A Development of Learning Management Model on Death Education for Humanized Enhancement Based Upon Contemplative Education

Abstract

This study was designed to develop the learning management model and determine the satisfactions of learning
management on death education for humanized enhancement based upon contemplative education. All 120 informants were
divided into 4 groups, each group comprised of 30 students. The first group was the students who enrolled in the Death
Education course at the Faculty of Education, Chulalongkorn University in the academic year of 2009,the second group was the
students who enrolled in the Death Education course at the Faculty of Education, Chulalongkorn University in the academic year
of 2010,the third group was the students from Chulalongkorn University who didn’t enroll in the Death Education course, and the
last group was the students from other universities who didn’t enroll in the Death Education course at the Faculty of Education,
Chulalongkorn University. The research instruments were death education management plans and 4 assessments of knowledge
on content, knowledge on death education for humanized enhancement, learning activities and humanized enhancement in the
areas of goodness, truth, and knowledge. Data analysis was done by using means, standard deviation, ANOVA, ANCOVA,
MANOVA, and MANCOVA.
The followings were the research results:
1. The learning model, entitled “LOVE MODEL” which represented to Learning, Openness, Value, and Excellence
was created.
2. After the study, mean scores of knowledge on content and humanized enhancement among the students who
studied Death Education in the academic years of 2009 and 2010, and the students who didn’t study Death Education were
found significantly different at the .05 level. However; mean scores of the students who studied Death Education in the
academic years of 2009 and 2010 showed no significant differences, including the mean scores of Chulalongkorn University
students and the students from other universities who didn’t study Death Education also showed no significant differences.
3. Mean scores concerning humanized enhancement of students who studied Death Education in the academic
year of 2010 showed higher significant differences than mean scores of students who studied Death Education in the academic
year of 2009 .The students explained that they learnt about goodness in the terms of love ,extending loving kindness to all,
understanding oneself and others ,helping others; learning the truth that death was natural and inevitable; and also learning
about death concepts in various views, religious rites, coping with death, related laws, death education teaching, and living with
being valuable and meaningful.
4. Students who studied Death Education in the academic years of 2009 and 2010 showed their satisfactions
concerning knowledge and experiences earned, including self-perception on feeling, imagery, and expressing through learning
activities.