THE PROCESS OF CULTIVATING GRATITUDE ACCORDING TO BUDDHIST PRINCIPLES FOR STUDENTS IN GRADES 4–6 AT BAN NA PHRA THAT SCHOOL, NAI MUEANG SUBDISTRICT, PHICHAI DISTRICT, UTTARADIT PROVINCE

Abstract

This research aimed to: 1) examine the state of gratitude (katañjutā-katavedī) in students' daily lives; 2) develop activities for cultivating gratitude in accordance with Buddhist principles; and 3) propose a process for instilling gratitude based on Buddhist teachings. A mixed-methods research design was employed, incorporating both qualitative and quantitative approaches. The sample consisted of 37 participants. Research instruments included semi-structured interviews and focus group discussions, which were validated for content validity by subject matter experts and reviewed for item appropriateness. The collected data were analyzed using content analysis within context.

The findings were as follows:

1) An examination of gratitude behaviors in daily life among Prathomsuksa 4–6 students at Ban Na Phrathat School revealed several behavioral problems, including a lack of respect and obedience toward parents and teachers, self-centeredness, aggression, preference for comfort over responsibility, lack of enthusiasm for household tasks, and an absence of awareness regarding the value of caring for one's benefactors.

2) The implementation of eight moral and gratitude-building activities over a 60-day period demonstrated that systematic experiential learning effectively enhanced students' mental development, sense of responsibility, and interpersonal relationships. Students developed positive attitudes toward applying moral values in daily life and showed improved capacity for analytical thinking through the principle of yoniso-manasikāra (wise reflection). Moreover, students exhibited more appropriate gratitude behaviors in fulfilling their duties toward themselves, their families, and their teachers, resulting in greater self-esteem and a genuine inner recognition of the value of gratitude.

3) The process of cultivating gratitude in accordance with Buddhist principles was grounded in cognitive behavioral modification. It began with raising students' awareness of core values and virtues, followed by practical learning activities and role-model-based learning to foster positive thinking and behavior, ultimately leading to the concrete expression of gratitude. The sustainability of such behaviors, however, requires ongoing collaboration among families, schools, communities, and consistent implementation over time.