Dynamics of Knowledge Development and Strategic Practice in Rising-Falling Meditation: A Model Synthesis from Tanang Lenang 60th Anniversary Meditation Center, Chiang Mai Province
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Abstract
This article has three objectives: 1) to analyze the knowledge structure and
Buddhist Dhamma mechanisms in the practice of Vipassana meditation (Rising-
Falling technique); 2) to analyze the process of knowledge transformation through the interactive mechanisms between meditation masters and practitioners; and 3) to synthesize an experiential knowledge development model that integrates Buddhist concepts with modern learning theories. The study employed a qualitative approach through case study research, gathering data from 15 key informants, including meditation masters, facilitators, and practitioners, selected via purposive sampling. Research instruments included document analysis, semi-structured in-depth interviews, and participant observation. Data were analyzed using content and inductive analysis, verified by triangulation to synthesize a systemic knowledge development model.
The research findings revealed:
1) The knowledge structure and Buddhist Dhamma mechanisms are
systematically integrated, harmonizing theoretical foundations with
practical strategies across three dimensions: (1) the Ong-Dharma dimension (the Four Foundations of Mindfulness), (2) the Sabhava-Dharma dimension (the comprehension of meditation objects), and (3) the Matathan-Dharma dimension (achievement indicators). This system utilizes Khanika-Samadhi (momentary concentration) as the primary driver in accordance with the Vipassanayanika path, leading to strategies for managing mental states
according to the Four Foundations of Mindfulness (Satipatthana 4) to
systematically transform theoretical knowledge into empirical insight.
2) The knowledge transformation process operates by converting tacit
knowledge from individual spiritual experiences into explicit, empirical insight
through the process of reporting and examining meditative experiences
(Song-Arom and Sop-Arom). In this context, the meditation master acts as an
intellectual facilitator, diagnosing the zone of proximal development and providing cognitive scaffolding tailored to each individual’s temperament and spiritual faculties (Indriya), effectively clarifying ambiguous mental states into profound intellectual insights.
3) The synthesized experiential knowledge development model is the “TL-KDM” (Tanang Lenang Knowledge Development Model), an innovative learning framework that integrates Buddhist principles with Experiential Learning Theory
(ELT). This model encompasses an intellectual interaction cycle and strategic
intelligence in managing phenomenological states, leading to “Double-Loop
Learning”. This results in a paradigm shift and the realization of insight
knowledge, which internalizes mindfulness into the self and fosters sustainable spiritual well-being in daily life.
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ลิขสิทธิ์ สำนักการศึกษา วัดพระธรรมกาย
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