Development of Activities to Promote Social Learning Behaviors and Wisdom with Mandala Art of Students from a School in Lampang Province

Abstract

This research article aimed to: 1) examine the manifestation of social and intellectual learning behaviors among students; 2) develop interventions utilizing Mandala art that enhance social and intellectual learning behaviors; and 3) formulate pedagogical guidelines for implementing Mandala art-based activities that foster social and intellectual learning behaviors among students in a Lampang Province educational institution. This research methodology employed qualitative approaches with data collection through semi-structured interviews with 26 participants, comprising 5 educators, 20 students in grades 4-6, and 1 artist specializing in Mandala art creation.

The research found that:

1. Challenges in students' social and intellectual learning behaviors were characterized by attentional deficits and diminished engagement, negatively impacting both classroom learning processes and social integration.
2. Intervention development incorporated Mandala art principles integrated with Buddhist philosophical frameworks of the Four Iddhipada (Bases of Accomplishment) and Tisikkhā (Threefold Training) to create developmentally appropriate activities: 1) orientation to Mandala art techniques; 2) individual chromatic application on A4 substrate utilizing polychromatic pencils and markers; 3) dyadic collaboration for conceptualization and execution of Mandala designs on A3 canvas employing markers or acrylic media; 4) collaborative Mandala construction utilizing botanical elements; and 5) reflective discourse on experiential outcomes.
3. Intervention outcomes demonstrated that Mandala art functioned effectively as an instrumental modality for enhancing students' social and intellectual learning behaviors, with particular efficacy in fostering interpersonal comprehension and social cohesion. The integration of Mandala art practices with the Four Iddhipada and Tisikkhā principles facilitated substantive comprehension of these philosophical constructs.