rai. Most phaya employed accessible, melodious language that resonates with the lived experiences of contemporary readers. Thematically, the Phaya can be categorized into three types: Phaya Keaw, Phaya Auayphon, and Phaya Son. These verses reflect Isan ways of life and wisdom, preserving their traditional meanings and values while adapting to modern social contexts. In terms of concept of Phaya, not only inherits traditional literary forms, but Phaya also incorporates perspectives on current social, economic, and cultural issues in Isan society. (2) The analysis identifies three primary aspects of perpetuations: 1) Form, including, flexible syllable structures, Liberation from fixed stanza and verse constraints, lexical creativity, including word repetition for rhythmic emphasis and semantic reinforcement; 2) Theme, including, recontextualizing traditional imagery in modern settings, modifying classic verses to convey new meanings, parodying original texts for humorous or satirical effects, and referencing or alluding to traditional verses to align with contemporary values; and 3) Concept, including, engaging with present-day ideologies in Phaya, responding to current events through verse; and innovating in form, content, and conceptual frameworks while maintaining cultural continuity.The contemporary creative perpetuation of Phaya reflects a dynamic process of cultural preservation and innovation, as well as the local identity, which is both maintained and transformed in modern society. This process exemplifies cultural transmission that balances the retention of traditional forms with adaptive reinterpretation for contemporary relevance. As a literary artifact, Phaya demonstrates its continued vitality, evolving into a creative medium that bridges indigenous identity and the modern world.

A Model for the Rescue and Public Relief Disaster with Buddhist Integration

rachaphol siriratpiriya, Phra Panyavajrapandit, พระมหาอดิเดช สติวโร — Fri, 19 Dec 2025 00:00:00 +0700

The research aims to: 1) study the operations of rescue and disaster relief organizations, 2) integrate Buddhadhamma and the role of monks in public welfare promoted rescue and public relief disaster, and 3) propose a model for the rescue and public relief disaster with Buddhist integration. This qualitative field research was conducted by collecting data from the Tipitaka, Visuddhimuk included textbooks, academic and research articles, besides in-depth interviews in Nan province by in-depth interviews with structured interview. The key informant groups are ecclesiastical administrative officer and representative from the public and private organizations involved in rescue and public relief disaster. All of data were collected, analysis and synthesis to elaborate by descriptive technique further to develop a model for the rescue and public relief disaster with Buddhist integration, then tests the said model with expert group discussion techniques for its feasibility and practicality.

The results showed that: (1) The operations of rescue and disaster relief organizations are involved in birth, aging, sickness, and death. They have to work against time to save lives and carry out resuscitation under the Emergency Medical Act B.E. 2551 (2008) and public relief disaster under the Disaster Prevention and Mitigation Act B.E. 2550 (2007). The operation unit must be approved as medical unit. Emergency Operations Unit Personnel must be trained in accordance with emergency medical standards. (2) The intention or karma including bodily, verbal, and mental action is the source and the core of all behaviors. The Buddhadhamma that are linked to intentions or karma as mental concomitants, such as Hiri Ottapp, Bhavana 4, Brahma Vihara 4, Itthipat 4, Gharavasa Dhamma 4, Sangkahavattu 4, Ariyasapa 7, and Yonisomanasikan together with proper intention and earnestness integrated for work before, during, and after a public disaster enhanced practitioners' awareness and moral responsibility. The Buddhadhamma intention 3, namely preliminary intention, releasing intention, and subsequent intention, including the role of a public welfare monk as aid, support, development, and integration plus the role of Phrakilanupatakata in well being are similar and can be integrated with holistic principles of disaster risk management for sustainable safety, in short the 2P2R principle consisted of Preparedness, Prevention and Mitigation, Response, and Recovery. (3). A model for the rescue and public relief disaster with Buddhist integration is a schematic model of relationship, collaboration, and the holistic disaster risk management worked under guideline 2P2R principle and the Buddhist principle of intention or karma which is both the source and core of all behavior in physical, verbal, and mental expressions, including moral dread (Hiri Ottapp) and mindfulness as the axis of behavior by the preliminary intention, releasing intention and subsequence intention, as well as the role of the monks of public welfare and Phrakilanupatakata who participates in both material and mental assistance in relieving, supporting, developing, and integrating both normal and crisis situations. All of the said factors have been integrated to intention of the one who involved in practical work before, during and after the occurrence of a rescue and public disaster.

Model of Propagation of Buddhism in Norway

TINNAWAT CANDAPANNO (SUKSONG) — Fri, 19 Dec 2025 00:00:00 +0700

This article aims to (1) examine the current situation, problems, causes, obstacles, and needs regarding the propagation of Buddhism in Norway; (2) identify the key factors utilized in the development of Buddhist outreach in Norway; and (3) propose a suitable model for the propagation of Buddhism in Norway. This qualitative research was conducted using in-depth interviews as the data collection tool with 16 participants from three major target groups. The data was analyzed descriptively and analytically. The results showed that the propagation of Buddhism in Norway currently takes place through various approaches, including the establishment of suitable places and environments, the involvement of monks and lay Buddhist missionaries, religious and community activities, environmental preservation, and media outreach. The main factors used for developing propagation strategies include dialogue principles and transformative learning.

The research proposes the “NORDLIGHT Model” which consists of eight components: (1) N - Networking Systems, (2) O - Outreach Monks, (3) R - Resilient Laity, (4) D - Dialogue Processes, (5) L - Learning Activities, (6) I - Integrated Media, (7) G - Guided Environments (8) T - Transformative Learning.

Effectiveness Evaluation of a Workshop Program to Enhance Learners' Brain Skills and Develop the Brain through Positive Discipline of Executive Function (EF) at Ban Plong Municipal Kindergarten School: Application of Kirkpatrick's Four-Level Evaluation

Jatupol Nomanee; Thidawan Unkong — Fri, 19 Dec 2025 00:00:00 +0700

This research evaluated the effectiveness of a workshop designed to enhance learners' brain skills and develop executive function (EF) through positive discipline at Ban Plong Municipality Kindergarten. The evaluation applied Kirkpatrick's Four-Level Training Evaluation Model with the objectives to assess: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. The participants included 5 early childhood teachers and 84 parents, totaling 89 individuals. Data collection instruments comprised four questionnaires and evaluation forms based on the four levels: reaction, learning, behavior, and results assessments. Data analysis employed descriptive statistics (mean and standard deviation) and paired t-tests.

The results indicated that: 1) participants’ overall satisfaction level was very high (Mean = 3.90, SD = 0.30); 2) the post-training learning scores (Mean = 33.7, SD = 5.4) were significantly higher than pre-training scores at the .001 level (t = -5.76, p < .001); 3) behavioral assessments showed statistically significant improvements in all measured behaviors post-training (p < 0.05); and 4) outcome evaluations demonstrated high skill levels across all participant groups, with mean scores of 3.4 or above.

A Model for Reducing Anger Through the Cultivation of Loving-Kindness Among Senior High School Students

Pavaris Pavarissaro — Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this research are 1) To study the state of anger (tosacharit) in the minds of high school students and their practice of Buddhist principles that lead to reducing anger and increasing compassion. 2) To analyze lessons and changes resulting from applying compassion principles in reducing anger among high school students. 3) To propose a model for reducing anger through cultivating compassion among high school students. This research is an action research employing a mixed-methods approach, incorporating both quantitative and qualitative methods. The participants consisted of 46 upper secondary school students over a period of five days. The data collection tools included questionnaires, interviews, focus group discussions, and activities aimed at reducing dishonesty based on the principle of cultivating loving-kindness. The data were analyzed using content analysis and statistical methods, including percentage, mean, and standard deviation, along with descriptive and content-based analytical summaries.

The research results found that : The study found that anger (or tosa-jariya) in high school students stems from attachment to the self and things they value. When these are threatened—physically, verbally, or emotionally—it leads to dissatisfaction and anger. Practicing loving-kindness (metta) through physical actions, speech, and thoughts helps calm the mind, improves relationships, reduces anger, and supports students' mental well-being. The analysis revealed that teaching the principles of loving-kindness significantly reduced anger and enhanced emotional intelligence in students. The overall pre- and post-activity scores differed significantly by 2.523 (p = 0.002). Female students showed a greater significant improvement (3.385, p = 0.004), while male students also improved (1.874), but the change was not statistically significant (p = 0.183). Most students extended loving-kindness to benefactors and close individuals, while fewer expressed unconditional loving-kindness at a higher moral level. This indicates that the practice of loving-kindness still depends on situational and environmental factors. The model for reducing anger (tosa-jariya) through the cultivation of loving-kindness among high school students is called the “BSEP” model, which consists of four key components : 1) B (Buddha’s Dhamma) – The teachings of the Buddha: This involves practicing loving-kindness through actions such as giving alms, offering food to monks, helping animals, and sharing belongings. These practices help reduce anger and foster a compassionate mindset. 2) S (Smile) – Creating a pleasant atmosphere: This includes using polite language, speaking kindly, and offering comfort to others. Such behaviors promote a positive environment, reduce anger, and enhance happiness. 3) E (Emotion) – Emotional regulation: This component focuses on developing awareness of anger, analyzing its causes, and training in positive emotional management. 4) P (Positive Thinking) – Developing a positive mindset: Encouraging optimistic thinking to build inner strength and reduce negative emotions.

The Palm-leaf Manuscripts in Thosaphon Kantha of Phra That Chom Phrik Temple in Tha Wang Pha District and Pong Kham Temple in Phu Phiang District, Nan Province: Transliteration, Translation and Comparison

Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this thesis were: (1) to study the history of The Palm-Leaf Manuscripts in Dasaporn Kantha of Phra That Chom Phrik Temple in Tha Wang PhaDistrict and Pong Kham Temple in Phu Phiang District, Nan Province; (2) to transliterateand translate of The Palm-Leaf Manuscripts in Dasaporn Kantha of Phra That Chom Phrik Temple in Tha Wang Pha District and Pong Kham Temple in Phu Phiang District,Nan Province; and (3 ) to compare of The Palm-Leaf Manuscripts in Dasaporn Kanthaof Phra That Chom Phrik Temple in Tha Wang Pha District and Pong Kham Temple inPhu Phiang District, Nan Province: Transliteration, Translation and Comparison in NanProvince. This was a scriptural research, analyzing data by describing the content.

Theresults of the research study found that: This study examines two palm-leaf manuscripts of the Khandha Thosaphon text: the Wat Phra That Chom Phrik version, inscribed by Nan Techa in 1920 (B.E. 2463), now 105 years old, comprising 8 leaves and 20 pages; and the Wat Pong Kham version, inscribed by Phra Bunrat in 1903 (B.E. 2446), now 122 years old, comprising 12 leaves and 24 pages. The physical dimensions are as follows: the Wat Phra That Chom Phrik manuscript measures 4.5 cm wide, 45 cm long, and 1.5 cm thick, while the Wat Pong Kham manuscript is 5 cm wide and 47 cm long. In terms of transcription and translation, the researcher successfully transcribed and translated 17 pages of the Wat Phra That Chom Phrik manuscript and 19 pages of the Wat Pong Kham manuscript, as detailed in Chapter 3. The comparative analysis of the two manuscripts focuses on four aspects:
(1) Form and use: The script in the Wat Phra That Chom Phrik manuscript is clearer and more aesthetically pleasing than that of Wat Pong Kham, though both are seldom used in preaching.
(2) Structure and main content: Both manuscripts share similar introductory verses expressing reverence to the Buddha. (3) Doctrinal themes: They contain comparable moral teachings, notably the law of karma, the four Brahmavihāras, and the principle of heedfulness.
(4) Aesthetic literary qualities: Both manuscripts exhibit four literary flavors (rasas):
1 )Sauvarjanee (praise of beauty), seen in descriptions of Queen Phusati’s grace;
2) Nareepramod (romantic delight), evident in King Sanjaya’s affection for Queen Phusati;
3) Sallapangabhisaya (compassionate dialogue), shown by Queen Phusati’s concern for her children and subjects; 4)Santhatavohara (effective rhetoric), employing powerful, clear expressions to convey moral ideas, such as when Queen Phusati desires to benefit beings by establishing a charity hall. 5) Lastly, the manuscripts demonstrate connections with the Tipitaka and its commentaries, reflecting core Buddhist teachings.

Buddhist Integration to Strengthen the Sangha Activities of the Sangha Leaders of Samut Prakan Province

Phravachirathamvithan Sommuk Samahito — Fri, 19 Dec 2025 00:00:00 +0700

In this research, the objectives were purposely made: 1) to study the current state of Sangha administration in Samut Prakan Province, 2) to study the Buddhist principles for strengthening Sangha affairs, and 3) to develop the DHARMA-6 Model as a framework for Buddhist integration in Sangha administration. A qualitative research design was employed through in-depth interviews with 14 key informants and focus group discussions with 13 participants.

Content analysis was applied to synthesize knowledge and construct the model accordingly. (1) The findings showed that Sangha administration comprises of six key dimensions: governance, religious education, propagation, public utilities, educational welfare, and public welfare. Public welfare demonstrated the highest level of integration and effectiveness, while religious education, though strong in some aspects, lacked comprehensive integration at the provincial level where the highest uniqueness and effectiveness of such administration are still awaited to obtain. (2) Buddhist principles were systematically applied across these dimensions, including 7 kinds of Aparihãniyadhamma (unity and sustainability in governance), 3 kinds of Threefold Training or Trisikkhã (development of religious education and successors), 4 kinds of Saṅgahavatthu (support for educational welfare and community networking), Buddhist teaching methods (effective propagation), 4 kinds of Brahmavihãra (compassion and loving-kindness in public utilities), and 6 kinds of Sãraṇĩyadhamma (harmony and solidarity in public welfare). (3) The DHARMA-6 Model integrates these principles into a comprehensive framework consisting of six components: Dhamma Integration, Holistic Development, Administrative Leadership, Religious Education, Management Innovation, and Alliance Collaboration. Guided by the principle of “Developing People before Developing Infrastructure,” the model emphasizes the Trisikkhã as the foundation for producing qualified successors, supported by governance based on Aparihãniyadhamma. This integrated approach enables the Sangha to achieve unity, enhance institutional capacity, and ensure sustainable service to both the Buddhist community and society at large.

An Analysis on the Usage of Rhetorical Technigues as Appeared in Visuddhimagga

Wutthikrai Jampan — Fri, 19 Dec 2025 00:00:00 +0700

This research article has three objectives: (1) to study the concept of figurative language, (2) to examine the historical background, structure, and content of the Visuddhimagga, and (3) to analyze the stylistic strategies of figurative language found in the Visuddhimagga. This study employs documentary research, drawing on the Visuddhimagga itself and related scholarly works. The findings showed that figurative language functions as a linguistic device that evokes emotion, imagery, and profound meaning, thereby enhancing clarity, aesthetic value, and accessibility in communication. The study identifies nine types of figurative language—simile, metaphor, personification, hyperbole,onom atopoeia, metonymy, irony, symbolism, and litotes. Effective use of these figures of speech must correspond to context in order to evoke imagery and emotions aligned with the intended teachings. In practice, figurative language can be applied to writing, literature, speech, and communication—particularly in Buddhist literature, where it conveys profound doctrines in an accessible manner, and in Thai literature, where it enhances beauty and emotional value. Thus, it is regarded as a vital tool in creative communication, imbuing content with vitality and power. The study further shows that the Visuddhimagga, composed by Buddhaghosa in the 5th century CE, serves as a practical manual for both monks and lay Buddhists. Its structure encompasses the threefold training—morality (sĩla), concentration (samãdhi), and wisdom (paññã)—across 23 chapters. The text systematically explains the cultivation of body, speech, mind, and insight leading to liberation, employing both prose and verse. Hence, the Visuddhimagga has been hailed as the “master manual of practice.”Analysis of figurative language within the text identifies 203 instances, most prominently connected to morality, concentration, and wisdom. Five types—simile, metaphor, irony, hyperbole, and personification—appear most frequently, especially in the section on morality, followed by concentration and wisdom. Their use plays a crucial role in enriching language, stimulating imagination, and simplifying complex ideas. Additionally, the research proposes the R.I.C.E.S. Model as a new conceptual framework for rhetorical communication, consisting of five stages: R – Rhetorical integration, I – Imagery creation, C – Critical thinking stimulation, E – Emotional engagement, and S – Symbolic representation for clarity. This model can be applied to teaching, research, Dhamma dissemination, meditation practice, and digital innovation.

In conclusion, the use of figurative language in the Visuddhimagga not only facilitates the transmission of Buddhist doctrines in an accessible and engaging way but also bridges academic research with contemporary communication and spiritual practice. This integration enlivens Buddhism and guides practitioners toward the ultimate goal—liberation.

A Guidelines for developing innovative leadership of school administrators under Pathumthani Primary Educational Service Area Office 1

Tuangthong Chankitkan, Dr.Weeraphat Phattharakul — Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this research were: (1) to examine the level of innovative leadership of school administrators under Pathumthani Primary Educational Service Area Office 1, and (2) to propose guidelines for the development of innovative leadership of school administrators under Pathum Thani Primary Educational Service Area Office 1. A mixed-methods research design was employed. Quantitative data were collected from 329 teachers through a questionnaire and analyzed using descriptive statistics, including mean and standard deviation. Qualitative data were obtained from in-depth interviews with 7 experts and analyzed using content analysis.

The findings revealed that: 1. The overall level of innovative leadership of school administrators was high. When considered by dimension, all aspects were rated at a high level. The highest mean score was found in the dimension of creating an innovative organizational atmosphere, followed by creativity, while the lowest mean score was in the dimension of vision for change. 2. The proposed guidelines for the development of innovative leadership of school administrators consisted of 28 practices, classified into 5 dimensions: 1) Vision for Change (6 practices), such as setting a clear and shared vision to foster a sense of ownership among personnel; 2. Teamwork and Participation (5 practices), such as providing opportunities for staff and community members to express their opinions in order to enhance participation both inside and outside the organization; 3. Creativity (5 practices), such as serving as a role model in initiating new ideas and demonstrating them through practice to inspire teachers; 4. Information and Communication Technology (6 practices), such as prioritizing technology investment based on cost-effectiveness and necessity; and 5. Creating an Innovative Organizational atmosphere (6 practices), such as promoting a positive organizational culture that emphasizes understanding, empathy, participation, and sincere recognition of teachers’ efforts.

Ram Thap Yao Folk Dance Of Nakhon Si Thammarat

Chotika Panasri; Surat Jongda; Suksanti Wangwon — Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this research work were (1) to study on the history, origins, patterns, and components of the Thap Yao Dance (Dance to Long Drum) Performance in Nakhon Si Thammarat Province, and (2) to analyze the components of four Thap Yao Flok dances in Nakhon Si Thammarat Province of 4 Thap Yao (Long Drum) Bands, namely, Thadee Sunthonsilp Band from Lan Saka District, Nakhon Si Thammarat Province; Na Mai Pai Band from Thung Song District, Nakhon Si Thammarat Province; Luk Mae Chao Yu Hua Band from Chian Yai District, Nakhon Si Thammarat Province; and Nai Pim Amornchon’s Band from Mueang District, Nakhon Si Thammarat Province. Data were collected from documents,relevant researchworks, participatory observation, and interviews with academics, performers, and general informants. The data were compiled and analyzed with the results presented with the analytical descriptive technique.

The research findings showed that Thap Yao Dance Performance of Nakhon Si Thammarat Province was adapted from Ram Klong Yao (Long Drum Dance) Performance that was invented by the Fine Arts Department, with combination with the southern Thai musical instrument or Thap (Drum). However, the performance has been designed to have fancier pattern than the original version. Thap Yao (Southern Long Drum) is always played along with the in the shadow puppet (Nang Talung) and Nora (dance imitating gestures of a Mythical Creature that is a half woman and half bird creature) performances. The Thap Yao Dance uses Nora postures, which people in Nakhon Si Thammarat Province are skilled at because it is a popular folk performance. The dance patterns weee divided into 3 phases. Phase 1 was the Wai Khru Dance (Dance Commemorating Maestros).Phase 2 was the dance to the rhythm of the music, depending on each band. However, in general, this phase consisted of 12 songs in total. Phases 3 was the final part of the Thap Yao Flok Dance. The entire band will adhere to the same practice, ending with the Hak Kor Ai Teng song. The dance posture would be a Nora posture called Tha Nat. This Tha Nat posture is similar to the Ram Sai (Swaying Dance) posture of Thai classical dance, whether it was the swaying dance with one hand on one side or the dance with both hands, which were seen in Nora Performance as well. As for the costumes for the Thap Yao Dance Performance of Nakhon Si Thammarat Province, three styles of costumes were discovered. The first style consisted of a knee-length sarong like the Soeng Dance (Northeastern Thai Dance) Performance, with a round-necked shirt with long sleeves and a front slit. The second style consisted of a pair of trousers or a Chong Kra Ben (trousers like outfits created from a piece of cloth or ready-to-wear capris), with a round-necked shirt and loin cloths tied at the head and the waist. The third style consisted of a modern ready-to-wear wrap-around skirt with a round-necked shirt with long sleeves. The unique component of all the three styles of costumes that has not changed was a cloth slung across the body and over the shoulder (Sabai). The musical instruments used included Thap Yao (long drums), Nora pipes, a gong, cymbals, and bamboo castanets. In more modern eras, more musical instruments such as quadruple drum, cup-shaped cymbals and keyboard were added.

The Lanna Palm-Leaf Manuscripts in Maharaj Kantha of Wat Mongkol and Wat Montien in Nan Province: Transliteration, Translation and Comparison

PYINNYARDEPAW PYINNYARDEPAW, Chet Nimmatapad , Phra Chaichana Aggapañño Narasri — Fri, 19 Dec 2025 00:00:00 +0700

The purpose of this article was to present The objectives of this thesis were: (1) to study the history of the Lanna palm-leaf manuscripts in Maharat Kantha of Wat Mongkol and Wat Montien in Nan Province; (2) to transliterate and translate of the Lanna palm-leaf manuscripts in Maharat Kantha of Wat Mongkol and Wat Montien in Nan Province; and (3) to compare of the Lanna palm-leaf manuscripts in Maharat Kantha of Wat Mongkol and Wat Montien in Nan Province. This was a scriptural research, analyzing data by describing the content.

The results of the research study found that: The Lanna palm-leaf manuscript in Maharat Kantha of Wat Mongkol had no scribe, was written in C.S. 1283, corresponding to B.E. 2464, and was 102 years old. The palm-leaf manuscript was 5 centimeters wide, 5 centimeters long, and 1.5 centimeters thick. There were 19 palm-leaf manuscripts and 38 palm-leaf manuscripts. The inscriber of the Lanna palm-leaf manuscript in Maharat Kantha of Wat Montien was Phra Chai (Tuchai). He inscribed it in C.S. 1199, corresponding to B.E. 2380, at the age of 186. The front was 4 cm wide, 4.5 cm long, 51 cm thick, and has 19 palm leaves, 38 palm pages. The Lanna palm-leaf manuscript manuscript in Maharat Kantha of Wat Mongkol edition had 38 original palm-leaf pages, 35 pages transliterated and translated. The Lanna palm-leaf manuscript in Maharat Kantha of Wat Montien edition had 38 original palm leaf pages, 33 pages transliterated and translated, as shown in Chapter 3. The results of the comparison of the Lanna palm leaf manuscript in Maharat Kantha of Wat Mongkol edition and Wat Montien edition in 4 aspects: (1) in terms of appearance and use, the Wat Mongkol edition had beautiful letters, easy to read and understand. The Wat Montien edition had letters that were not very beautiful. Both editions were kept in the Dharma cabinet and were not often used in sermons. (2) in terms of structure and main content, the two versions had different Udesa. That was, the Wat Mongkol version began with the words “Podhissatto ca samodamana” followed by the story. The Wat Montien version began with the words “Namo tassa bhagavato” followed by the story. (3) In terms of the principles of Dhamma embedded in both scriptures, the principles of Dhamma embedded in both scriptures were similar, namely the Four Principles of Laypeople, the Four Principles of Socialization, the Four Divine Abodes, and the Principle of Gratitude. (4) In terms of the literary taste, the two scriptures had four literary tastes, namely: (1) Saowarajani (verse of admiration), (2) Pirodhavadang (verse of reproach), (3) Sallapangkhaphisai (verse of sadness), and (4) Nari Pramote (verse of courtship)

The Creative Buddhist Tourism Management of Temples in Bangkok Thailand

jirakitiya boonkrongsupya, Phra Sutheerattanabundit, Maechee Kritsana Raksachom — Fri, 19 Dec 2025 00:00:00 +0700

This research aims to study 1) to study temple tourism in Bangkok and 2) to develop and promote temple tourism activities in Bangkok. and 3) to propose a creative Buddhist tourism management model for temples in Bangkok. This is a mixed research method, consisting of documentary research and qualitative research. It is a research process that aims to develop activities and creative media for Buddhist tourism in temples in Bangkok. The target group is 4 temples that are important sources of learning about Buddhism and culture at a high level at the national level.

From the study (1) The process of managing temple tourism in Bangkok found that the management process starts from organizing temple activities, temple resources, and temple activity support. It is considered a process of managing tourism according to beliefs and culture.Including Buddhist art depending on the context of the temple's tourism activities and tourists visiting the temple because there are more people visiting and learning in the temple. In the past, temples mainly served to spread Buddhism and organize activities on important Buddhist days. Then society began to change until it became a modern learning society. Tourists began to visit the ancient art of the temple which is a tourist attraction. The physical environment must be arranged.Environment: Improve the landscape and clear the temple walls to promote tourism and learning activities. (2) Buddhist tourism for developing the mind and wisdom in the dimensions of practicing the principles of Buddhism at temples in Bangkok found that There are tourism factors, namely the beauty of Buddhist art, culture, traditions and Buddhist activities that support learning and practicing according to Buddhist principles that arise from the wisdom of Buddha statue making. The creation of architecture and painting has the potential to be developed into a creative tourism learning resource. (3) The creative Buddhist tourism management model of temples in Bangkok found that the components of tourism that emphasize on strengthening the relationship with the management of temple activities There is a management process in the form of organizing temple tourism activities continuously while tourists receive convenience. Learning and participating in cultural and Buddhist activities consists of four elements: groups of people, temples and places, tourism management, and tourism benefits.

The Development Of A Learning Management Model To Promote The Productivity Competencies Related To Citizenship, Culture, And Daily Life In Society For 2nd-Year High School Students At Phayakphum Wittayakhan School

Sutasinee Sirikit — Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this research are (1) to study the basic information and synthesize the components of the learning management system to promote productivity competencies in civic duties, culture, and social living for second-year high school students, (2) to develop the learning management system to promote productivity competencies in civic duties, culture, and social living for second-year high school students, (3) to study the satisfaction with the use of the learning management system to promote productivity competencies in civic duties, culture, and social living for second-year high school students. This research employs a mixed-methods approach using an exploratory sequential design, starting with qualitative research and followed by quantitative research. The instruments used in the research included interviews with five key informants selected through purposive sampling. The experimental group consisted of 20 second-year high school students, obtained through purposive selection.

Research findings: (1) Basic information on the learning management model for productivity in civic duties, culture, and social living includes: 1) Learning management conditions, 2) Guidelines or steps for organizing learning activities, 3) The teacher's learning management model, 4) The learning atmosphere, and 5) The learners' knowledge competencies., The synthesis of the components of the learning management model to promote productivity in civic duties, culture, and social living reveals that the learning management model consists of five components: 1) Principles, 2) Objectives, 3) Content related to civic duties, culture, and social living, 4) Learning management processes, and 5) Measurement and evaluation., The synthesis of the principles of the learning management model from theories, principles, and concepts, being the basis for developing the learning management model to promote productivity in civic duties, culture, and social living, shows that the principles of the learning management model focus on the learners' learning processes. Learners independently research and seek knowledge through interaction with the environment, emphasizing practice and real-life application. Learners create knowledge themselves and apply it to develop productive ideas into works or projects independently using media and technology. (2) The development of a learning management system to promote productivity competencies in civic duties, culture, and social living found that the post-trial scores ( = 57.85, S.D. = 1.98) were significantly higher than the pre-trial scores ( = 34.75, S.D. = 3.57) at the 0.05 statistical significance level. (3) A study on the satisfaction of using a learning management model to promote the productivity competencies related to citizenship, culture, and daily life in society found that, overall, the average score was 4.34, which falls within the high range according to the established criteria.

Application of the Rule of Law to Support the Administration of Thai Monastic Affairs

Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this research paper are 1) to study the concepts, theories and principles of the rule of law for the administration of monastic affairs in accordance with the law of the monastic community, 2) to study the application of the rule of law in supporting the administration of monastic affairs, and 3) to propose a model of management of monastic affairs in accordance with the law of the monastic community in the rule of law of the Thai monastic community. The results of the research show that the rule of law in Buddhism consists of 8 important Buddhist principles: Sovereignty 3, Prejudice 4, Brahma Vihara 4, Influence 4, Sangkha 4, Saraniyadhamma 6, Sappurisdharma 7 and Apriha Niyadhamma 7, which can be effectively applied to the management of monastic affairs in 6 areas: administration, religious education, education, welfare, mission, public utilities, and public work.

The research has presented a model of monastic affairs management called "6D+3C", where 6D refers to the 6 missions that are driven by the rule of law, and the 3Cs are supporting factors, namely competency, compatibility, and corruption prevention, which are new knowledge that can be used to develop the administrative system of the monastic community to be transparent, fair, and in line with the Dharma Discipline with the times.

Development of Library and Information Technology Management at Mahachulalongkornrajavidyalaya University

Suwatsan Ragkhanto; Thanad Chaiyaphan, Thanasak Pontappasan — Fri, 19 Dec 2025 00:00:00 +0700

This research aimed to: (1) examine the conditions and problems of the administration of the Office of Library and Information Technology at Mahachulalongkornrajavidyalaya University, (2) investigate the opinions and needs of students and staff, and (3) propose guidelines for administrative development. A quantitative survey research design was employed. The sample consisted of 363 participants, including undergraduate and graduate students as well as staff. Data were collected through questionnaires and analyzed using descriptive statistics: percentage, mean, and standard deviation.

The findings revealed that, overall, the administration of the Office of Library and Information Technology was rated at a “high” level. The personnel dimension scored the highest, followed by information resources, facilities, and services, respectively. Regarding opinions and needs, all aspects were rated highly, particularly personnel development and the provision of digital information resources. The study recommends strategic administrative development focusing on enhancing personnel competency, investing in information technology, and improving digital services to support continuous and sustainable learning for students and staff.

The Effects of STEM Education Together with BCG Economy Model in the Topic of Living Things and Environment on Collaborative Problem-solving Skills and Teamwork Skills of Grade 5 Students at Banpuplu School in Phetchaburi Province

Suwimol Pimsawang , Tweesak Chindanurak , Duongdearn Suwanjinda — Fri, 19 Dec 2025 00:00:00 +0700

This quantitative research aimed to (1) Compare students collaborative problem-solving skills before and after participating in learning activities based on the STEM Education approach integrated with the BCG economy model, and (2) Compare students teamwork skills before and after engaging in the same learning activities. The population consisted of Grade 5 students from Banpuplu School Phetchaburi Province. The sample group was one class of 25 Grade 5 students from the second semester of the 2024 academic year selected through cluster random sampling. The research instruments included (1) four lesson plans on the topic Living Organisms and the Environment based on the STEM Education approach integrated with the BCG economy model totaling 20 hours (2) Collaborative problem-solving skills test and (3) Teamwork skills assessment form. Data were analyzed using mean standard deviation and t-test.

The research instruments included (1) Learning activity plan based on STEM Education integrated with the BCG economy model on the topic “Living Things and the Environment” (2) Collaborative problem-solving skill test and (3) a teamwork skill assessment form. Data were analyzed using mean, standard deviation and T-test. The results revealed that (1) students collaborative problem-solving skills after the learning activities were significantly higher than before the activities at the .05 level and (2) students teamwork skills after the learning activities were significantly higher than before the activities at the .05 level.

Guidelines for developing a biomimicry-based learning ecosystem to enhance students' creativity

Pratoomtong Trirat — Fri, 19 Dec 2025 00:00:00 +0700

The objectives of this study were to: 1) study the current and desired states of a biomimicry-based learning ecosystem for enhancing student creativity, and 2) propose a development guideline for it. The study's sample group consisted of 322 administrators and teachers at Assumption College Rayong. Data was collected using simple random sampling via an online questionnaire, yielding 249 responses, which is 75% of the total. The research tool was a questionnaire with an IOC value between 0.66 and 1.00 and a reliability value of 0.826. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. A modified Priority Needs Index (PNI) was used to analyze the need for development, and qualitative data was analyzed using content analysis.

The findings indicated that the current state of the learning ecosystem was at a moderate level, while the desired state was at the highest level. When prioritizing the development of the biomimicry-based learning ecosystem, five key areas were identified as weaknesses: the impact on future skills, the sustainability of learning, connection and application, deep observation, and creativity assessment. Based on the findings, three key guidelines for academic administration were proposed: 1) Manage the curriculum by integrating interdisciplinary knowledge that connects academic subjects with the real world. 2) Create an integrated learning ecosystem and a digital database that collects diverse learning content. 3) Build knowledge and a collaborative environment with external organizations or experts to link biomimicry with natural phenomena. 4) Integrate various activities, teacher roles, and tools into the learning process to facilitate diverse learning. And 5) Design a holistic assessment tool that emphasizes authentic, real-world evaluation.

Thai Families engaged in Culturally based Traditional Learning in Southern

Piyathida Khajornchaikul — Fri, 19 Dec 2025 00:00:00 +0700

The purpose of this research was to study Thai families engaged in Culturally based traditional learning in southern Thailand. A quantitative research design, 299 A self – administered questionnaire was used to collect data from families in areas where the Community Family Development Center was active. These areas had activities or family – related project that met at least one of the three indicators of the Worm families’ concepts: family relationship, family role and self-sufficiency of family. The study also included components related to practice, application cultural for dairy life, and sustainability of traditional culture with in the community. Descriptive statistics were used for data analysis.

The research finding reveled that, in term of the role and practicing traditional were found to be the same level. The most prominent aspect was the role of caring for adolescence 89.6%, and followed by caring for child aged over 6 – 13 years old 87.6%. Regarding the application of cultural practice in dairy life for children was teaching for think well, making wishes, do good deeds, and fostering moral behavior 59.9%. Finally, for cultural sustainable in community 28.1% of families encouraged community members to participate in cultural and traditional activities. The study suggests that local governments and families should collaborate to promote culture and traditional activities, therefor strengthening relationships and preventing family related problems.

Thung Makham Yong: History and the Monument of Suriyothai

Supakan Nanrum; Natthaya Ketsomboon — Fri, 19 Dec 2025 00:00:00 +0700

This study aims (1) to examine the historical context of relations between Thailand and Burma during 1534–1548 CE, (2) to investigate Thung Makham Yong within the broader framework of Thai history and (3) to study the relationship between the Monument of Queen Suriyothai and the people of Phra Nakhon Si Ayutthaya. This documentary research collects both primary and secondary historical sources and conducts content analysis to explore the spatial historical development of the area in relation to tourism.

The findings reveal that: (1) Following the death of King Borommarachathirat IV, the political stability of the Ayutthaya Kingdom weakeness, seized the vassal cities of Ayutthaya] the Mon cities war occurred between the two kingdoms. (2) The Burmese invasion of 1548 CE, known as the war during which Queen Suriyothai was slain on elephant-back, is widely recorded in the Royal Chronicles of Ayutthaya, which highlight her bravery and identify Thung Makham Yong as the battlefield. The area also served as a northern floodplain for the Ayutthaya island-city. (3) With the intention of Her Majesty Queen Sirikit The Queen Mother to honor and disseminate the legacy of Queen Suriyothai, the Monument of Queen Suriyothai was constructed at Thung Makham Yong in 1992. The monument holds significance as an important historical site, a water-retention area, a source of agricultural water, and a historical tourist attraction for the people of Phra Nakhon Si Ayutthaya Province.

Application of the Four Noble Truths in Critical Reading Instruction for Enhancing Students’ Literacy

Oraphat Sirisaeng — Fri, 19 Dec 2025 00:00:00 +0700

This article introduces the conceptual application of the Four Noble Truths (Ariya Sacca) to critical reading instruction, aiming to foster literacy among students. The proposed instructional model, termed the TRUE Model, is designed to enhance the critical reading abilities of Matthayom 3 students through integrating the Four Noble Truths. The TRUE Model comprises four distinct stages of critical reading instruction: Stage 1: Talking (T) – Pre-reading. This stage focuses on building prior knowledge, activation and experience. Students are introduced to the reading text and engaget in discussions with the teacher and peers to connect the material with their existing experiences or to construct new ones through shared opinions. Stage 2: Reading (R) – During-reading, which applying the concept of Dukkha (Suffering) from the Four Noble Truths, which involves understanding problems. Students are guided to identify factual problems within the text through silent reading. They are prompted to examine keywords and locate the main idea to comprehend the subject matter. Stage 3: Understanding (U) – Post-reading, this stage incorporates Samudaya (Origin of Suffering), focusing on analyzing and understanding the problems by identifying its causes, and Nirodha (Cessation of Suffering), which involves setting goals for problem-solvings and implementing solutions. The teacher presents specific problems, and students review the text to answer questions based on these identified issues. Stage 4: Evaluating (E) – Reflection and Evaluation, this final stage applies Magga (Path to the Cessation of Suffering), which entails planning and resolving issues. Students reflect on their understanding of the reading materials and utilize information from the text to inform their decision-making. Subsequently, they present the outcomes of the learning activities from each stage, compiling them into
a learning products. Evaluation is conducted collaboratively by students, peers, and the teacher.

The application of the Four Noble Truths and critical reading instruction not only supports the development of advanced reading skills but also promotes systematic thinking, rational problem-solving, and self-directed knowledge construction. Students will acquire the ability to comprehend what they read, reflect on their own perspectives, and cultivate a genuine affinity for reading—a crucial competency for -century learners, embodying true literacy.

Digital Leadership and Digital Transformation Challenges for Higher Education Institution Management

Benyapa Yuangaksorn; Ua-aree Janthon, Supaporn Tungdamnernsawad — Fri, 19 Dec 2025 00:00:00 +0700

This academic article aimed to analyze knowledge regarding digital leadership and digital transformation challenges for higher education institution management. The literature review findings revealed that digital leadership was the ability to strategically utilize digital technology and resources to guide organizations through digital transformation, create innovation-conducive culture, and respond to stakeholder needs. The components of digital leadership included digital vision, digital knowledge and skills, agility and adaptability, communication and collaboration skills, digital culture creation, change management, strategic thinking, and uncertainty management capabilities. Digital transformation in higher education institutions comprised strategy and governance, curriculum and measurement and evaluation methods, support and self-development, and infrastructure and resources. The key challenges for digital leaders in higher education institutions consisted of organizational and cultural factors, digital skills and personnel development, resources and investment, infrastructure and technical aspects, data integration, innovation pressure, and organizational adaptation.

The approaches for developing digital leadership should have focused on leadership competency development, digital vision and strategy creation, digital culture building, digital skills development, and digital learning ecosystem development.

Enhancing Thai Language Proficiency for effective communication in The 21st Century

kosol Madee — Fri, 19 Dec 2025 00:00:00 +0700

This article explores methods for cultivating effective Thai language skills necessary for the 21^st century, a time marked by swift advancements in technology and social transformations. Proficient communication has become a cornerstone for success in education, work, and everyday interactions. The analysis focuses on integrated strategies to enhance four core language skills—listening, speaking, reading, and writing—aimed at enabling individuals to comprehend and articulate messages thoroughly, accurately, and appropriately across various scenarios. The study also underscores the ability to adapt language use to suit specific goals and situations, such as persuasion, explanation, opinion-sharing, and professional communication.

Additionally, the article emphasizes the cultivation of language use that is both creative and ethical, encouraging meaningful and socially responsible communication. It further highlights the critical role of the Thai language as a resource for lifelong learning and skill development, advocating its integration into professional and social contexts to better prepare individuals for meaningful careers and a high quality of life. Finally, the article advocates for modernized and well-rounded Thai language curricula and innovative teaching approaches, designed to enhance language proficiency in alignment with the ever-evolving demands of the 21^st century.

Higher Education Institutional Libraries in the Digital Era Suan Dusit University

Thipsuda Kitlert, Sukum Chaleysub, Ua-aree Janthon, Supaporn Tungdamnernsawad — Fri, 19 Dec 2025 00:00:00 +0700

This academic article aimed to analyze knowledge about the development of higher education institutional libraries in the digital era, covering concepts, global trends, challenges, and exemplary case studies. Analysis of related literature found that higher education libraries in the digital era were transitioning from traditional information resource repositories to collaborative learning spaces. The role of librarians changed from book custodians to learning facilitators and instructors of information and technology skills that enhanced user experiences. Major challenges that libraries faced included declining traditional users, budget and resource constraints, digital resource management and intellectual property issues, as well as changing behaviors of new generation learners who grew up with digital technology. The "One World Library (OWL)" concept case study demonstrated a paradigm shift in the learning ecosystem with the "Open Wonder Learn" philosophy, expanding learning spaces to cover the entire university, and creatively integrating technology with physical spaces.

Success factors for library transformation included clear leadership and vision, effective change management, staff skill development and organizational culture change, appropriate use of technology, and user participation.

High Performance Human Resource Development to Enhance National Competitiveness

Fri, 19 Dec 2025 00:00:00 +0700

This academic article aims to present concepts, theories, and applications of high-performance human resource development in strengthening national competitiveness. High-performance human resource development is a crucial mechanism for driving potential in an era of rapid technological and innovative changes, particularly as Thailand undergoes a significant transition from a labor-intensive economy to a knowledge-driven, technology-based, and innovation-oriented economy. High-performance human resource development must be built upon six strategic capabilities: human capital, learning, collaboration, strategic alignment, culture, and leadership. It should be driven through three key strategies: education, training, and personnel placement to achieve efficient and sustainable development. The article presents approaches for producing high-performance workforce in three main groups: workforce for current position replacement, job creators, and innovators. Key driving mechanisms include skill mapping, experiential learning promotion, and flexible education management. Furthermore, critical success factors include HR flexibility, technical and strategic HRM, and strategic workforce emphasis.

High-performance human resource development requires systematic implementation to build a capable workforce that can drive national competitiveness.

The Language Institute Mahachulalongkornrajavidyalaya University : Policy, Mission, Vision, Strategy and Future Goals

phramaha santi Nathabamrung — Fri, 19 Dec 2025 00:00:00 +0700

Academic articles to study the future goals of the Language Institute, Mahachulalongkornrajavidyalaya University, should be related to the important role of promoting education, disseminating language and developing language skills for students and the general public, including supporting knowledge of Buddhism and Thai culture to the international arena. The main goals include: 1. Develop linguistic knowledge to support the study of Buddhism, promoting the teaching of related languages such as English, Pali, etc. 2. Be a center for language study and Dhamma translation, focusing on creating translators with expertise in Buddhism to support the translation of scriptures and religious documents into various languages. 3. Support the spread of Buddhism at the international level, organizing training and building networks with international organizations. 4. Enhance language research potential, develop research on language and language teaching to create new knowledge beneficial to teaching and learning. 5. Use educational technology and innovation to develop online teaching platforms and employ AI or other new technologies to reach learners both domestically and internationally. 6. Support academic cooperation, establishing partnerships with universities or international educational institutions to expand opportunities for linguistic and cultural knowledge exchange.

Dhammacakka : the Source of High Morality

Promphisit Phanchan, Sirirattananuwat Thawee (Thanawaro) — Fri, 19 Dec 2025 00:00:00 +0700

This article is studied on the discourse of Dhammacakkappavattanasutta regarded as the high moralities. Its process is done through the avoidance of 2 extreme ways, i.e. Kãmasukkhallikãnuyoga and Attakilamathãnuyoga being become the Middle Path between the 2 extremes ways, namely;- the Eightfold Path. It gives vision, it gives knowledge and it leads to calm, to insight, to enlightenment, to Nibbãna. The Middle Path is related with Threefold training, i.e. Sĩla, Samãdhi, Paññã. The Sĩla is the base of Samãdhi, the Samãdhi is the base of Paññã, the Paññã is the base of Citta and then the transmittance to the eradication of all defilements leading to the highest goal of Buddhism as Nibbãna.

The Dhammacakka delivered by the Lord Buddha who aims to give new knowledge factor of Dhamma found by oneself to Pañcavaggĩ through the word of “Enlightenment”. The Lord Buddha clearly realizes the Four Noble Truths in these three aspects, in these twelve ways. The Lord Buddha claims to have realized the perfect Enlightenment that is super in the world with its gods, with its Mãra and Brãhma, in this world with its recluses and Brahmanฺa, with its princes and men. After the First Sermon, the Lord Buddha can get the first noble follower as Sotãpanna, i.e. Koṇdฺañña. From that, the Lord Buddha preaches next other discourses to remaining Pañcavaggĩ with upasok Yasa group and then the Holy One (Arahanta) arise in the first year for the numbers of 60. The Lord Buddha gives the ideal of Dhamma Communication in the first speech to those noble followers i.e. “Caratha Bhikkhave Cãrikamํ Bahujanahitãya Bahujanasukkhãya Lokãnukampãya...”. As above mentioned, Buddhism has been going to Suvanฺnฺabhũmĩ, in the Southeast Asia, Thailand, Myanmar etc. and to the western countries as appeared in the present time.

Reinterpreting ekatvādīn in Mūlamadhyamakakārikā 19:4 A Grammatical and Ontological Analysis

Jiayue Kang — Fri, 19 Dec 2025 00:00:00 +0700

This article offers a focused re-examination of the term ekatvādīn in MMK 19:4 of Nāgārjuna’s Kālaparīkṣā (Chapter 19 of the Mūlamadhyamakakārikā), arguing that its grammatical form and ontological function have been systematically underappreciated in both classical and modern scholarship. While commentators commonly gloss ekatvādīn numerically as “unity, duality and plurality,” treating it as a loose analogue to temporal divisions, this reading neither accounts for the masculine plural ending -ādīn attached to the neuter abstract noun ekatva, nor does it explain its precise role in Nāgārjuna’s extension of the critique of time to space and identity. Through close Sanskrit analysis and engagement with Bhāvaviveka, Candrakīrti, Tsongkhapa, as well as modern interpreters such as Kalupahana, Garfield, and Siderits & Katsura, the article proposes a reinterpretation of ekatvādīn as a relational triad, “Identity – Neither Identity nor Difference – Difference” (ekatvābhedābheda), rather than a merely numerical series. This grammatical anomaly is read as a deliberate device that destabilises reified identity just as Kālaparīkṣā destabilises temporal phases. The analysis shows that ekatvādīn functions as a pivot linking temporal, spatial and identity schemata, thereby revealing them as interdependent conceptual constructions lacking inherent existence (svabhāva). In doing so, the article seeks to contribute to ongoing discussions that treat Nāgārjuna not merely as a logician of emptiness but as a subtle reader of language, whose grammatical choices are integral to the deconstruction of substantiality.