Integration for Student Development to have Desirable Characteristics to Live Sufficiently and Sustainably

Abstract

 This academic paper aimed to present an integrated approach for developing students to have desirable characteristics to live sufficiently and sustainably. It was found that the development of students to have desirable characteristics to live had to begin with the establishment of the school administration policy of the administrators by creating an organizational culture that adhered to the principles of the sufficiency economy philosophy. In terms of teachers or educational personnel, there should be the operation based on  policies for researching knowledge; in case of the development of integrated curricula, there should be instilling the lesson - learned concept as follows:  two conditions are knowledge and morals; three primary elements are moderation, reasonableness and prudence; balancing four elements are economic system, social system, cultural system and environmental system; three sciences consist of royal science, universal science, and folk science to create a sufficiency cluster within the school from school to family.  Students should apply the principles of Sufficiency Economy Philosophy in the family, resulting in a family lifestyle that adheres to the Sufficiency Economy Philosophy leading to the emergence of a sufficiency family cluster from family to community members. Exposure and focus on living according to the philosophy of sufficiency economy is clustered. Sufficiency in the community is the emergence of sustainable development. When applying Buddhist principles to help develop students' desirable characteristics for knowing how to live a balanced life, it is a way of solving suffering called “The Noble Eightfold Path” focusing on physical and mental happiness so that students will have both knowledge and virtues ready to grow up to be good citizens of society forever.