"Developing Problem-Solving Skills for Novices in Buddhist Scripture Schools Based on the Four Noble Truths"
Abstract
Abstract
This research article aimed to (1) examine the current conditions, problems, causes, and desired problem-solving attributes of novice monks in Buddhist Scripture Schools, (2) study the problem-solving process based on the Four Noble Truths, and (3) develop problem-solving skills of novice monks grounded in the Four Noble Truths. A mixed-methods research design combining quantitative and qualitative approaches was employed. The target group consisted of novice monks and related stakeholders at Wat Song Sila Buddhist Scripture School, Mueang District, Chaiyaphum Province. The quantitative sample comprised thirty novice monks selected through purposive sampling. Research instruments included a twenty-item problem-solving skills questionnaire based on the Four Noble Truths, interview forms, and observation records. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation, and a paired-samples t-test, while qualitative data were analyzed through content analysis.
The findings revealed that the overall problem-solving skills of novice monks prior to the intervention were at a moderate level, particularly in the areas of analyzing causes of problems and selecting appropriate solutions, which showed noticeable limitations. However, the novice monks demonstrated a high level of need for the development of problem-solving skills. After implementing the learning activities based on the Four Noble Truths, the novice monks’ problem-solving skills significantly improved compared to the pre-development stage. Moreover, qualitative findings indicated positive changes in systematic thinking, mindfulness, and confidence in decision-making.
The new knowledge derived from this research demonstrates that the Four Noble Truths can be systematically synthesized into an educational problem-solving process that is well suited to the context of Buddhist Scripture Schools. This framework can be effectively applied as a learning model to enhance life skills, rational thinking, and mindful living among learners.
