First Reflections on the School of English for Engaged Social Service 2018 Program—and Voices of Our Students

First Reflections on the School of English for Engaged Social Service 2018 Program—and Voices of Our Students

First Reflections on the School of English for Engaged Social Service 2018 Program—and Voices of Our Students

Students from SENS 2018 met Thai dissident Sulak Sivarkasa at his home in Bangkok January 27, 2018

The School of English for Engaged Social Service (SENS) is a place for learning English as a tool for leadership, self-cultivation, and social transformation. It is a three-month course that takes place annually from January to April at the Wongsanit Ashram near Bangkok.

How to Cultivate Leadership

It is very difficult to set a life direction or to lead others if you are doubtful or unsure of your own voice, of your own value, or of your own place in the world. Mindful and compassionate leadership is urgently needed in the world at this time, yet many of us are in fact doubtful.

In SENS we recognize that this doubt is widespread, for many reasons. It is a doubt that can be especially deep for women, for members of minority ethnic groups or oppressed nationalities, or for those who grew up in challenging circumstances. Yet we know on principle and from experience that every human being who receives the necessary support has the potential for profound leadership. What is that necessary support?

Five kinds of support we try to provide in the SENS program are:

1. Appreciation and Listening. We do everything we can to appreciate the beauty and goodness of each participant in the course, as they are when we first meet them, blemishes and all. We do this by appreciating them verbally, by soliciting their stories and opinions, and by listening to them with genuine respect and thoughtful attention. We de-emphasize critique, because everyone has been criticized and corrected so much that they become overly watchful of what they do, fearful that they won’t do something right… or worse, that they could never be right enough. We think our students, like all of us, need to be reminded of what is already right. Once they know we genuinely see their goodness and beauty, it is quite easy for them to accept suggestions, critiques, and corrections when needed.

2. Confidence. Secondly, we demonstrate our confidence in the students by assuming and stating that they all have the potential to be leaders in some social sphere or another. Our view is that all human beings can develop the qualities of genuine leaders, such as integrity, kindness, flexibility, and a willingness to think about the good of everyone. We begin by acknowledging the ways in which students already manifest these qualities to varying degrees. And we consistently affirm to the students that they can do things they may be afraid to try.

The SENS group meets with grassroots community leader Korn-Uma Pongnoi in Bo Nok, Thailand

3. Inspiration Towards Leadership. Our aim throughout the course is to provide alternative and approachable models of leadership that are based on peer relations and mutual respect, rather than on hierarchical relationships. In the work team we do our best to practice a kind of leadership that is strong in setting a tone and in doing what needs to be done for the success of our learning project, while also allowing ourselves to be vulnerable and accepting that we too will make mistakes. We take students on field trips to meet individuals who are outstanding leaders in one dimension or another, and students interact with them through interviews and discussions in a small group setting. In this way we support the students’ moral imaginations, for as they see the good that others have done, often against terrible odds, they begin to have a larger picture of what they too could do. Through workshops our students work closely for two or three-day periods with individuals who offer their skills in direct support of the students. Those experiences also clearly inspire the students to consider more deeply how they themselves could lead, train, or facilitate small groups. Finally, we ask the students to do research and give a presentation on a leader they would like to emulate.

4. Demonstrating the Need for Authentic Leaders. Our inspiration towards a new kind of leadership is strengthened by our exploration with the students of the major crises facing humanity at present. These crises include climate change, severe social inequality, the difficulty of realizing genuine democracy, and the use of violence as a method of attaining social or political goals. Students are further motivated to step up and take leadership when they see how dire the situation is, and the extent to which many established leaders ignore or downplay the seriousness of these threats.

5. Tracking the Growth of Each Participant. Finally, we make an effort to get to know each of the participants in the course well enough to know what kind of support each one specifically needs. We try to keep track of their personal growth throughout the course, so that they can overcome even very personal and subtle but persistent obstacles. In doing so we build on ancient forms of mentorship that require the teacher to be aware of the particular needs and difficulties of each student, and to take the time to devise a plan and to respond appropriately. In this way we challenge the impersonal and distant character of some forms of contemporary teaching. We also hope to model what we regard as a deeper form of solidarity in the teacher’s commitment to the student, and to make this kind of leadership seem normal, desirable, and attainable to the students.

L to R, Thet Nwe Soe and Phoo Pwint (Myanmar), Annisa Hasanah (Indonesia)

Learning how to integrate these five kinds of support most effectively for each new group of participants is a process that is at the heart of what we do. It requires that we continue to fine-tune when we succeed and seek to understand and devise alternative strategies when outcomes are not what we had hoped for. We’re pleased to report that we have become consistently better at determining how to support both individual participants and the group as a whole, as they work to realize their vast human and leadership potentials.

As evidence of our successes, we include here some of the reflections and goals that students shared at the 2018 SENS graduation ceremony held on April 4, 2018, generously hosted by Dr. Pichai at his Maenam Resort Nakhon Chaisri. Students crafted their own statements, but they received help with English phrasing, and their final statements have been edited for clarity.

We offer a limited selection of students’ reflections here, but we hope to offer more of our students’ voices, and share more about what we learned this year, in upcoming reports. If you are inspired by what you read here, you may help in one of these ways: 1) by spreading the word about the SENS programs; 2) by donating to the SENS Scholarship Fund: http://inebinstitute.org/donation/; or 3) by sponsoring a student in one of our upcoming programs. Next year’s course runs from January 6 to April 3, 2019. Those who would like to apply can do so at http://inebinstitute.org/apply/


Excerpts from Statements by SENS 2018 Students:

Sae Rob Lee (South Korea)

Sae Rob Lee – Jungto Society, South Korea

“For the benefit of all sentient beings.” In our Korean historical DNA, this commitment has been working deeply in our unconscious. …. My goal is to live by this teaching until I die. …. Thanks to this course, SENS, I’ve met engaged Buddhist practitioners, grassroots movement leaders, and learned about many social activities in Thailand. It is very hopeful that there are so many social changers—more than I expected. For a long time, I’ve concentrated on domestic social issues, but now I’ve changed. I want to work for more international or global issues. SENS gave me a chance to have a wider perspective and to be confident to communicate with international workers. We are not separated, but connected, so that we can cooperate in many ways. This is my great experience here.

A Student Who Wishes to Remain Anonymous

I see many new possibilities and learned a lot through this course. Through this program I have learned:
• To be an effective leader you need to be able to respond to challenges with intelligence, strategy, and sincerity.
• About the socialization and internalization of gender inequality through two wonderful women, Ouyporn and Ginger.
• How important it is to have Kalyanamitra in one’s life.
• When people have the same values, they naturally come together in unison in some ways.
• The importance of listening to what other people have to say.
• How climate change impacts everything and everyone’s life, and that even our civilization is at stake.

Thet Nwe Soe – Metta Development Foundation, Myanmar

As an adult, I haven’t shared my feelings with my parents that much. But learning counseling has encouraged me to share more with them and also to listen to them. …. Before this course, I didn’t have proper goals for my life. I just tried my best wherever I was or whatever I was doing. But now I see the value of identifying my goals and the steps I need to be able to reach them.

Students of SENS 2018. From L to R, Samkham Meunsy (Laos), Sabin Rongpipi (Assam, India), Thet Nwe Soe, (Myanmar)

Samkham Meunsy – Participatory Development Training Center (PADETC), Laos

I want to create a space in the countryside where youth can come to learn skills outside of school and access resources for personal development, including scholarships to study abroad, workshops and trainings, as well as community and network-building. These are not new ideas. But this course gave me the confidence I needed to move forward with them. Thank you to the SENS community and to all of our supporters for giving me the opportunity to learn more English.

Phoo Pwint gives her statement at the graduation ceremony.

Phoo Pwint – Kalyana Mitta Development Foundation, Myanmar

Previously, I stood for my Myanmar people; now I realize I need to stand for all living things. Because we have the same problems and we need to solve them all together. English language is a tool for social change. Therefore, it can be applied to connect to a global network. …. I decided to set up my goals for after this course as follows:
• To do regular practice for improving my English skills into advanced level in 2018.
• To listen deeply to my friends and community when they need someone to listen.
• To do research about the traditional environ-mental conservation customs and beliefs of ethnic groups and how to create an environ-mentally friendly culture in my country. I aim to complete this research within two years.
• To initiate an Eco Campus Movement at universities in my country that will go broader and deeper than it has before.

This is an expanded version of an article by Ted Mayer published in Seeds of Peace Vol. 34, No. 2 May-August, 2018


Download PDF First Reflections on the SENS 2018 Program and Voices of Students – Final Pls Share

 

School of English for Engaged Social Service – Voices of Students in Our 2018 Program

School of English for Engaged Social Service – Voices of Students in Our 2018 Program

The School of English for Engaged Social Service (SENS) is a place for learning English as a tool for leadership, self-cultivation, and social transformation. It is a three-month course that takes place annually from January to April at the Wongsanit Ashram near Bangkok.

Leadership

It is very difficult to set a life direction or to lead others if you are doubtful or unsure of your own voice, of your own value, or of your own place in the world. Mindful and compassionate leadership is urgently needed in the world at this time, yet many of us are in fact doubtful.

In SENS we recognize that this doubt is widespread, for many reasons. It is a doubt that can be especially deep for women, for members of minority ethnic groups or oppressed nationalities, or for those who grew up in challenging circumstances. Yet we know on principle and from experience that every human being who receives the necessary support has the potential for profound leadership. What is that necessary support?

 

Two kinds of support we try to provide in the SENS program are:

  1. We do everything we can to appreciate the beauty and goodness of each participant in the course, as they are now, blemishes and all. We do this by appreciating them verbally, by soliciting their stories and opinions, and by listening to them with genuine respect and thoughtful attention. We de-emphasize critique, because everyone has been criticized and corrected so much that they become overly watchful of what they do, fearful that they won’t do something right… or worse, that they could never be right enough. We think our students, like all of us, need to be reminded of what is already right. Once they know we genuinely see their goodness and beauty, it is quite easy for them to accept suggestions, critiques, and corrections when needed.
  2. We also make an effort to get to know each of the participants in the course well enough to know what kind of support each one specifically needs. We try to keep track of their personal growth throughout the course, so that they can overcome even very personal and subtle but persistent obstacles.

 

In trying to do these two things, we often fall short, and we sometimes fail completely, though that is rare. The important thing is that we also succeed. And we have become consistently better at learning how to support both individual participants and the group as a whole.

As evidence of those successes, we include here some of the reflections and goals that students shared at the 2018 SENS graduation ceremony held on April 4, 2018, generously hosted by Dr. Pichai at his Maenam Resort Nakhon Chaisri. Students crafted their own statements, but they received help with English phrasing, and their final statements have been edited for clarity.

We are limited by space in this issue, but we hope to offer more of our students’ voices, and share more about what we learned this year, in upcoming issues. If you are inspired by what you read here, you may help in one of two ways: 1) by spreading the word about the SENS program; or 2) by donating to the SENS Scholarship Fund: http://inebinstitute.org/donation/.

Next year’s course runs from January 6 to April 3, 2019.

You can  find more information and apply at http://inebinstitute.org/eng/


Excerpts from Statements by SENS Students:

“For the benefit of all sentient beings.” In our Korean historical DNA, this commitment has been working deeply in our unconscious. …. My goal is to live by this teaching until I die. …. Thanks to this course, SENS, I’ve met engaged Buddhist practitioners, grassroots movement leaders, and learned about many social activities in Thailand. It is very hopeful that there are so many social changers—more than I expected. For a long time, I’ve concentrated on domestic social issues, but now I’ve changed. I want to work for more international or global issues. SENS gave me a chance to have a wider perspective and to be confident to communicate with international workers. We are not separated, but connected, so that we can cooperate in many ways. This is my great experience here. Sae Rob Lee – Jungto Society, South Korea

I see many new possibilities and learned a lot through this course. Through this program I have learned:

  • To be an effective leader you need to be able to respond to challenges with intelligence, strategy, and sincerity.
  • About the socialization and internalization of gender inequality through two wonderful women, Ouyporn and Ginger.
  • How important it is to have Kalyanamitra in one’s life.
  • When people have the same values, they naturally come together in unison in some ways.
  • The importance of listening to what other people have to say.
  • How climate change impacts everything and everyone’s life, and that even our civilization is at stake. This student has asked to not be identified.

As an adult, I haven’t shared my feelings with my parents that much. But learning counseling has encouraged me to share more with them and also to listen to them. …. Before this course, I didn’t have proper goals for my life. I just tried my best wherever I was or whatever I was doing. But now I see the value of identifying my goals and the steps I need to be able to reach them. Thet Nwe Soe – Metta Development Foundation, Myanmar.

 

Previously, I stood for my Myanmar people; now I realize I need to stand for all living things. Because we have the same problems and we need to solve them all together. English language is a tool for social change. Therefore, it can be applied to connect to a global network. …. I decided to set up my goals for after this course as follows:

  • To do regular practice for improving my English skills into advanced level in 2018.
  • To listen deeply to my friends and community when they need someone to listen.
  • To do research about the traditional environmental conservation customs and beliefs of ethnic groups and how to create an environmentally friendly culture in my country. I aim to complete this research within two years.
  • To initiate an Eco Campus Movement at universities in my country that will go broader and deeper. Phoo Pwint – Kalyana Mitta Development Foundation, Myanmar.

I want to create a space in the countryside where youth can come to learn skills outside of school and access resources for personal development, including scholarships to study abroad, workshops and trainings, as well as community and network-building. These are not new ideas. But this course gave me the confidence I needed to move forward with them. Thank you to the SENS community and to all of our supporters for giving me the opportunity to learn more English. Samkham Meunsy – PADETC, Laos.

 

Ted Mayer

SENS – Its Origin and Meaning

SENS – Its Origin and Meaning

The School of English for Engaged Social Service (SENS) proudly takes its name from the School of Youth for Social Service, which Vietnamese monk Thich Nhat Hanh founded in 1964-65 to meet the crisis in the Vietnamese countryside created by war.

The School of English for Engaged Social Service was founded by Sulak Sivaraksa and others in 2015 to meet the crises of climate change, increasing social inequality, and individual confusion and despair about what to do. Its aim is to create a safe and supportive place for learning English as a tool for leadership, self-cultivation, and social transformation.

“Engaged” means that we learn to support each other with our mind, our senses, and our spirit fully present. It means that we work in service to society and all living beings from a place of openness and vulnerability, respecting the dignity and equality of those we encounter and assist, and ready to learn from them.

Our acronym, SENS, is a beautiful French word with many meanings. It is pronounced something like “saungs.” “Sens” in French means:

  • sense” as in the five senses. We rely on our experience, made possible through the senses, to test and to experience what is true, and to learn from experience what creates peace, clarity, and confidence.
  • instinct,” or to have an “intuitive sense” of things. Over time our mind builds up an intuitive sense of what to do, what to say, or how to behave. We can say, for example, a sense of humor, a critical sense, an aesthetic sense, or importantly, a moral sense. A moral sense helps us discern quickly what is important, what is going on, and how we can best respond.
  • judgment” or “reason” In French you can say “a mon sense,” which means “to my mind” or “in my opinion.” “Le bon sense” means “good sense” or “common sense.” We rely on reason and good judgment.
  • meaning.” We are always invariably interpreting the meaning of life and what goes on around us. Now it is important to understand the meaning of our time, and how it beckons us to respond.
  • direction” or “way.” Responding intelligently and boldly to the crises of the present requires that each of us set a personal direction that grows out of our genuine desire, love, and commitment. It also means that we agree on common goals and learn to cooperate and work together for a humane future for everyone.

Information about the SENS program in 2019: http://inebinstitute.org/eng/

Scholarship Announcement: English Proficiency Training for Thai Monks

Scholarship Announcement: English Proficiency Training for Thai Monks

Mrs. Malee and Dr. Pichai Tangsin Scholarship on English Proficiency Training for Thai Monks

Mrs. Malee and Dr. Pichai Tangsin

 

We are delighted to announce that Dr. Pichai Tangsin and his Mother, Mrs. Malee Tangsin, are pleased to offer a full scholarship to a Thai monk to attend the School of English for Engaged Social Service (SENS) 2018 program. In our first program, SENS 2016, this scholarship was offered to the Venerable Phramaha Kriangsak Prasoetsang, a monk from Wat Thong Nopphakhun, a Buddhist temple in Bangkok.

 

Eligible candidates for the SENS 2018 scholarship are Thai monks who:
  • Have been in the monkhood for at least five Phansa (Rains Retreats).
  • Have an adequate foundation in the English language (at least low intermediate).
  • Are willing and able to participate in the SENS training program throughout the entire three-month period, and to use the English and other skills acquired in the program to further propagate Dhamma teachings to a wider audience.

The full scholarship will cover all tuition, workshop fees, food, lodging, medical insurance, and program-related travel expenses for the duration of the SENS 2018 program, January 7 – April 5, 2018.

 

We are profoundly grateful to Mrs. Malee and Dr. Pichai Tangsin for this generous gift, and we would like to ask you to spread the information about this scholarship to eligible Thai monks who you believe would be appropriate for this training program.

 

Thai monks who are interested in applying for this scholarship to attend the SENS 2018 program should download the application form from www.inebinstitute.org/apply/. The application deadline is December 15, 2017 or passing that, until the scholarship is filled.

 

Applicants should complete the application form and send it to <registrar@inebinstitute.org>. Questions may be addressed to <director@inebinstitute.org>

English for Engaged Social Service 2018

English for Engaged Social Service 2018

The INEB Institute is welcoming applicants to our 3rd English for Engaged Social Service course, which will be held at Wongsanit Ashram (Thailand) from January 7 to April 5, 2018.

IMPORTANT NEWS! We are offering one full scholarship for the 2018 course, worth $5,800. The selection will be based on applicants’ past record of contribution to engaged social service, potential to contribute to the learning community, and potential to apply lessons learned in a significant way following the course.


More details about the course: http://inebinstitute.org/eng

Go to APPLY page for full application instruction and application forms.

Download this brochure in PDF format here.

Report on the English for Engaged Social Service Program for 2017

Report on the English for Engaged Social Service Program for 2017

The Institute for Transformative Learning of the International Network of Engaged Buddhists (the INEB Institute), completed its second full three-month program, English for Engaged Social Service, in April 2017. This article reflects on the highlights of this program, where we think we need to go from here, and what you could do to help or participate in this project.

Key Features of the Program

The INEB Institute’s three-month English course aims to develop the qualities necessary for compassionate leadership at a time of growing crisis and uncertainty. For leadership to be compassionate and clear-minded, we believe it must be grounded in a strong sense of connection with oneself, with the earth, with immediate others, and with local, regional, and international communities. The ability to think freely and develop confidence in one’s views and capacities are also essential. These qualities can be developed through training and the adoption of carefully selected personal disciplines and practices. The kind of student we ideally seek to reach is a young adult from Asia who has already shown some commitment to work for the common good through practices of personal and social transformation. Such commitments and practices have been at the core of INEB’s identity as an international network since its inception.

Working with a small group, we aim for depth of learning and experience in a number of areas. The most significant of these are:

  • Self-awareness, self-confidence, and full access to one’s own learning potential.
  • Awareness and sensitivity to others, and the skills and motivations needed for mutual support and cooperation.
  • Skills of understanding, speaking, reading, and writing English.
  • Self-directed, freely chosen, and mindful leadership.
  • Interpretive, critical thinking, and social analytical skills.
  • Awareness of global crises—climate change, social inequality, violence, and lack of voice—and their local manifestations, as well as the many signs of hope that are now emerging around the world.
  • Awareness of the personal dimensions of efforts towards social change.

These areas are overlapping, and each has a subset of further skills or capacities that enable them. For example, the skills of awareness and sensitivity to others, mutual support, and cooperation, require a subset of skills that includes the ability to verbally appreciate others, the ability to listen with attention and respect as well as to keep confidentiality, the willingness to inquire into and accept cultural, ideological, and personal differences in an atmosphere of respect, and the willingness to trust and to share one’s personal thoughts and feelings in appropriate settings.

To accomplish these goals, the program uses a complex orchestration of:

  • Regular and sequentially organized classroom work in English and other areas.
  • Workshops by national and international level trainers in a number of areas (e.g. Power Analysis, Non-Violent Communication, Peer Counseling, and so on).
  • Field trips to observe and interact with intellectuals and community leaders in Thailand as examples of leadership, creativity, and social service.
  • Personal and small group tutoring.
  • Time for reading, writing, and communal watching of films.
  • Collective work to maintain the classroom and other areas.
  • Sufficient rest.

Highlights of the Program

Our English program for 2017 ran from January 8th to April 4th. We had a total of ten students, two of whom had to leave unexpectedly at the half-way point. Of the ten students, seven were women—one of them a female monk (bhikkhuni)—and three were men. Their ages ranged from 19 to 40, and they came from Thailand, Myanmar, India, Laos, and China. Many of them were already involved as leaders at some level of social service work, and a few were teachers or workshop trainers. Their incoming English level ranged from Beginner to High Advanced, with most in the Intermediate range.

Highlight 1 – All students’ use of English developed significantly, in some cases dramatically. Upon entering the program, one young man from South Asia spoke so fast that hardly anyone could understand him. By the end of the program his speech was well modulated and understandable. We gave four practice TOEIC tests (a standard English proficiency test that measures listening and reading comprehension) throughout the course, and this individual’s scores showed a development from very low Beginner to Intermediate Level over the 12 weeks. One of the women who had to leave after six weeks raised her TOEIC score 270 points in that short space of time, even though we did not teach TOEIC vocabulary and testing strategies directly. Students’ growth in English took many forms, including greater confidence in expressing ideas, much faster comprehension, significantly wider vocabulary, and so on. The diversity of the group was a key component in motivating students to communicate and make connections through English.

Highlight 2 – As a graduation project, we asked all students to prepare a statement of goals they would like to take on in their own lives, as well as practical steps they could take to achieve those goals. We asked that the goals challenge and expand their habitual sense of what they can do, include some longer-term goals, and include goals the students have for others, whether they be family, community, ethnic group, or all of humanity. For us and for many of those who attended the graduation, the students’ statements were inspiring and articulate. They reflected the creativity and courage of students as they applied course skills and knowledge to their own life and home situations.

Highlight 3 – It is our assessment that this group developed a very strong sense of cohesion, mutual support, and safety. One small indication was when one student fell ill with a fever, some four or five other students stayed up late attending to him, caring for his needs, and keeping him company. But this support was also palpable in the classroom and elsewhere. We think that the foundation for this was likely the very extensive practice the students received in forming various kinds of listening partnerships. Ouyporn Khuankaew taught her own (feminist and power-sensitive) version of the deep listening developed by Vietnamese monk Thich Nhat Hanh in her three-day workshop, and I (Ted) regularly taught a form of peer counseling based on the principles of a practice known informally as “co-counseling.” Furthermore, a high-level international leader of the co-counseling communities, Francie Chew, was able to lead a two-day workshop to deepen the students’ skills. Virtually all workshop leaders included some time for mutual listening in pairs.

As the director and lead teacher, I see such practices as essential to learning. They offer a chance for students to integrate what they have been learning by daring to say what is on their minds in the safe context of another person’s respectful attention. They thus increase students’ trust in their own thinking, and in the ability of others to offer kindness and support. In so doing they also offer a chance to overcome emotional blocks to appreciating life, enjoying closeness with others, and thinking clearly.

Highlight 4 – While we addressed many themes and dimensions of learning in this course, we feel that our section this year on climate change was particularly clear and powerful. Many students expressed both a sense of having been changed by this information, and a strong desire to work to combat the effects of climate change and work for sustainability. For his required public presentation, one student did extensive research on the effects of climate change in his home region of China, and even made contacts with a scholar who had expertise in this area. Success in this part of the course has increased our confidence that we can attain similar clarity in each of the major course areas, even in a course of only three months.

Highlight 5 – This course was the second time that Nila Premaratna and I worked together as the core teaching team. For the first time, we also had a full-time coordinator, Topsi Rongrongmuang. Her skilled coordination in turn enabled Nila and me to participate more fully in each other’s classes and to develop our curriculum to a much higher level of coherence, integrity, and effectiveness. We also understood better this time how to balance work requirements, rest, classroom teaching, field trips, and workshops, even though the workshops had to be clustered together more than we would have liked. We were also grateful to work once again with so many of the skilled and generous workshop leaders with whom we worked last year, and we learned how to better integrate their contributions into the course.

Highlight 6 – Through class sessions, workshops, and field trips, students had the chance to meet, study with, and learn about extraordinary leaders, thinkers, and activists. These included Phra Paisal Visalo, Ven. Dhammananda Bhikkhuni, Sulak Sivaraksa, Jeyanthy Siva, Ouyporn Khuankaew, Ginger Norwood, Jon Watts, Francie Chew, Pracha Hutanuwatr, Les and Poranee Sponsel, Krarok Wataksorn, Samana Chatwaro, and Khun Baiphut. We wish to express our thanks to all these leaders for generously sharing their time with our group.

Where Do We Go from Here?

We have seen the far-reaching impacts of this course on the growth of our students in many dimensions. Based on this, we envision three directions to our work in the coming period:

  1. We want to continue to offer this course on a regular basis as a way to support the emergence of thoughtful and capable leadership among Asian young adults;
  2. We want to make this course replicable in different cultural and national contexts, which means training others in the skills needed to lead a course such as this; and
  3. We want to find effective ways to follow-up with our student graduates, so that the learning they began with us will continue to take root and bear fruit.

We are now planning a third English for Engaged Social Service course for January of 2018. That course will run from January 7th – April 5th, 2018, at the Wongsanit Ashram near Bangkok. We are also considering offering very short pilot English programs in other countries as a way to begin to explore how we might expand the program into new cultural settings. To meet our goal of training new course leaders, we will need to attract individuals with a serious interest in developing this course for their home communities. Most likely they would receive this training through participating as assistants in one or two of our courses before leading their own. We are now actively looking for such individuals, and we are committed to including them in the 2018 course.

Finally, we are experimenting with different ways of supporting and maintaining contact with our former students. This might take the form of regular or occasional online meetings with them, or even offering local workshops organized by our alumni that could address a number of possible themes.

What You Can Do

  1. If you find this program interesting or promising, we would like to encourage you to contact us and ask about possible permutations of this program that would meet your needs or those of your constituencies. We would be happy to receive your questions and to dialog with you about what components make this program effective, and how it might work for your organization or in your area.
  2. If you are interested in becoming a trainer, or could nominate someone you think would be very capable as a trainer, please get in touch with us. We would take your recommendation seriously and follow up with further contacts.
  3. Offering the English program regularly in different cultural contexts to students with limited resources requires substantial financial support. Our current per student cost is $5,800, not counting airfare from the home country. We would be very grateful if you or your organization could provide an annual or one-time scholarship that would support one or more students to attend this course.

To the groups and individuals who sponsored or contributed to the 2017 program, we want to express our deep gratitude. Without your support, the program could not have been offered. Furthermore, your willingness to put your confidence in us, and in many cases to engage with us on the meaning, impact, and potential areas for improvement of the program, is profoundly encouraging and hopeful to us in challenging times like the present.

To stay up to date on developments for the English for Engaged Social Service and other INEB Institute programs, please visit: www.inebinstitute.org or email us at info@inebinstitute.org. Thank you very much!

Sincerely,

Theodore Mayer
Academic Director, The INEB Institute

The full report can be download in PDF here.