The study entitled “An Analysis of the Educational Concept of Phrabrahmagunabhorn (P. A. Payutto)” aimed; 1) to study  Thai educational concepts and theories, 2) to analyze the educational concept of Phrabrahmagunabhorn (P. A. Payutto)  according to the educational reform process, and 3) to present the educational reform policy according to the concept of Phrabrahmagunabhorn (P. A. Payutto). The qualitative research method was used in the study by interviewing 9 key informants and a seminar with 9 key informants. The research tools were composed of; 1) documentary analysis on educational works of Phrabrahmagunabhorn (P. A. Payutto); 2) Structured Interview on structures, contents and language on the draft of educational reform policy in the concept of Phrabrahmagunabhorn (P. A. Payutto), and 3) the aspects from the seminar on the inspecting of the appropriateness of the educational reform policy draft according to Phrabrahmagunabhorn (P. A. Payutto). The data were analyzed by content analysis method.

The results of the study were as follows:

1) Thai educational concepts and theories were based on the integration of Thai educational concept and Thai educational reform concept via the development process of policy and being related to Thai culture basically based on the education called ‘Buddhist oriented education’, focusing on a self-development as the perfect human being accomplished with knowledge (Vijjā) and conduct (Carana) or knowledge and Virtues making the Thai society a real wisdom society.

2) The educational concept in 6 aspects of educational reform according to Phrabrahmagunabhorn (P. A. Payutto) was as follows:

                   2.1) An education arrangement included (1) meaning of education, (2) purposes of education, (3) functions of education, (4) elements of education, and (5) education arrangement as Threefold Training and the educational reform appropriate to Thai society; Buddhist oriented education.

                   2.2) An educational administration and arrangement had to cover all the communities consisting of village, monastery and school by generating the balance of the community adjustment relating and promoting one another as the real knowledge-based- community (the Kalyanamitta community).

                   2.3) The educational standard and assurance included two factors: A)  the educational standard consisting of (1) the quality of graduates based on the four principles of Bhāvita, (2) the Virtues of the graduates included wisdom and compassion, and (3) the living standard of the graduates included one’s own welfare and others’ welfare; and B) the educational assurance was the Buddhist educational assurance based on  the four principles of Bhāvanā.

                   2.4) Regarding  teachers, lecturers and personnel, it included; A) quality and standard as the quality in Buddhadhamma consisting of Sippadāyaka and Kalyanamitta, the Dhamma and Vinaya education, Dasa-balañāna, Patisambhidā, and 4 styles of teaching, B) producing and developing included; (1) the durational production and development; a short-term to build good students as 7 education priorities and a long-term to build graduates accomplished with the truth, ethics, production and development according to academic purpose, i.e. general subjects to produce learnedship, and specific subjects to construct instruments for graduates, (2) Ethical education was to choose the best man to be a teacher, and to choose the best teacher to teach ethical education.

                   2.5)  The educational resources included; A) the nature as the environmental thought consisting of (1) The old concept to overcome the nature and consume the most, and (2) The new concept as the sustainable development; B) the educational resource as a human resource  consisting of the human development as the human resource and living being.

                   2.6) The educational technology included; (1) the development of technology users  on  six-sense faculties in educational aspect, (2) the development of technology producers by producing and developing the constructive technology and non-social problem-oriented ones, and (3) the wisdom to be built in the IT age was Patisambhidā. 

3)  A new form of knowledge obtained from the study was the thoughts of scholars onto the educational arrangement or educational reform with correlation and possibility in the educational reform. The concept on  educational reform policy according to  Phrabrahmagunabhorn (P. A. Payutto)  was as the integration between the Buddhist oriented education and the policy development process consisting of educational philosophy, objective, goal, and 6 aspects and 16 items of the educational reform policy.