Sovachana Pou

These what I have learned in 2011…

2012-01-01T07:45:00.000-08:00

As 2012 begins, these what I have learned in 2011…

About me
I have to “BE” first before I can “DO” and “DO” before I can “HAVE.”
I own my own life, mistakes and all.
I must endure to make any difference.
I am not free from criticism and blame.
I can create a better community little by little by passing ideas and skills to others.
I can’t be all things to all people.
I can’t fix everything but can help most things.
I teach who I am.
I help others to help themselves.
I simply can’t make good decision if I worry what others think.
I am the only one who can make my dream comes true.
I let go because everything is impermanent.
I've gotten to get out there and make my dreams happen. Dreams don’t just happen. They are the product of labor, hard work, and commitment.
If anything comes easily, it is not engender good worth.
If I can’t help 100 persons, I just help one today.
If I want people to be dedicated to me, I have to be dedicated to them.
Actions are always better than words.
Any greatness doesn’t come until I put in my own sweat.
Be kinder than necessary, for everyone I meet is fighting some kind of battle.
Don’t fight darkness. Bring the light, and darkness will disappear.
Forgiving, knowing that people do harmful things because they are unhappy.
Freedom is having a chance to be better.
It is possible to teach students who are not internally motivated.
It is when I forget myself that I do things that are remembered.
My life is more about giving than receiving.
Success is not the key to happiness. Happiness is the key to success. If I love what I am doing, I will be successful.
Time doesn’t heal all wounds. A part of me has died; that’s the way it is.
There is not secret to real success other than hard work, perseverance, and learning from failure.
Winning at all cost is to create more suffering and misery to others.
There is no situation so bad that I cannot be accepted patiently with an open accommodating heart and mind.

About Cambodia
Most people are tired of the dictates of one MAN.
The more people learn the freer they are (Liberationist Education).
True peace cannot be achieved unless poverty has been alleviated.
Everyone wants big rewards for not too much efforts and works.
False knowledge is more dangerous than ignorance.
Our present leader solves one problem only to create many more.
Justice is advantageous to the stronger.
The most basic tool available to the reconstruction of Cambodian society is the quality education of its children.
When the power of love overcomes the love of power, Cambodia will know real peace.
The tragedy of life is what dies in the hearts and souls of the vulnerable people of Cambodia while they live.
Nothing has changed much. I wish we could stand here today and say everything is moving forward. It is not. The “Money Is Everything” can be seen and felt in Cambodia. The government doesn’t provide the basic needs to the people.
This is the voice of one Cambodian woman on good governance: “A good government is a government that does not abuse the people, that gives the people the land back, and that allows people to earn a living.”
The fact that we have schools doesn’t mean we have education. The fact that we have pagodas doesn’t mean we have faith. The fact that we have courts doesn’t mean we have justice and egalitarian law. The fact we have functioning government doesn’t mean we have democracy.
There comes a point where I have to accept that the system is not working. The land grabbing is only the latest example of the state’s struggling to meet the needs of its citizens, needs as basic as providing water, housing, health care, and education.
Influential people and high-ranking officials have the ‘license’ to pursue their own desires regardless of the consequences.
What powerful people say will always be right, and what the weak say will be wrong. Justice is the interest of the stronger, not the weaker.
We can succeed if our leaders can give up their “Position Power” and keep their “Personal Power.”
We needs millions of dollars from domestic and foreign investors, but endemic corruption, red tape, and an unpredictable legal system all serve as deterrents.
Today if all the children of Cambodia are provided with primary health care, good nutrition, quality basic education, access to safe drinking water and sanitation, and the protection from neglect, abuse, and violence, 10 years down the road, Cambodia society will be completely different from being today.

D.E.A.R. Campaign at Paññāsāstra University of Cambodia

2011-11-03T16:50:00.000-07:00

D.E.A.R. Campaign at Paññāsāstra University of Cambodia
“Reading is a basic tool in the living of a good life.” ~ Mortimer Adler

D.E.A.R. stands for Drop Everything And Read. D.E.A.R. Campaign started in early March of 2011 after several groups of students from my Cultural Anthropology class conducted a study relating to the culture of reading in Cambodia. After interviewing and observing students from different universities, the results were discouraging and depressing. Cambodian students basically don’t like to read. Most often, a majority of all university students come unprepared because they are not taught to read the required textbook and supplemental materials prior to class, which are part of real and advanced learning. Much of this is due to our failing to instill within them a habit and a passion for reading. Reading gives students knowledge to tackle all the problems in life and is a vital component for academic success. Reading is learning. Reading is thinking. Reading is creating. Reading is discovering. The development of paññā (analytical wisdom) starts with reading.

Since reading is one of the most common obstacles to academic success, a group of volunteer students at Paññāsāstra University of Cambodia (PUC) would like to plant the nascent seeds of reading culture to all students. D.E.A.R. Campaign involved all students and faculties at PUC to value reading. It encourages all students to read as much as possible. Students could also select their favorite reading materials during their free time. The whole idea is that everyone will develop the intrinsic interest in reading and make it a priority. The goal of D.E.A.R. Campaign is to uphold all students to read more. If we are going to get the students thinking, we need to get them reading.

By promoting this campaign, we could help improve the reading culture at PUC with the hope of improving the reading culture in Cambodia (according to World Bank, Cambodia literacy rate, estimated to around 78%, is one of the lowest levels in ASEAN, second only to Laos). Students have to start cherishing quality education that begins with reading. This campaign has helped them learn how important reading is for their academic success. Study shows that a good reading habit is a prerequisite to better learning. Furthermore, developing the greater reading culture will supplement and strengthen the culture of excellence.

All of us can make a big difference by promoting and developing the reading culture in the hearts and minds of ALL students as well as ALL people throughout Cambodia. Reading is the light to fight darkness. We want everyone, not just the young but also people at any age, to enjoy reading.

Quality of Education in Cambodia

2011-08-05T18:44:00.000-07:00

Pictures of Children in Cambodia

Our progress as a nation can be no swifter than our progress in education.
- John F. Kennedy, 35th President of the United States

If Cambodia is to achieve the lofty goals as quoted above, it is imperative that Cambodia establishes a high standard of quality with equal access to learning to all citizens. According to World Education Forum in Dakar, Senegal Committee, 26-28 April 2000, a good quality education requires:

• Healthy, well nourished and motivated students,
• Well-motivated and professionally competent teacher,
• Active learning techniques,
• A relevant curriculum,
• Adequate, environmentally friendly and easily accessible facilities,
• Healthy, safe and protective learning environments,
• A clear definition and accurate assessment of learning outcomes, including knowledge, skills, attitude and values,
• Participatory governance and management, and
• Respect for and engagement with local communities and cultures.

In Cambodia, education is a work in progress. Based on the inadequate inputs (curriculum, learning materials, teachers, principals and other educational resource persons, learning facilities and environment), the poor process of teaching-learning to reach educational goals and objectives, the deficient output (many students graduated with no real knowledge) compounded with the amount of money allocated to education and the lack of determination, there is doubt about the government commitment to improve the quality of education and provide equal access to all its citizens. However, if Cambodia is to take leapfrog forward to improve its education system, it must translate those lofty goals into lofty actions by providing equity and quality education (eliminate the culture of cheating and provide the culture of real learning) for the benefit of all Cambodian people, and not just for the privileged urban population. The government must also develop a feedback mechanism that accepts and empowers constructive criticism on evaluating if the system succeeds or fails in achieving goals and objectives.

Happy 2555 Khmer New Year and a reflection

2011-04-07T08:03:00.000-07:00

As Khmer New Year approaches, it is time to reflect on one of the controversial topic of money. Around the world, people use money to buy material possessions. Money is used also in exchange for other things. The power of having money is unlimited. Money can make the world go round. But some of the richest people in life do not have money. What makes someone rich? Their bank account? Their savings? The bottom line? What if the bottom line was a tally of friendships made, of families gathered, of sunsets watched, of laugh shared or of communities helped? Love, compassion and friendship have value too. Generosity is more important than profit. What if everyone tried to maximize that kind of bottom-line. One thing is for sure. The world would be richer for it.

HAPPY KHMER NEW YEAR TO ALL and may you find and enjoy real peace, real harmony, and real happiness.

The art of volunteerism: “One Who Gives Makes Many Friends” Sutta-Nipāta

2011-02-20T04:41:00.000-08:00

Volunteer Students' Activities

“One Who Gives Makes Many Friends” Sutta-Nipāta

In Cambodia, I often see beggars, orphans, and homeless children that are living with desperate poverty with or without parents to take care of them. These children do not have the fortune to be born in a rich family, and they need help. They never know what personal hygiene is. Their bodies are covered with dirt from the head to toe. They never have proper clothes to wear, they walk barefoot, nor do they have a nutritious meal to eat. They may be poor, but they want to live a good life like all of us. They also have the right to get an education and to enjoy a better life in the future.

To make a difference, a group of volunteer university students, led by Say Seyhean, had an ambitious plan. They worked together to cultivate generosity. They created a project, “I Help You, You Help Others.” This project means that if I Help You, You Help another person, and another person will help another person. Then, through this act of good deeds, this world will be better, more peaceful and prosperous.

On a beautiful Sunday 13th February 2011, more than 150 volunteer university students of Phnom-Penh woke up at 5:00AM, joined together and went to Primary School Toul Svay Roth, Lom Peng Preah Ream Village, Tran Paing Korn Commune, Samrong Toung District, Kompong Speu Province to implement their project. They reached back and wanted to help those in dire needs.

These disadvantaged one hundred and sixteen children (6-12 years old) at this primary school were lack of personal hygiene and didn’t have proper school clothes to wear, and nutritious food to eat. They needed help, love and support from all of us. Despite the fact that volunteer work does not provide them any income, these students wanted to do something for those children. And, since they cannot be there all the time with them, they wanted to make the difference in those children life at least once. They volunteered their time to teach these children how to wash their hands and to take care of their personal hygiene. They gave all these children a bath and washed them from head to toe, shampooed their hair, cut their nails and brushed their teeth. Then, they issued them a new school uniform. After Venerable Sanghabodhi taught the five Buddha precepts, they feed them with nutritious food. They also entertained those children with traditional songs and plays. These volunteer students made the children smile and let them know they were not alone. They have made a personal and lasting contribution by leaving a legacy of their good deeds toward these deprived children. They delighted in giving.

Whenever I look back on the impact the volunteer students have made on those children at the primary school, I am so inspired and touched by their unselfish actions and passion – for the project they worked on, the children they help alongside, and, most importantly for the difference they have made to their own lives. These volunteer students were so eager and had so much to offer.

7th January 1979 Revisited: Liberation and Alienation

2011-01-06T15:55:00.000-08:00

The last Vietnamese troops were said to have left Cambodia in 26 September 1989 but probably they did not leave until 1990 (source Wikipedia: People's Republic Of Kampuchea)

7th January 1979 Revisited: Liberation and Alienation

Depending on which side you were on, Cambodia either fell on 7th January 1979 under the Vietnamese occupation or it was liberated by the same Vietnamese troops. Inside Cambodia, today is marked as liberation day, but outside, most Cambodian called resentment day (the resentment of losing a country).

As a teacher, I have an obligation to give the students an objective account of the real issues of Cambodia based on my personal experiences. You may not agree with what I have to say about the recorded historitical event of 7th January 1979, but I know that all of us would agree, in the liberty to express diverse opinions that real democracy and freedom are secure.

To avoid any bias and ambiguity, it is noteworthy to acknowledge and recognize this historitical date as a source of liberation, a new “birthday”, a fresh epoch from the cruelest Khmer Rouge Regime but also of Vietnamese invasion, occupation and alienation of Cambodia. Ending the Pol Pot’s regime was essential, but replacing the atrocious regime with alienation was not right and illegal. We owe a debt of gratitude to the Vietnamese troops for their help; however, we oppose their self-interested ideology to occupy us.
The selfish Vietnamese had a different agenda besides helping the current government liberated Cambodia from darkness. They wanted to colonize and control us once again. The Vietnamese troops remained in Cambodia until 1989, a decade-long occupation, alienation which a coalition of anti-Vietnamese Cambodian forces, including FUNCINPEC lead by former King Norodom Sihanouk, KPNLF (Khmer People National Liberal Front) lead by former Prime Minister Son San, and the Khmer Rouge, established bases inside Thailand and engaged in gory civil war with the Hanoi backed People’s Republic of Kampuchea (PRK) government of Phnom-Penh.

Lastly, it is also noteworthy to state the Paris Peace Accord on 23rd October 1991, brought peace and democracy to Cambodia with all the political parties. The current government dropped the 23rd October 1991 national holiday in 2005 and chose 7th January 1979 instead.

Reflection on Teaching and Learning at Paññāsāstra University of Cambodia

2010-12-30T16:17:00.000-08:00

Reflection on Teaching and Learning at Paññāsāstra University of Cambodia

“Nations will march towards their greatness in the direction given by its education. Nations will soar if its education soars; will regress if it regresses. Nations will fall and sink in darkness if education is corrupted or completely abandoned,” said Simón Bolívar (1783-1830), a South American Liberator.

The key to the future is in the hands of the students of Cambodia. But, to use that key they must work hard and be supported and nurtured by the educational institutions of their homeland. They deserve the very best education, but they must be willing to fully participate in the process. I want to do my part. I want to give and share something priceless, the gift of learning. I want to fulfill my social responsibility to assist the young generation becomes responsible learners and develop their full potential. I want to help these young scholars find their role in making a lasting contribution to Cambodia’s future. These fully educated students are future leaders, key decisions makers, teachers, doctors, lawyers, managers, economists, entrepreneurs, artists, writers and intellectuals through whose contribution we will see Cambodia prosper and flourish. These young scholars have a gift to give us and the world if only we help them along the way.

"Our prime purpose in this life is to help others, and if you can't help them, at least don't hurt them," said Dalai Lama. I have tried to live this tenet by providing quality education to the poor and destitute children at Buddhism Education For Peace Center at Wat Unnalum and now by lecturing at Paññāsāstra University of Cambodia (PUC). I wholeheartedly want to express my kataññū katavedī (gratefulness and humility) to Dr. Kol Pheng, PUC Founding Father, for offering me the unique opportunity to make a positive difference. I have been assigned to work with students and faculty in order to make lasting contributions to my beloved country. I teach English Communication, Introducing Cultural Anthropology, Introduction to Ethics, Academic Reading and Writing English, and Fundamentals of Communication to the foundation year students; a good number of them are well off. Most importantly, though, I teach those young scholars to think, to solve problems, to view new situations by acquiring and using knowledge, facts, and techniques. I firmly believe all of them can learn, and they learn more by encouraging their interests. I understand first-hand the great needs our students and programs experience. At the same time, I also witness the full impact PUC education can have on our students and our society.

My task at the university is to set the course, not to steer the ship for the young intellectuals of Cambodia. More specifically, I focus on student innate personal strength, developing critical and creative thinking, establishing integrated learning, instilling academic growth, and helping to develop relevant teaching materials. I also provide input on curriculum and assessment designs on the specifics of student learning that faculty most value and that reflect using what one knows presently. Furthermore, I propose that while the conventional interactions among faculty are rewarding and comforting, there is a need to move from interesting conversations to intentionally planning as a basis for developing a solid foundation for collaborative work. New faculty orientation and initial training, regular staff meeting and development, curriculum planning workshop, and faculty retreat must take place on a regular basis to weave together approaches to teaching, learning, assessment, and curricular design. I hope through these efforts, we are founding a learning community through partnership with all faculty members.

As idealistic as I am, I am also a realist. I encounter many ‘cultural’ difficulties (lack of culture of learning) and intricate challenges (different learners cultural background). I constantly look for creative, and subtle ways to achieve my objectives by focusing on my teaching approach, classroom management, and using practical research based solutions to learning (integrated learning for students). I try to create a learning ‘milieu’ where the educational environment should be a caring, nurturing, yet challenging place in which all students feel free, safe, and comfortable to express views, ask questions, and seek answers without fear of rejection or criticism. All my instructions and assessments are organized around the students’ needs, abilities, skills, interests and intended outcomes. After all, what students understand and how well they understand it is deeply connected to my teaching practices (Gillies Malnarich and Emily Decker Lardner, Designing Integrated Learning for Students, Winter 2003).

Teaching at the university level gives me an ample opportunity to learn about the higher educational system in Cambodia where most students are passive recipients of knowledge and skills. They are capable but unwilling to put in the hard work required at the university level. Most of them are lack of intrinsic motivation. They wait for an instructor to tell them what to do, study, and act. They wait for me to tell them what to learn and follow. They copy everything I write on the white board. They are dependent learners. In the instant gratification Cambodian society, they have forgotten that anything valuable takes time to produce. I believe that who they want become is formed by key components and elements that take years, decades, and lifetimes to perfect. Good study habits, morality, ‘ethical’ character and integrity don't materialize overnight, especially in today’s polluted Cambodian society where the immoral become acceptable and the impossible become possible (bribery). I constantly remind them there are no shortcuts and no substitution to hard work and creativity. Those skills must be learned and built step-by-step, stone-by-stone, and instance-by-instance over time. They must learn to do the right things. They must understand and value the importance of hard work, disciplines, and strong determination (adhitthāna). After all, the majestic temple of Angkor Wat wasn’t built in a day, neither is their good reputation, their honor and their moral character.

As an academic lecturer at PUC, I believe that all students are capable of accomplishing greatness, but few ever do. Only them know what they are capable of achieving. According to Buddha, they are their own master (in learning); they make their own future (Attā hi attano nātho. Attā hi attano gatti). I have noticed while most students are eager and capable to learn, they also carry some negative values and futile habits that allow the culture of cheating and dishonesty to thrive when they move to university. I believe they lack a sense of integrity and pride in academia because they live in a corrupted society that does not value real education (hard earned diploma). For instance, very few value the importance of reading and writing. A good number of them often miss classes or arrive late. They come unprepared because they are not taught to read the required textbook and supplemental materials prior to class, which are part of real and advanced learning. They frequently fail to complete their necessary assignments to master the subject. Most of them are capable but unwilling to put in the hours and the dedication. They believe the best way to get good grades is not through hard work but through cheating and personal connection. They seem unwilling to study hard and persevere. If they don't change their attitudes about the value of knowledge and learning they will be left behind. They must be taught that no life ever grows great until it is focused, dedicated, and disciplines.

Those habits and work ethic have grave consequences. It will make students’ higher education worthless and reflect on the poor quality of education and the human resources. There is a real cost to this behavior. Will investors want to invest in a country with a sub-standard work force? I think not. The effect to our national development, economy and general wellbeing are at risk with the lack of quality of our human resources. These poor ethical work habits must be transformed and replaced with the culture of hard work and developing the right attitude to achieve their desired goal. Students learn what they study, and how much they learn in large measure determined by how much time they are engaged in that study. They must recognize and abide that reading and writing assignments, homework, class participation, research, exams, and all the other difficult parts of learning are essential and necessary. They must understand that results don’t just happen they are the product of time, energy, and commitment.

We, as educators, parents, government officials and citizens must do what we can to improve both the cultural as well as the practical aspect of education. We must strive to coordinate our efforts, to help each other improve our teaching methods. We must work with parents to give them better tools to motivate their children and show them that getting a college education is a path and key to success. I applaud the government stand on wanting to improve the quality of higher education (tertiary education) and capacity building project (World Bank Project). We must all recognize that without an educated and competent workforce, Cambodia cannot compete on an equal scale with our neighbors. Providing quality education for all is one of the most important developmental tools to combat poverty, promote prosperity, and create a better Cambodia where inequality and lack of opportunity devastate families, hamper growth and cause instability. As citizens, we must demand from our government as well as our higher educational institutions a commitment to knowledge, rational and critical thinking. We need to do better to support these young scholars personal and intellectual development if we do not want to sink further into darkness and despair. Students are the seeds and we are the soil. No matter how vigorous the seeds are, if the soil does not provide nourishment of the heart and mind, the seeds will not grow and flourish.

Buddha once said, “Believe nothing, no matter where you read it, or who said it, no matter if I have said it, unless it agrees with your own reason and your own common sense.” I believe the primary function of education is to not only imparting knowledge, but also to supporting and developing students’ innate wisdom (paññā) throughout the entire time they are in school. I also believe good teaching never comes from fear or force. The best teaching sermons are lived not preached. Often, in a classroom setting, the instructor makes decisions regarding the information that is covered and the skills that are developed. However, I think students learn best when they can be part of decisions regarding what materials or strategies should or should not be taught. Learners should be full participants and engage in the learning process. Decisions should be made with the learners, not for the learners. All the contents and activities will be learner-centered. Students need to gain their own skills not just see a demonstration of the skills an instructor possesses. They ought to be able to use what they know as evidence of learning.

At the university, we need these students to be the best they can be. And that means making Paññāsāstra University of Cambodia the best it can be. We must work on developing a wide range of creative solutions together using learner-center approach, combined with communicative method and resiliency. This kind of teaching is different from traditional education. To develop responsible learners, one must listen to the students’ interests. Listening is learning. Consequently, listening to students will prompt the students to begin to listen to teachers and teachers begin to listen to students. From this great mutual understanding and respect develop. Students will learn to manage their learning, discover their own learning needs, think and problem solve by themselves. They will begin to see the whole picture. They become proactive learners, self-motivated, and competent lifelong learners. Furthermore, since learning is an inside job, I encourage students to explore, experiment, reflect and answer their own questions through critical thinking activities. After students become convinced through resilient strengths they have what it takes to succeed; they persevere in the face of adversity and rebound from setbacks, emerge stronger and become self directed. This way, they learn how to think and believe in themselves. Then, real learning and understanding start taking root; students learn to make good choices and start being accountable and responsible for their own behaviors (check my article on “Liberating Education”). In that case, according to the Brazilian educator and activist Paulo Freire, "Education is a constant process for the liberation of human beings.”

Academic life is fascinating and challenging. While teaching at Paññāsāstra University of Cambodia is a rewarding experience; working with the youngsters and faculty is a paradox where the “Commitment to Excellence” (PUC’s slogan and ideal culture) and the lack of standards, discipline and learning values among students clash. The wonderful opportunity to share my knowledge with students, make new friends, and establish collegial relationships in my own country is always fulfilling, professionally and personally. I hope that this exercise will serve as a means to communicate a reflective inquiry for enhancing the quality of higher education, offer suggestions and possible solutions to the critical problems Cambodia faces such as:

• Strengthening institutional capacities,
• Improving university management and governance,
• Providing a living wage for faculty and incentive,
• Delivering high quality education through heuristic teaching and learning,
• Supporting higher caliber research activities,
• Providing integrative experiences of learning to students,
• Designing substantive curriculum and assessments,
• Modernizing buildings, libraries and classrooms to improve efficiency
• Using relevant textbooks and latest information technology,
• Investing in training and professional development
• Involving parents, community members and all stakeholders.

The views, opinions, and interpretations expressed in this paper are personal and not reflective of others. They are only intended to reflect on my own experience so that others may learn from my efforts.

May the next generation of Khmer students grow up to be an ideal generation with the seed of Dhamma (natural and capable sentient being). May all experience the joy of ‘integrated’ learning (pariyatti and patipatti).

True Leader

2010-12-18T06:58:00.000-08:00

TRUE LEADER

This is an old Chinese poem that offers wonderful advice for our current leader:

GO to the people (instead the people go to our leader)
LIVE among the people (Our leader lives luxuriously among themselves)
 LEARN from them (Our leader knows everything) 
LOVE them (Our leader loves power)
START with what they know (Our leader starts with what he knows)
BUILD on what they have (Our leader builds on having more power)
 But of the BEST leaders,  
When their TASK is accomplished,  
Their WORK is done,  
The PEOPLE will remark,
"WE HAVE DONE IT OURSELVES." (Our leader has done everything it himself).

Good never comes from force

2010-12-18T06:35:00.000-08:00

Picture by a fourth grade student Srey Chonineath in CAmbodia

The longer I stay In cambodia the more I realize that "Good never comes from from force as stated by Venarable master Fa Thai:

“When your own home is healthy and happy, others will come to you. It’s like being a good cook, a good teacher, or a good leader. If you are good, you never have to force your food, force your lessons, or force your directions, on others. Good cannot from force.”

The Shocking Stampede Tragedy at Koh Pich Bridge

2010-11-29T21:43:00.000-08:00

Images of Koh Pich Bridge, Group meditation at Koh Pich to alleviate the suffering, Praying ceremony for the victims and their loved ones at Pannasastra University of Cambodia

The Shocking Stampede Tragedy at Koh Pich Bridge

To those who lost their life or sustained horrific injuries at Koh Pich on 22nd November, I wish to express my heartfelt sympathy and deepest sorrow and to their loved ones. I share their indescribable pain and suffering and I join my hands over my head to pray for every affected fellow citizen.

In Cambodia, I don’t try to understand everything; some things will just never make sense. It is a country where the impossible become possible, the immoral become acceptable, and the insane become normal; just look and think at the findings so far (The Cambodia Daily Saturday-Sunday November 27-28, 2010: After Koh Pich, Resignation Looking Unlikely) by the independent investigating body for the indirect massacre which claimed 351 lives on Koh Pich bridge by the latest count which changes almost daily. The committee has so far lain the blame on the deceased and injured victims. Is it the right approach to be pointing fingers at the real victims and avoid exposing the whole story and the truth of the negligence, failure and the irresponsibility of the event organizers, the police and the city officials to control the flow of the crowd? Is this how the present system works? Is the culture of blaming others continues to rule Cambodia? Can this predictable tragedy be preventable? The facts speak louder than words.

I would like to share a classic story about four people named Anybody, Everybody, Somebody, and Nobody. There was a very important task to find the root cause of the incident for the country and the people, and Everybody was asked to do it. Everybody was sure Somebody would it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it is Everybody’s job. Everybody thought Anybody could do it but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.

The message here is everyone blames everybody (except themselves of course) and fails to take and fulfill their responsibility for their duties and obligations to protect the lives of the innocent people. Besides the financial compensation to the family members of the victims, the people of Cambodia and the international community deserve a better and complete explanation. The extent of the tremendous suffering affects the whole nation and the world. The cost of 351 lives cannot be simply tagged as a bitter lesson, case study, an experimental and learning experience to prepare better for next year’s event. The nation and the soul of the 351 lives cannot be fully rested until the special committee to oversee the government’s response and investigation into the last day of the Water Festival’s shocking stampede on Koh Pich bridge finds the culprits, and the real and acceptable causes of the devastating disaster. May all see the truth of what really happened.

Duch Verdict on 26/7/2010 delivers Only Partial Justice

2010-09-18T00:21:00.000-07:00

Crowd gathered at the entrance of the ECCC

This is my complete reflection on Duch Verdict on 26/7/2010

All distinguished members of the Extraordinary Chambers in the Courts of Cambodia (ECCC)—both Cambodian and international—deserve praise for their achievement and contribution in bringing the Khmer Rouge Tribunal to its first verdict. Despite the intricacies and the difficulties of the task, there has been a huge amount of work accomplished through the professional effort and collaboration of all involved.

As a silent victim in search of the truth and justice, I went to the ECCC to experience firsthand the delivery of the verdict on the trial of former S-21 (Toul Sleng) prison chief AING Guek Eav, commonly known as Duch. In the court chamber, I sat alongside more than 500 observers to personally witness the hybrid justice proceeding. It was a moving experience and historic event for all the victims, who have waited more than 30 years to experience some sort justice for the thousands upon thousands of Cambodians who were detained, tortured and executed under Duch’s command. For his role in these atrocities, Duch stood trial for intentional murder, torture, one case of rape, illegal imprisonment, mass execution and other sadistic acts. Found guilty of war crimes and crimes against humanity, Duch was convicted and sentenced to 35 years imprisonment. However, according to the court decision, he will serve only 19 years in prison because he has already spent 11 years in pre-trial detention and received another five years clemency for cooperating with the court.

I have long anticipated the response that this verdict would elicit. Yet, when the president of the trial chamber, Judge Nil Nonn, summarized Duch’s crimes and announced the reduction of his sentence, I felt doubtful that most Cambodians would understand and accept these legal concessions to Duch. When it registered that Duch would serve a mere 19 years—or as one lawyer now famously characterized it, a meager 11 ½ hours for every life that he stole—I predicted that this leniency would be difficult for the victims’ families and the broader Cambodian public to comprehend.

This pursuit of justice, however incomplete, is at least the first step toward establishing a historical record of truth, admitting guilt, and perhaps pursuing some type of reconciliation and healing. But national and international victims still have many questions. There are concerns that due to lack of funds and the old age of the KR leaders awaiting on trial, the ECCC should complete its term and find tangible justice as soon as possible. Time and funding are of the main essence: will the due process of justice in which the investigation process alone to build up Case Two can take months, if years, to complete be too little, too late? What is the view of the donors in trying to gather wider support from the international community, especially from the United States and China? What is the budgeting prospect beyond 2010? These are just the logistic concerns—what about broader issues of societal perceptions and future directions? How might this hybrid court promote accountability and human security in general, particularly in relation to Cambodia embracing the principle of responsibility to protect (R2P)? How might the ECCC end impunity, promote national reconciliation, deter future atrocities, and finally contribute to building an accountable local judiciary that is legitimate in the eye and the feelings of the victims? At the end of the KRT process, will Cambodians experience and internalize a sense of justice? Will the ECCC satisfy the Khmer people’s emotional feeling that justice is finally served, particularly when it seemingly offers lenient sentences and distills the whole of the Khmer Rouge’s guilt to the trial of only a few individual leaders?

At the end of this first verdict, I feel that the ECCC succeeded in establishing a record of truth of the mass killings, but failed to satisfy the survivors’ emotional feeling of justice with the shortening of Duch’s prison term. Justice is not just delivered, it is experienced. Khmer people place moral value in the hope that the verdict would release them internally, emotionally. From my observations, for Cambodian victims, justice was not fully served. For the Khmer Rouge survivors, this ruling does not completely acknowledge the scale and perversity of the violations. More work and fuller understanding of the victims’ side are necessary if the ECCC is to deliver a real justice, end impunity, and promote national reconciliation.

Duch's Verdict

2010-07-26T09:16:00.000-07:00

My Brother and I in front of the entrance of ECCC

Duch’s Verdict on 26/7/2010

I just came back from the delivery verdict of AING Guek Eav, also known as Duch at ECCC (Extraordinary Chambers in the Courts of Cambodia). First, I want to acknowledge and congratulate all the distinguished members of the ECCC both from Cambodia and from many countries for the achievement and contribution in bringing the Khmer Rouge Tribunal to present day. Despite the difficulty and intricacy in the past, there has been huge amount of work accomplished through the professional effort and collaboration of all involved.

In the court chamber, I personally witnessed the hybrid justice proceeding live with more than 500 people, most of them are victims. It was a moving experience and historic event for all the victims to wait more than 30 years to finally having some sort of justice. Duch was convicted of intentional murder, torture, rape, crimes against humanity and sentenced to 35 years. Moreover, according to the decision, he actually serves 19 years in prison because he has already spent 11 years in detention and got another five more years credit for cooperating with the court.

After today’s judgment, as a victim I am doubtful that most Cambodian understands and accepts the reasons of these credits. There still are many unanswered questions for the national and international victims but this piece of justice is at least the first step toward the truth, admission of guilt, perhaps reconciliation and healing. At the end, I think that the ECCC provided the truth of the mass killings but failed to satisfy the survivors’ emotional feeling with the shortening of Duch's prison term. Justice for the Khmer victims was not completely and fully served. More works and right understanding of the victims’ side must take into full consideration if ECCC wants to put a closure on finding real justice, end impunity, and promote national reconciliation.

Wealth Disparity and Inequality

2010-07-02T22:15:00.000-07:00

Pictures of the poor

Wealth Disparity and Inequality

As a Cambodian, I understand there are no quick fixes to the issues wealth disparity and inequality. The recent development, the luxurious buildings and the city life in Phnom-Penh design to create the image of a good life but do not reflect reality for most people. According to the UN report on local development (The Cambodia Daily, 1st July 2010), 3.7 million people estimated to be living below the poverty threshold, and only ten percent of the rural population owns a title of their land. Yet, those people also want decent housings, clean water, good sewage, and electricity. They want justice. They want basic health care. They want education. They want a piece land to grow their crops. They see poverty worsening, corruption spreading, and inefficiency rampant. The widening gap between the rich and the poor expands and rising inequality persists to the highest level. It is pity and heartbreaking that our present government doesn’t acknowledge the problem and try to find the real solutions. Here, once again the government is more interested in assigning blame than fixing problems for the poor. The leader doesn’t seem to acknowledge and grasp the legitimate issues raised by the UN, let alone be genuinely prepared to make the right and strategic decisions to help those really in desperate needs by looking into the validity and recommendation of the report. As we all know actions always speak louder than words and what the poor needed now is concrete actions. May ALL see the truth of what really happened.

Liberating Education

2010-05-09T08:01:00.000-07:00

Liberating Education
"Education is a constant process for the liberation of human beings.”- Paulo Freire (1921–1997) Brazilian educator and activist.

In Cambodia, each student has a different educational background and in general, most students wait for a teacher to tell them what to do, study, learn, and act. Many teachers have tendency to take the curriculum from other countries and just copy them, having the students study whatever is listed in those course books without really engaging them in critical thinking. In the big picture, most people wait for a leader to tell them what to do. They all wait for the master to tell them what to do and follow. This approach is teacher centered instead of focusing on the development and nurturing of each student unique capacities and personal characteristics to help them attain authenticity and self-actualization. This approach as a whole also creates intellectual dependency and lack of innovative ideas as well freedom to think creatively. It encourages hard work, but oppresses creativity and innovative thoughts. Teacher holds the key to learning. Students are passive. They act as the recipients to knowledge, skills, and understandings.

Many of our religious, political, social and moral beliefs are beliefs that we are accepted as children before we could question them, and understand the reasons behind them. The aim here is not to reject but to understand and to learn good reasons to continue holding after personal observation and analysis. Furthermore, Cambodian culture believes in authority, hierarchy and tradition. People all grow up in the narrow world of our parents and friends, a small place where their views, beliefs, and values become ours through the process sociologists call primary socialization. I believe only education gives us the opportunity to free ourselves from the accident of our birth in a particular time, place, environment, and family. It broadens our horizons and helps us to become productive members of the humankind. Education is then freedom and liberation.

Is education a form of indoctrination? Why do we go through the struggle to be educated? Is it merely in order to pass the exam and get a job? Or is it the function of education to prepare us while we are young to understand the whole process of life? In developed nations, we teach people that it’s all right to question, to challenge authority on logical, moral, or other reasonable grounds. Freedom is not only being allowed to do that, it is also learning the skills needed to do it well. Learning to be a critical thinker is what a liberal education should be about. Then we can determine by ourselves truth and falsity, good and evil, and not behave like unthinking sheep in a herd. That something is our belief in reason, in having good evidence for our claims, in open-mindset, and in critical thinking.

I advocate a liberating education where knowledge leads to reflection, introspection and action where school is a place for learning, making mistakes, growing and creating memories, but not worrying. Liberating education is based in acts of cognition, not transfers of information. It encourages critical and creative thinking, debate and dialogues on real issues, even controversial ones, so that people can stand or take sides. Conflicts are resolved not by imposing the majority will upon all people, but by genuine dialogues between groups. Participants are encouraged to take stand on issues. The purpose of such fundamental change in the social order is to achieve justice and peace. I believe “right knowledge is power.” It enables people to overcome injustice, poverty, and fear and to handle all of the daily decisions they face that have a direct impact on their quality of life. The knowledge they impart may result in a new awareness of their social situation with its exploitation and oppression. In this case, new knowledge is not simply added to the existing body of knowledge but rather transforming the persons and culture by the use of knowledge. Education is then the transformation of self through possessing knowledge. It relates learning to practice, thus bringing theory and actions.

Students learn through experience and construct their reality based on their experiences. They are encouraged to seek the truth by asking more why rather than how’s to do it. In this sense, education invites students and teachers to put their learning and teaching into action for social development and justice. The curriculum is based more on the learner or student center. What does the student want to learn versus what does the teacher wants to teach? In the liberating education curriculum, students learn best by reflection and experience and least by copying and imitating.

As teachers, we can teach more than the subject. We can even cover much more than the rigor of critical thinking; we can cover life and how to live life with dignity, respect and honor. We can teach the students to believe in their own abilities and to have faith in what they could achieve with hard work and dedication to learning. Students learn to accept responsibility for their own life. They know that it is them who will get where they want to go, no one else. They need to investigate life. Where they are today, what they’ve accomplished in their life, and who they will become in the future is determined by one person; their own self! Once they grasp that concept, they take the first steps toward empowering themselves to become the person they’ve always longed to be. They understand the whole process of life. They are free to pursue their own vision of good life by accepting their own responsibility

Parker Palmer, an author, educator, and activist who focuses on issues in education, community, leadership, spirituality and social change, expresses eloquently in the Aim of Education Revisited: "If higher education is to serve human purposes, we who educate must insist that knowing is not enough, that we are not fully human until we recognize that we know and take responsibility for it."

I argue the only lasting education is one that promotes higher modes of thoughts and moral actions not just storage of facts. In my view, the kinds of minds we will need to cultivate in the future are:
1. The disciplined mind masters bodies of knowledge and skill.
2. The synthesizing mind decides what most important and puts knowledge together in useful ways.
3. The creative mind ventures regularly into new, unexploited territory.
4. The respectful mind prizes diversity and tries to work effectively with individuals of all background.
5. The ethical mind proceeds from principles. It seeks to act in ways that serve the wider and just society.

May the next generation of Khmer people grow up to become a well-rounded, knowledgeable and moral human being through liberating education.

What have I learned?

2010-04-04T06:41:00.000-07:00

Sunrise at Bakheng Temple

Sunset at Sihanoukville

What have I learned?

In my life:

1. I’ve learned it takes me a long time to become the person I want to be.
2. I’ve learned the best contribution I can make to humanity is to improve and develop myself.
3. I’ve learned to be a volunteer teacher; I am free to do more for my country and the people from all the working for money restraints.
4. I’ve learned my life will not go according to plan if I don't have a plan.
5. I’ve learned that I can’t pay somebody to practice for me.
6. I’ve learned to accept the injustice of life.
7. I’ve learned that if I wait until all conditions are perfect, I’ll never act.
8. I've learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow.
9. I’ve learned that it is easier to keep up than to catch up.
10. I’ve learned that I have to “BE” first before I can “DO”, and “DO” before I can “HAVE”.
11. I’ve learned that TRUST is the most important factor in both personal and professional relationship.
12. I’ve learned that kindness is the language of the dumb can speak and the deaf can hear and understand.
13. I’ve learned that making a life is more important than making a living.
14. I've learned that life sometimes gives me a second and may be a third chance.
15. I’ve learned that it is impossible to accomplish anything worthwhile without the help of others and a little luck.
16. I’ve learned what works and what is not working for me?
17. I’ve learned that no life ever grows great until it is focused, dedicated and disciplined
18. I’ve learned that there is always someone who cares about me.
19. I’ve learned that people treat me the way I allow them to treat me.
20. I’ve learned that I can’t please SOME people, no matter what I do.
21. I’ve learned that I should make the ‘little’ decision with my head and the ‘big’ decision with my heart.
22. I’ve learned that real teaching is not the subject I am teaching, but the people I am teaching.
23. I’ve learned to be good at kids watching.
24. I’ve learned to be a rainbow in someone’s cloud.
25. I’ve learned everyone can be great.
26. I’ve learned everything I teach should have a context and should be relevant.
27. I’ve learned I don’t owe the future a brighter people but I do owe our people a brighter future.
28. I’ve learned if I always do what I always did, I always get what I always got.
29. I’ve learned when there is faith there is hope.
30. I’ve learned that I shouldn’t look back except to learn.
31. I’ve learned the shortest answer is doing.
32. I’ve learned nothing great was ever achieved without endurance and enthusiasm.
33. I’ve learned to be content with I am rather than what I have.
34. I’ve learned the world will not value me until I value myself.
35. I’ve learned whatever is worth doing is worth doing it right.
36. I’ve learned that I have to do things I don’t like.
37. I’ve learned that no one is free when others are oppressed.
38. I’ve learned to oppose everything while proposing nothing is irresponsible.
39. I’ve learned if there is any peace, it will come from being, not having.
40. I’ve learned that no one can do this work for me.
41. I’ve learned the love money and material wealth is the source of all evils.
42. I’ve learned that life’s most important question is what am I doing for others?
43. I’ve learned my darkness well enough that I can sit in the darkness with others.
44. I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.
45. I’ve learned to live simply and humbly.
46. I’ve learned to love unconditionally.
47. I’ve learned to care deeply.
48. I’ve learned to give generously.
49. I’ve learned to speak only the truth.
50. I’ve learned to teach compassionately.
51. I’ve learned to be me because everything is taken.
52. I’ve learned that change makes all things possible.
53. I’ve learned happiness never decreased when shared.
54. I’ve learned that I still have a lot to learn.

The Importance of Reading and Writing

2010-03-01T01:42:00.000-08:00

Students at Pannasastra University of Cambodia practice writing

Reading to students at "BambooShoot School"

The Importance of Reading and Writing
“If you don’t know how to read and write, it doesn’t matter how creative you are,”- Bill Gates.

I am not sure what kind of reader and writer you are, I want to share and explain how reading and writing have affected my life. I read and write everywhere I go. I read and I write when I study. I read and I write when I work (I teach). I read and I write when I stay home. I read and I write when I go on vacations. I read and I write every day. I read because I want to learn what I need. I write because I want to share what I know with others.

Reading is a multidimensional, dynamic process that involves thinking and responding, not only based on fluency and accuracy but also on discovering and understanding the power of language and communication. Reading is about making sense of my life and my world. It is about what I want to read when I need to know something or do something. There is no frigate like a book to take me lands away. I view reading as a pleasurable activity–as a source of entertainment and useful and interesting factual information. I receive great pleasure and satisfaction from burying myself in a Dhamma book. Reading has opened the door and the window for me. Reading can be thought of as preparation for a very important race. To me, reading is the single most important obstacle to academic success.

Writing exercises my mind to express thoughts, ideas and opinions. I admit writing is not easy, but rewarding. I write because I want a place to record my life experience and create something that I could look back on and laugh, cry and reminisce. Writing to me become more and more than a place to record my daily life experience, my thoughts. The papers I wrote become my friend; they were made and willing to accept anything and everything I had to say and feel. It could handle my questions, my sadness, my fear, my opportunity, and my joys. I discovered the beauty of writing – when I can pour myself onto white sheet of emptiness and fill it with emotions, ideas and thoughts and leave them there forever. It became a type of therapy for me for dealing with everything that was going on with my life, my country and humanity as a whole. If I want a reflective message to be heard, it has got to be sent out. To keep a lamp burning, I have to keep putting oil in it.

To all youngsters, I challenge and encourage you to read and write everyday. The more you read and the more you write the better you become. You become better reader by reading. You become better writer by writing. No one can do this for you. Reading and writing are your best investments in your future. They will bring you success in everything you want to be, you want to do and you want to have. Reading and writing are just like air. You don’t see but you need it to live in today’s world. Have fun reading and writing.

I posted "The Black Economy" in The Cambodia Daily

2010-02-03T06:45:00.000-08:00

The Black Economy in Cambodia

2010-01-11T17:01:00.000-08:00

The faces of the poor people in Cambodia affected by the black economy in Cambodia

The Black Economy in Cambodia
“The misery of my people is greater than my misery,” - Jayavarman VII (1181-1218)

Character isn’t something people were born with and can’t change, like fingerprints. It’s something that people weren’t born with and must take responsibility for developing and forming. With this thought, I want to talk about excessive corruption in Cambodia, the main character of the black economy formed by the corrupted leaders, and their powerful entourage. Here, I am only interested in fixing the problem rather than assigning blame.

Unwarranted corruption has undeniably been one of the Cambodia’s main stumbling blocks to sustainable development and fighting poverty. Corruption matters and becomes the main character. It creates a lasting impression in the heart and the mind of the people of Cambodia especially the poor. Studies show that there is a strong correlation between education and economic growth in developing countries. With strong roots, the trees will provide good shade and abundant fruits for all to enjoy.

On the surface everything is in order, decisions are carried out, lives moves on, the markets are crowded, the streets are packed with motodups and cars, the city is full of activities, and the ship sails along. But where is it heading? The sailors are rowing without seeing anything, the lower ranking officers are holding their eyes up to the leadership, but the leaders are not capable of seeing past each coming, rising and tumbling wave because money is the new and real king. Even free services cost money. Schools, fire services, hospitals, the police, the army, the government officials, media reporters, the judiciary all began to demand bribes for their “supposed to be free” services. One can argue that poverty is the root cause of corruption while others say corruption the root cause of poverty. However one thing is certain that lack of education is the main cause of poverty. And quality education for ALL and the development of wisdom (law of karma) have been diagnosed as the best medicine of breaking the cycle of poverty and corruption.

The fact that people have schools doesn’t mean they have an education. The fact that people have pagodas doesn’t mean they have faith. The fact that people have courts doesn’t mean they have justice and egalitarian law. The fact people have functioning government doesn’t mean they have real democracy with freedom of expressions. The resultant impunity along with the widespread poverty and a lack of strong institutions sparked an uncontrollable mass of corruption mainly created by the top politicians, and their powerful cronies. Its contagious spread has affected all including the poor. ‘Survival’ is the main cause of corruption for the poor.

Cambodian people are trained in a culture of corruption. The epidemic low teachers salaries contribute to a vicious cycle that encourages students to bribe their way through school, and eventually use bribery to carry them through life. In the national educational system, Cambodians are educated in corruption early – students aged 6-years-old and up are forced and taught that paying unofficial fees to supplement teachers’ salary is a part of growing up. Teachers demand students pay school fee everyday. “Small man gets small bribe; big man gets big bribe” has become a popular Khmer saying. The government must admit the failure of its responsibility to educate all Cambodia’s children to their fullest potential with the academic and professional skills. The national educational system in Cambodia offers a sharp division of classes, as the rich few are in good positions at independence in private schools and have used their power to maintain themselves. Sure, the current system offers schooling to the masses of illiterates from the countryside, but just to make them able workers in the factories and not enough to be owners due to the low academic standards and the quality of teachers for the remote areas. Furthermore, schools often serve as instruments of social reproduction in which the lower class learn to be docile workers who follow orders and the upper class are trained for leadership and the exercise of power. Since quality education is liberation, the goal of teaching and learning should stress to free the minds of students from the unconscious grip of oppressive ideas about such things as their class, race, gender, or ethnic status and other forms of social repression. One becomes free of these oppressive ideas not simply by recognizing them as oppressive, but by doing something about them.

Cambodia has become an aid-dependent society and much of the foreign aid that flooded Cambodia ended up in the pockets of unscrupulous officials. A 2004 study by the US agency for International Development (USAID) showed corruption costs the Cambodian government a huge sum of $500 million in revenue. “Five hundred million is the equivalent to the cost of constructing 20,000 six room school buildings or the ability to pay every civil servant an additional $260 a month,” said US Ambassador Carol Rodley at the anti-corruption concert in Phnom-Penh in May of 2009. A 2007 Transparency International survey showed 72% of Cambodian paid bribes for public services – the highest rate in the Asia-Pacific region and second only to Cameroon (79%) globally. A 2008 Transparency International Index put Cambodia in a dismal 166th place most corrupted country. Studies compiled by the largely German funded identification of the poor households program 2008 said 30% people surveyed in four provinces (Siem Reap, Prey Veng, Kompong Cham, and Oddar Meanchey) were rated as either “poor” or “very poor”. A latest 2009 index showed a small improvement at 156th place, still a very grim spot to be. The latest score, based on eight independent surveys, indicate the perceived level of public sector corruption in Cambodia. Yet, the government rejected most of the findings analysis of the corruption levels in Cambodia even the Transparency International showed that a whooping number of 47% of Cambodian family had paid some form of bribe in 2008.

To become aid-independent and move the country forward in hope of beating the black economy to an open society of equality, justice, freedom, dignity, and progress, all kinds of corruption must be stopped and should be eliminated by adopting, implementing, and enforcing the anti-corruption law as soon as possible and to the fullest with zero tolerance from the highest to the lowest ranking. Since the government named poverty reduction as a top priority in 2009, the people of Cambodia should challenge and demand the top leaders to live up to its stated priorities and deliver the long awaiting promise to reduce poverty. It is the people’s hope that an anti-corruption law approved by the Council of Ministers on 11th December 2009 will pass in the National Assembly very soon. Yet, the government has to release the latest copies of the long awaited draft legislation. Furthermore, the current administration cannot bear any criticism of them, or even accept that others may have different views such as the historical event of 7th January 1979. In this context, change can only take place through actions. And real change may only come when the people get more educated and learn to speak their own mind without fear of oppressions. When the power of love (metta) overcomes the love of power, then real development will grow and last.

“Tell me and I forget. Teach and I remember. Involve me and I learn” Benjamin Franklin

2009-11-30T16:19:00.000-08:00

Students Learning in the remote province of Kompong Speu

Students Learning at Pagoda Onalum

Students Learning at Bamboo Shoot School

Students Learning at Royal University of Phnom-Penh

The Liberationist, The Facilitator, and The Executive Teacher
Three Basic Approaches To Teaching and Learning

School is a place where students learn about themselves and about the world. And the business of the school is developing intellectual and nurturing the mind, not pampering the emotions. Yet, the levels of intellectual ability may differ, but all humans share the same emotional capacities to feel love, anger, empathy, caring, and joy. The practical curriculum should capitalize on this capacity between school and life, and teach our youth about the common humanity of all human beings. Education should help each person make his or her life more meaningful and fulfilling.

Often, in a classroom setting, teacher makes decisions regarding the information that needs to be covered and skills that need to be developed. Teacher should emphasize discovery and opening the world for the student. Learners should be full participants in the learning process. Education must rest on a solid foundation of knowledge about how to use it. Each teacher is a unique person, and it is by being really yourself that you really can become a great teacher. Since knowledge is power, these three basic approaches to teaching and learning give the teacher the power to choose way(s) to teach that will help achieve one of the noblest goals to which human beings can aspire: assisting the young in becoming thoughtful, competent, and caring adults.

Before examining each of the three different approaches to teaching and learning it is important to identify and remember the five elements common to all teaching framework called ‘MAKER’ framework (Approaches to Teaching, 2004, Gary D Fenstermacher and Jonas F. Soltis): Methods of teaching, Awareness of students, Knowledge of the subject matter, Ends that guide teaching and learning, and Relationships between teacher and students. Now I invite you to empty your cup (your own personal opinions and perception) and enrich your own conception of the role, purpose, and persona you want to be yours as a ‘wow’ teacher by reflecting on these different perspectives of teaching and learning.

1. The Liberationist Approach views the teacher as a liberator of the mind to wonder, to know, and understand, to imagine and create, using the full intellectual inheritance. Teacher with appropriate manner frees and opens the mind of the learner, initiating him or her into human ways of knowing and assisting the learner becoming a well rounded, knowledgeable, and moral human being. The liberationist teacher stresses initiation into ways of knowing and the development of the student’s intellectual and moral virtues. The emancipationist, a variant of the liberationist approach with strong social and political orientation, sees the social world as a place of constant struggle and oppression where those who have power, privilege, and status assert themselves and those who do not have power or privilege accept their diminished status and fate that follow from it. Furthermore the emancipationists argue that schools often serve as instruments of social reproduction in which the lower class learn to be docile workers who follow orders and the upper class are trained for leadership and the exercise of power. The end of emancipationist teaching stresses to free the minds of students from the unconscious grip of oppressive ideas about such things as their class, race, gender, or ethnic status and other forms of social repression. One becomes free of these oppressive ideas not simply by recognizing them as oppressive, but by doing something about them (Paulo Freire, Brazilian Educator, Pedagogy of the Oppressed, 2001). The liberationist uses ends that guide teaching and learning and knowledge of the subject matter as dominant factors.

2. The Facilitator Approach who focus on the development and nurturing of each student’s unique capacity and personal characteristics to help them attain authenticity and self actualization. Teacher has a civic responsibility to model how to be loving, empathetic, just, honest, respectful, and caring individuals. Providing students with the opportunities to experience and practice these skills, along with providing cognitive development is their obligation. Teacher is like passports to these experiences. Teacher also helps students and adolescent become themselves. Students really learn and grow in their sense of self-worth. Teacher is an empathetic person who believes in helping individuals grow personally and reach a high level of self-actualization and self-understanding. He or she nurtures the personhood of the student by engaging him or her in meaningful experiences that connect with their lives (care pedagogy). The facilitator puts awareness of student and ends that guide teaching and learning central.

3. The Executive Approach views the teacher as a skillful manager of learning, and the acquisition of knowledge, skills, understandings, and competencies. Students must rest on a solid foundation of knowledge and the ability to think critically. Teacher conveys basic subject matter and skills as efficiently as possible. Careful developed curriculum materials and methods of teaching backed by research are very important. They provide the teacher with techniques and understanding to use in the management of the classroom and the production of learning. In this context, students learn by in large what they were engaged to study. The executive stresses the methods of teaching and knowledge of subject matter and put less emphasis on awareness of students, ends that guide the activities of teaching and learning, and relationships between teacher and students.

Today’s world is diverse and constantly changing. Educators must be prepared to deal with these challenges. Understanding, practicing and gaining perspective in one or all three approaches prepare you to function more effectively in different school settings with different types of learners. Knowing teaching is personal, my intent here is to offer and present new way(s) to teaching and learning for further reflection as well as new topics for conversation with your fellow teachers. Our common goal as teacher is to provide an environment that stresses the ethical and moral values of society and prepare students to become self-directed and lifelong learners. Students become active learners through active teaching. I salute you for the great service you render to the nation and its children.

Sources and for further reading check out:
1. Approaches to Teaching, 2004, Gary D Fenstermacher and Jonas F. Soltis.
2. Pedagogy of the Oppressed, 1970, Paulo Freire.

Life Lesson: Introspection

2009-11-01T16:08:00.000-08:00

International Vipassana Center at Pagoda Onalum

Vipassana Sitting Hall

Paccaya's Tranlation Sesssion with Ven. Sanghabodhi and Ven. Den

Lunch at the Pagoda with two other Kmeng Wat, Diman and Reuth

Life Lesson: Introspection

Being back home this time, I wanted to examine myself from a different perspective; to reflect and inquire about how I can contribute to the community. I chose to live at the International Vipassana Center in Onalum Pagoda for ten months. While everyone thinks of changing the world, I think of changing myself. I have wanted to live my life from the inside out and not from the outside in. I have wanted my life to mean something more. I have wanted to exist for the greater good, to directly experience anatta (no self) living with less and focusing more on right actions and not as much on results. I have wanted to choose a life I have reason to value. I have wanted to be content with who I am rather than what I have or what I do. My stay in the pagoda was intended to test my heart, to test my determination, to test myself and to develop my wisdom for my own personal growth. I have wanted nothing more than to be a right force (bala) of change to serve my country and humanity.

My introspection required me not only to see, know, understand and feel new things, but also to experience the same things in a new light. Nothing came easy to me in life. I had to do my own work. No one can do this work for me, because no one has lived through the life experience I have. Enlightened ones will only show the way. In the pagoda, I renounced most the householder’s life and lived with minimal personal possessions, with bare essentials. I lived on the charity of others; accepting whatever was offered as food, accommodation, or other facility.

My day at the pagoda usually began at 4:30 AM listened to the metta (loving kindness) praying by the monks and sat for one-hour Vipassana meditation. Besides helping with the daily chores; organizing, sweeping, dusting and cleaning, I helped prepare and serve meals to the monks with two other “Khmeng Wat” (pagoda boys). I called myself “Chach Wat”, pagoda old man. Whatever I received here, I tried to make best use of it; working hard to purify my mind. I enriched my general knowledge on Buddhism by spending countless hours reading, researching, learning, and understanding more on the theoretical study of Dhamma (pariyatti) as well as the teaching of Abhidhamma (ultimate science). At the actual practice of Dhamma (patipatti), I volunteered serving nine days Satipatthana course. I also took ten days Vipassana course to develop insightful learning about myself and learned to teach Anapana Sati (awareness of the incoming and outgoing breath) to the children. Everything happen in life is a process of natural phenomenon which possess three main characteristics included anicca (impermanence), dukka (suffering), and anatta (no self). Each breath I took is a path to experience the present moment and to liberation, the experience of arising and passing away, a small step to free myself from all bondages. Gradually, I become aware that I’m responsible for my feeling, and what I do with them. Through that, I have learned to speak my mind.

As I look back on my life, one of the most constant and powerful things I have experienced within myself is the desire to be more than I am at the moment—an unwillingness to let myself remain where I am; a desire to do more, learn more, accomplish more. But now, step-by-step I have learned to live my life in the present moment rather than the past. Everyday and every moment, I create my own future, my own welfare and misery as well as my own liberation. If I can learn to develop the mastery in this present moment, the future will automatically be bright. I am what I have. But whatever I have never last. Great renunciation (nekkhamma) is the renunciation of having. After critical self-examination, I have to “BE” first before I can “DO” and “DO” before I can “HAVE”.

Somehow, just when I think I have learned the way to live, life changes and I am left the same as I began. It appears that my life is a constant irony of maturity and regression, but my sense of progress is based on the illusion that things out there are going to remain the same and that, at last, I have gained a little control. The more things changes the more I am the same. I am what I started with. More and more, I realize that achieving meaningful change in me will take time, and may be a lifetime.

My trouble is I analyze life instead of live it. Much of the stress I feel doesn’t come from having too much to do. It comes from not finishing what I’ve started. From this experience, I have learned not to judge myself by how much I have accomplished. It is enough that I am of value to someone today. It is enough that I serve Lok Ta, my respectful 92 years old father, now. It is enough for me to sit down and listen to his advice on living my life according to the five Buddhist precepts. The rainbow is more beautiful than the pot at the end of it, because the rainbow is now. And the pot never turns out to be quite what I expected.

Little reflection was necessary for me to appreciate that my most troubling times have generally been responsible for my greatest growth. My life is full of challenges and obstacles. It is all about how I face them, how I come through them. When there is faith there is hope. I have been an imperfect human being, but with the help of my faith (saddha), I have corrected my path. My faith (saddha) and effort (veriya) have always brought me back home to where I really belong. I have persevered from tragedy after tragedy by mean of my personal wisdom (panna) to be my own master. I am the only one responsible for my life. Since I am the author of my life, I never give up on my aspiration to gain self–actualization. By observing and practicing ardently the four sublime states of Buddhism; Metta (loving-kindness), Karuna (compassion), sympathetic joy (mudita), and equanimity (uppekkha), I find real peace and harmony. Yet, I know I still have a long way to go to be at peace in the way I want.

Challenge and opportunity always come together-under certain conditions; one could be transformed into the other. The way to be most helpful to others is for me to do the thing that right now would be most helpful to me. My motivation is to perform my part as a productive member of humanity, to contribute my own skills and efforts for the greater good. My only reward is in my actions and not from them. Everything I do influence those around me and everything I think and feel influence what I do. However to live my life for perfectionism would be sentenced myself to continuous frustration.

My life is more about caring and giving. I have come to understand that I cannot completely solve all the problems, but I can work toward resolving by changing the way I deal with it. I judge less and less my day by how much I have completed but rather to enjoy what I have done for the benefits others, especially the children, the vulnerable, and the poorest. I want to open the door for the next generation. The kids have to be educated so they can have a better and brighter future, and what more is there. I believe each human being, whatever their social level or profession, has a potential to fulfill. I know it can be done. We all can be and do much more than we think.

Today never hands me the same thing twice and I believe that for most everyone else, life is also a mixture of unsolved problems, ambiguous victories and fictional defeats—with very few quiet moments of clear and real peace. I never do seem to quite get on top of it. My struggle today is worthwhile, but it is a struggle nonetheless and one I will never finish. I don’t want to stand with the setting sun and think of things I have or haven’t done. I can never hide myself from me. I see what others may never see. I know what other may never know. I often ask myself: how have I dealt with disappointments in life? Is failure really bad? The idea of failing a hundred times as long as I succeed once keeps me going. I believe if I persevere enough, work at it, stick with it; I have a real opportunity to achieve something. Change makes all things possible, yet requires great courage and personal sacrifice. To me, right intentions are more important than results.

I believe no one is wrong. At most someone is uninformed. “You’re wrong” means “I don’t understand you”—I am not seeing what you’re seeing. But there is nothing wrong with you, you simply not me and, that’s not wrong. If I think a person is wrong, either I am unaware of something, or he/she is. I like to be very honest and very specific in my criticism. I don’t want the local Khmer people see me as an ‘outsider’ but as a normal Khmer person who cares as much about them, encourages them to do their best, and works hard with them. I think one of the most important things in life is to be open-minded and to be open-minded for positive change.

Being back home this time, I am astounded to hear from government notable words that are so far removed from the truth and dignity such as freedom of expression, equal rights to housing, health care and education, human rights issues and the culture of impunity. Yes, I see progress; I see new buildings, I see new constructions, I see new roads, I see new bridges, I see new sumptuous villas, but beside this make-up, I also see more poverty, I see more corruption, I see more nepotism, I see more abuses, I see more distrust, I see more intellectual degradation, I see more oppressions, I see more immorality, I see more burglaries, I see more hunger, I see more misery, and I see more widening gaps between the riches and the poor, between the powerful and the vulnerable. Endemic corruption, land grabbing, abuse of power and social justice are critical issues facing the country and inaction is not acceptable. There comes a point where we all have to accept that the current system is not working. I feel that justice must be the same for everybody. Everyone needs to uphold the principle that no one is above the law. When I can, I want to help. I want to make a difference. If I can bring a little happiness for someone else, I gain more in my life. It is when I forget myself that I do things that are remembered.

Moreover, it is better for me to remain hopeful than hopeless. History has told us over and over again that we all pay a higher price if we do nothing or we don’t do enough. Achieving meaningful change will take time and only take place through right actions. I have wanted to plant new seed, the seed of growth mind set. I believe we all can plant any seed we want in the soil, and if it's given enough time and attention, it will grow into a flower, vegetable, or tree. The same goes for our mind. We can plant doubt, mistrust, contentions, oppressions and negative thoughts, or we can choose to plant the most hopeful, success-focused thoughts; the four sublime seeds of love and ethics we can muster. With enough time and attention, those seeds will grow as well. Will they grow into a promising future or a mediocre life? That depends on what we planted. As the seed is, so the fruit will be; as the right action is, so the result will be. Since the results are unpredictable, no effort of mine is doomed to failure. I am hopeful the up-and-coming generation of Khmer people learns to embrace openness, to accept new ideas and critical thinking, and grows up to be an ideal generation free from lobha (greed), dosa (hatred), and moha (ignorance).

I sometimes wonder what would have happened to me, had I made different choice. This existence of mine is as moving as the clouds. To watch the birth and death of being is like looking at the movement of a wave. A lifetime is like a flash of lightning in the sky. Rushing by like a torrent down a steep mountain. At the pagoda, I have stopped for a moment to encounter life, to be with my father and to serve others. This was a precious moment even if it was transient. It was a parenthesis in eternity but this moment has been worthwhile for me. After all, I am who I am.

I am most grateful to Venerable Sanghabodhi, my respectful father and head monk for letting me stay at the International Vipassana Center and tirelessly and patiently teaching me the art of being. I also would like to thank all those who were kind enough to share my insightful experience and helped me in many other ways during my stay at the pagoda. Their unconditional support and encouragement will be always remembered.

About Buddhism

2009-10-06T18:20:00.000-07:00

"I am Buddha, I am awake" Sketched by a second grade student

About Buddhism

The greatest achievement is selflessness
The greatest quality is seeking to help others
The greatest goodness is non-attachment
The greatest effort is not to concern with results
The greatest generosity is non-attachment
The greatest magic is transmuting the passions
The greatest achievement is selflessness
The greatest worth is SELF-mastery
The greatest precept is continual awareness
The greatest action is not conforming with the world’s way
The greatest goodness is a peaceful mind
The greatest medicine is the emptiness of everything
The greatest wisdom is seeing through appearances
The greatest patience is humility.

Atisha (11th century Tibetan Buddhist Master)

This I believe

2009-09-21T17:45:00.000-07:00

Prek Samroung Elementary School and Highland Park Middle School

The core of teaching is learning about myself and finding ways to give that to the children.

This I Believe:

I believe the teacher-student relationship as the primary determinant of what students accomplish in school.

I believe a student is a great teacher and a teacher is a great student. In this learning environment, teachers and students learn from each other.

I believe listening is learning. Students begin to listen to teacher and teacher begins to listen to students. These great mutual understandings and respects develop.

I believe that every educational decision must be based on what is best for the whole individual. The intellectual, social and moral development of every student must be of primary consideration.

I believe the educational environment should be a caring, nurturing place in which all students feel comfortable and safe. Students need to feel comfortable in order to ask questions and seek answers without fear of rejection or criticism.

I believe in fairness and consistency when dealing with discipline issues. If students have a structured environment in which they are aware of expectations and consequences, then intellectual, moral and social growth is maximized.

I believe that students should be active learners. Thoughtfully planned and student centered activities help students become self-directed, life long learners. In my own teaching I have found that when learning is relevant and enjoyable students are encouraged to take responsibility for their own learning.

I believe that schools are a place where students learn about themselves and about the world. Content is an important part of any educational system, but problem solving and critical thinking skills are equally important. Students must learn how to ask questions that are significant, access and analyze information, and solve problems. These skills are crucial and will help students find their place in today’s world.

I believe I can provide an engaging and challenging environment where students learn responsibility as well as ethical and moral values. Life skills as well as basic concepts of right and wrong, integrity and honesty need to be taught, modeled, and consistently enforced and reinforced.

I believe that all students from diverse backgrounds can learn and that they do so in different ways. It is my duty to address the diversity in the classroom by providing individualized programs and a variety of learning environments to meet the needs of all students.

I believe in no child left behind and also NO PARENT LEFT BEHIND.

I believe education should emphasize personal growth through solving problems that are real to students.

I believe, if encouraging and nourishing environment are provided, learning will flourish because people have an inherent tendency to learn.

I believe students must learn to make good choices and to be responsible for their own behavior.

I believe that my role of the teacher, is to help create a nurturing atmosphere for students and to promote the growth of the whole person.

I believe that students need to be fully participants in their own learning. To do this, I must help them to develop the skills they need to be self-directed learners.

I believe students learn best when they actively explore their own environment. Learning should provide multiple hands-on experiences. Students know something by doing it.

I believe that students often learn better from other students. I endeavor to provide multiple opportunities for students to work together to learn. I also believe that children learn best when adults are available to guide leaning experiences (Zone of Proximal Development, Vygotski, 1978).

I believe students are motivated when learning situation challenges them. I am here to guide them and coach them through those challenges (Bloom’s Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation).

I believe more and more that teachers should be facilitators and guides rather than directors.

I believe that teaching which is accepting and demanding leads to the best outcomes of the children.

In conclusion, I value learning from the perspective of the human potential for growth, becoming the best one can be. The shift is to study affective as well as cognitive dimensions of learning. Beliefs include: human being can control their own destiny; people are inherently good and will strive for a better world; people are free to act but must be responsible; behavior is the consequence of human choice; and people possess unlimited potential for growth and development. There is a natural tendency for people to learn, which will flourish if nourishing, encouraging environments are provided. Education is liberation. It frees them from their pasts so they learn to live in the present and have hope for the future. It frees them from obstacles and a lot of things that can set them back. Don’t fight darkness. Just bring the light in and darkness will disappear. In this perspective, teaching is giving, caring and sharing.

My Vipassana Reflection

2009-07-28T23:03:00.000-07:00

Dhamma Sitting Hall and Dhamma Student Residence

My Vipassana Reflection

Last month from June 3rd to June 14th, 2009, “to know thyself” more I took a ten-day Vipassana course as taught by Shri Satya Narayan Goenka at California Vipassana Center, Dhamma Mahavana at North Fork. After taking the course for the third time, I find the course to be beneficial to me. I have learned how to live from the inside out, not from the outside in through introspection, a process of self-observation and self–examination. I must admit it was still a hard and rigorous experience.

I believe the way to be most helpful to others is for me to do the thing that right now would be helpful to me. Since I consecrate my life to teach and help others for the improvement of livelihoods, I want to develop and strengthen insightful learning about myself. I want to directly experience the truth, not just intellectually in the realm of ideas and theories but the inner reality of the mental-physical phenomenon by observing things as they actually are, not as they appear to be. I want to make best use of my time, the opportunity, the technique to learn to liberate myself from the bondage of craving (raga), aversion (dosa), delusion (moha), and to enjoy real peace, real harmony, real happiness. I want to learn to live in the present moment rather than dwelling on the past and reeling into the unknown future. I truly believe with a strong heart and mind training, there is no situation so bad that I cannot be accepted patiently with an open accommodating and peaceful heart.

After taking refuge in the triple gem, the quality of the Buddha, the Dhamma, and the Sangha, and along with more than one hundred students and Dhamma workers, I was committed to a challenging ten days timetable from 4:30 AM to 9:30 PM while maintaining complete “noble” silence, silence of body, speech and mind. I was confined in a room that prohibited me to read, write, and pray. To give a fair trial, I was asked to accept and comply fully to the teacher’s guidance and instructions with an open mind. As an old student, I also abstained from eating after midday. Furthermore, I was expected to sit more than 11 hours a day, often without moving for an hour at a stretch, watching my respiration and experiencing body sensations (vedana).

There are three steps to the training given in a Vipassana meditation course. First, I undertook the five precepts (sila) for the duration of the course, a code of morality, not to kill, not to steal, not to commit sexual misconduct, and not to use intoxicants. By abstaining from such actions, I allowed the mind to calm down in order to proceed further.

The next step was to develop control, mastery over the mind by training it to remain fixed on the breath (samadhi). During the next three days, I was asked to observe the physical function of the respiration. I kept my attention on the triangular space between the upper lip and the nostrils. I observed natural and normal breath as it was, as it came in, as it went out (Anapana). While I focused on my respiration, I observed the nature of the breath was strongly connected to my mental state. I encountered and experienced many difficulties to keep my mind from wandering around. The reality of my mind had its tendency, its habit of wandering from one object to another, and one feeling to another, one thought to another. It just didn’t want to stay in the present moment. It escaped from the present reality into the past or the future. It didn’t want to stay on the breath or any object of attention; instead it ran wild, untamed. Lost in ignorance, illusions, delusions (moha), my wild mind remained agitated and miserable. Therefore, through this exercise, I kept my mind on a present reality: breath that is now entering or leaving the nostrils. When the mind wandered away, I started accepting the fact. I realized as soon as the mind has wandered, naturally, automatically, it will return to awareness of respiration. I learned to concentrate my mind, making it sharp and penetrating as much as possible, capable of the work to the next step. By observing respiration, I have started not only to concentrate the mind but also to purify it. I had to fight my own battle. I had to work myself. No one can do the work for me. To liberate myself from this wild mind madness, I had to explore reality within myself.

The third step was to attend and purify the mind of defilements by developing insight. I sat for the next seven days to practice Vipassana (Bhavana-maya panna): experiencing my own reality by the systematic, choice less and dispassionate observation within myself of the ever-changing-matter phenomenon manifesting itself as sensations.

Since our life is the creation of our mind (mano-maya), it is very important to understand the real meaning of heart and mind. In Pali, heart and mind are one word (citta), but in English we have to differentiate between the two to make the meaning clear. When we attend to the mind, we are concerned with the thinking process and the intellectual understanding that derives from knowledge, and with our ability to retain knowledge and make use of it. When we speak of heart we think of feelings and emotions, our ability to respond with our fundamental being. Although we may believe that we are leading our lives according to our thinking process, which is not the case. If we examine this more closely, we will find that we are leading our lives according to our feelings and that our thinking is dependent upon our feelings. The emotional aspect of ourselves is of such great importance that its purification is the basis for a harmonious and peaceful life.

There are two aspects of the training technique: awareness (sati) and equanimity (upekkha. The first is to break the barrier between the conscious and unconscious levels of the mind. Hidden by ignorance, reactions keep occurring at the unconscious level; by the time they reach the conscious level, they have become so intense that they easily overpowered the mind. By this technique, the mind becomes conscious and always aware. The ignorance was removed. The second aspect is to remain equanimous; aware of all the sensations and not reacted to them, to tie to new knots of craving and aversion.

To understand the truth at the experimental level, I use my body as my own laboratory. I started investigating reality within the framework of the body via sensation. I sat and let reality happened. I learned to observe “what is; that is what is required. I accept reality as reality is to me now”. From observing respiration within a limited area of the nostrils, I proceeded to observing sensations throughout the body. I encountered gross, solidified, intensified, unpleasant sensations such pain, pressure, discomfort. I continued to experience the habit pattern of my mind, restless, always wandering from one thing to another, to roll in pleasure and reel in pain, remaining agitated like a wild animal. Here and now, I worked patiently, persistently and continuously to break the old habit of generating new sankhara (reaction) and attachment. On this path, whatever was unknown to me must become known.

My struggle was worthwhile, but it was a struggle nonetheless and one I will never forget. For a few moments, despite severe pain from sitting and the rigorous schedule, I tried to remain aware and equanimous to the sensations. It was a very difficult and challenging task. I learned to observe and watch the different sensations without reacting to them and accept their changing, impersonal nature. I experienced sensations arising in the body and feeling in the mind. By repeated practices, continued works, while I was in severe leg and back pain, I determined not to move until I had understood anicca, the impermanence nature of matter-mind within myself. I remembered at one precious point on the eighth day, I experienced bhanga, the experience of the dissolution of the apparent pain into subtle vibration. The strong sensation gradually became weaker, constantly arising and passing away. I also gained the knowledge of the impermanent self, anatta because there was no hard core to which I clung on to. Such moment was pleasant, very important and powerful in changing the habit pattern of my mind. However, if I developed craving and attachment to this subtle sensation, it defeated the purpose of Vipassana meditation. It was imperative to remain aware and equanimous at any moment.

The other important part of the Vipassana was to spread goodwill (metta-bhavana) to all beings at the end of the course. As all the Buddha’s teaching, the practices lead to personal growth and enhance the growth of all beings. Sitting there and after spending a challenging operation of the mind, I felt the wonder of experiencing a new untapped reality of the mind. I focused on sending strong and positive vibes to others. I wanted to share my peace, my harmony, my happiness and my merit to all.

Vipassana taught me the art of living with awareness and equanimity by eradicating craving and aversion. I have taken the first three hard and rigorous steps. It wasn’t easy but I keep walking on the path, step by step, towards my own liberation. I have realized I still have a long way to go.

Bavatu Sabba Mangalan
May all beings be happy!

The Price We All Pay By Being Obedient

2009-06-02T07:31:00.000-07:00

The faces of the weak and poor people of Cambodia

THE PRICE WE ALL PAY FOR BEING “OBEDIENT”
"We must become the change we wish to see in the world" Mahatma Gandhi (1869-1948)

Let’s be truthful and blunt. Cambodia is not at all like any other countries with the rule of laws. Whatever the powerful leaders and rich people want to do, they just do. We can see and feel this is everywhere. However, civil disobedience is not our real problem. Our real problem is civil obedience.

Our problem is that the majority of Cambodians has obeyed the dictates of the powerful have suffered endlessly from injustice, inequality, corruption, nepotism, incompetence, and poor governance, and many have been victims or even killed because of this obedience. We also know too well that it is dangerous to be right when the big government is wrong.

Our problem is Cambodians are obedient in the face of abuses of human rights –including inadequate housing, health care, education, as well as land grabbing, poverty, hunger, starvation, and cruelty. The right to earn one’s bowl of rice, to get decent healthcare when sick and to be able to send one’s children to school have been deteriorated. With the current law enforcement of the present administration, it is a “crime” to be weak and poor. Life is cheap for the powerless. The real bias is that the powerful and rich people are above the laws.

More and more common people complain bitterly about official inefficiency, extreme corruption, poor governance and brutality. Most government officials included law enforcement officers, military police, traffic control police, custom officers, teachers, administrators, judges, and people’ representatives often don’t dare to apply and enforce the laws against their big bosses and those with power and rich people. They only fine and punish those poor people they know they can fine and punish. The courts only protect the rich and powerful people. Yet, they all know the state law well. They all know what need to be done. They all know the widespread briberies. Why would they fight abusive powerful leaders and the rich people as well? The reality is they are all obedient because it is safer to accept the incompetence, corruption and poor governance. They are fearful of repercussions, retaliation, recrimination and reprisal for speaking and acting out on the impunity and dishonesty enjoyed by those powerful and wealthy people who perpetually create lawless environment all over Cambodia.

There are many well known and well-documented cases of human rights abused, poor governance, and abusive incidents such as forced evictions, deforestation, large land concessions, degrading comments, extreme corruption at all levels. Just look around, witness, and experience it for yourself or simply ask any citizen, pick up and read any newspapers headlines or any official reports from the donor countries. Powerful leaders amass enormous fortunes; while leaving the country’ schools, hospitals, government buildings and other important infrastructures falling. The culture of fear, violence, impunity and injustice must be broken and eliminated. The government can do more and better to end the abuses suffered by the weak, poor and powerless by applying the rule of laws to all and paying more attention on social services for housing, health, food and education. Chances for better governance remain dim for the future of all Cambodians if we continue to be obedient to the dictatorship. It is not a criticism of the government, just the simple truth.

We all know economic growth has been the key to reducing poverty and improving livelihoods. We have built roads, bridges, irrigations, new council ministers building, and created laws. Recent data showed that Cambodia has made remarkable progress in several areas: garments, tourism and construction. We see a lot of progress and development, but we are also very aware that a lot of people are missing out – the appalling disparities of education, health, and wealth, and opportunity that condemn millions of Cambodian to live in despair. It is not just about buildings, but also building capacity and helping level the playing field.

The path to sustainable economic growth is lost to most of us if the culture of impunity and injustice persists because of our obedience to those powerful leaders and rich people who consistently and persistently abuse the laws for their personal benefits and greed. We all can see the unsustainable use of natural resources has depleted the national asset. The current growth has left most of the poor Cambodians with fewer assets. It affects small farmers by limiting land access. The lack of honesty, transparency and accountability by the powerful leaders continue to happen. The top leaders fail badly to lead by examples. They endlessly make great obstacles to all of us to comply with the rules of laws. For example, they continuously allocate large controversial land concessions to well-connected local and foreign firms. Corruption, greed, nepotism and power are the root cause of this culture of fear, and injustice. Uneven implementation and unequal treatment of the weal and poor will undermine the country’s intention to build a free and just society.

Our problem is we have laws in place but there is no practical enforcement, commitment, and a glaring lack of political will. Our problem is that people all over Cambodia are obedient while the jails are full of petty thieves, and all the while the grand thieves are running the country. We have nothing to fight back. We only have ten fingers to pray for help. We all become prisoners in our mind and tolerant of the abusive and powerful tyrants. That’s our real problem.

"The time is always right to do what is right"  said Martin Luther King, Jr. (1929-1968). What we need is change; the change from inside. We need to do the simple things that bring people hope back. We need to be brave, speak up, tell the truth and act responsibly. We need to sacrifice, and stand up for our fundamental rights: freedom of expressions to bring equal justice for all. We all need to follow the rules of law and the constitution. We need to defend the real victims; the weak, the poor, and the powerless. We want to bring back the long forgotten tradition of peaceful and harmonious living; the values upon which Cambodia’s prosperity depends – including hard work, honesty, accountability, transparency, courage, and fair play.

“Once” is the beginning of all things. We can take this one quandary in our own hands. Being obedient is about real justice, legality, equality, and freedom of expressions for all. All successes, great and small, whether in temporal and daily affairs, derives from our courage to speak up and stand up for the truth. So never neglect even the slightest positive deed. Just do it for the benefit of all of us. People such as Mu Sochua (an elected member of parliament and a tireless advocate for women’s rights and the victims of social injustice) and her courageous lawyer Kong Sam Onn, and many others who have kept on trying when there seemed to be no hope at all have accomplished most of the important things in Cambodia. We all can bring the change we wish to see in Cambodia for our children and future generation sake.

Whenever we are in doubt just recall and look deep into the face of the weak, poor and powerless person we may have seen and ask ourselves if the steps we contemplate are going to be any use to them. We all must keep in mind:

One voice can speak with wisdom.
One heart can know what is true.
One life can make the difference.
One vote can change a nation.
It is up to all of us!

Simple Things We All Can Do Together To Protect The Environment

2009-05-02T23:09:00.001-07:00

Simple Things We All Can Do To Protect The Environment at the Pagodas and in front of the Royal Palace along the Bassac River

Simple Things We All Can Do To Protect The Environment

We all know illegal logging and environment devastation are big issues in Cambodia (please see The United Kingdom-based environment watchdog Global Witness’ reports on November, 2004, June, 2007, and February, 2009). Additionally, we can see that out of control littering becomes also a major problem in Cambodia. Garbage is everywhere: on the sidewalks, on the streets, on the road, in the river, in the national parks, in natural areas, in temples, in rice fields, in schools, in restaurants, in government buildings, even in pagodas. Public and free places (streets, river banks, etc…) become dumpsites, create awful odor, affect health, and spread disease.

Nearly everyone throw garbage, plastic bags and bottles, aluminum can, home rubbish, and other trash everywhere they go, everywhere they eat, and everywhere they visit. They form destructive habits to the environment and their own health. They forget that plastic materials, aluminum can and other non-biodegradable trash are not like banana leaves. If they throw them on the ground those non-ecological trash will be there tomorrow and for years to come. It is very crucial to put plastic and non-environmental friendly trash in its proper place, and especially to dispose batteries in a safe place. Those unmanageable and irresponsible behaviors have caused great damage to the natural world and created many public health hazards to all. If we don’t start doing something about this out of control littering, we develop more and more into a garbage country. People need to reform and change their destructive habits. Here is ‘Simple Things We All Can do to protect the Environment’.

To protect the Environment and to encourage other people not to litter, a group of students lead by Say Seyheang and Ngol Kean with the support of the teachers, parents, elders, young children and monks of the Buddhism Education for Peace Center organized a school team and a group of family and young friends for environmental activities for a clean up day. During Khmer New Year and Labor Day, the students wanted to make the “Pagoda a Better Place”, thus the “World a Better Place”. They decided to get together to pick up garbage, sweep, and clean Onalum Pagoda in the capital, Kampong Kor Pagoda in Kandal Province, Oudong Pagoda also in Kandal province, and in front of the Royal Palace along the Bassac river. They armed themselves with brooms and the motto ‘Clean Environment, Good Hygiene, Good Health, Long Life’. Through these hearty acts, it was their wish and most excellent start to keep Pagodas, the city, the country, thus Cambodia, clean for the benefits of all. Since Pagoda is a sacred and worship shrine, spotless pagoda creates a clean environment, generates wholesome heart and produces clear conscience. To honor our King and our public place, in front of the Royal Palace along the Bassac River must keep be free of trash.

Nothing like this LitterProject at Onalum Pagoda in the capital, Kampong Kor Pagoda in Kandal Province, Oudong Pagoda also in Kandal province, and in front of the Royal Palace along the Bassac River has ever happened before. It is the students’ hope and aspiration that the interest and volition generated by their wholesome actions will inspire many more people, students, young children, parents, monks, farmers, government officials, leaders, and tourists to also take part in this LitterProject. Once people experience there own daily ability to make an environmental difference they will keep it up on their own-and may be even do a project in their neck of their woods. They will reform and change their destructive habits once they know uncontrolled littering damage the environment and their health. The keys for this successful LitterProject included:

1. They had fun doing it. After all, the students and everyone else were actively making pagoda a better place. Making “Pagoda a Better Place” and "in front of the Royal Palace along the Bassac River a Trash Free Place", thus the “World a Better Place” was their main inspiration. They wanted also to inspire other people to joining them and keeping the pagoda and Cambodia free of litter.

2. They kept it simple. Cleaning up trash was easy. All they needed are brooms, garbage bags, masks, dustpan, place to dispose the trash, gloves and most importantly a good heart with a smile. They really enjoyed doing it.

3. They invited other people to join them and never coerce them. It was their act of good deeds to contribute to the cleanliness of the Pagodas and the environment.

4. They told lots of people, including the press, CTN’s TV, and Radio Free Asia. They told them when, where, and what they were doing. Even if they winded up doing alone, they would speak of their intrinsic interest, good wills and volition, and people may want to join them next time.

5. They reminded people what they were doing matters. Having a clean pagoda creates a clean environment, good hygiene, good health, long life-good for them, good for others, and good for all. Everyone has a personal responsibility to be good citizen and not litter.

As I joined them and witnessed their unselfish actions and simple things they can do to protect the environment through this LitterProject, I could not help to reflect on the importance of saving the environment for the future Cambodian generation as stated in one of the Indian Cree Prophecy:

“Only after the last tree has been cut own,
Only the last river has been poisoned,
Only the fish has been caught,
Only then will you find that money can not be eaten.”

Finally, as a volunteer teacher at Buddhism Education for Peace Center, I wholeheartedly support their LitterProject. I salute their initiative. To make Cambodia clean and people’s healthy, everybody needs to work together to not litter.

If you want help ‘Pick Up Garbage and Clean The Environment, TOGETHER’ you can contact Say Seyheang at sayheang@yahoo.com and Ngol Kean at keanngol@yahoo.co

My Father

2009-04-06T21:20:00.000-07:00

My father, my brothers, and family

My Father

“Wherever you go and wherever you are, get an education. Study hard for your future, then serve others,” advises my father to my brothers and me.

Lok Pa…forgives me for any offenses. As I grow older, I come to appreciate what I have understood as a child. The compassionate man has raised me; a person of wisdom, dignity, courage and grace, I have ever known. I respect him very much.

My father has been a monk since 1981. He presently lives at Wat Onalum. He turns 92 this April 2009, and the gathering at his ‘Chet Day’ (stupa) at Oudong Pagoda with all vipassana students, family members, my two brothers and me is a birthday present for him. He is the consummate Buddhist, teacher, leader and a true pioneer of Cambodian Vipassana. As a son of a poor farmer himself, he wants to give back to the society. His greatest joy is giving and sharing his finding and learning to others. His greatest gift is straight talk and boldness. I really think he gets his energy from doing it.

After introducing Vipassanã (insight ‘seeing as they really are’) to the people of Cambodia in 1993, he has devoted himself to help others ended their suffering through the method of mental purification which allows one to face life’s tension and problems in a calm, balanced way. He shows that Dhamma teaching and personal integrity are inseparable. Vipassanã is the art living. It has been tested and proven to be wholesome and beneficial to all. By practicing Vipassanã, wisdom (pannã) and compassion (karunã) will be developed. It requires some work and commitment on our part. Real change, drastic change will have to come from the inside. It will not come from outside. Vipassanã gives people real peace, harmony, and happiness. I value his understanding and sharing his art of teaching Vipassanã and marvel his work ethics. He is the spark and flame of all my continued learning.

He has undeniable strengths. At 92 years old, he still spends his limited time lecturing about the five precepts (abstain from killing, stealing, lying, sexual misconduct, and all intoxicants), translating Paccaya (cause or condition) in Buddha Abhidhamma (Ultimate Science), planting trees in different pagodas, teaching “one day” Vipassanã to his former students, visiting ailing people in hospital, giving out Dhamma books to students, building wells and irrigation for the poor, helping the most vulnerable, and perform many more societal myriads activities. What I have discovered about his legacy is people still praise and profit from his undeniable and unselfish works.

He possesses a unique personality: a combination of toughness and great caring for his family and people. He practices ascetic and austerity; clear, non-dogmatic, realistic and practical spiritual path that emphasize moral integrity, mental purification and personal insight into the basic truths concerning the human condition. He believes in himself. He helps raise countless family members faithfully. He donates his times and skills for the benefit of others. His remarkable teachings were given with the deepest kind of compassion for the welfare and the wellbeing of others. His life has been a gift to all who came to meet him. He leads by example. He has gained more than he has given. I respect his wisdom and his uncompromised commitment to make me a better person by following his footstep. He insists that only practice, hard works, commitment, and perseverance can gain liberation never by theories, and mere discussion. He plays a big role in my life. He is the mentor, inspiration and best role model for my brothers and me.

I’ve served him as best as I can. I regret I cannot be with him sooner. I want to tell him no son ever had a wise father. He plays a very important role in forming the foundation of my life and my brothers’. He was very hard on me and on all his children. I didn’t like it, but he knew that if he left me on our own I wouldn’t do it. He pushed me to work harder and he has done anything to make me better. Most importantly, he taught me Vipassanã, the art of living at the experimental level. It applies how I live my life. I have found it to be very helpful and beneficial to me. He instills in me the important difference to waking up for a reason and not having a reason to wake up. He makes me what I am today. I will never forget what he has done for me.

After attending two Vipassanã classes with my father, ordaining to be a monk, serving Satipatthana (establishing awareness) and completing Vipassana Children’ Course Teacher training workshop, I have learned, experienced and reinforced the true nature of impermanence (anicca), suffering (dukka), selflessness (anattã) within myself. Since life is a terminal condition, I have observed my father has prepared himself for his death by eradicating all material and emotional attachments as much as he can. He values people who they are rather than what they have. I admire him for that. No matter how many times, I am with him, he always leaves me thinking he is unlike anyone I have met along the busy, challenging road of life. He is my spiritual guide. He inscribes such a positive influence in me that I will try to pass it on to others. He gives me internal peace. He shapes my life. I’ve never known a more unselfish person than him.

I am blessed and grateful to have him as my father. If I have become who I am today, it is because of him. I will cherish what he has done for my brothers, family, all his Vipassanã students and me. I will take his fatherhood advice and will pass this on to others: “Wherever you go and wherever you are, get an education. Study hard for your future, then serve others.” After all, he always says the best contribution one can make to humanity is to improve one-self.

Lok Pa...Happy ‘92’ Birthday and thank you, you have blessed my life in more ways than I could ever express.

A Cambodian 'Open Society"

2009-03-13T20:32:00.000-07:00

Here is my personal view on 'Cambodia Open Society' I published in the Phnom Penh Post on March 13th, 2009. The strength of any government is gauged by its commitment to building up the most vulnerable among its citizens.

May the next generation of Khmer people grows up to be an ideal generation with the seed of Dhamma-the seed of metta, karuna, mudita, and uppekka.

Cambodia Open Society: From Closed Mindset to Open Mindset

2009-03-04T06:09:00.000-08:00

"Please ask me, I want to know" students at Koh Kel Elementary School, Kandal Province

Buddha's Teaching of Open Society at the Elementary School wall of Koh Kel, Kandal Province: The Five Precepts and Metta (lovingkindness), Karuna (compassion), Mudita (Sympathetic joy), and Uppeka (equanimity)

Cambodia Open Society: from Closed or Fixed Mindset to Open or Growth Mindset.

Today Cambodia is still a country where an education is more often out of reach for thousand of children growing up in poverty and grime. I see people everywhere with nominal opportunity. I want to help level the playing field. While blaming and complaining others will bring no solutions, I ask the politicians to do as they have promised and to look at the public policies that are affecting everyday life in Cambodia such epidemic corruption, human rights, poverty’s alleviation, land grabing, applied rules of laws to all. I want to call on the nation to join me in searching for sustainable solution. But I don’t know how the nation will respond.

As a volunteer teacher, I commit and undertake to the educational development of Cambodia with vigor and without fear of retribution. I want to do more for my country and my people as an individual free from the political restraints. I make no apologies for standing up to speak out on any issue related to the basic standard rights that are in conflict with my understanding of common laws such as equal right and opportunity to education, human rights, justice for all, equal treatment, and fair play. Those vulnerable children may be destitute but they needn’t to be illiterate and ignorant. They also have the right to get an education to enjoy a better life in the future.

In my classroom, I work tirelessly to improve the students’ knowledge, self-esteem, confidence, and standards of living by providing them information, facts and data, assisting them along the way to self-empowerment and connect them to the world. While education is generally perceived as a mean to acquire knowledge which furthers the ability to manage information, I witness the poor people of Cambodia still cannot get close to educating themselves when they don’t possess even the most basic of necessities such as food, water, health care, resources, electricity, infrastructure, and access to the nearest schools. They cannot get the proper education intended for them. They cannot be successful and productive if they are illiterate.

To move forward, Cambodia should adopt the open society concept as a main vehicle for lasting growth and sustainable development. The open society is a concept originally developed by the Nobel Prize in Literature philosopher Henri Bergson. In open societies, government is responsive and tolerant, and political mechanisms are transparent and flexible. The state keeps no secrets from itself in the public sense; it is a non-authoritarian society in which all are trusted with the knowledge of all. Equality, political freedoms and human rights are the foundation of an open society. Although still in its infancy, I have been working on establishing Cambodia Open Society. I admit I still have a long way to go but I dedicate myself to the promotion and implementation of democracy and open societies. After all, the ultimate goal of democracy is not to pursue material abundance but to nurture the dignities and values of each individual. Open society is always open to improvement because knowledge is never completed but always ongoing.

To promote these values, I believe that, first and foremost, the people must have an understanding of their imperfections before they can learn. The majority of the people in Cambodia must learn to change from their fixed mindset to their growth mindset. Positive and constructive change makes all things possible. I witness this deficiency everyday by interacting with them. In my classroom, I work with my students to slowly changing and transforming their mindset.

With the fixed mindset, they spend a lot of time worrying about such questions “Am I good enough? What’s if I am not good enough? How can I believe you? Why should I trust you? Why should I follow the rule of laws when most don’t?” They often loose motivation for any activity in which they don’t immediately shine. They are lack of confidence. They are afraid to speak up. They have fear within themselves. They follow blind ritual and tradition. Mistakes are bad. Everything is difficult and impossible. Conversely, with the growth mindset, the type of belief system, apparent setbacks only fuel their drive and motivation: the result is a continual process of necessary risk taking and self-discovery; an outgoing journey of learning and development. They eliminate barriers of learning by asking themselves “What can I do to get better at this? What works? What is not working? What’s missing? I follow the rule of laws regardless what others think and do.” Mistakes are part of learning. Everything is difficult but possible. Their dignity improves. Their sense of worth increases. They have confidence in themselves to deal with the daily life pressures. They can do more for their own benefits and the benefit of others. They connect themselves to the outside world-freedom to think critically, act conscientiously, and express freely and creatively. “A man can be as great as he wants to be. If you believe in yourself and have the courage, the determination, the dedication, the competitive drive and if you are willing to sacrifice the little things in life and pay the price for the things that are worthwhile, it can be done” affirmed the famous American football coach, Vince Lombardi.

To help nurturing Cambodia Open Society, good governance and transparency play a big role in this process. There is a demand to return to the truth and the open society-the value upon which the Cambodia success depends-including honesty, trustworthiness, hard work, courage and fair play. That spirit must inhabit us all. All government officials must work toward achieving an acceptable level of openness by practicing what they preach. Powerful leaders must cultivate mutual respect and consideration, so as to create a feasible and reasonable balance of interest, instead of thinking and abusing unlimited power. They don’t have the right to rob or dispossess in any way whatsoever any other person or the commonweal. They must have a sense of modesty and moderation instead of an unquenchable greed for power, wealth, money and status. In greed and in power, humans lose their souls, their freedom and their inner peace to serve others, and thus that, which makes them human. They must utilize their political and economic power for keen service to their people instead of misusing it in ruthless battles for domination. They must develop and extend a spirit of compassion with those who suffer, with special care for the children, the aged, the poor, and the disabled. Their policies and actions must be transparent because transparency would strengthen our democracy and promote efficiency and effectiveness in government.

To answer life’s most urgent question: what am I doing for others? I find satisfaction of knowing that at least I have made a difference and a small contribution in the lives of my students I teach and the people I met. An ideal Cambodia of Open Society is a transparent country with good governance, competent leaders with vision, accountability, sound institutions, hardworking and rationale citizens with growth mindset, and is under sound progressive management where all the people would one day be healthy in mind and body. Cambodia can become an example to the world, without poverty, by having a non-corrupt and efficient bureaucracy, developing a well-educated, development-oriented private sector, and protecting the environment.

Lotus

2009-02-08T18:35:00.000-08:00

Lotus Flower (Padma~Symbol of Purity)

Lotus
The Flower of Life

All my life, I am always fascinating about the perfection of the lotus flower. Wherever I go, whenever I see this flower bloom, I often stop by to enjoy the exquisiteness sight and reflect on its natural beauty; its roots grow in muddy water, its long stem rises up out of the water, and its petal blossom gracefully toward the sun. As my inquiry mind goes to work, I could not help to think back of the quintessence of this magnificent flower. I come to realize that lotus flower is also one of the most important symbols in Buddhism (Padma-Symbol of Purity). The lotus takes time to plant its root and grow only from mud just as human beings can only grow from learning, making mistakes and failures, hard works, efforts, strong determination, and the practice of acceptance. The roots growing in mud symbolizes in ignorance or delusion, the long stem rising undefiled up in water symbolizes wisdom and spiritual growth. The petal blossoming gracefully symbolizes liberation, enlightenment, and nibbãna.

Life is continuous journey beset with problems and opportunities. Life starts with crying; birth is a great suffering. Every living being suffers. As human beings we suffer, and we should be allowed to acknowledge our feelings and we need to, say that we are hurting. Otherwise, we may become sick from suppressing our feelings. Being aware of our jealousy, perceptions, judgments and fear is already a positive step toward acceptance. When we accept ourselves as we are, we do not any longer need to change ourselves. The moment we become aware that we are being too critical of ourselves and we accept our negative seeds, we are making progress. People who are unaware of their negative energies will have difficulties making progress. The lotus knows that it can blossom beautifully because of the mud. For us the same is true. Throughout life, we encounter things that we don’t like, and are separated from things that we like. Unwanted things happen, wanted things do not happen, and we feel miserable. We have negative seeds within us, if we know to accept this, we accept ourselves. The lotus flower does not need to get rid of the mud. Without the mud, it will die. Unless we have garbage, we cannot have flowers. We should not judge others and ourselves. We only need to practice acceptance and tolerance. There will be progress without struggle. The process of transformation requires ongoing time, practice and patience. We produce garbage every day, so we need to practice continuously, ardently and to take care of our garbage in order to make it into flowers. Just as the lotus, we are the maker of our own future. We create our own welfare and misery as well as our own liberation. Real learning takes time, practice and patience. Nothing great was ever achieved without enduring. Make use of our time. We have to work; no one else can work for us. The benefit will be from our own work. This is the nature of the lotus flower. This is the nature of life.

As I contemplate the lotus flower, I establish inner contact with the aspect that is represented. Where we live, where we work, what we learn and what we do will influence who we are and what we accomplish in life. Just as the lotus, though it is born in the mud, grows up in the water, yet remains undefiled by the water, just so should strenuous person earnest in effort, remain undefiled. Lotus is The Flower of Life.

Lotus

2009-02-08T18:10:00.000-08:00

January 7th, 1979: From Liberation to Occupation

2009-01-19T18:12:00.000-08:00

In Cambodia, January 7th, 1979 is a time of reflection for all Khmer people and real peace lovers. However, there are conflicted emotions about from the liberation of Cambodia to the occupation by the Vietnamese. The article I posted in The Cambodia Daily on January 7th, 2009: From Liberation to Occupation, reflects my view on the historical event. May all see the truth of what really happened!

What is teaching and Why I teach?

2009-01-01T18:50:00.000-08:00

Pagoda Onalum, Elementary Class, Phnom-Penh, Cambodia,
and
Highland Park Middle School, Beaverton, Oregon, USA

What is teaching and Why I teach?
“Teaching is caring, sharing, and giving”

First and foremost, what is teaching? Teaching is a universal pursuit – everybody does it. Parents teach their children, coach teach their players, wives teach their husbands, husbands teach their wives, employers teach their employees, friends teach friends, professional teachers teach their students and students teach teachers. Helping people learn is teaching. In schools, the goal of teaching is student’s learning. The goal of improving teaching is improving students’ learning. Teaching is learning and learning is teaching.

Now why I teach? I teach because teaching is the most complex, difficult, challenging, and also uplifting, noblest and important job in the world. Teaching is the activity most clearly responsible for learning and thinking. Teaching provides endless challenges and opportunities for my personal growth. Every day, teaching tests my interpersonal skills, my academic knowledge, and my leadership ability. Teaching is giving. I give children knowledge, skills, experiences, and myself. Teaching is caring. I care about the children health, safety, growth, and self-esteem. Teaching is sharing. I share with the children real success, self-confidence, and internal motivation. This is the wheel of my generativity to serve the younger generation to develop and lead useful lives.

Teaching is giving. I want to give the children something priceless that could always be given back to others for gain rather than for loss, and something any of us can do, and yet few of us care to go to the trouble to do. I am always looking for innovative ways to enhance the children life chances by providing them continual, adaptive refinements of strategies and alternatives. I expose, engage and involve them in active learning so they will have the best possible chance to be successful, strong and healthy. There’s no better way to experience the joy of teaching than to see students’ joy of learning blossom because all students deserve the opportunity to reach their full potential. Teachers are models of unconditional kindness, compassion, and love. By giving others something they didn’t already know and have, I have gained more than I have given and realized that hope shines in a world where hopeless prevail.

Teaching is caring. I care about children because by giving back of myself, I improve the world of people around me. I want to take part to create the pathway to the future of the children. I know that I am spending my life in an honorable pursuit and that my life has a purpose and meaning; helping every child becomes a productive and responsible member of the society. I believe each of us has a special gift that can change a myriad of lives for the better. Most of my dreams have come true. I want to be a vehicle to make their dreams come true as well. Yet, I admit I can’t teach everything. Sometimes I have sought refuge in my own learning, in gaining awareness-in the kind of education not found in school. Such topics are perceptions and judgments

Teaching is sharing. The basic concept of teaching is to give up one’s self interest for the sake of others. I have the opportunity to share my enthusiasm and my passion for learning with young people. I have the awesome privilege of being able to help others to help themselves. I can promote their sense of well-being, self-confidence and dignity knowing that self-esteem is fostered by being told, and reminded they are important, valued, and successful. I challenge young people to develop their individual strengths and specific talents. Teaching inspires me to think beyond myself for the benefit of others. As teacher, I am making a difference in the lives of the children, families, and the communities who would not otherwise have access to quality education. I can make a significant difference in the lives of students.

As I continue to evolve, learn and grow, I devote myself to create a culture of learning. New ideas and innovative concepts become useful only if I can figure out what to do with them. Study without action is fatale. Action without study is futile. My knowledge of teaching is not just based on books, theories, studies, lectures, but also from interactions and many gleanings from my experience. My hands-on approaches can only be gained from the practice and experience of teaching and learning. In this way, the theoretical knowledge and the actual practice were most beneficially combined to gain penetrating knowledge of teaching and learning. With a bit of new vision and a lot of heart, I can help shape the lives of the children. It is when we forget ourselves that we do things that are remembered.

In my country’s perspective (Cambodia), since schools are symbol of order and stability, to achieve growth that will be lasting, what needed are opportunities for government leaders, policy makers, school staffs, students, parents and community organizations to work together. The aim must be to build a different kind of school culture, one that develops an exemplary curriculum, identifies effective teaching approaches, eliminate all forms of corruption, cultivates teacher and students relationship, and establishes an atmosphere of mutual respect. Learning cannot be bought and sold. What scare me the most are the decreased moral and traditional values. Doing what one has to survive can result in devastation to one’s self-concept and self-esteem. I am motivated by the need to serve and give back beyond creating material wealth. People who lack possessions and materials wealth but do not lack spirit and happiness have inspired me. I teach who I am.

To sum up, I teach because I have the greatest opportunity to impact and to influence the student’s life. I experience the rewarding experience of teaching student to understand and value the importance of academic and practical learning, and to build self-esteem as well as self-confidence. Yet, I open myself to uncertainty not knowing prior expectation from the students. Each teaching day is a success in itself. I persevere because I have confident in their ability. I let my passion and my enthusiasm guide me. I fertilize the integration of morality seed within each individual student. In this process, I avoid set up expectation because the students might start discouraging themselves if they cannot achieve what I want them to achieve. I inspire the student through multiples engaging learning activities. I let the learning flows and drips slowly but effectively in their mind. They will succeed later and better. Just as climbing the mountain requires effort, strength and endurance. When they reach the top the view is spectacular. I require students to take responsibility for their own learning behavior and chart their own growth. The students need as much assistance as society can give them, individually and communally.

Finally, I have found that there is no such thing as real success in teaching but when I fail, I fail gloriously. Everyday even I show one student that I truly care about him or her is a great day for me. Each teaching day is a success in itself. What a rewarding profession and a joyous experience I have chosen; helping children of any age learn new skills, nourish their mind and acquire new insights. As mother Theresa said: “the miracle is not that we do this work, but we are happy to do it.” I am happy to teach.

My personal appeals

2008-12-05T06:06:00.000-08:00

Cambodian people at the dumpsite of Stung Meanchey

High School Students in Kompong Speu

My personal appeals

“Believe nothing, no matter where you read it, no matter if I have said it, unless it agrees with your own reason and your own common sense” Buddha.

In Cambodia, there has been noticeable progress since the United Nations sponsored election of 1993. Now Cambodia is a nation of high growth with vast areas are still untouched by development and where the benefits amass only to most powerful leaders. It is visible that ninety five percent of the top hundredth richest people are the mighty top brass military, highest-ranking police officers, and top government officials. The love of power, extreme corruption at all levels, money, nepotism and selfish deeds are the root of all problems. The fact that we have schools doesn’t mean we have education. The fact that we have pagodas doesn’t mean we have faith. The fact that we have courts doesn’t mean we have justice. The fact we have functioning government doesn’t mean we have democracy and freedom. Mighty and ineffective leaders solve one problem only to create countless others. They live their life based on what they want as opposed what they can have. Freedom is often misnamed permission: the license to pursue their personal desires regardless of consequences.

On the surface everything is in order, decisions are carried out, lives move on, however there is no such thing as “build to last”. Artificial things look real but never grow. Real things look real and grow. People are overly obsessed with how they “look” and undervalue how they feel. They put an overemphasis on getting an immediate remedy, instant gratification while they ignore the problem that got them there in the first place. They love things and use people when they should use things and love people. I believe if there is any real peace and prosperity for Cambodia, it will come through being, not having. I believe quality education is the only solution to the current situation to Cambodia’s problems. Here are my personal appeals about the need for national probity:

To all Cambodian people: you can do one or two things to help bring real progress to our poor country; you can feel anger and frustration and direct it all at the present government, or you can decide to move forward and do the difficult work that needs to be done. To oppose everything while proposing nothing is irresponsible. I believe “real” progress is attainable. I spend my life pursuing it. I consecrate my life on teaching the vulnerable children and on helping the poor through my compassionate service. I teach children to become responsible and expect them to learn that actions have consequences. I work to create real and lasting change in the lives of children in dire need of an education. Cambodian future generations must be built on strength of character and a willingness to work freely and diligently. I need you to help your kids do better in school. Stop giving them money to bribe government officials and teachers for their basic right to get an education. Set an example for the young generation. You need to teach them what taking care of a home is about, show them you are struggling to keep a roof over their heads. You teach them for the good, the welfare, and the happiness of many out of compassion for all beings. Work conscientiously for the good and benefit of yourself and of others.

To all my compatriots: the past cannot be undone. Things will not get better with anger and worry. There is plenty we can do in the present. Give up your “Position Power” but keep your “Personal Power” for one. Stand up and stand together for our children, our own sense of integrity and worth, and for the long-term health of our country. Speak up and speak together against injustice and immorality. Demand accountability. Be a responsible and role model citizen. Stop bribing the government officials. Volunteer time to help others. Mentor children. Follow the rule of laws not only in words but also in actions. Give. Do charity work. Share experiences, knowledge and wisdom. And sacrifice something to get better things, like helping the poor and the vulnerable children. If we fail to see the consequences of our own action, we will fail yourself and others. When our own home is healthy and happy, others will come to us. It’s like being a good cook, a good teacher, or a good leader. If we are good, we never have to force our food, force our lessons, or force our directions on others. Good cannot come from force, fear and threats. By teaching and sharing with others something they didn’t already know and helping the poor, the vulnerable, we have gained more than we’ve given and realized that hope shines in a world where hopelessness prevails. Hang in there, keep fighting for freedom and justice, raise more hell but don’t forget to laugh too. Anything un-attempted remains impossible. Together we can make the difference. Bring hope to hopeless people.

To all parents/guardians: in Cambodia, the family is the sacred unit of our culture but our modern society creates so many young people without roots. A tree without root cannot absorb anything. It will not survive. Every word out of your mouth, every one of your actions is a lesson to your child. You must realize that you are your child’s first and most important teacher. It is very important that children learn from their father and mother how to love one another – not only in school, not only from the teacher, but also from you. Try to put in the heart of your children a love for home. Make them long to be with their families. All children wanted a family who loved them. So much suffering could be avoided if they really love their home, listen and respect their elders. It is very important that you share with your children the sense of belonging. And yes, there will be misunderstanding; every family has its problems, its suffering. Always be the first to forgive with a smile. There is no situation so bad that you cannot be accepted with an open and accommodating heart. Be cheerful, be happy, be peace. Make sure your children go to school every day. Make education an inherited value in your family, just as family values, traditional values, religious values and country values. It can be a struggle, but the rewards in the long term far outweigh the cost of the short term.

To all teachers/educators: It is no secret that teaching is one of the hardest, most difficult, challenging job, emotionally exhausting in the world and, undoubtedly, one of the most important, uplifting and precious. You can make a direct, tangible contribution to the future of our country and the world by helping young people acquire not just knowledge and skills but also morality. You can inspire others through teaching and learning. Real teaching is not only the subject you are teaching, but also the children you are teaching. Always remember the learner is a person first, learner second. You help them believe success is possible. You teach them to think and think critically. There are two bequests that you can give to them: one is root and the other is wing. There are no instantaneous successes. But there’s no better service than serving helping the youngsters so they can live a better life, good for them, good for the society. Expecting material gain is far away, you are rewarded “parami”(perfection) by the virtue, merit, you gain. This is the biggest remuneration you get. The paramis that you can accumulate by serving the young generation will help you reach the final goal and make your human life successful. You make a lasting contribution. Behind every famous person is a famous teacher.

To all children: wherever you are and whenever you go, get an education. Study hard for your future. Come to school every day. Pay attention in class. Participate in class activities. Ask questions. Always try to do your best. Results don’t just happen; they are the products of time, energy and commitment. Learning is a journey, not a destination. Don’t expect progress without practice. You have to work yourself; no one else can do this work for you because learning is an inside job. If you cannot excel with talent, triumph with effort. It is you who will get you where you want to go, no one else. You're not obligated to win. You're obligated to keep trying to do the best you can every day. Winning is not everything, but trying is. There is no secret to success other than hard work, perseverance, and determination. Furthermore, I join my hands over my head to pray that all those young people who have graduated do not carry just apiece of paper with you but that you carry with wisdom, love, and peace. All suffering in this world derives from wanting happiness for self. All happiness in this world derives from wanting happiness for others. Once achieved, education can never be bought, exchange, sold, or even stolen. Value who you are and not what you have. Always try to leave the world a little better than you found it. You have to learn to say YES to your future. You can never have what you want but you always get what you desire. Just as lotuses are sustained by water, so is your learning sustained by desires.

To all: Life’s most powerful forces are invisible. How do we begin to explain faith, perseverance and internal success? No one has it easy. Everybody has a limp. There are moments when we have been down, discouraged and hopeless. We all realize that in life, there will be moments of uncertainty, worry, fear and doubt. We all have to do things we don’t like. We all have our personal likes and dislikes. But at the end, it is just you and what you are made of. There are many families who are living in incredible desperation, there are no easy way out. In the midst of every struggle, there remain only two choices: give up or persevere. Persevere knowing that we have been created for greater things, not just to be a number in the world, not just to go for material wealth, this work and that work. According to Gautama Siddharta, we have been created to liberate ourselves from all suffering by accepting the Four Noble Truths (suffering, the cause of suffering, the eradication of suffering, the path to eradicate suffering) and practicing the Noble Eight Path (right understanding, right thought, right action, right speech, right livelihood, right effort, right effort, right mindfulness, and right concentration). You are what you learn.

Slice of Life

2008-11-06T06:34:00.000-08:00

Classroom setting

Pagoda Onalum School

Slice of Life

“If you want happiness for a lifetime, help the next generation”
Chinese proverb.

I volunteer teaching English at Pagoda Onalum for Buddhism Education for peace and non-violence foundation. I help the poor and street students learning general English focus on reading, listening, speaking and writing. Those students had nothing, lived in abject poverty, but wanted an education, a future. I use the “Cutting Edge, Pre-Intermediate” textbook by Sarah Cunningham and Peter Moor for instruction. This is one slice of life that defines my personal stance on the current education in Cambodia.

At sundown, the evening school swung in full motion. By 5:30 PM, students were already streaming through the front gate. Some came on foot, others on bicycle. Many carried a small notebook with them to class. They were waiting patiently for my arrival. I was welcomed and greeted politely and respectfully by approximately twenty-five students and three monks. The students joined their hands together under their chin and bowed to my presence. In return, I joined my hands together under my chin to greet them back and paid my respect to the monks. I was so shocked to see the miserable environment of education in my country. The students are suffering from the lack of books and resources. While I was teaching, I observed, listened, studied and learned a lot from the students. I had ample opportunities to examine the actual school and classroom set up. I saw that there were bare walls, empty libraries, no basic school equipment, miniscule supplies, only a white board with no maker and no eraser, and a non-didactic welcoming classroom. There was no dependable electricity. In many instances, I taught in the dark. But anytime, I looked into the students' eye and I saw their thirst and hunger to learn. It was visible that they cherished and valued education. I’ve got so much more out of this class than I expected. Every single day something rewarding happened; it might be just a student smiling at me. I was touched by their presence and their eagerness to learn.

In one instance, I had the opportunity to interact with them by speaking about my own experience of learning and teaching English in the US. I tried to pique their curiosity by bringing up ideas and examples of my practical, academic background and lifestyle. I encouraged them to ask me questions and debate new ideas. I focused on real life conversation, listening comprehension and understanding. When they asked me about America, I turned the question back to them and asked them to compile their own views and expectations before talking and sharing it with the class. I found out they were eager to learn and to know but apprehensive about talking and making mistakes. I reassured them that my class is a safe place for learning, making mistakes, growing and creating memories, but not worrying.

One the most effective teaching methodology I used is: I do, We do, and You do. This hands-on experience helped me better understand how students deal with English language learning. I also advocate a liberating education where knowledge leads to reflection and action. It encourages critical thinking, debate and dialogues on issues, even controversial ones, so that students are encouraged to take stand on issues. Conflicts are resolved not by imposing the majority will upon all people, but by genuine dialogues between groups and individuals. The purpose of such fundamental change in the social order is to achieve justice and peace. I believe “knowledge is power.” The knowledge we impart may result in a new awareness of our social situation with its exploitation and oppression. In this case, knowledge transforms the whole and education is transformation. I believe more and more that education can give hope and faith to all for a better life.

I also had the opportunity to work with local teachers, educators, and scholars. We shared our professionalism and our passion of teaching. Qualified teachers educate our young and provide the foundation for our great democracy using the liberationist educational approach. Earning credential through the student’s heart and mind are very important to solidify skills, knowledge and hands on experiences. Competent teachers teach the business of helping others help themselves. Only through quality education, free of corruption and oppression those students get a sense of being a productive member of the civil society. They can take control and improve their own lives and ultimately find a way to succeed.

In Cambodia, teachers understand the theory of student-centered teaching on paper but deep down they don't believe in it. It is tempting for them to only look at the deficiencies: no materials, little funding, poor salary, etc. and not focus on the resources at hand. The poor salary argument for low work ethic is a valid claim: there are few incentives for teachers to really try and be good teachers except for the goodness of their heart. But at the same time the argument is used to justify their lack of preparation and commitment. So in the end, everybody loses. Many students sit in the classrooms all day since they are obligated to sit through public classes but then must attend private classes to actually learn. That makes public school a non-inviting environment where students either sit in a classroom all day or don't attend at all and become illiterate.

The most basic tool available to a society for reconstruction is the education of its children. I think skilled and capable teachers can help students become independent learners by loosening the strict teacher/student barrier. Good teaching cannot come from force. If you are good, you never force your lessons, or force your directions on others. By actively involving the students on a regular basis I can slowly train them to think and think critically. Ideas should be discussed, and the idea that teachers are masters who should dominate the classroom needs to be abolished. It starts with small steps. Students want to feel that their input is valued and important to the classroom. I acted as the facilitator. I guide and build their self-esteem and confidence through positive feedback and activities that promote student involvement. But, the fact that the classrooms are overcrowded, and materials scarce means that I need to be creative and resourceful. Real teaching for me is integration of morality, literacy and numeric. As my personal reflection and metaphor, Cambodian children are the seeds and I am the soil. No matter how vigorous the seeds are, if the soil does not provide nourishment of the heart and mind, the seeds will not grow to their fullest potential.

Finally, to me the joy of volunteer teaching is not found in a “thank you” or in that feel-good emotion, but rather from the awesome privilege of being able to help diverse and disenfranchised children in their time of need. Quality education is also essential to the future of Cambodia and the key to our national success. More and more, I must be a change agent. I work for the good of others by planting new seeds. I prepare children for liberation and future success. I teach them how to Think. This teaching experience makes me understand, to a greater extent than I have grasped before, the urgent need to educate the youth and to grapple with the endemic problems such as equal opportunity, equitable participation for all groups, leadership, social justice, and development.

2008-10-10T17:31:00.000-07:00

Group Meditation in Dhamma Hall

Satipatthana

Establishing Awareness Course as taught by S.N. Goenka

Battambang Vipassana Center

Namo tassa bhagavato arahato

Samma sambuddhassa

In Cambodia, there are over 3900 monasteries. Wherever there is a Buddhist temple, there is always a school. Theravada Buddhism significantly contributes to social, spiritual and educational development in the country. Since Buddhism is deeply rooted in the daily lives of all Cambodians, I decided to learn more about the practical teachings of Buddha by serving Satipatthana, establishing awareness Course at Vipassana Center of Cambodia in Battambang. The main prerequisite for the Satipatthana course is the completion of three ten-day Vipassana courses. The word Vipassana means seeing and experiencing things as they really are (no imagination). It is the process of self-purification by self-observation. This 10 days course from September 1^st, 2008 through September 10^th, 2008 introduced and exposed me to core Buddhism introspection of Pariyetti (theoretical knowledge), Patipatti (practicing Dhamma), and Pativedha (penetrating knowledge into the nature of Dhamma). I have gained valuable and practical knowledge to help myself so I help others. After all, the real core of teaching is learning more about myself and finding ways to give that to others. Below are the highlights of my memorable learning experience.

All eighty-five students and Dhamma workers committed themselves to staying for the full ten days, observing a rigorous timetable (from 4:30 AM through 9:30 PM with 11 hours of daily sitting meditation), maintaining complete silence among themselves for the first eight days. At the beginning of the course, they took the five precepts as given by Buddha to households: to refrain from killing, to refrain from stealing, to refrain from lying, to refrain from talking any intoxicants, and to refrain from sexual misconduct. They started with the practice of Anapana meditation, the observation of natural breath, as it is, coming and going, deep or shallow. They tried to maintain awareness of the reality of the sensation in this area of the body, below the nostrils above the upper lips, as it manifest from moment to moment. On day two, the copy of Sutta (discourse) was given. In this way, the theoretical knowledge (Pariyetti) and the actual practice (Patipatti) were most beneficially combined to gain penetrating knowledge of Dhamma (Pativedha). On the third day, when some piercing concentration has been gained through Anapana, they switched to the deeper level practice of Vipassana, the systematic of the entire mind-matter phenomenon through vedana (sensation). They worked on the insight which purifies their mind; specifically insight into the impermanent, suffering and the egoless nature of the mental and physical structure. On the last day, they practiced Metta, loving-kindness, by sharing merits and Dhamma they have gained with others.

Having discovered the ultimate truth (Abhidhamma) at the deepest level, Buddha teaches this natural law to help people understand reality to end their misery through Satipatthana. Sati means awareness, the witnessing of every reality pertaining to mind and matter within the framework of the body. Patthana means getting established in a proper way and only with proper understanding and wisdom. Establishing awareness through Satiphatthana can purify the mind from defilements so as to achieve lasting peace and happiness. In this course, I learned real understanding, clear and free from any doubt or skepticism, comes with my own experiences by practicing Vipassana. I directly experienced the three characteristics of all phenomenon: anicca (impermanence), dukka (suffering), and anatta (selflessness, no “I”) within myself. Manifesting in the mind and body, the experience of anicca, arising and passing away, plays a crucial role. Every moment, there must be awareness of sensation of arising and passing away. Reaction is full of negativity. What ever happens pleasant sensations (sukka vedana), unpleasant sensations (dukka vedana), pleasant mental feeling (somanassa vedana), unpleasant mental feeling and neither pleasant nor pleasant sensations (adukkahamasukha vedana), I observed the reality of sensations inside and remains equanimous based on the experience impermanence (anicca), then all the decisions and actions will be healthy-not reaction, but positive action, good for me and good for others. I learned this wonderful technique to free myself from suffering. As I practice, I understand more and more what Buddha meant. “Liberation can only be gained by practice, never by mere discussion” S.N. Goenka.

I am most grateful for my respectful father for introducing Vipassana, the authentic practice teaching of Buddha to Cambodia in the early 1993. I finally want to thank my Dhamma teacher Jugen Stowassser, and all the Dhamma students and workers for the wonderful experience. May all beings be liberated and be happy.

2008-10-10T17:18:00.000-07:00

Personal Reflection of Cambodia

“If you knew what I know about the power of giving, you are not let one will pass by without sharing it in some ways” Buddha.

Life is calling. Cambodia is calling. Being back home makes me think in a different perspective. I feel as an outsider stepping into and insider stepping out of the same country I go back to. I look forward to contribute to the educational wealth of my beloved country through learning and teaching. I am at the generativity stage, the stage of my life where my primary goal is to help developing the younger generation lead useful lives for the benefit of human kind. I internally mobilize my strengths to do what I can to transpire hope and faith for the future. I want to make a lasting contribution to educate impartially all the children I encounter. I feel my work just began.

As any patriotic Cambodian, I am proud of my heritage and tradition. After many wars from the Angkor era, the Thai, the Cham, the Vietnamese, the Japanese, the French, the US, the Khmer Rouge, and now under the current regime, our country and our people suffer enormously many set backs such as deep rooted mistrust, Khmer killing Khmer, grinding poverty, injustice, greed, corruption, lands grabbing, nepotism, culture of impunity, oppressions of thoughts and actions, fear, destruction of our natural resources, safety, security, education, lack of respect of the rules of laws, etc... The poverty is rampant over the world, but there is noting like being poor in Cambodia. It is very fashionable to talk about the poor so the top leaders can get more foreign aid. Unfortunately it is not fashionable to talk with the poor to find out the reality of their real sufferings. The environment most Cambodians are living now is hurting the next generation. We have lost many, many traditional values and cultures. Is it REAL? What can I/you do to help? How can I/you make a difference?

The reality is Cambodia is still a very poor country, plagued by uncertainties and a mess of contradictions. I don’t have all the answers to the complex problems. I am far from perfect, but as a teacher/educator I learn early that I can’t fix everything but can help most things. I know I cannot offer material goods or gifts to the children but I always can offer pieces of my love through teaching and learning. I cannot erase all the dark sides of the current government, but I can change the way I deal with it, I can rise above it and stay strong and TRUE to myself by applying the teachings of Buddha: “abstain from all unwholesome deeds or do not engage in any harmful actions; always perform only wholesome ones those that are good, subdue and purify your own mind”. By practicing Sila (morality) and following the five precepts (refrain from killing, stealing, telling lies, all intoxicants and immoral sexual activity) I can inspire others to think and act with integrity and vision for a sustainable and just society. I just want to bring hope to hopeless people knowing that sometimes the joy of doing good for my country may be the only reward I receive ~ but it's worth it! To me, it is better to suffer for doing good than doing evil. Once again, may all Khmer people see the truth of what really happened so we can still have a place to call home, sweet home for the next generation. I work to create real and lasting change in the lives of all children.

Cambodia and her people is torn apart in the hands of a regime practicing, dictatorship, silencing the oppositions, nepotism, extreme corruption, deforestation, and many unimaginable acts of destruction to the social fabric. Disparities exist across the country. Inequalities increase dramatically among the riches and the poor, the powerful and the vulnerable, the strong and the weak. I witness all of these disparities and inequalities myself on my daily life in Cambodia. Denying this real problem in Cambodia will only contribute more and more to the decline. It is only when we don't understand things deeply that we create problem, more problems for our next generation to solve. The majority of Cambodian people continue to suffer because of the short sight decision made by the current and ineffective, yet very powerful and too cohesive regime. Once again, Cambodia has been mismanaged by greed and extreme corruption. According to the latest annual survey Transparency International, the anti-corruption ranked Cambodia 166^th of 180 countries. It has gotten worse from last year, the year before last, and so on. Yet the top government officials dismissed the findings as well as any well documented findings. The poor are poorer. The riches are richer by extracting the wealth from their own people and the natural resources that belong to all of us. The “Money-Is Everything” doctrine can be seen and felt in Cambodia. This inequality on wealth distribution creates a very unbalanced society. “What powerful people say will always be right, and what small people say will always be wrong" must be also changed. The corrupted and powerful leaders fail to see the consequences of their own actions. When the power of love overcomes the love of power, then Cambodia will know real peace and lasting prosperity.

I want to do something to help others, helping the new Khmer generation. "If your plan is for one year, plant rice; if your plan is for 10 years, plant trees; if your plan is for 100 years, educate children" Confucius. One of the most important answer is to educate our population, all children. When all Cambodians have good education, they can think and make good rational decision based on morality, national interest and patriotism instead of "self interest" and nepotism, then they will become more aware of the situation, begin asking questions, have debates, offer dialogues, seek answers, find common solutions and act conscientiously. In this context, education is not a matter of always seeing new things, education means seeing the same things in a new light. Education is liberation. It frees people from their pasts and inequalities, so they learn to live in the present and have hope for the future. It frees them from obstacles, oppressions and a lot of other things that can set them back. Once achieved, education can never be bought, bartered, sold, or even stolen. Quality education for all is the answer to breaking the cycle of poverty and destruction. Don’t fight darkness. Just bring the light in and darkness will disappear.

Looking at my home country with a fresh pair of eyes has elevated my commitment of long standing, a willingness to postpone gratification, but most of all an acceptance of possible failure. I can never be certain of a final outcome. I can only be sure of my tireless effort. Reconnecting with my roots has made me realize the importance not only of gratitude and appreciation for the hands I have dealt in life, but also of sharing, caring, and giving back. My metta (selfless love, loving kindness) for the Cambodian people is best expressed when I help the children live with hope and take control of their own lives. These are my feelings about Cambodia.

2008-08-05T14:33:00.000-07:00

GOING BACK HOME

Today I am leaving to volunteer teaching poor and destitute children in Cambodia. I believe that every life has equal value-to get an education for the betterment of self and others through knowledge. For me, it will be an amazing privilege to give back. I feel exhilarating, intimidating, sometimes discouraging, but always challenging especially with the current situation in my country. Goals come with sacrifice, struggle, and suffering

All of us are aware of the awful inequities in the developing countries such as Cambodia~ the appalling disparities of health, and wealth, and opportunity that condemn people to lives in despair. Personally, I know that the millions of the young generation have been cheated of educational opportunities here in my country. During all the past year and after my graduation, I have been reflecting as an educator on how to improve the quality of education in poor countries such as Cambodia. I often ask myself: how can I change things for the people in Cambodia who often live on less than $2 a day? But I also know our people had nothing, lived in abject poverty, but still want a school, a caring and uncorrupted teacher in the classroom, a future.

As a teacher, I will do all I can to provide a solid and sound education for the future generation. In Cambodia, I have the opportunity to use my expertise to help the poor children; to help create a new world where no one has to live on a dollar a day. Few children have gone to school or received proper schooling. Education is the children's only chance, and Cambodia's future depends on it.

I welcome your thoughts and comments on my reflection above: how can I change things for the people in Cambodia who live on less than $1 or $2 a day?