Changing the Culture of Education in Thai Universities
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Changing the Culture of Education in Thai Universities Paitoon Sinlarat Chulalongkorn University, Bangkok, Thailand
Since their establishment in 1916, Thai universities have faithfully performed the duty of transferring Western knowledge to Thai society, at the expense of creating a body of knowledge within the country. They have neglected Thai traditional knowledge. Consequently, the knowledge that has been taught in Thai universities has not been in harmony with Thai society; Thai students have become consumers and new research has been almost nonexistent. The author proposes a solution to this problem, involving the concepts of integrated systems of knowledge and a change in the ‘culture of education’. Higher Education Policy (2005) 18, 265–269. doi:10.1057/palgrave.hep.8300088 Keywords: culture of education; Thailand; one-directional flow
One-Directional Knowledge Flow Even though many advanced professional schools were established in the period of intensive development and modernization of the country, during the reign of King Rama V, the establishment of Chulalongkorn University, in 1916, is regarded as the beginning of a one-way knowledge flow from the West to Thailand. Chulalongkorn University basically set the curricula, and conducted teaching in the British style. Many instructors and Heads of Department were Westerners, and the university had as its goal to produce graduates to serve as government officials, rather than intellectuals or researchers. The establishment of universities in later times, including the establishment of specialty universities during 1943–1958, and the establishment of universities during the period of development following World War II, has continued this trend of the one-way flow of Western knowledge. During the post-war period, assistance from America (under the USAID Program) and from the United Kingdom and Australia (under the Colombo Plan) tremendously enhanced Faculty development. Nevertheless, when these same Faculty members came back to Thailand, they continued to set the curricula, conduct their teaching, and produce graduates, in the manner of the West. New research was a rarity, and traditional Thai knowledge continued to be ignored.
Paitoon Sinlarat Culture of Education in Thailand
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The growth of globalization and the development of the Internet has made the transfer of knowledge seemingly limitless, countless, and timeless. Learning occurs instantly, and everywhere. Most of the knowledge contained on the Internet has emerged from, or been developed in, the West. Thus, the one-way stream of knowledge that has flowed from the West to Thai society since the establishment of the first university continues to this day. True transfers of knowledge — that is, exchanges of knowledge — between Thai and Western academics, have yet to materialize.
Problems and Consequences This one-directional stream of knowledge has obviously had its effects on the knowledge system, its capacity, and capacity development, in Thai society. There are four main consequences to this one-w
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