full2010.pdf - page 756

718
Abstract
The aims of this study were 1) to analyze contents of the children mottoes which were created by the
prime ministers for socializing value and ideology with the Thai children; 2) to compare the weight of the contents
on the children mottoes which were created by each of the prime ministers; and 3) to compare the weight of the
contents on the children mottoes which were created by the prime ministers on the democratic system and the non-
democratic system. The researcher designed this study by using a qualitative method on the way of documentary
research. The technique of content analysis was used for analyzing data. The unit of analysis was the 46 children
mottoes which were created by the 16 prime ministers.
The three major findings of this research were as follow. 1) Contents of the children mottoes for
socializing value and ideology with the Thai children could be divided into 4 groups as security, general morals
and ethics for being a good man, democracy and participation, and knowledge and self development. 2) Weights
on the contents of the children mottoes which were created by the prime ministers according to the 4 groups of
value and ideology were on the different proportions; for example, there were prime ministers stressed on the
content of security only or more than other groups. 3) The prime ministers on the democratic system had to weight
on the proportion of security, general morals and ethics for being a good man, and knowledge and self
development on the nearly level. On the other hands, the prime ministers on the non-democratic system had to
weight only or stressed on the content of security. Moreover, there was only one prime minister in the democratic
system; Mr.Chuen Leekpai, who created the children motto on the content of “democracy and participation”
Keywords: Children Motto, Value, Political Socialization, Hegemony
‡ÎµœÎµ
Ĝ¦³´Š‡¤š»„Ç ®nŠ‹³˜o°Š¤¸ „µ¦ž’·´ ˜·®œoµš¸É®¨´ „ 4 ž¦³„µ¦ ‡º° ®œoµš¸ÉĜ„µ¦¦¦¨» ™¹ŠÁžjµ®¤µ¥
®œoµš¸ÉĜ„µ¦ž¦´˜´ª ®œoµš¸ÉĜ„µ¦¼ ¦–µ„µ¦ ¨³®œoµš¸ÉĜ„µ¦›Î µ¦Š¦´„¬µ¦³ 宦´ ®œoµš¸É Ĝž¦³„µ¦»—šoµ¥œ¸Ê
®¤µ¥‡ªµ¤ªnµ ¦³´ Š‡¤‹³°¥¼n¦°—Å—o „È‹³˜o°Šµ¤µ¦™‡ª‡»¤¡§˜· „¦¦¤ °Š¤µ·„Äœ´Š‡¤ÅªoÄ®oŗo š´ÊŠœ¸Ê
Á¡ºÉ°š¸É‹³µ¤µ¦™˜°œ°Š˜n°‡ªµ¤˜o°Š„µ¦ °Š´Š‡¤œ´Ê œÅ—o°¥nµŠ¤¸ ž¦³·š›·£µ¡ (Talcott Parsons, 1951) ×¥š¸É
„µ¦›Îµ¦Š¦´„¬µ¦³œ¸Ê ‹³˜o°Šž¦³„°Åž—oª¥„¦³ªœ„µ¦¥n°¥Ç Ĝ 3 ž¦³„µ¦ ‡º° ®œ¹ÉŠ) ¦³‹³˜o°ŠÄ®o„µ¦°¦¤
„¨n°¤Á„¨µ¤µ·„Äœ´Š‡¤Ä®o¥°¤¦´ ÄœÁ¦ºÉ°Š„µ¦ÂnŠÂ¥„šµšÂ¨³®œoµš¸É °ŠÂ˜n¨³»‡‡¨ ¦ª¤š´ÊŠ„µ¦Ä®o ‡ªµ¤
¥°¤¦´Äœ¦³„µ¦Ä®o ¦µŠª´¨Á¡ºÉ°˜°Âšœ„´ Ÿ¼oš¸É µ¤µ¦™˜°œ°Š˜n°‡ªµ¤˜o °Š„µ¦ °Š¦³´Š‡¤Å—o°¥n µŠ—¸
°Š) ¦³‹³˜o°Š¤¸„µ¦ªµŠ¤µ˜¦„µ¦Äœ„µ¦‡ª‡»¤‡ªµ¤ž¦³¡§˜· ¦ª¤š´Ê Š„µ¦¨ŠÃš¬¤µ·„š¸É¤¸¡§˜·„¦¦¤¨³Á¤· —
o°˜„¨Š®¦º °¦³Á¸¥š¸É¦³Å—o ªµŠÁ°µÅªo ¨³ µ¤) ¦³‹³˜o°Š¤¸ ¤µ˜¦„µ¦Îµ®¦´ „µ¦Â„oÅ ž{®µš¸É °µ‹‹³
Á„·— ¹Ê œ‹µ„‡ªµ¤˜¹ŠÁ‡¦¸¥—®¦º°‡ªµ¤ ´ —Â¥oŠ£µ¥Äœ¦³´Š‡¤œ´Ê œÇ („œ¨µ ´œšž¦µ, 2527: 52)