The study of differences between self-compassion and compassion to others using RUARCC Learning framework in order to enhance compassion of late adolescence in Thailand

Abstract

Youths are important human resources. They are the important power that leads the country to achieve well-being in society in the future through educational management that shapes the foundation of morality from themselves and pass on the beauty of compassion to other people and the wider and bigger society. Youths are prepared to become perfect humans by learning that which will guide them to achieve reflective thinking, perception, understanding, and awareness of the future of human beings, situations and environment. Late adolescence is the age experiencing significant changes in their capacity of thinking and cognitive growth. Thus, it is important to promote their moral characteristics to get ready for approaching the transition to adulthood. This research aims to assess and search for an efficiency of learning framework to enhance compassion of late adolescence (RUARCC Learning Framework) in order to enhance compassion of late adolescence using the learning framework and 6 stages of learning, namely, receiving, understanding, awareness, responding, crystallizing, and creating. Data were collected from 20 participants using a rubric template for assessment that allows students to assess themselves and peer assessment. It was found that self-assessment mean scores on understanding and creating were lower than peer assessment mean scores while self-assessment mean scores on receiving, awareness, and crystallizing were higher than peer assessment mean scores. Self-assessment mean score on responding was equal to peer assessment mean score. The study results revealed that self-compassion and compassion to others were in the same direction, meaning there were no statistically significant differences of the mean score. An in-depth interview about ideal classroom or well-being classroom found most of them gave opinions in the same way, that they helped each other more and more, they cared for and were generous to each other, they understood, listened to, and respected each other increasingly, promoting happiness and well-being in the classroom.