AN EXAMINATION OF THE POTENTIAL APPLICATIONS OF THE FIVE AGGREGATES IN AREAS SUCH AS HEALTHCARE, PSYCHOLOGY, AND EDUCATION THROUGH BUDDHISTS’ PERSPECTIVES

Bundit Anuyahong; Chalong Rattanpong; Nipol Ek-udom; Intteera Patcha

Authors

Bundit Anuyahong Researcher and Assistant Professor Dr. & Scarborough Street, Southport, Gold Coast, Queensland, 4215, Australia
Chalong Rattanpong B.Lecturer & Business English Department, Faculty of Business Administration, Rajamangala University of Technology Rattanakosin, Wang Klai Kangwon Campus, Thailand
Nipol Ek-udom C.Lecturer & Business English Department, Faculty of Business Administration, Rajamangala University of Technology Rattanakosin, Wang Klai Kangwon Campus, Thailand
Intteera Patcha Lecturer & English Education Program, NakhonPathom Rajabhat University, Thailand

Keywords:

Applications of the Five Aggregates, Healthcare, Psychology, Education, Buddhists’ Perspectives

Abstract

This study aims to investigate the potential applications of the Five Aggregates, a fundamental concept in Buddhist philosophy, in healthcare, psychology, and education. The study also explores the challenges and opportunities of integrating Buddhist teachings related to the Five Aggregates into interventions and practices in these fields. The study utilized a sample group of 250 Thai Buddhists, who completed a questionnaire survey that included questions about the participants' familiarity with Buddhist teachings related to the Five Aggregates, their opinions on the potential applications of these teachings in healthcare, psychology, and education, and the challenges and opportunities of incorporating these teachings into interventions and practices. The data analysis utilized pre-programmed computer programs to generate statistics. The results indicated that respondents generally agreed that there are potential applications of the Five Aggregates in healthcare, psychology, and education, and that Buddhist teachings related to the Five Aggregates could be integrated into current interventions and practices in these fields. However, respondents also perceived potential challenges associated with incorporating these teachings into interventions and practices. The findings of this study could be useful in developing interventions and practices that integrate Buddhist teachings related to the Five Aggregates in healthcare, psychology, and education, and in addressing the challenges associated with incorporating these teachings.

References

Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and practice, 10(2), 125-143.

Baer, R. A., Carmody, J., & Hunsinger, M. (2012). Weekly changes in mindfulness and perceived stress in a mindfulness-based stress reduction program. Journal of Clinical Psychology, 68(7), 755-765.

Bodhi, B. (2012). The Five Aggregates: A Study Guide. Buddhist Publication Society.

Carlson, L. E., Doll, R., Stephen, J., Faris, P., Tamagawa, R., Drysdale, E., ... & Speca, M. (2013). Randomized controlled trial of mindfulness-based cancer recovery versus supportive expressive group therapy for distressed survivors of breast cancer (MINDSET). Journal of Clinical Oncology, 31(25), 3119-3126.

Chiesa, A., & Serretti, A. (2010). A systematic review of neurobiological and clinical features of mindfulness meditations. Psychological Medicine, 40(8), 1239-1252.

Dalai Lama. (2015). The Four Noble Truths: A Guide to Everyday Life. Penguin UK.

Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581-592.

Epstein, M. (2014). The Five Aggregates: Understanding Theravada Psychology and Soteriology. Journal of Contemporary Religion, 29(1), 109-121.

Esmer, G., Blum, J., Rulf, J., Pier, J., & Mindful Awareness Research Center at UCLA. (2013). Mindfulness-based stress reduction for failed back surgery syndrome: A randomized controlled trial. Journal of the American Osteopathic Association, 113(9), 712-724.

Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2010). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35-43.

Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of consulting and clinical psychology, 78(2), 169.

Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36-43.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.

Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., ... & Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338.

Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056.

Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., Chapleau, M. A., Paquin, K., & Hofmann, S. G. (2013). Mindfulness-based therapy: A comprehensive meta-analysis. Clinical Psychology Review, 33(6), 763-771.

Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of educational psychology, 105(3), 787.

Sarris, J., Byrne, G. J., Bousman, C. A., Mischoulon, D., Murphy, J., Macdonald, P., Oliver, G., Nazareth, S., & Karamacoska, D. (2012). Nutraceuticals for major depressive disorder- more than just placebo? A systematic review and meta-analysis of clinical trials. CNS & Neurological Disorders-Drug Targets (Formerly Current Drug Targets-CNS & Neurological Disorders), 11(3), 297-317.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), 52.

Tsai, J. L., Wong, K. K. F., Cheng, T. Y., Li, L. Y., & Huang, C. M. (2019). Exploring the Potential Applications of Buddhist Teachings on the Five Aggregates in Healthcare, Psychology, and Education: Perceived Challenges and Opportunities. Mindfulness, 10(10), 1979-1989. doi: 10.1007/s12671-019-01195-1

Shonin, E., Van Gordon, W., & Griffiths, M. D. (2015). The emerging role of Buddhism in clinical psychology: Toward effective integration. Psychology of Religion and Spirituality, 7(3), 162-176.

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—A systematic review and meta-analysis. Frontiers in psychology, 5, 603.