Action truly speaks louder than Word!

My post today is the Eknath's Thought for the Day! I truly agree with the saying from Sri Ramakrishna as well as Eknath's contribution. One action or initiative is more powerful than million words people say....

A devotee who can call on God while living a householder’s life is a hero indeed. God thinks: “They are blessed indeed who pray to Me in the midst of their worldly duties. They are trying to find Me, overcoming a great obstacle, pushing away, as it were, a huge block of stone weighing a ton. Such a one is a real hero.”
– Sri Ramakrishna


To find a spiritual path, it is not necessary to give up our job, leave our family, change our religion, or travel to distant lands. We start wherever we are, not running away from society, but right in the midst of life. Whatever context we find ourselves in is a suitable one in which to overcome our problems and grow to our full height. We tend to look upon the other home as peaceful, the other couple as perfect, the other parent-child relationship as ideal, but this is not very likely. Everyone has certain liabilities as well as assets.

Everyone has done some good, and made some mistakes as well. This is part of the human condition. Saints and sages are loving realists. “Don’t wait for ideal conditions. You’ll never find them,” they admonish. “Begin! And the conditions you need will come to you.”

About 200 People from almost 20 Nations with Great Contributions to USRIC 2009 in Thailand!

University Social Responsibility is a concept whereby a university takes all necessary steps to improve the quality of life for all its employees and their families, its students, its faculty, and the local community as well as society at large.
The purpose of the 1st University Social Responsibility International Conference 2009 (USRIC 2009) is to establish a dialogue between attending universities to address their responsibility to society to provide the best quality of life to all people.

The topics for conference discourse:

1. University’s Role in Social Responsibility
2. Cultures and Social Responsibility
3. Sustainable Development
4. Environmental Sustainability
5. Poverty Reduction
6. IT and Social Responsibility

Summary of the seminar

The seminar was held for two days with about 300 people participating from different areas in Thailand and overseas. There were six main topics related to the university social responsibility as follows:

1. Poverty Reduction
In this topic, the speakers introduced solutions that would help solve the problem of poverty, develop and bring the quality of life of people to a better level. In addition, during their talk, the speakers touched on other problems and obstacles that needed to be resolved urgently. Furthermore, they suggested, in particular, all universities to take a role in assisting, supporting and resolving those problems.

2. University’s role in Social Responsibility
The speaker suggested a path to the university’s role in social responsibility by considering three main factors as follows:
2.1 The objectives and roles that are similar and different between public and private universities
2.2 Research studies and other activities that could reinforce social responsibility
2.3 The utilization of the concept of CSR in a university level and its adaption to USR

3. Sustainable Development
In this session, the speakers suggested a way in developing a society to knowledge bank and sharing it to others in the same society for sustainable development. Here, the speakers shared with the participants their case studies from abroad, explained the problems and obstacles that occurred and suggested possible means to help resolve the problems.

4. Environmental Sustainability
As for the environmental sustainability, the speakers suggested ways and activities that could be undertaken by universities in terms of sustainable environment. University could motivate their students to help save and be responsible for both the environment and people around them.


5. IT and Social Responsibility
In this session, there were speakers from various business sectors—both from the government, such as NECTEC, and private business, such as Microsoft (Thailand)—national and international educational sectors suggested employing technology to help those who are in need in our society, for instance, disabled people. Developing and doing research to invent new hardware and software would possibly provide an ideal opportunity to facilitate disabled people in the society, so that they could have a better quality of living and career opportunity.

6. Cultures and Social Responsibility
In terms of cultures and social responsibility, the speakers suggested an ideal concept based on the Buddhist teaching in instilling good deed, faith and responsibility to oneself, family, and society. Moreover, the speakers suggested educational sectors to emphasize on the importance of cultivating their students in morals and cultures, so that they become better people in the society.

Besides, the participants from different business sectors and educational sectors had the opportunity to build a strong connection called USR Alliance. Its objectives were to, in unison, take part in activities for society, exchange knowledge and develop human resources by having Sripatum University as a leader to operate and coordinate among sectors in the alliance.



http://www.usralliance.org/usric2009thailand/vdo.html
http://www.usralliance.org/

Merry Christmas & Happy New Year! สุขสันต์วันคริสต์มาส และปีใหม่

สุขสันต์วันคริสต์มาส และปีใหม่Wishing you a very Merry Christmas 08 and a wonderful New Year 09 from the Blogger (Tuk)

Great thought for the day by Eknath:

We are celebrating the feast of the Eternal Birth which God the Father has borne and never ceases to bear in all Eternity. . . . But if it takes not place in me, what avails it? Everything lies in this, that it should take place in me.
– Meister Eckhart


The Lord of Love, immortal and infinite, comes as a divine incarnation in times of great crisis to rescue mankind from disaster. In age after age, whenever violence and hatred threaten the world, the Lord comes down to inspire and protect those who turn to him, who live in harmony with the law of unity. He comes to protect such people from the heavy odds ranged against them, and to reestablish peace on earth and good will among all.

Yet there is another level on which this divine birth can take place. Every one of us has this choice: shall I prepare for the divine birth to take place in my consciousness by abolishing my own selfishness? It is up to you and me to keep our doors open, to put up a little sign, “Ready for receiving an incarnation.” But our house must not be cluttered up. It must be empty of selfishness and self-will. Only then can the blessed child be born in our humble hearts.

Service Learning: What a fun, productive (yet exhusted) way to teach!

A reflective writing after the read of Community-Service Pedagogy(writen in 2004)

First of all, I thought I understood what Community-Service or Service learning was when I started reading the first two pages of a textbook. I thought service learning was somewhat volunteer service or an intership. Students would search for their own community nonprofit and social service agencies and assist them to meet their needs. By doing so, students also learn how to deal with all the tasks they are assigned. Like my situation, I worked for a tourist police department as an intern for a two-month period without getting paid. Therefore, I take this as a service-learning. On the contrary, I came across a paragraph at the bottom of page 134 where it said that "Service learning is not national service, community service, or volunteer service or voluntrism, not is it the same as an academic internship or field placement." This relly bewildered me; I stopped reading for a moment; and thought about the distinction between service-learning that I understood and service-learning that Waterman explained. Now, I recalled my understanding about service-learning again. I still thought that it was some kind of services such as the Martin Luther King Day of Service, or tutoring and mentoring projects, in this sense, is not just that students helping communities willingly to meet their needs and their purposes, but students also gain knowledge, skills, and perspectives that broaden their understanding in the "real world writing."

Then, I cam across a passage where Julier mentioned that "Ira Harkery and Lee Benson also see service learning as a pedagogy derived from a theory of democratic education and schooling developed by John Dewey to replace Plato's aristocratic theory of education and society" (134)

After I finished reading the chapter, I had many questions in my head about how service learning can be employed in a classroom, how teachers can assign projects to students based on their various interests, how students can manage their time working for communities, and what the class will be like? One thing that I know of is that teachers are going to have to work harder to have to carefully assign the projects based on their values and other circumstances. Also, there is one more thing that I still doubt with, which is about the outcome(s)that students will get from the "real world writing" or communities. In other words, what would students really get from service learning, and how it would benefit in their writing class?

A recent reflective writing on the project with students (2008)

To be continued!

Compare our life to a woodpecker in regard to sustainable education and development--very sad but true!

This is a reflective writing of the read Eknath's Thought for the Day. After reading Eknath's story and thought on a woodpecker, I couldn't help but agree with him on how dexterous, persevering, determined he is as just a bird! It is preposterous to say that a woodpecker conveys more valuable traits than some of us do, let alone teenagers in this generation and another generation to come. People these days seem to lack of sustained enthusiasm, desire, and passion. Perhaps, looking at the woodpecker pecking away a tree might do us any good! As for my view,talking about it in regard to my teaching avenue as a teacher, possessing a sustained enthusiasm and passion would help create a great deal of sustainable teaching and learning....

The following is a story about a woodpecker of Ekanth.

A few days ago I was watching a woodpecker, a creature I hadn’t seen since I left India. This one had a red turban. While I watched, he came and alighted on a huge tree. He was quite a small creature, and the trunk of the tree was enormous. I wanted to go up to him and say, “What, make a hole in that huge trunk with your tiny beak? Impossible. Preposterous!”

But this little woodpecker was not intimidated by size. He did not throw up his legs in despair; he just alighted and went about looking for the right place to begin operations.

It is the same with transforming consciousness; you have to look for the right spot. In some people it is a particular compulsive craving; in some it is jealousy; in some, blind fury. Some may be fortunate enough to have all three. Each person has to look for that spot where urgent work is most needed.

Let me continue with the story of the woodpecker. Once our red-turbaned chap had checked out possible areas for working, he settled down at what looked like a solid, unyielding spot and started pecking away rhythmically. He didn’t just give a peck or two and then fly off in search of a worm, not to return for half an hour. He went on pecking systematically, with sustained enthusiasm, until he was done. I was amazed at his dexterity. When he had finished, he left such a large hole that if he had gone on, I have no doubt the entire tree would have fallen.

That is the kind of work required to transform personality. For a long time, all we are doing in meditation is pecking away at what we want to change in ourselves. At best it is tedious; often it is downright painful. The problem is that we identify ourselves with the accumulation of habits and opinions, likes and dislikes, which we have developed over the years. We think this is who we are, and are not prepared to let it die.

“How Long Will It Take Me To Speak English Fluently?”

“How Long Will It Take Me To Speak English Fluently?”

One of the questions that Thai learners, as well as other second language learners, always have in mind is “How long will it take me to speak English fluently?” This question is always in the back of the learners’ minds and never seems to disappear. After learning English or other second languages for awhile, the learners start to feel frustrated, disappointed, and become less motivated. As a result, the learners do not seem to gain language proficiency despite many years of learning it, especially in the speaking area because Thai and English are significantly different from each other. Therefore, this becomes one of the significant problems that hold back their potentials in learning English. However, instead of answering to the question, I’d rather restate it to “How will we speak English fluently?” Studying abroad? Paying a big ward of money to a language institute? Or Spending more time on reading something you like?

Certainly, my answer is reading. Generally speaking, it takes a long time, a lot of effort and endless practice in learning a new language such as English. Nevertheless, the learners can expedite the learning process by employing many different methods. One of them is reading. Reading is the key that helps second-language learners to develop their speaking skills. Most importantly, it is so cheap that sometimes it would not cost you a dime. By reading, the learners are able to expand their vocabulary and expressions used in every day conversation. Besides, they are vicariously and inevitably exposed to the new country and are able to understand its culture and people told in the story. Thus, this is another way to help the learners to be able to speak English correctly and fluently. Then, the new questions arise, “How can I start reading? And, what kind of book should I read?”

Based on a research, “reading is a habit which is developed at a very early age. If a child is in an environment where adults are always reading something, the child develops that habit. We need to have material that will entice the young to read more. It is from those romantic books that some of us have moved on to reading other things of importance.” This can be concluded that we should read at the early age. However, does it mean that it is too late for SPU students and other adult learners? No. Learning is never too late! The learners should start reading what they are most interested in. There are many numbers of books, magazines or articles for them to read. For beginners, they might want to read easy and short books, such as the penguin collection, that entice their interests. As soon as they gain enough vocabulary words, they might consider searching for more difficult books to read. If they like imagination, they might want to grab Harry Potter to read in their free time. Harry Potter consists of many episodes, and its next episode is coming out in a movie theatre next year. If they are interested in spiritual living and thoughts, they might want to find a book entitled Take Your Time by Eknath Eswaran. This book teaches them about how to live their lives to the fullest and how to put others’ first; it will certainly enlighten their restless minds! Last but not least, if they are in love, they might consider reading The Letter of Suzanne to Nicolas by James Patterson. This New York best-seller novel will surely bring them to tears, and you will understand the importance of love better.

Now that they know how imperative reading is and what books to read, they can get started on building the habit of reading and find a good book to read. However, they have to START NOW! NO PROCRASTINATING! Once their reading is sharpened, then their speaking will become superb and their writing will be remarkable. Although you should keep in mind that things do take time. If anyone has good books to share with me, please feel free to do so. By Ajarn Piboon Sukvijit

Learning through extra curriculum--English for Business Negotiations

An English for Business Negotiation Project--A Hand-on experience on Negotiations





This activity was taken place in 2007 and was initiated in order to meet with the course objectives and provide the students an opportunity to gain more knowledge, practice, and performance by doing. I always attempt to see my students , especially forth year ones, brush up and employ their accumulated knowledge and skills to good use on their last year of the academic surrounding. Thus, this seminar was done by the students with the teacher providing the guidelines; it was also the integral part of the learning process, which is concentrated on learning by doing.

This course is designed to provide opportunities for forth-year students to improve both their negotiation and English language skills (especially speaking and writing). This is a ‘hands-on’ course where students will learn the basics of the negotiation process, including tactics and language required to conduct effective negotiations. Cross cultural awareness, including verbal and non-verbal languages, will be introduced to the students. Nevertheless, the focus will be on learning, practicing, and refining skills in using the English language in negotiations while reflecting upon performance so that the students can apply their skills to the ‘real world.’ The activities to be practiced will train the students to practice their speaking, listening, writing skills of English in correlation to negotiation process.