Abstract
This
study has investigated the potential influences
of Theravada Buddhism as practised in Thailand
on the learning behaviour of Thai students studying
English. It is a study which puts forward a
proposal for teacher development and, as a model,
needs to be challenged by those involved in
the teacher development process. The tabulated
developmental tools visually show the tentative
inter-connections between religion, social behaviour
and classroom behaviour, yet intentionally do
not define the degree, or intensity, of the
relevance between those factors investigated.
Such a means towards teacher development has
been proposed in order to provoke discussion
and challenge beliefs, essential elements in
raising teacher awareness about the context
in which they teach.
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