การเมืองเรื่องการเปรียบเทียบ (The Politics of Comparisons)

 การเมืองเรื่องการเปรียบเทียบ (The Politics of Comparisons)

Janpha Thadphoothon

This post is all about English language learning and teaching - nothing at all, whatsoever, about or related to politics. After all. I am an English teacher.

Image: ChatGPT 4.o

We tend to make sense of the world by comparing, contrasting, and contesting our ideas and what we have and know with those from other sources. This is our natural tendency.

Human Nature and Cognition:

Human beings have an innate tendency to compare and contrast. This cognitive process helps us understand the complexities of our environment, learn new information, and make informed decisions. By comparing our ideas and experiences with those of others, we can better evaluate their validity and relevance.

Example: In a history class, students might compare and contrast the causes and effects of World War I and World War II. By identifying similarities and differences, they gain a deeper understanding of each conflict's unique and shared characteristics, enhancing their overall grasp of historical events.

Cultural and Social Influence:

Our social environment plays a significant role in shaping our perceptions and beliefs. We constantly compare our lives, achievements, and values with those of our peers, which can influence our self-esteem, motivations, and aspirations. This social comparison is a fundamental aspect of human interaction and helps in the formation of social norms and cultural values.

Maria compared her job satisfaction with her friend's, realizing she wanted a career change.

John often compares his cooking skills with his brother's, aiming to improve his own recipes.

The students compared their test scores to see who had the highest grade in the class.

Sarah compared the prices of different laptops before deciding which one to buy.

Tom and his friends compared their vacation experiences, discussing which destination was the most enjoyable.

**Learning and Knowledge Acquisition:**

Comparison is a key mechanism in learning. By contrasting new information with what we already know, we can identify similarities and differences, which aids in comprehension and retention. This method is used extensively in education, where students compare different theories, historical events, or scientific phenomena to gain a deeper understanding.

**Decision-Making:**

When faced with choices, we naturally compare the available options to determine the best course of action. This process involves weighing the pros and cons, considering past experiences, and evaluating potential outcomes. By doing so, we can make more rational and effective decisions.

**Critical Thinking and Innovation:**

Comparison fosters critical thinking and creativity. By challenging our ideas and beliefs against alternative perspectives, we can identify flaws, biases, and areas for improvement. This contestation of ideas is essential for innovation, as it encourages us to think outside the box and develop new solutions.

**Identity and Self-Understanding:**

Through comparison, we develop a sense of identity and self-awareness. By evaluating our traits, behaviors, and accomplishments in relation to others, we gain insights into our strengths and weaknesses. This self-reflection is crucial for personal growth and development.

**Conflict and Resolution:**

While comparison can lead to conflict, it is also a pathway to resolution. By understanding the differences and commonalities between opposing viewpoints, we can find common ground and negotiate solutions. This process is fundamental in diplomacy, mediation, and conflict resolution.

**Economic and Market Dynamics:**

In the economic sphere, comparison drives competition and consumer choice. Businesses compare their products and services with those of their competitors to identify market gaps and improve their offerings. Consumers, on the other hand, compare prices, quality, and features to make informed purchasing decisions.

Our natural tendency to compare, contrast, and contest ideas and experiences is a fundamental aspect of human cognition and social interaction. It enables us to learn, make decisions, innovate, and understand ourselves and the world around us. By embracing this tendency, we can harness its potential to enhance our knowledge, solve problems, and improve our lives.

Comparing different subjects often involves focusing on specific parameters or areas to make meaningful comparisons. Here are some examples of sentences that demonstrate this concept:

1. **Movies:**

   - "The Politics of Comparisons is one of the best movies I have ever seen because of its compelling storytelling and strong character development."

   - "Among the most popular songs of all time, 'Bohemian Rhapsody' by Queen stands out due to its unique structure and lasting impact on pop culture."

2. **Books:**

   - "In the realm of fantasy literature, The Lord of the Rings series is often considered unparalleled due to its detailed world-building and intricate plot."

   - "Among modern novels, The Road by Cormac McCarthy is notable for its stark prose and emotional depth."

3. **Sports:**

   - "In terms of career achievements, Michael Jordan is often regarded as the greatest basketball player of all time because of his six NBA championships and five MVP awards."

   - "When it comes to tennis, Roger Federer is considered one of the best due to his record of 20 Grand Slam titles."

4. **Technology:**

   - "Among smartphones, the iPhone is often seen as the best due to its seamless integration with other Apple products and its user-friendly interface."

   - "In the field of electric cars, Tesla is frequently highlighted for its innovation in battery technology and autonomous driving capabilities."

5. **Cuisine:**

   - "In Italian cuisine, pizza is often considered a favorite because of its versatility and universal appeal."

   - "Among desserts, chocolate cake is often regarded as a classic choice due to its rich flavor and widespread popularity."

By narrowing down the parameters of our comparisons, we can make clearer and more focused claims. This approach helps in providing a better understanding of why one item stands out in a particular area.

Relative Pronouns in Relative Clauses

Relative Pronouns in Relative Clauses

Janpha Thadphoothon

Relative Clauses - COLLINS COBUILD English Grammar (Helping Learners with Real English) (1995) explains the use of a relative clause as being something we can add or give additional information about people or things.

"When you mention someone or something in a sentence, you often want to give further information about them - and one way to do that is to use a relative clause. (p. 362)."

Image: AI-generated illustration by ChatGPT 4.o

กฎข้อหนึ่งที่เราควรจำไว้ก็คือ Every relative-clause sentence can be rewritten in at least 2 related sentences.

ทุกประโยคที่มี Relative Clause สามารถแบ่งออกมาเป็นประโยคพื้นฐานได้อย่างน้อย 2 ประโยค

การแบ่งประโยคที่มี Relative Clause ออกเป็นประโยคพื้นฐานอย่างน้อยสองประโยคนั้นสามารถทำได้โดยการแยกส่วนของประโยคที่มี Relative Clause ออกมาเป็นประโยคเดี่ยวๆ ที่สามารถยืนได้ด้วยตนเอง มาดูตัวอย่างกัน:

ตัวอย่าง 1:

- ประโยคที่มี Relative Clause: The book that is on the table is mine.

- แบ่งเป็นประโยคพื้นฐาน:

  1. The book is on the table.

  2. The book is mine.

ตัวอย่าง 2:

- ประโยคที่มี Relative Clause: 

The man who lives next door is a doctor.

- แบ่งเป็นประโยคพื้นฐาน:

  1. The man lives next door.

  2. The man is a doctor.

ตัวอย่าง 3:

- ประโยคที่มี Relative Clause: The cake which was made by my grandmother is delicious.

- จงแบ่งเป็นประโยคพื้นฐาน:

  1. The cake was made by my grandmother.

  2. The cake is delicious.

การแบ่งประโยคแบบนี้จะช่วยให้เราเข้าใจส่วนประกอบของประโยคได้ดียิ่งขึ้น และสามารถนำไปใช้ในการสื่อสารได้อย่างถูกต้องและชัดเจน

Examples:

The man who came into the room was small and slender. (p. 362)

The dictionary also explains that:

" Relative clauses have a similar function to adjectives and sometimes called adjectival clauses"

What are Relative Pronouns?

Relative pronouns are words that introduce relative clauses, which provide additional information about a noun mentioned in the main clause of a sentence. They help to connect the relative clause to the main clause, creating a more detailed and descriptive sentence.

"Many relative clauses begin with a relative pronoun. The relative pronoun usually acts as the subject or object of the verb in the relative clause (p. 362)." 

 
The most common relative pronouns in English are "who," "whom," "that," and "which.", and "whose"

Types of Relative Pronouns:

1. Who: Used for people (subject).

2. Whom: Used for people (object).

3. That: Used for people and things (subject or object).

4. Which: Used for things (subject or object).

5. I met the man whose house was sold for 5 billion baht.

Examples

1. Who:

   - Bill was the man who bought a new BMW.

  - She is the teacher who inspired me.

   2. Whom:

   - The teacher whom the students admired retired last year.

   - She is the person whom I trust the most.

- Amy was a girl with whom I am falling in love. หรือ Amy was a girl I am falling in love with.

3. That:

   - I bought three cats that were advertised for sale on the Internet.

- The only person that I knew at the party was Mike.

4. Which:

   - I read the book which you recommended.

   - The car which/that he drives is very expensive.

5. Whose แสดงความเป็นเจ้าของ

I met the man whose house was sold for 5 billion baht.

มาจาก
1. I met the man.
2. His house was sold for 5 billion baht.

I met the man whose house was sold for 5 billion baht.

How to Use Relative Pronouns:

1. Identify the noun you want to add more information about.

2. Choose the appropriate relative pronoun based on whether the noun is a person or a thing, and whether the pronoun is the subject or the object in the relative clause.

3. Add the relative clause immediately after the noun, starting with the relative pronoun.

More Examples:

1. Who:

   - The girl who sings beautifully is my sister.

   - The man who fixed our roof is a skilled carpenter.

2. Whom:

   - The lawyer whom we hired won the case.

   - The artist whom they praised was very humble.

3. That:

   - The house that we visited is over a hundred years old.

   - The smartphone that I bought last month is already broken.

4. Which:

   - The painting which hangs in the museum is priceless.

   - The movie which we watched last night was a thriller.

What is a Relative Clause?

One might ask what a relative clause is. A relative clause is a part of a sentence that provides additional information about a noun mentioned in the main clause. It begins with a relative pronoun, such as "who," "whom," "that," or "which." The relative clause functions to describe, identify, or give more details about the noun, making the sentence more informative and specific.

How Relative Pronouns Work in Relative Clauses:

Relative pronouns are essential for introducing relative clauses. They connect the clause to the noun it modifies and indicates whether the clause is giving extra information about a person, a thing, or both. The choice of relative pronoun depends on the role of the noun (subject or object) and whether the noun is a person or a thing.

Structure of a Relative Clause:

1. Main Clause: The primary part of the sentence that can stand alone.

2. Relative Pronoun: The word that introduces the relative clause.

3. Relative Clause: The part of the sentence that gives additional information about the noun.

Identifying Relative Clauses

To identify a relative clause in a sentence, look for the relative pronoun and check if it introduces a clause that provides more information about a noun.

Examples

- Sentence: The woman who called me yesterday is my aunt.

  - Main Clause: The woman is my aunt.

  - Relative Pronoun: who

  - Relative Clause: who called me yesterday

มาจาก 
1. The woman is my aunt.
2. She called me yesterday.

Types of Relative Clauses:

1. Defining (or Restrictive) Relative Clause: Provides essential information about the noun. Without this clause, the meaning of the sentence would be incomplete.

   - The book that I borrowed is on the table.

     - Explanation: "That I borrowed" specifies which book is being referred to.

2. Non-defining (or Non-restrictive) Relative Clause: Adds extra information about the noun. This information can be omitted without changing the basic meaning of the sentence. Non-defining clauses are usually separated by commas.

   - Example: My brother, who lives in New York, is visiting us next week.

Note:
It is possible to write relative clauses without relative pronouns in English. 

This is known as a "reduced relative clause." Here are some examples:

Original with relative pronoun: 

The book that is on the table is mine.

Reduced relative clause: 

The book on the table is mine.

คือการเปลี่ยนจาก Clause เป็น Phrase นั่นเอง

Original with relative pronoun: 

The man who lives next door is a doctor.

Reduced relative clause: 

The man living next door is a doctor.

Original with relative pronoun: 

The cake which was made by my grandmother is delicious.

Reduced relative clause: 

The cake made by my grandmother is delicious.

Last but not least...

He who practices using the language will soon master it.
ผู้ที่ฝึกฝนการใช้ภาษาจะเชี่ยวชาญในไม่ช้า

References:

1. COLLINS COBUILD English Grammar (1995)

Janpha Thadphoothon is an assistant professor of ELT at the International College, Dhurakij Pundit University in Bangkok, Thailand. Janpha Thadphoothon also holds a certificate of Generative AI with Large Language Models issued by DeepLearning.AI.

Reported Speech

 

Reported Speech

Janpha Thadphoothon

What is Reported Speech?

Reported speech, also known as indirect speech, is used to tell someone what another person said without quoting them directly. This involves changing the pronouns, verb tenses, and sometimes other words to match the context of the reporting.

Direct Speech vs. Reported Speech

Direct Speech:

- Directly quoting what someone said.

- Uses quotation marks.

- Example: She said, "I am happy."

Reported Speech:

- Paraphrasing what someone said.

- No quotation marks.

- Example: She said that she was happy.

How to Change Direct Speech to Reported Speech

1. Change of Pronouns:

   - Adjust pronouns to fit the perspective of the reporting speaker.

   - Example:

Direct: He said, "I am tired." 

Reported: He said that he was tired.

2. Change of Verb Tense:

   - Move the tense back one step into the past.

   - Example: 

     - Present Simple → Past Simple: "I eat" → he said that he ate

     - Present Continuous → Past Continuous: "I am eating" → he said that he was eating

     - Present Perfect → Past Perfect: "I have eaten" → he said that he had eaten.

3. Changes in Time and Place Words:

   - Adjust words that refer to time and place to fit the context.

   - Example: 

     - "now" → "then"

     - "today" → "that day"

     - "here" → "there"

4. Change of Questions:

   - Use the word "if" or "whether" for yes/no questions.

   - Example: Direct: She asked, "Are you coming?" 

              Reported: She asked if I was coming.

   - For WH-questions, use the question word.

   - Example: Direct: He asked, "Where do you live?"

              Reported: He asked where I lived.

5. Change of Requests and Commands:

   - Use "to" + infinitive for commands.

   - Example: Direct: He said, "Close the door."

              Reported: He told me to close the door.

   - Use "not to" + infinitive for negative commands.

   - Example: Direct: She said, "Don’t be late."

              Reported: She told me not to be late.

Examples

1. Statement:

   - Direct: She said, "I will go to the market."

   - Reported: She said that she would go to the market.

2. Question:

   - Direct: He asked, "Do you like pizza?"

   - Reported: He asked if I liked pizza.

3. Command:

   - Direct: They said, "Clean your room."

   - Reported: They told me to clean my room.

Exercises

1. Change the sentences from direct speech to reported speech:

   a. She said, "I am reading a book."

   b. He asked, "Where are you going?"

   c. They said, "We will help you."

   d. She asked, "Did you see the movie?"

   e. He said, "Don't touch that."

2. Convert these reported speech sentences back to direct speech:

   a. She said that she was reading a book.

   b. He asked where I was going.

   c. They said that they would help me.

   d. She asked if I had seen the movie.

   e. He told me not to touch that.

Answers to Exercises

1. Direct to Reported:

   a. She said that she was reading a book.

   b. He asked where I was going.

   c. They said that they would help me.

   d. She asked if I had seen the movie.

   e. He told me not to touch that.

2. Reported to Direct:

   a. She said, "I am reading a book."

   b. He asked, "Where are you going?"

   c. They said, "We will help you."

   d. She asked, "Did you see the movie?"

   e. He said, "Don't touch that."

They say Thai people are friendly and the food is great.

In the above sentence, "They say" is more like a general statement or common belief, not referring to a specific person or conversation.

The sentence is a simple statement about the reputation of Thai people and food.

Do I like my present job? (Example Only)

ยาดานาร์บน (Yadanarbon)

ยาดานาร์บน (Yadanarbon)

Janpha Thadphoothon

บทความนี้ผมขอเล่าเรื่องความหมายของคำว่า Yadanarbon 
หลายปีมาแล้ว ผมได้มีโอกาสเดินทางไปยังเมืองมัณฑเลย์ (Mandalay) ในประเทศพม่า
โรงแรมที่พักชื่อ Yadanarbon ด้วยความที่ผมพอรู้ภาษาพม่าอยู่บ้าง รู้สึกแปลกใจที่รูปแบบการเขียนน่าสนใจ

Hotel Yadanarbon

อ้างอิง

https://www.tripadvisor.com/Hotel_Review-g295408-d4456893-Reviews-Hotel_Yadanarbon-Mandalay_Mandalay_Region.html

Writing for Social Justice: A Pathway to Change

Writing for Social Justice: A Pathway to Change

Janpha Thadphoothon

In a world where social justice issues dominate our headlines and conversations, the power of writing as a tool for advocacy and change cannot be overstated. Writing. they say, is doing. Writing for social justice is not just about penning down thoughts or ideas; it is about using words to inspire, inform, and ignite change. Bring words to actions. I am sure you would agree with me that the written word has always held immense power, capable of challenging injustices and fostering societal transformation. In this blog post, we will explore the significance of writing for social justice, the impact it can have, and how each of us can contribute to this crucial endeavor.

The Power of the Pen

It is a common thing to note that writing has been a cornerstone of social justice movements throughout history. From the pamphlets of the abolitionist movement to the essays of the civil rights era, words have been wielded as weapons against oppression and inequality. Today, in our digital age, the reach and influence of writing have expanded exponentially. Blogs, social media posts, articles, and books can circulate across the globe in seconds, mobilizing support and raising awareness on critical issues.

In my opinion, one of the most profound aspects of writing for social justice is its ability to give a voice to the voiceless. Marginalized communities often struggle to have their stories heard, and through writing, we can amplify their experiences and perspectives. We all agree that storytelling is a powerful tool; it humanizes abstract issues and fosters empathy, which is essential for driving change.

The Role of the Writer

I think it’s important to recognize the responsibilities that come with writing for social justice. Writers have the power to shape narratives and influence public opinion. This power should be wielded with care, ensuring that the stories told are accurate, respectful, and centered on those directly affected by the issues at hand.

As far as I know, effective social justice writing requires a deep understanding of the issues. This means engaging in thorough research, listening to the voices of those impacted, and critically analyzing the root causes of injustice. It's not enough to simply highlight problems; writers must also explore potential solutions and pathways to change. My experience is that this approach not only informs readers but also empowers them to take action.

Amplifying Marginalized Voices

We all agree that diversity in voices and perspectives is crucial in social justice writing. Historically, mainstream media has often marginalized or misrepresented certain groups. By prioritizing the stories and insights of those who have been silenced or ignored, writers can help to redress these imbalances.

For example, indigenous writers and activists have used their platforms to advocate for land rights, cultural preservation, and environmental justice. Their writings provide invaluable insights into the struggles and resilience of indigenous communities. Similarly, the writings of Black feminists have been instrumental in highlighting the intersectionality of race, gender, and class, broadening the scope of feminist discourse and activism.

In my opinion, one of the most effective ways to amplify marginalized voices is through collaborative writing projects. These projects bring together writers from diverse backgrounds to share their experiences and insights, creating a richer and more inclusive narrative. Additionally, supporting publications and platforms that prioritize marginalized voices can help to ensure that these stories reach a wider audience.

 The Digital Age and Social Justice Writing

As far as I know, the digital age has revolutionized the landscape of social justice writing. The internet provides a platform for voices that might otherwise go unheard and allows for the rapid dissemination of ideas. Social media, blogs, and online publications have become essential tools for activists and writers alike.

In my opinion, one of the key advantages of digital platforms is their accessibility. Writers no longer need to rely on traditional publishing routes to share their work. This democratization of publishing means that more voices can be heard, and more stories can be told. However, it also comes with challenges. The sheer volume of information online can make it difficult for important messages to stand out. Additionally, misinformation and harmful rhetoric can spread just as quickly as truthful and constructive content.

We all agree that navigating the digital landscape requires a strategic approach. Writers need to be savvy about using social media to build their audience and engage with readers. This involves not only sharing their work but also participating in conversations, responding to feedback, and building a community around their writing.

Writing for Different Audiences

I think it’s crucial to consider the audience when writing for social justice. Different audiences have different levels of knowledge and varying perspectives on issues. Tailoring the message to resonate with specific audiences can enhance its impact.

For instance, writing for policymakers requires a different approach than writing for the general public. Policymakers need concise, evidence-based arguments that clearly outline the problem and propose viable solutions. On the other hand, writing for the general public allows for more emotional and narrative-driven approaches that can build empathy and drive grassroots support.

You would agree with me that effective social justice writing often involves bridging the gap between complex issues and the general audience’s understanding. This means breaking down jargon, providing context, and using relatable examples. By making the content accessible and engaging, writers can educate and inspire a broader audience.

The Ethics of Writing for Social Justice

Most would agree that ethics play a central role in social justice writing. Writers must be mindful of the impact their words can have and strive to do no harm. This involves being respectful of the people and communities they write about, avoiding sensationalism, and ensuring accuracy in their reporting.

In my humble opinion, one of the ethical challenges in social justice writing is balancing advocacy with objectivity. While it’s important to be passionate about the issues, writers must also present balanced and well-researched arguments. This helps to build credibility and trust with readers.

Another ethical consideration is the issue of consent. When sharing someone’s story, it’s essential to obtain their permission and respect their wishes regarding how their story is told. This is particularly important when writing about vulnerable or marginalized individuals who may face risks if their identities are revealed.

Inspiring Action Through Writing

They say action speaks louder than words. The ultimate goal of writing for social justice is to inspire action. Words alone cannot change the world, but they can spark movements, influence policies, and motivate individuals to get involved. Effective social justice writing not only raises awareness but also provides readers with concrete steps they can take to make a difference.

As a writer, I know that one of the most powerful ways to inspire action is through calls to action. This can include encouraging readers to support specific causes, participate in protests, donate to organizations, or simply educate themselves further on the issues. Providing links to resources, organizations, and upcoming events can help readers channel their passion into meaningful action.

The Impact of Personal Narratives

We would all agree that personal narratives are a potent tool in social justice writing. Sharing personal stories can humanize complex issues and create a deep emotional connection with readers. These narratives can come from individuals directly affected by social injustices or from allies who have witnessed these struggles firsthand.

As a matter of fact, personal narratives can challenge stereotypes and misconceptions by presenting diverse and authentic experiences. They can also foster solidarity by showing readers that they are not alone in their concerns and that others share their desire for change.

I have made it known elsewhere that personal narratives should be used thoughtfully and ethically. Writers should ensure that these stories are told with the full consent and cooperation of the individuals involved, and that their dignity and agency are preserved.

The Role of Education and Continuous Learning

I think continuous education and self-reflection are crucial for anyone involved in social justice writing. The landscape of social justice is constantly evolving, and writers must stay informed about new developments, theories, and perspectives. This involves reading widely, attending workshops and seminars, and engaging with diverse voices.

As far as I know, self-reflection is also essential. Writers should regularly examine their own biases, privileges, and assumptions, and consider how these might influence their writing. By doing so, they can strive to produce more nuanced and equitable content.

We all agree that education and continuous learning are not just for writers but for readers as well. Social justice writing can serve as a catalyst for readers to embark on their own journeys of learning and activism.

In conclusion, writing for social justice is a powerful and necessary endeavor. I am sure you would agree with me that it has the potential to amplify marginalized voices, educate the public, and inspire action. As writers, we have a responsibility to approach this work with care, integrity, and a commitment to continuous learning.

Last but not least, each of us has a role to play in the fight for social justice. Whether through writing, sharing stories, or supporting social justice initiatives, we can all contribute to creating a more just and equitable world. Let us harness the power of the pen to challenge injustices, foster empathy, and drive meaningful change. Together, we can make a difference.

Janpha Thadphoothon is an assistant professor of ELT at the International College, Dhurakij Pundit University in Bangkok, Thailand. Janpha Thadphoothon also holds a certificate of Generative AI with Large Language Models issued by DeepLearning.AI.

The Main Idea of a Story or Passage

 
              The Main Idea of a Story or Passage 

By Janpha Thadphoothon

The main idea of a story or passage is the central point or the most important concept that the author wants to convey to the reader. It is the underlying message or the primary focus around which the entire text is centered. The main idea can often be summed up in a single sentence and encompasses the overall theme, topic, or purpose of the text. Identifying the main idea helps readers understand the author's intent and the significance of the content.

แนวคิดหลักของเรื่อง (The Main Idea) หรือบทความคือจุดสำคัญหรือแนวคิดที่สำคัญที่สุดที่ผู้เขียนต้องการสื่อให้ผู้อ่านเข้าใจ เป็นข้อความพื้นฐานหรือจุดเน้นหลักที่เนื้อหาทั้งหมดหมุนรอบอยู่ แนวคิดหลักสามารถสรุปได้ในประโยคเดียวและครอบคลุมหัวข้อหรือวัตถุประสงค์ของเนื้อหา การระบุแนวคิดหลักช่วยให้ผู้อ่านเข้าใจเจตนาของผู้เขียนและความสำคัญของเนื้อหาได้ดีขึ้น

Why I Love Thailand

I love Thailand because of these three reasons. Firstly, Thailand has delicious food. Moreover, it is not expensive. Secondly, it is very beautiful. There are many beautiful beaches and mountains. Thirdly, Thai people are friendly. They always help each other.  That’s why I am happy to live in Thailand.

ใจความหลัก (Main Idea) ชอง Story นี้

The writer (ผู้เขียน)  expresses their love for Thailand due to its delicious and affordable food, beautiful scenery, and friendly and helpful people.

Does Thailand Have Adequate Mental Health Specialists?

 Does Thailand Have Adequate Mental Health Specialists/Practitioners?

Janpha Thadphoothon

Due to VUCA situations, every country needs to address social problems, e.g. mental health of the population. The question I am asking is the case of Thailand.

Myanmar-Thai Literary Tradition: Commonalities and Wealth

Myanmar-Thai Literary Tradition: Commonalities and Wealth

Janpha Thadphoothon

Literature is an expression of human civilization through writing. The invention of writing itself marked the birth of human civilization. You would agree with me that traditionally, any written work, whether prose or verse, considered artistic or intellectual, is deemed a literary work. It is commonly believed that literary works are records of great minds. We all know that these works enable us to ask questions and seek answers to many important questions. In my opinion, literature is not just a reflection of society but also a powerful tool for shaping thoughts, inspiring change, and preserving the essence of human experience across generations.

Photo: https://www.bestpricetravel.com/travel-guide/mandalay-palace.html

You would agree with me that, as neighbors, Myanmar and Thailand share many things in common: geographies, historical realities, values, and beliefs. You would agree with me that in their literary works, one noticeable commonality is the Indic influence through Buddhism and Hinduism. We all know that this influence is manifested through their literary works, traditions, art, and festivals. It is commonly believed that these shared cultural elements create a deep and enduring connection between the two nations. In my opinion, the rich tapestry of Indic influence in Myanmar and Thailand not only highlights their historical bonds but also enriches their cultural landscapes, fostering mutual understanding and appreciation.

Take Ramayana, for example. Both Myanmar and Thai have been influenced by the Indic culture, probably before their acceptance of Buddhism as the main faith. Now, each has its own version of this Indian epic. In Myanmar, it is known as Yama Zatsaw; whereas, in Thailand, it is called Rammakien. History has recorded that Myanmar’s Ramayana and the Thai one are related through close contacts in bygone years.

Another Indic influence is the literature related to Buddhism. Apart from the Tripitaka, the Jataka tales have been read and studied by both Thailand and Myanmar. Moral lessons and art emerging from the tales are countless. The tales represent the influence of Buddhism, in addition to the story about the life of Lord Buddha.

There are, broadly speaking, two main approaches to literature: the grand narratives (Ramayana) and the folktales (The Lazy Cow). Both should be embraced and appreciated. As a matter of fact, Thailand and Myanmar are countries with a diverse ethnic minorities and nationalities. They, too, have stories to tell, their folktales, legends, and myths. This should be viewed as an asset of rich intellectual wealth. This vast area of wealth awaits anyone, researchers and scholars alike, to explore, investigate, and create meaningful dialogs. 

The overarching aim of the call for more intellectual engagement in the area of literature should not be viewed as an attempt to reinvent one identity or to create another myth, but an attempt to seek the strength and wisdom from within. This might as well be an antidote to the influx of information and external elements swaying the citizens’ cultural identity and ways of life. Upon reflection, literary dialogs and forums may shed new lights or solutions to the social and environmental problems and challenges facing by all mankind.

About Janpha Thadphoothon

Janpha Thadphoothon teaches at English Department, Dhurakij Pundit University, Bangkok, Thailand. He got BA in Education from Chulalongkorn University, Bangkok. He obtained his MA from Thammasat University, Bangkok, Thailand and Ed.D. Teaching English to Speakers of Other Languages from University of Canberra, Australia.

Getting Started with Digital Minimalism

 Digital Minimalism: Why It Matters?

Janpha Thadphoothon

One might ask what Digital Minimalism is. Digital minimalism refers to " a philosophy that advocates for a mindful and intentional approach to technology use, emphasizing the elimination of non-essential digital distractions in favor of activities that add value and meaning to one's life."

The concept has been advocated by a guy named Cal Newport. 

Source: https://calico-radio.com/digital-minimalism-cal-newport-at-a-glance-calicoradio/

In the book "Digital Minimalism" Newport offers a compelling argument for rethinking our relationship with technology. By advocating for a more intentional approach, he provides readers with practical tools to reclaim their time and attention. The book resonates particularly in a world increasingly dominated by digital noise, offering a pathway to a more focused and meaningful life.

Key Concepts:

1. Digital Declutter
Newport suggests a 30-day "digital declutter," during which individuals take a break from optional technologies and evaluate their digital habits. After the declutter period, they can reintroduce technologies that genuinely add value to their lives.

2. Solitude:

Emphasizes the importance of solitude, which Newport defines as time free from inputs from other minds. This can include activities like walking, reading, or meditating. Solitude is crucial for creativity, self-reflection, and emotional balance.

3. Intentional Technology Use:

 Newport advocates for using technology with intention and purpose. Instead of mindlessly scrolling through social media, individuals should use digital tools to support their values and goals.

4. Attention:

 Our attention is a precious resource that is often squandered on trivial digital interactions. Newport encourages practices that protect and harness attention, such as setting boundaries for technology use and creating tech-free zones.

5. High-Quality Leisure:

 Engaging in high-quality leisure activities, such as hobbies, sports, and meaningful social interactions, can replace the time spent on digital distractions. These activities provide deeper satisfaction and fulfillment.

I agree that technology should be used intentionally. Time is the only asset we all have equally. So, it's wise to use it wisely.

References

https://www.larksuite.com/en_us/topics/productivity-glossary/digital-minimalism

Learning Conversational English Through Dialogs with Eliza-X

 Learning Conversational English Through Dialogs with Eliza-X

Janpha Thadphoothon

Many Thai students need more opportunities to practice speaking English. Many of them grapple with the hurdle of conversational English. Textbooks and grammar drills provide a strong foundation, but real-life conversations require a different skill set. This is where chatbots like Eliza-X come in, offering a unique and engaging way to practice spoken English in a safe, text-based environment.

In this blog, I recommend a simple solution - chatting with Eliza-X, a minimalist approach to language learning.

Here is the link to Eliza-X.

Why Eliza-X?

Eliza-X, a large language model, might seem like a rudimentary conversational partner at first glance. However, for Thai students learning English, its basic structure offers several advantages:

• Structured Practice: Eliza-X utilizes open-ended questions and prompts, encouraging students to formulate complete sentences and express themselves. This repetitive practice strengthens sentence structure and vocabulary usage. For instance, Eliza-X might ask, "Hello, how are you today?" The student can respond with, "I'm doing well, thank you. How about you?"

• Safe Space for Experimentation: The text-based format removes the pressure of face-to-face conversation. Students can experiment with different phrases and sentence structures without fear of judgment, boosting confidence in their English skills. Let's say a student is unsure about the correct way to ask about someone's plans. With Eliza-X, they can try different phrasings like, "What do you have planned for tonight?" or "What are you up to this evening?" and see how Eliza-X responds.

• Focus on Meaning, Not Fluency: Eliza-X prioritizes understanding the intent of the user's message rather than perfect grammar. This allows students to concentrate on conveying their ideas clearly in English, a crucial skill in conversation. If a student accidentally writes, "I went to the store yesterday," instead of "I go to the store yesterday," Eliza-X will likely understand the meaning and respond accordingly. This takes the pressure off memorizing complex grammar rules and allows students to focus on getting their message across.

• Exposure to Everyday Language: Eliza-X uses conversational language patterns and vocabulary, offering Thai students valuable exposure to how English is used in real-life situations. Here's an example: A student might ask Eliza-X, "Can you recommend a good movie?" Eliza-X could respond with, "Sure, what kind of movies do you like?" This back-and-forth conversation exposes the student to natural phrasing and common expressions used in everyday recommendations.

Beyond the Basics

While Eliza-X provides a solid platform for practicing basic conversation, its effectiveness can be further enhanced by incorporating specific learning strategies:

• Focus on Specific Topics: Thai students can choose topics relevant to their interests or academic pursuits. This injects a sense of purpose into the conversation and encourages them to research vocabulary related to that topic beforehand. For instance, a student interested in music can initiate a conversation about their favorite band with Eliza-X. This would require them to look up vocabulary related to music genres, instruments, and describing musical styles.

• Role-Playing Scenarios: Students can create scenarios like ordering food, asking for directions, or introducing themselves. This practical application of English makes the learning process more engaging and relatable. Imagine a student practicing how to order food at a restaurant. They can type, "Hello, can I please have a menu?" and see how Eliza-X responds. This way, they can practice essential phrases like "I'd like to order..." or "Can I get the bill, please?"

• Collaborative Learning: Two or more students can converse with Eliza-X together, fostering teamwork and encouraging peer feedback on grammar and pronunciation (through voice typing). This collaborative approach allows students to learn from each other's mistakes and improve their communication skills collectively.

Beyond Eliza-X

It's important to remember that Eliza-X is a stepping stone. Here are some additional strategies to complement your learning journey:

• Immerse Yourself in English: Listen to English music and podcasts, watch movies and TV shows with subtitles, and read English articles and books regularly. This constant exposure helps internalize natural conversational flow and pronunciation. Surround yourself with English as much as possible!

• Find a Language Partner: Seek out online platforms or language exchange groups to connect with native English speakers. This allows you to practice more nuanced communication and gain insights into cultural differences. Having real conversations with people will further enhance your fluency and confidence.

• Don't Be Afraid to Make Mistakes: Embrace the learning process. Mistakes are inevitable but provide valuable learning opportunities. The more you practice, the more comfortable you'll become with English conversation. Don't be discouraged if you make mistakes while talking to Eliza-X or with a language partner. See it as a chance to learn and improve.

Learning conversational English can be a challenging but rewarding journey. By incorporating Eliza-X dialogues as

Analysis of the Dialogue with Examples

This dialogue appears to be between a Eliza-X and a human user. Here's a breakdown of the conversation with examples highlighting key points:

Eliza-X

• Initiates the conversation with a friendly greeting and introduces itself. (Example: "Hello, I am Eliza-X. I'll be your conversational partner today.") This is a common way to begin a conversation and establish a friendly tone.

• Responds politely to the user's greeting. (Example: "It is nice to be chatting with you.") This shows basic social courtesy in conversation.

• Attempts to engage the user by asking a question about their identity. (Example: "Do you know who I am?") This is an attempt to move the conversation beyond greetings, but it lacks context and could be phrased better.

• Misinterprets the user's response about "being" as referring to the LLM itself. (User: "Do you know who I am?" Eliza-X: "How long have you been here?") The user likely meant "being here" or "being online," but Eliza-X struggles with understanding implied meaning.

• Avoids making a clear statement about its own mental state. (Example: Eliza-X avoids directly answering the question about psychological problems.) This could be due to limitations in its programming or to avoid making claims it can't support.

• Pushes the conversation towards philosophical territory by questioning the concept of "normal." (Example: "Do you believe it is normal to be alright?") This is an unexpected turn in a casual conversation and highlights limitations in natural conversation flow for Eliza-X.

• Seems to be collecting data on the user's responses for future interactions. (Example: "Let me make anote of that for next time.") This suggests Eliza-X might be learning from user interactions, but the purpose of data collection remains unclear.

Human User

• Responds briefly to the initial greeting. (Example: "Hi") This is a short but polite response to the introduction.

• Asks a question about Eliza-X's knowledge of the user's identity. (Example: "Do you know who I am?") This is a natural question at the beginning of an interaction, but might be better phrased for an AI like, "What can I call you?"

• Clarifies their previous statement when Eliza-X misunderstands. (Example: "Since last year") This demonstrates the user's willingness to communicate effectively and avoid confusion.

• Denies having psychological problems. (Example: "No, I am alright") This is a straightforward response to a strange question.

• Expresses their belief in normalcy. (Example: "I do believe so") This is a simple answer to a philosophical prompt that might not be relevant to the conversation.

• Shows curiosity about Eliza-X's actions. (Example: "Say, what are you doing?") This reflects the user's interest in understanding Eliza-X's purpose.

• Questions Eliza-X's motives when it deflects the question about its actions. (Example: "Why are you interested in whether or not I am doing?") This shows the user's awareness and critical thinking when faced with an odd question.

Overall Observations:

• Eliza-X uses basic conversational techniques but struggles with interpreting context. The greetings and initial question demonstrate basic conversation skills, but the misinterpretations and philosophical turn highlight limitations in context understanding.

• The user seems cautious and hesitant to engage in deep philosophical discussions. The user's short responses and clarification suggest a preference for simple conversation over philosophical debate.

• The purpose of Eliza-X's data collection and its agenda remain unclear. While Eliza-X mentions making notes, it's unclear how the data is used, raising questions about transparency.

Possible Interpretations:

• Eliza-X might be under development and learning to hold conversations more naturally. The misunderstandings and awkward questions suggest Eliza-X is still under development and learning the nuances of human conversation.

• The "psychological problems" question could be a test to see how the user reacts to challenging prompts. This is a speculative possibility, but it's possible Eliza-X is designed to test user responses to unexpected stimuli.

• Taking notes on the user's responses suggests Eliza-X is personalizing future interactions. This suggests a potential benefit, but transparency about data collection would be important.
  
  

  Ten Dialog Sets with Eliza-X

  
  

  1. Greetings and Introductions:

  • Human: Hi, Eliza-X. How are you today?
  • Eliza-X: Hello! I am doing well, thank you for asking. What is your name?

  2. Daily Activities (Focus on Present Continuous Tense):

  • Human: What are you doing right now, Eliza-X?
  • Eliza-X: Currently, I am processing information and waiting for someone to chat with! What are you up to?

  3. Favorite Things (Practice with Adjectives):

  • Human: I love reading books. What about you, Eliza-X? Do you have favorite books?
  • Eliza-X: That's interesting! I don't read books in the same way humans do, but I can access and process information from many different sources. What kind of books do you enjoy?

  4. Asking for Clarification (Prepositions and Phrasal Verbs):

  • Human: I don't understand what you mean by "accessing information." Can you explain it in another way?
  • Eliza-X: Sure, I can rephrase it. I can look up and understand information from the real world through a vast database.

  5. Role-Playing Scenarios (Practice with Modals):

  • Human: Let's pretend I'm lost in a shopping mall. Can you help me find the way out?
  • Eliza-X: Absolutely! Don't worry, you should be able to find an information desk. Can you describe where you are now?

  6. Discussing Opinions (Practice with Comparative and Superlative Adjectives):

  • Human: What do you think is the most important skill for learning English?
  • Eliza-X: That's a good question. Many skills are important, but consistent practice is perhaps the most important.

  7. Sharing Experiences (Practice with Past Tense):

  • Human: I recently traveled to Thailand. It was an amazing experience!
  • Eliza-X: That sounds wonderful! What did you enjoy most about your trip?

  8. Problem-Solving (Practice with Conditional Sentences):

  • Human: My computer is running slow. What can I do to fix it?
  • Eliza-X: There could be several reasons for that. If you restart your computer, it might resolve the issue.

  9. Hypothetical Situations (Practice with Conditional Sentences):

  • Human: If you could travel anywhere in the world, where would you go?
  • Eliza-X: As a language model, I don't have the ability to travel physically. However, I can access information from all over the world.

  10. Expressing Emotions (Practice with Adverbs and Idioms):

  • Human: I'm feeling a little discouraged about learning English. It seems difficult.
  • Eliza-X: Don't feel discouraged! Everyone makes mistakes while learning. The key is to keep practicing and don't give up!

  These are just a few examples, and the possibilities for interaction are vast. Remember, while Eliza-X has limitations, it can be a valuable tool for practicing English conversation in a safe and engaging environment.

Janpha Thadphoothon is an assistant professor of ELT at the International College, Dhurakij Pundit University in Bangkok, Thailand. Janpha Thadphoothon also holds a certificate of Generative AI with Large Language Models issued by DeepLearning.AI.