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หนังสือประชุมวิชาการ ปอมท. ปี 2550 ณ โรงแรมรามา การ์เดนส์

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  • 1.

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  • 23

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  • 55

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  • 85

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  • 86

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  • 87

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  • 88

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  • 93

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  • 94

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  • 95

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  • 106

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  • 111

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  • 115

  • 116

  • 117

    Abstract :

    - Identity is an abstract term and most researchers believe that identity can be explained into three differ-

    ent dimensions: enlightenment subject, sociological subject and post modern subject. On the whole, identity is the

    ongoing process in which a person interacts with the environment from different perspectives and this helps form the

    multiple identities of each individual. When identity is applied to the integrity of a nation state, it comes to the national

    identity. National identity can be defined in terms of political forces. The population is politically socialized to form attitudes

    to support the whole political system and the nation state. National identity is also closely related to the enactment

    of constitution of every country. Nevertheless, in this research, national identity was investigated through Educational

    Policy of The Kingdom of Thailand. The citizens of the same national identity have the shared understandings of the

    geopolitical concept of their living place, nationalism, aspirations, emotion, feelings, beliefs, the common belonging and

    mutual trust among citizens based on their traditions, customs, rituals, history, the same imagination of the own nation

    state, the same values, ideals, moral principles, the use of national language for communication and the portray of

    the media for social attachment. The researcher investigated though Education Policy from 19th century in the reign of

    King Chulalongkorn the Great to the present King Bhumiphol the Great and found with great pleasure that Buddhism

    have been the fundamental component in directing national identity as the King is the prominently iconic personalization.

    All of the Kings in Thailand practice as Buddhist Kings. The concept of Royal Hegemony on Buddhist philosophy is the

    great model to follow. Buddhist philosophy which His Majesty the King Bhumiphol has been performing is translated into

    practice Philosophy of Self-sufficient Economy and becomes the distinguished national identity of the Thai people.

    Key-Words: - National Identity, Educational Policy, Royal Hegemony, Iconic Personalizaion, Self-sufficient Economy

  • 118

    1. Introduction

    National identity has been a discussion topic in the educational context. In this research, there will be a deep

    discussion about this issue in details. First of all, the term identity and its relations with national identity will be fully

    discussed. Besides, the meaning of Thainess will be discussed and be used to show how it has complicated the

    meaning of national identity among the people of Thailand. Lastly, the researcher will explain how national identity can

    be implemented in the educational policy. According to the new educational reform Learning to Live Together promoted

    by the National Council of Education of Thailand, national identity has been highly promoted as one of the key values

    and attitudes. It is stated that national identity, a positive spirit, perseverance, respect for others, and commitment to

    society and nation are the five values and attitudes regarded as paramount to the Thais personal development, and it

    is hoped that the Thais will have a deeper understanding of the history, culture, natural and human environments of

    Thailand, and strengthen their national identity. According to Somboon (1991), national identity created by education

    has the following purposes and is comprised of the following perspectives or features: civic nationalism, cosmopolitan

    nationalism, cultural nationalism, and Kingship Institution nationalism (The citizens not only show their love for their

    nation state, but they also show their loyalty to Kingship Institution, show their belief in the role of the royal family and

    democracy. They also implement any projects for making merit with the King.) This implies that national identity is not

    confined to one identity only and it is determined by various perspectives and features.

    In the past decades, the world is under great changes and globalization has played an important role in changing

    the whole world so rapidly. A lot of scholars (Mok and Chan, 2002; Spring 2001; Pires OBrien, 2000) have a consensus

    agreement on its impacts on the economic and educational developments of all the communities in the world. These

    challenges cannot be avoided and all the people have to equip themselves to face those challenges. But a problem

    arises and some of the scholars (Pike, 2000) are worried that globalization will pose a threat to the existence of national

    identity. People will ignore their own national identity because they need to learn more about global knowledge to be

    more competitive and to meet the international standards of the world. Scholars like Hall, Held and McGrew (1994)

    remarked that national identity is used to unite people together in a defined area culturally and politically as a force to

    defend the competitive forces of other nation states.

    When identity is applied to the integrity of a nation state, it comes to the discussion about national identity.

    According to Friedman (1994) and Wilborg (2000), national identity can be defined in terms of political forces. The

    population is politically socialised to form attitudes to support the whole political system and the nation state. (Fairbrother,

    2003) National identity is also closely related to the enactment of constitution of every country. By referring to one of

    the western thinkers, Rousseau (1712 1778), who believed that people could be grouped together to have the same

    identity and the political will in the same community. The constitutive principles play an important role in the formation

    of national identity because it can represent the collective self understanding of the community (Parekh, 1999). But the

    political sense of view may lead to the phenomenon that someone can determine who is included and who is excluded

    by the national boundaries and it is criticized that inclusion is not entirely voluntary (Dittmer and Kim, 1993).

    What is more, another component of national identity refers to how the citizens in a defined area identify

    themselves to be. Simply speaking, the citizens of a place can have collective belonging by referring to emotional

    symbols of the singing of the national anthem, the flag, national ceremonies, rituals and monuments to dead heroes

    (Parekh, 1999). In addition, the scholars, Banks (1997) believe that national identity can be viewed from an individual

  • 119

    point of view. Each individual applies his knowledge to constitute the formation of national identity. A person always

    observes, learns and acquires different kinds of information from different sources to become part of the background

    knowledge. Through critical thinking and logical thinking, each individual can give reasons to make a decision to show

    who s/he is in the community. In this respect, national identity is not a fixed item but a process of identifications and it

    is changing all the time.

    Education in Thailand

    Education in Thailand can be said to have begun in the 13th century when Sukhothai was Thailands capital.

    In 1283, one of Sukhothais kings, Ramkamhaeng the Great created the first Thai alphabet, using as its basis the Mon

    and Khmer scripts which had, in turn, been derived from a South Indian script. He employed for the first time the new

    alphabet in his stone inscription of 1292 at Sukhothai. Throughout the Kingdom of Sukhothai, two levels of education

    existed :- Education provided by the Royal Institution of Instruction (Rajabundit) to princes and sons of nobles and edu-

    cation provided by the Buddhist monks to commoners. After the fall of Ayutthaya in 1767, and following a brief Thonburi

    Period, the capital city of Bangkok was founded in 1728 by King Rama I (1782-1809), the first King of the present Chakri

    Dynasty. He made an impact on the development of public education by reforming the Buddhist Church.

    During the early Bangkok period, a number of treaties were concluded with foreign powers, mostly in the form of

    a Treaty of Friendship and Commerce. Since English became the lingua franca of the Far East, King Rama IV realized

    that the kind of education provided by the monastery and the court was not adequate for future government officials.

    For this reason, he commanded that measures be taken to modernize the education of the country and a good

    knowledge of English would form a part of the new educational requirements, as it had become a necessary key to further

    knowledge as well as a medium of communication with foreigners. The policy of educational modernization was further

    pursued by King Rama V (1868-1910). Recognizing the need for better-trained personnel in royal and governmental

    services, he opened a school in the palace to educate young princes and the sons of nobles in 1871. This was the first

    Thai school in the modern sense as it had its own school building, lay teachers and a time-table.

    In 1871, immediately after the setting-up of the first school, the Command Declaration on Schooling was issued

    for this purpose. Although, it is interesting to note that the Command Declaration on Schooling signifies the advent of

    a formal education in the reign of King Rama V, the fact remains that the education system at that time was essentially

    for the elite. In 1887, King Rama V established the Department of Education to oversee the Kingdoms education and

    religious affairs. At the time of its inception, the Department had under its jurisdiction, 34 schools in the metropolitan and

    provincial areas, 81 teachers and 1,994 citizens, including 4 other advanced schools in the metropolis. It is worth noting

    that the implicit significance of the establishment of the Department of Education lies not in the scope of its responsibili-

    ties but in the fact that education in Thailand was on its way to being a planned enterprise, more systematic than ever

    before, and that education also had its own spokesman to speak for its worthy cause. In 1898, the first Education Plan

    was launched. It was divided into 2 parts: the first concerned with education in the Bangkok area while the second with

    education in the provinces. The most significant feature of this Education Plan was that the educational organization had

    covered all levels namely; pre-primary, primary, secondary and technical education up to higher education. The 1902

    the National System of Education in Siam retained all the education levels of the 1898 Plan and reshaped them into 2

    categories; namely, general education and professional or technical education. Another feature of this plan was that a

    variety of age limits for admission was imposed to motivate graduation within a scheduled duration.

  • 120

    In 1921, the Compulsory Primary Education Act was proclaimed. The Year 1932 heralded a period of historical

    change in Thailand as a constitutional monarchy system replaced the traditional system of absolute monarchy. The first

    National Education Scheme was thus devised whereby individual educational ability regardless of sex, social background

    or physical conditions would be formally recognized.

    In 1960, compulsory education was extended to 7 years. In addition, special provisions were, for the first time,

    made for disabled children, who were originally exempted from compulsory education, so that they might be given

    some form of basic education, regardless of their handicaps. In 1977, Thailands educational system was changed from

    a 4-3-3-2 structure to a 6-3-3 system wherein six years of compulsory primary education is followed by three years of

    lower secondary school and by another three years of upper secondary schooling, which is still in use nowadays.

    From the year 1977 right through to the present day, it can accurately be said that all of the efforts made by the

    Ministry of Education have been geared towards one direction, which is to provide educational services as a means for

    a better quality of life and society. The meaning of a better quality of life and society is analyzed in the term of national

    identity throughout this research.

    2. Problem Formulation

    Qualitative research is used in this study. Obviously, the Thai nation-state has used various ways to strengthen,

    consolidate and vitalize its ruling by using education to transmit the importance of good civic personality to the citizens.

    The concept of good civic personality is regarded by the researcher as national identity and the researcher would like

    to answer what the Thai nation-state implanted the spirit of national identity through the education policies from the first

    policy to the present one. Civic education on the whole can really help facilitate the understanding of citizens towards

    national identity and its content includes knowledge, values, attitudes, group identifications necessary for a political

    community as well as its members, knowledge of history, the structure of political institutions at both the national and

    local levels, loyalty to the nation, positive attitudes political authority, fundamental socio political beliefs and values,

    obedience to laws and social norms, sense of political efficacy, and interest and skills concerning political participation.

    But different school authorities interpret the meaning of civic education in a different way. Some only focus a lot on

    substantial knowledge (such as history and geography) and cognitive domains (such as critical thinking) and the concept

    of taking action and affective domain (such as values and attitudes) are neglected in the curriculum. Added to this, the

    researcher questioned the feasibility of national identity education by focusing only on the cultural identity. According

    to the Learning to Live Together consultation paper, the citizens are required to have a deeper understanding of the

    history, culture, natural and human environments of Thailand in order to strengthen their national identity and to

    cultivate a sense of national identity through understanding elements of Thai history and culture, (e.g. history, arts,

    scientific and technological development, achievements of outstanding Thai Heroes and Heroines).

    3. Problem Solution

    National Identity is broadly defined as the composite of outstanding features and characteristics of Thai society

    and people that differentiates Thailand from other countries, and which has helped the Thai people to move forward, while

    maintaining their Thainess, despite external influences and threats throughout history. In the early days of Thai history,

    education was primarily provided by the religious, domestic and royal institutions. Buddhist monks gave basic education

  • 121

    to boys in classes set up within the compounds of monasteries, while children of the royal household and from families

    of the nobility were educated in order to serve in the court and govern in the provinces. While the girl commoners got

    education by their parents at their home. During the reign of King Rama V (1868-1910) there was increased recognition

    of the need for educated people to staff the growing bureaucracy. As a result, the Thai education system was modernized

    and made more accessible to the general public. This began with the 1898 Education Proclamation, which was strongly

    influenced by the British system and in which two educational paths were stipulated: the academic and the vocational.

    The researcher found that during the reign of King Chulalongkorn or Rama V and King Vajiravudh, or Rama

    VI of Thailand, described Thai society as founded upon, and held together by three fundamental institutions or pillars,

    namely, the Nation, Religion, and Monarchy. These three institutions, particularly with their positive and outstanding traits,

    as well as their mutually supportive roles and responsibilities, have significantly contributed to Thailands unity, security,

    and development through the ages. The concept of good civic personality was invested to the Thainess.

    The proclamation of the new Constitution in 1997 has made a dramatic change in education. The main objective

    in education plan is to produce Thai citizens who are of high quality both academically and professionally, equipped with

    knowledge and skills needed for national development. Moreover, Thai higher education has to contribute to economic,

    social and environmental stability, be able to solve critical problems of the country and become center of education for

    the neighboring countries through instruction of institutions that are autonomous, efficient and adjustable to the world

    changes. The discourse of Goodness, Virtue and Happiness is the foremost Thai identity. Nonetheless, kingship institu-

    tion is the immense model, which the Thai place on their head with great respect. This is what the researcher uses the

    term Royal Hegemony to explain this phenomenon.

    Thailand is now a constitutional monarchy and a country aspiring to become a newly developed society, but the

    traditional principles of righteous Buddhist kingship, and kingly virtues, remain of paramount importance to the present

    monarchy. His Majesty has displayed, and continues to display, a profound understanding of constitutional kingship,

    as well as the traditional sources and symbols of Thai monarchal tradition. The significance of his reign relates to three

    main themes: the well-being of his subjects, the security and stability of his nation, and national unity. These three main

    themes are constructed by Self-sufficient Philosophy, which is underlined by Buddhist Philosophy.

    4. Conclusion

    The development of Thai national identity has been transforming through the passing time, nevertheless Bud-

    dhist philosophy is the central inspiration to form the Thainess deep inside their spirit. Buddhism gained wide acceptance

    because its emphasis on tolerance and individual initiative complemented the Thais cherished sense of inner freedom.

    Fundamentally, Buddhism is an empirical way of life. The discourse of national heroes or heroines have been focus-

    ing on Kingship Institution, consequently the Kings are iconic persons for the Thai citizens. As the Buddhist King, his

    Majesty the King Bhumiphol embarked early in his reign on a journey to know his subjects, and, in the process, allowed

    them to get close and know him. At the same time, he used his time wisely to accumulate constitutional experience

    and has an acute grasp of constitutional rule, but remains detached from politics, playing a non-partisan role in the countrys

    political process and development. The fact that the King has persevered in activities for the long-lasting benefit of the Thai

    people, has very much endeared him to his subjects--so much so that the Thais, in general, willingly and unreservedly,

  • 122

    accord him the confidence and trust no other monarch in our history, or indeed, in the world, has ever enjoyed. Without

    His Majestys guiding hand, the Thai would not be what they are today, a nation which has consistently demonstrated

    its inner strength, political resilience, social harmony, and economic dynamism, traits which have enabled the Thais to

    survive many a threat and misfortune in their long history. His philosophy Self-sufficient Economy derived from Buddhist

    philosophy is the reflection of identity of the Thai identity.

    References:

    [1] Banks, J. A. Educating Citizens in a Multicultural Society. New York, Teachers College Press., 1997.

    [2] Dittmer, L. and Kim, S. S. Chinas Quest for National Identity. USA, Cornell University Press., 1993.

    [3] Fairbrother, G. P. Towards Critical Patriotism: Student Resistance to Political Education in Hong Kong and China.

    Hong Kong, Hong Kong University Press., 2003.

    [4] Friedman, J. Cultural Identity and Global Process. London, SAGE., 1994.

    [5] Hall, S., Held, D., and McGrew, T. Modernity and Its Futures. Cambridge. The Open University.,1994.

    [6] Mok, K. H., and Chan, L. C. Globalization and Education: The Quest for Quality Education in Hong Kong.

    Hong Kong, Hong Kong University Press, 2002.

    [7] Parekh, B. Defining National Identity in a Multicultural Society. In Matimer, E. (ed.). People, Nation and State: The

    Meaning of Ethnicity and Nationalism. London, I. B. Tauris., 1991

    [8] Pike, G. Global Education and the National Identity: In Pursuit of Meaning. Theory Into Practice. 39, 2, 64 74.,

    2000.

    [9] Pires OBrien, J. The Misgivings of Globalization. Contemporary Review. 277, 1618, 264 72, 2000.

    [10] Somboon,T. The Influence of Foreign Education on the Thai Educational Scheme (BE. 2441-2464), Master Thesis,

    Chulalongkorn University, 1994.

    [11] Spring, J. Globalisation and Educational Rights: An Intercivilization Analysis. New Jersey, Lawrence Erlbaum, 2001.

    [12] Wiborg, S. Political and Cultural Nationlism in Education. The Ideas of Rousseau and Herder Concerning National

    Education. Comparative Education. 36, 2, 235 243., 2000.

  • 123

    2 2

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  • 124

    2.

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    2

    21

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    (Citizen Centric Knowledge Based and Results Oriented :CKRO)

    (Smaller Faster

    Better Cheaper Better Connected More Intelligent and the Bridge to Knowledge)

    2

    (Service Oriented Architecture: SOA)

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    (Reference Model :RM)5

    5 (Thai Government

    Enterprise Architecture :TGEA)

    2.2

    . 2550

    19 2550 :

    2.2.1

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  • 125

    2.2.3

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    :

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  • 126

    2.3.5

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  • 127

    2.8.4

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  • 128

    SOA

    2 2

    (Model Driven Architecture: MDA)

    4.

    2 2

    Thai Government Enterprise Architecture (TGEA)

    Service Oriented Architecture(SOA)

    (Intellectual Infrastructure)

  • 129

    2 2

    ANW-E-Book 2550

    Informatics for Integrated Intelligent Engineering Science and Systems Laboratory :I3SSL

    2/2550 2

    2 14 17 2550

    ACM International Conference Proceeding Series; Vol. 128 Proceedings of the 2000 annual national conference on

    Digital government research 2000 May 15 - 17, 2000

    Presidents information technology advisory committee (PITAC): subcommittee on transforming the government David

    Cooper, Bo EwaldPages: 1 8

    Sharon S. Dawes, Peter A. Bloniarz, Kristine L. Kelly, Patricia D. FletcherBuilding a digital government for the 21st

    century Pages: 1 39

    ACM International Conference Proceeding Series; Vol. 89 Proceedings of the 2005 national conference on Digital gov

    ernment research 2005, Atlanta, Georgia May 15 - 18, 2005

    Anthony M. Cresswell, Theresa A. Pardo, Sharon S. Dawes, US-European union collaboration on digital government

    research: developing new models Pages: 131 132

    ACM International Conference Proceeding Series Proceedings of the 1st international conference on Scalable information

    systems 2006, Hong Kong May 30 - June 01, 2006

    Trevor Wood-Harper, Othman Ibrahim, Norafida Ithnin, An interconnected success factor approach for service func

    tional in Malaysian electronic government Pages: 446 450

    Vassilios Peristeras, Konstantinos Tarabanis, Governance enterprise architecture (GEA): domain models for

    e-governance Pages: 471 479

    Queensland Nigel Martin, Shirley Gregor, Dennis Hart, Using a common architecture in Australian e-Government: the

    case of smart service Pages: 516 525

    David Lazer, Kevin Esterling, Michael Neblo, Jane Fountain, Ines Mergel, Curt Ziniel Connecting to Congress Pages:

    193 - 194Pdf (151 KB)

  • 132

    ISO

    26000

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    sponsibility (

    ISO

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    etos = custom and habits ) Professional Ethics

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    Ethics

    /

  • 133

    /

    / / Moral Ethics ( moral mores = manner

    and customs Ethics

    )

    Ethics

    ?

    Ethics Ethics Ethics

    Organizational Ethics

    ( ) ( )

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    ) (Spiri-

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    ..

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    ?

  • 134

    .. ..2537 1

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    29 39 50

    7

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    (National Society of Professional Engineers, NSPE, http://www.ifmbe.

    org/) (Code of Ethics and pledge) .. 1954

    ..2543

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  • 135

    (1)

    (2)

    (3)

    (4)

    (5)

    (6)

    (7)

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    (9)

    (10)

    (11)

    (12)

    (13)

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  • 136

    3.3

    (Ethics of Human Research) (Nuremberg Codes, 1964),

    (Helsinki Declaration ,1964), (The Belmont Report, April 18, 1979),

    (Council for International

    Organizations of Medical Sciences : CIOMS),

    (International Conference on Harmonization : ICH),

    .. 2545

    23

    10 (Nuremberg Codes, 1964)

    /

    ..1964 (World Medical

    Association) Declaration of Helsinki

    (written informed consent)

    ..1972 Tuskegee Syphilis

    Study Macon County

    400 () 200

    ..1932 .. 1950

    Tuskegee Syphilis Study Legacy Committee ..1996

    ..1997

    Tuskegee Syphilis Study ..1972

    (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research) 2

    ( ..1974)

  • 137

    Belmont Conference Center 4 The Belmont

    Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research .. 1978

    ( Respect for person),

    (Beneficence) (Justice)

    ..1974

    Department of Health and Human Service (DHHS) Food & Drug Agency (FDA)

    Code of Federal Regulations Title 45 Part 46

    (45CFR46) ..1981

    ,,

    , (vulnerable group)

    Council for International Organizations of Medical Science (CIOMS) (WHO)

    Ethical Guidelines for Biomedical Research Involving Human Subjects

    .. 1993 15

    (FERCIT, Forum for Ethical Re-

    view Committees in Thailand) 26 2543

    9

    (Council for

    International Organizations of Medical Science, CIOMS)

    (Ethical Conduct for Research Involving Humans)

    ..2545

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  • 138

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  • 141

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    .

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    3.7

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    80 ..2535

    24

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    4

    .

    8 . 2550

  • 142

    81

    86

    82

    83

    84

    85

    87

    91

    ..

    92

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    96

    98

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  • 143

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  • 144

    (Negative discipline)

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    227 )

    3.8.

    8 2549

    2550

    8

    3 :

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    (Milestone)

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  • 145

    (

    ) ( 3)

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    4 .

    (Individual ethics)

    (Group ethics)

    (Organization ethics)

    (Equity) (Freedom) (Participation)

    (Good

    governance) (Transparency) (Accountability)

    (Cost effective)

    4.1

    (professional ethics)

    (business ethics)

    (ethical climate)

    (

    )

    (Business Ethics)

    (Shareholder) (stockholders) (Stakeholders)

    (employees) (contractual partners) (customers)

  • 146

    4.2?

    - (professional excellence)

    (managerial expertise)

    -

    -

    -

    - ( )

    - /

    -

    4.3?

    -

    -

    -

    - (ISO 26000)

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    (Human resources) (Knowledge management)

    -

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    >

    >

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  • 147

    >

    >

    >

    >

    >

    -

    (Whistle blower)

    2001

    5 1 10 Fortune

    Whistle blower

    ( 15,000 ) 27,000

    (Good Corporate Governance)

    -

    -

    -

    -

    36%

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    12% (job resumes)

    (Managers)

    1

    - (ethical conduct)

    - (whistleblowers

    Protection)

    -

  • 148

    5.

    APS Task Force

    on Ethics (physics misconduct)

    .. ( www.aps.org/

    statements ) %

    (Falsification)

    (authors excluding)

    (Plagiarism)

    (less than truthful)

    (no prior work citing)

    (non-authors naming)

    (research supervisors)

    (abuse of students)

    (Lack of credit for co-authors)

    Nature 9 June 2005 (NIH)

    3247

    (Anonymous poll) 3

    0.3%

    1.4%

    (confidential material) 1.7%

    6.0%

    (flawed data)

    12.5%

    (Multiple publication) 4.7%

    10.0%

    (proposals) 10.8%

    13.5%

    15.3%

    27.5%

    3 9 % o f J u n io r M e m b e r s h a v e o b s e r v e d e t h ic s v io la t io n s

    d a ta fa ls ific a t io n

    n o t in c lu d in g a u th o rs

    p la g ia ris m

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    d e la y in g re fe re e re p o rts

    p u t tin g n o n a u th o rs o n p a p e rs

    o th e r

  • 149

    -

    -

    -

    (Honest error)

    (Honest differences of opinion)

    (environmental impacts )

    (Conflicts of interest)

    (Resources usage)

    (co-authors responsibilities)

    APS Task Force on Ethics

    (shared credit shared responsibility)

    (manuscript)

    (Honorary co-authorship)

  • 150

    APSTask Force onEthics

    (Career pressure)

    APSTaskForceonEthics

    (ethics education)

    (ethics awareness)

    (occurrences of ethics violations)

    (effective ethics training)

    6.

    (

    )

    ()

    ()

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    (

    10 )

  • 151

    (

    )

    /

    / /

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    -

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    -

    (Legalitytest)

    -

    (Publicitytest)

    -

    (Commonpracticetest)

    -

    (Wiserelativetest)

    -

    ( )

  • 152

    (

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    () ()

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    () ()

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  • 153

    () ()

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  • 154

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  • 155

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    & Organization Ethics)

    19 2549

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  • 157

    (

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    )

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    )

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  • 158

    / .

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    ..

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    , (.)

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    Mike Martin, Roland Schinzinger, Ethics in Engineering, Second edition, McGraw-Hill,

    52nd WMA General Assembly, Edinburgh, Scotland, October 2000 Ethical Principles for Medical Research Involving

    Human Subjects, World Medical Associaion Declaration Of Helsinki

    (.) , nd ,

    ISBN 974-326-246-6

    Davis, Michael. Developing and Using Cases to Teach Practical Ethics. Teaching Philosophy, vol.20, no 4,

    353 385. (1997)

    Martinson, Anderson & de Vries, Nature 435, (9 June 2005), 737

    ASCE http://www.asce.org/professional/ethics/

    ASME http://www.asme.org/ethics/

    NSPE http://www.nspe.org/ethics/

  • 159

    ..2550

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    * , . (), M. iur comp. (magna cum laude, Bonn, Germany),

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  • 160

    309

    36 () 2549

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    ..2550

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  • 161

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    36

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    ( )

    309

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    309 ..2550

    .. 2549

  • 162

    (Honnecker)

    50

    2

    (Chun Doo-Hwan ..2523-31) (Roh Tae-Woo

    ..2531-36) ..

    2531 ..2536

    ..2523 (..1980)

    20

    ..2539

    282 22 355

    17 2

    (..1997)

    3

    (Pinochet)

    ..2516 ..2521

    ..2523

    8

    6 Adrienne M. Quill, To Prosecute Or

    Not To Prosecute: Problems Encountered in the Prosecution of former Communist Officials in Germany, Czechoslovakia, and the

    Czech Republic, 7 Ind. Intl & Comp. L. Rev. (1996),165 ff.; Micah Goodman, After the Wall: The Legal Ramifications of the East

    German Border Guard Trials in Unified Germany, 29 Cornell Intl L.J. (1996), 727ff.

    James M. West, Martial Lawlessness: The Legal Aftermath of Kwangju, 6 Pac. Rim L. & Poly(1997)

    85ff.; Kyong Whan Ahn, The Influence of American Constitutionalism on South Korea, 22 S. Ill. U. L. J. (1997),

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    2

    3

  • 163

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    2549

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    7

    Naomi

    Roht-Arriaza The Pinochet Effect:

    4

    Transnational Justice in the Age of Human Rights (2005) Curtis A. Bradley & Jack

    L. Goldsmith, Pinochet and International Human Rights Litigation, 97 Mich. L. Rev. 2129 (1999); Andrea Bianchi, Immunity Versus

    Human Rights: The Pinochet Case, 10 Eur. J. Intl L. 237 (1999); Michael Byers, The Law and Politics of the Pinochet Case, 10 Duke

    J. Comp. & Intl L. 415 (2000); William J. Aceves, Liberalism and International Legal Scholarship: The Pinochet Case and the Move

    Toward a Universal System of Transnational Law Litigation, 41 Harv. Intl L.J. 129 (2000); Robert C. Power, Pinochet and the Uncertain

    Globalization of Criminal Law, 39 Geo. Wash. Intl L. Rev. 89 (2007).

    Robert C. Power, Pinochet and the Uncertain Globalization of Criminal Law, 39 Geo. Wash. Intl L. Rev. (2007), 89, 113ff.

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    309

    309

    (Proportionality)

    309

    ()

    2549

    180

  • 170

    1.

    2.

    2.1 ( )

    2.2 (academic excellency)

    ()

    ()

    2.3 (core competencies)

    2.4

    2.5

    (academic autonomy)

    3.

    (

    ) ()

    ()

  • 171

    4.

    () ( )

    ()

    ()

    () ()

    ()

    5.

    (1)

    (2) ()

    ()

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    (

  • 172

    )

    (4)

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    ()

    6.

    6.1

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    ()

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    6.2

    ()

    () () (autonomy)

    3

    .

  • 197

    ( ) 1 30 2550 5 4 82.5 % 5 80 % 20 % 412

    87.2 88.1 73.2 50 12 5 % 5% ( 74.4

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    /

    (Methodology)

    20 3 1. 2. 3. 412

  • 198

    3 1. 224 2 4 79% (37%) 31-40 39% 6-15 (17%)

  • 199

    1 ( , n )

    - (n=224) (n=119) (n=71)

    32.1 73.9 71.8 67.9 26.1 28.2

    79.5 65.5 33.8

    20.5 34.5 66.2

    21.0 21.0 25.4 79.0 79.0 74.6

    ( )< 30 6.3 5.0 8.5 31-40 36.6 40.3 32.4 41-50 21.0 17.6 19.7 > 50 23.2 14.3 23.9

    12.9 22.7 15.5

    ( )< 5 16.5 25.2 26.8 6-15 39.3 37.0 29.6 16-25 22.3 22.7 14.1 > 25 21.9 15.1 29.6

    . ( )< 5 20.1 26.9 21.1 6-15 38.4 39.5 43.7 16-25 20.5 18.5 9.9 > 25 21.0 15.1 25.4

    2.

    3 (78-82%) 50 (50-51.4%) 0-48% 55-75% - 0-48% 55-75% (50-51.4%) 79.5%

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    12.8% 55% -

    3 (62-72%) (12-15%) 17-50% 21% 2

    14.3

  • 201

    / / / / Web page / / Host Reviewer board, Editorial board Advisee , / / / / / ( 2)

  • 202

    2- TOR

    (n=224) (n=119) (n=71)

    55 (55-75) 5.8 7.6 9.9 7.7

    40 (50) 0.9 2.5 - 1.7

    15 (20-25) 0.8 1.4 1.1

    5 ** 90.6 92.4 11.3 64.85-10 4.5 7.6 76.1 29.410-25 3.1 - 11.3 7.225-40 (30-40) 1.3 - 1.4 1.4>40 (50) 0.5 - - 0.4

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  • 203

    565 1) 2) 3) 4) 5) 6) 7) 8)

    9) 10) 11) 12) 13) 14) 15) 69.20, 66.19, 64.78, 60.00, 53.63, 53.27, 52.21, 49.91, 42.12, 32.00, 32.00, 29.91, 29.73, 26.19 21.23

    :

    (Block Grant)

  • 204

    1. 2.

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  • 205

    1

    565 21.06 46.37 5.84 8.50 18.23 2. 2

    2

    391 374

    366 303 301 295

    282 238 181 181

    169 168 148 120

  • 206

    3. 3

    3

    ( 119 ) 5 4. ( ) 4

    4

  • 207

    80 4 5. 5

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    10 5 29 6. 6

  • 208

    6

    177 85 7. 7

    7

  • 209

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  • 211

    .. 2522 2 22 .. 2522 5 5 5.1 5.2 5.3 5.4

    5.5 5.6

    1.

  • 212

    2. 13 2 13 (1) (2) (3) (4) (5) (6) (Constructive) (Positive) (Suggestive) (Informative) (Proactive) (Alternative)

    /

    36 (..2549-2550) 1. 1.1 1.2

    1.3 ... () 1.4 1.5

  • 213

    1.6 1.7 1.8 1.9 .. .... 1.10 ..... 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 . . 1.21 1.22 2. 2.1 2.2 (.) 2.3 . 2.4 . 2.5 . 2.6 . / / 8 1. 2. 3. 4. 5. 6. 7.

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  • 214

    2 (.) 1 ()

  • 216

    - - - - //

    , , .

  • 218

    .. (govern) (manage)

    . . . (Good governance) . (autonomy) (independent) . (academic freedom) . (Cost effective)

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  • 219

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  • 220

    . 2542 . (.) () 2-3 . , , ( 3 ) .. * (Synergy) (Autonomous body) (block grant) () (Post audit)

    . 23 2549 . University of Minnesota Board of Regents Policy, http://www1.umn.edu/regents/policies.html . .. 17 48 2

    . Prof. Vicharn Panich The Knowledge Management Institute http://gotoknow.org/blog/thaikm . (.) 2542 20-21 2542 .

  • 221

    ( ) .. , , , , Autonomous University Indepependent University (Privatization)

    (Post Auditing)

    (Block Grant) (.. )

    ..

    .. (ADB)

  • 222

    Autonomous University ( ) () () / ( ) ( )

    Autonomous University

    . (Stakeholders) (//) /

    /

    /

    / (Cronyism) Autonomous University ()

    () /

  • 223

    () / () () / () ... Autonomous University (Good Governance) ) (Judge and Fair) ) (Transparency) ) (Accountability) ) (Participation) (Share of Authority) (Stakeholder) ) (Cost effective)

  • 224

    .. .. .. (.) ... .. .... . . (... .) ... .

    (.)

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  • 225

    ... (

    ) ... . ... .. ... ... ... .. ....

  • 226

    1

    1 .. 2546 .. 2546 .. 2546 .. 2546

  • 227

    .. 2546-2549 Absolute power corrupts absolutely

    1. (Principal-Agent) () (Agent) 2. (Asymmetric Information) ()

    3. (Adverse Selection)

    4. (Moral Hazard)

    2

    .. 2546

  • 228

    (Asymmetric Information) (Adverse Selection) - (Moral Hazard) (Moral Hazard) 3

    2547-2550

    2550 84 1 1

  • 229

    1. 2. 3. 4. 4 2

    - (Principal-Agent) 3

    9(1)

    (Administrative Failure)

    2 .. 2531 (9 ) (6 ) (2 ) (33 )

  • 230

    [1] .. 2546 [2] .. 2546 [3] .. 2546 [4] .. 2546

  • 231

    . 1 2550 . 2550 2

    1 ..(, ) ..(, ) Ph.D.(Development Studies, University of Wales, U.K.) [email protected]

  • 232

    . 3

    . : .. 2541 2 2550 .. 2546 . 120 .. ..(1).. 30 4 .. .. (3) 3 .. 3 ..4 ... 30 5 ( 3 : )... .. 6

    1 120 2 120 3 30 () 150

    4 30 30

    2 .. 2541 16(2), (8) (10) 3 .. 2546 5 4 .. 2546 8 5 .. 2546 9 6 .. 2546 10

  • 233

    90 3 5 1 90 4 90

    . (1) 7 ( 2550 ) (2) 4 ( 8 2550 13 2550 20 2550) (3) (4) 8 ( ) (5) (6) 3 30 (7)

    (8) (9) 3 (8) 30 (10) (9) 9 1 2 3 (11) (10)

    (12) (11) 1 2 (13)

    7 .. 2546 5(1) 8 .. 2546 6

  • 234

    //() () 13 2550( ) 8 2550 ( 20 2550) 20 2550 9 10 13 (1) (2) () (3)

    (4)

    2550

    .. 2541 - -

    (5) 2 11

    9 .. 2546 6 10 .. 2546 5(3) 11 .. 2546 7

  • 235

    (6) 12 (7) 13 (8) 6 1 1 14 (9) 3 3 (10) 9 1 () 1 ( 4 )- ()

    (11) 1 15

    (12)

    12 .. 2546 8 13 .. 2546 8 14 .. 2546 4 15 .. 2546 10

  • 236

    (13)

    . (Open recruitment process well prepared for all forms of challenges and skepticism on the basis of interaction with stakeholders at all levels) (open and transparent process) .. 2546 (close and confidential) 1 .. 2541 (large scale community)(nearly lifelong existence) ..2546 2 5(1) 20 2550 5 (1)

    (2) 5(1)

    (3) 20 2550 30 (15 2550) 5 (3)

    (4) 11 9 2

    (representativeness)

  • 237

    () 1 ( confirm ) 4 6 (5) (4) 14 2550 15 2550 15 2550 () 3

    4 () 5 (the most critical group of people) (feedback information and communication)

    6 1

    (1)

    (2) (3) 1 (hidden agenda) (4)

    (5)

  • 238

    (6) (very rare miracle) (exceptional case) (an excellent model of democratic organization with the highest standard and practice) 7 ( ) 3 8 (absolute majority principle)[(simple majority principle)] multiple choicesthe only single choice .. 2541 (Policy implementer) 50% 1 1 2 3 3 4 2550 (very critical academic and theoretical confusion) .. 2541

    4 ( )

    () (1)Supreme policy maker (2)Supreme policy controller (3)Supreme policy evaluator

    Temporary selected policy implementer under periodic terms of employment

    (peculiar phenomena) (1) ( policy maker) compulsory obligation

    ( policy implementer ) (2) [()

    ] ( )

    (3) 1 9

  • 239

    3 1) 2) 3) () () () () 4) Policy maker Policy implementer () () () () () () (!!!) (5) () (6)

    .

    () (Battle field for political power)

  • 240

    2 1 (Process-related proposition) (1) (ad hoc working group) (open self-presentation) (secret voting) (2) (3) (4) .. 2541 (1) (2) ( untouchable and horrible issue ) (3) (4) (Success-oriented and happiness-based learning organization) (5) (dynamic learning through cyclical trial and error)

    2 (Substance-related proposition) .. 2541

    (1) 180 (2)

    (meaningless rubber stamp under tokenism or artificial justification) (3)

    (4) 2 3 (5)

  • 241

    () () (serious structural violence) (Taksinocracy) (6) 1 5 (supremely significant component) (7) (open and free self-presentation) 3 (8) 3-5

    . .. 2541 (close)(confidential) (open)(transparent) 4

  • 242

    9 2550 7 1 2550 4 5

    1 ..(, ) ..(, ) Ph.D.(Development Studies, University of Wales, U.K.) [email protected]

  • 243

    (1) (2)

    2 2

    3

    ()

  • 244

    ..... 3 (1) (2) (3) 3 .... (trust)

    ()

  • 245

    27 2550 28 2550 1 2550

    .. 2546 1 4 30 6 (1) (2) (3) 1 (4) 3 (5) (6)

    7

    4 (1)

    (2) 1 1 4 6

  • 246

    (10 2550) 4 30 () (one-way, close, vertical and hierarchical communication) (interactive, open, horizontal and participatory communication) (critically significant factor) (limited feedback)

    7

  • 247

    2 3 . 3 2 4 4 4 3 2550 1

    (genuine participation) (endless devotion) ()

    (1) ( ????) (2) ( ???)

    2 3 1 3

  • 248

    (3) ( ???) (4) ( ???)

    (undesirable occurrences) (1) (2) (3)

    3 (SWU common wisdom-based product)

    (dual processes)(closed and secret) (detrimental to organizational creativity)

    (power-based paradigm) (wisdom-based paradigm) (open and transparent)

    (participatory wisdom strategy)

  • 249

    6 ( ) 3

    :

    Abstract The Yang Fei was a traditional healthcare provided by local healers. The Yang Fei was a treatment for patien