hooptam 4.4 by nuchy tow

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°“√Õπÿ√—°…å¿“æ®‘µ√°√√¡Ω“ºπ—ß (ŒŸª·µâ¡) „π®—ßÀ«—¥¡À“ “√§“¡ The Conservation of Mural Paintings (Hoop - Tam) in Maha Sarakham Province (Northeast Thailand)

4. °“√Õ∫√¡¡—§§ÿ‡∑»°å√—°…å·À≈àß‚∫√“≥ ∂“π 4. Local Guide Training on Historical Sites Conservation and Hoop-Tam Conservation »‘≈ª°√√¡∑âÕß∂‘Ëπ §«“¡‡ªìπ¡“ ªí ® ®ÿ ∫— π °√–· °“√µ◊Ë π µ— « ‡√◊Ë Õ ß∑â Õ ß∂‘Ë π ¡“·√ß ‚¥¬‡©æ“–Õ¬à“ß¬‘Ëß ∂â“À“°™ÿ¡™π„¥ ¡’·À≈àß»‘≈ª°√√¡∑’Ë¡’ §ÿ≥§à“Õ¬Ÿà¥â«¬·≈â« °Á¬‘Ëß‡æ‘Ë¡»—°¬¿“æ·°à™ÿ¡™π∑’Ëæ√âÕ¡®– æ—≤π“„π∑‘»∑“ßµà“ßÊ ‰¥â¡“°¢÷Èπµ“¡‰ª¥â«¬ π—∫‰¥â«à“¡’ ¢Õß¥’Õ¬Ÿà§Ÿà™ÿ¡™ππ—Ëπ‡Õß ¥—ß∑’Ë µ”∫≈¥ß∫—ß Õ”‡¿Õπ“¥Ÿπ ®—ßÀ«—¥¡À“ “√§“¡ π—Èπ ¡’·À≈àß»‘≈ª°√√¡∑âÕß∂‘Ëπ∑’Ë‡ªìπ «—¥ ”§—≠Õ¬Ÿà 2 ·Ààß¥â«¬°—π §◊Õ «—¥‚æ∏“√“¡ ·≈–«—¥ªÉ“‡√‰√ ´÷Ëß¡’Õÿ‚∫ ∂ (™“«Õ’ “π‡√’¬°«à“ ‘¡) ¡’¿“æ®‘µ√°√√¡Ω“ºπ—ß ‚∫√“≥À√◊ÕŒŸª·µâ¡ ¡’Õ“¬ÿ¡“°°«à“√âÕ¬ªï ‡¢’¬π‚¥¬™à“ßΩï¡◊Õ ∑âÕß∂‘Ëπ ∑’Ë¬—ß‡À≈◊ÕÕ¬Ÿà °‘ ® °√√¡°“√Õ∫√¡¡— § §ÿ ‡ ∑»°å ∑â Õ ß∂‘Ë π „Àâ · °à ‡ ¥Á ° ‡¬“«™π ·≈–ª√–™“™π¢Õßµ”∫≈¥ß∫—ßπ’È ‡ªìπ°‘®°√√¡∑’Ë °√–µÿâπ„Àâ‡¬“«™π·≈–™ÿ¡™π ‡°‘¥ ”π÷°√—°∑âÕß∂‘Ëπ ºà“π ·À≈àß‚∫√“≥ ∂“π»‘≈ª°√√¡¥—ß°≈à“« Õ’°∑—Èß ‡æ◊ËÕ “¡“√∂ π”§«“¡√Ÿâ‡°’Ë¬«°—∫∑âÕß∂‘Ëπ¡“º ¡º “π°—∫·π«§‘¥ °“√ ∑àÕß‡∑’Ë¬« ·≈–°“√‡ªìπ¡—§§ÿ‡∑»°å Õ—π‰¥â·°à §«“¡√Ÿâ∑“ß ª√–«—µ»‘ “ µ√å™¡ÿ ™π ª√–«—µ ‘ ¡‘ «—¥ «‘∂™’ «’ µ‘ ¿“æ‡»√…∞°‘® —ß§¡∑—Èß„πÕ¥’µ·≈–ªí®®ÿ∫—π ‡ªìπµâπ °“√Õ∫√¡¡—§§ÿ‡∑»°å∑âÕß∂‘Ëππ’È‡ªìπ°‘®°√√¡∑’Ë™ÿ¡™π “¡√√∂≈ß¡◊ÕªØ‘∫—µ‘‰¥â®√‘ß ‚¥¬‡©æ“–„π∞“π–‡ªìπ‡®â“¢Õß ∫â“π ‡æ◊ÕË „Àâ∫√‘°“√¢âÕ¡Ÿ≈∑âÕß∂‘πË ·°àπ°— ∑àÕß‡∑’¬Ë «‰¥â ‚¥¬°“√ °√–µÿâπ„Àâ™ÿ¡™π„Àâ¡’§«“¡√Ÿâ„π‡√◊ËÕß√“«¢Õß∑âÕß∂‘Ëπ¢Õßµπ §«∫§Ÿà‰ª°—∫°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ∑’Ë¥’‰ª¥â«¬°—ππ—Èπ °Á¬‘Ëß‡ªìπ°“√µÕ°¬È”»—°¬¿“æ·≈–§ÿ≥§à“§«“¡‡ªìπ∑âÕß∂‘Ëπ π‘¬¡„Àâ¡“°¢÷Èπ‰ªÕ’°‰ª¥â«¬ ‚¥¬‡©æ“–„π¬ÿ§ªí®®ÿ∫—ππ’È ∑â Õ ß∂‘Ë π ‰¥â √— ∫ º≈°√–∑∫∑“ß≈∫®“°¿“¬πÕ°¡“°¡“¬ ‚¥¬‡©æ“–°√–· ∫√‘‚¿§π‘¬¡ ‡ªìπ ‘Ëß∑’Ë°√–µÿâπª≈ÿ°‡√â“ „Àâ™ÿ¡™πÀ≈ß≈◊¡·≈–¡Õß‰¡à‡ÀÁπ§ÿ≥§à“¢Õß∑âÕß∂‘Ëπ ·≈– °àÕπ∑’Ë®–‡Àµÿ°“√≥å¥—ß°≈à“«®–¢¬“¬µ—«‰ª¡“°°«à“π’È °“√ ®—¥°‘®°√√¡°“√Õ∫√¡°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ ®÷ß‡ªìπ ·π«∑“ßÀπ÷Ëß∑’Ë‡ªî¥‚Õ°“ „Àâ™ÿ¡™π‰¥âÀ—π¡“¡Õß»—°¬¿“æ

Background The workshop was focused on the children and youth and interested group from the Dong Bang sub-district. The purposes were to stimulate their thinking to invoke love of their communities and able to, harmoniously, combine local wisdom with tourism and act as local guides who could provide information about histories of their communities, in addition to the Wats and Sims, ways of life, and socio-economic conditions of the communities both in present today and in the old time. This Local Guide Training activity was a substantial activity about tourism, and applying speaking skills to share more useful information about the history of certain aspects of the community to offer people a better understanding. It is also the basis of being a good local guide to others in the near future, and a door to professional guide. The guest speakers from the training meeting were from the Office of Tourism Authority of Thailand, Khon Kean province, Fine Arts Department Khon Kaen Regional 9th Office, and the Professional Guide Association.

¢Õßµπ‡Õß ¥â«¬°“√°“√‡æ‘Ë¡∑—°…–°“√æŸ¥ °“√øíß °“√ ∫√√¬“¬„π‡π◊ÕÈ À“ “√–¢Õß∑âÕß∂‘πË „π·ßà¡¡ÿ µà“ßÊ ‡æ◊ÕË µÕ°¬È” „Àâ‡°‘¥§«“¡¿“§¿Ÿ¡„‘ ®·°àµπ‡Õß·≈– “¡“√∂∂à“¬∑Õ¥§«“¡√Ÿâ ‰ª¬—ß∫ÿ§§≈Õ◊Ëπ„Àâ√—∫√Ÿâ·≈–‡¢â“„®‰¥â Õ—π‡ªìπæ◊Èπ∞“π°“√‡ªìπ ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ∑’Ë¥’„πÕπ“§µµàÕ‰ª ·≈–¬—ß‡ªìπ·π«∑“ß „Àâ‡¬“«™π‰¥â√Ÿâ®—°«‘™“™’æ°“√∑àÕß‡∑’Ë¬«Õ’°¥â«¬ ¥—ßπ—Èπ °“√Õ∫√¡¡—§§ÿ‡∑»°å®÷ß‡ªìπ·π«∑“ßÀπ÷Ëß∑’Ë®– ‡ √‘¡ √â“ß§«“¡‡¢â¡·¢Áß„Àâ°—∫™ÿ¡™π·≈–‡ªìπ°“√¥÷ß‡¬“«™π ·≈–™ÿ¡™π ‰¥âÀ—πÀπâ“¡“ Ÿà§«“¡¿“§¿Ÿ¡‘„®„π§ÿ≥§à“¢Õß √“°‡Àßâ“§«“¡¥’ß“¡¢Õß∑âÕß∂‘Ëπ‰¥â‡æ◊ËÕ°“√æ—≤π“∑’Ë¬—Ëß¬◊π µàÕ‰ª °“√¥”‡π‘π°“√

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Thus, the Local Training Guide activity was another way to strengthen the communities and gave the children and youth the realization and pride of their own rootûs and communitiesû with a virtue of lasting indefinitely. Procedures

ª√–™ÿ¡·≈–™’È·®ß°‘®°√√¡√à«¡°—∫ ‚√ß‡√’¬π¥ß∫—ßæ‘ —¬π«°“√πÿ √≥å Picture 1 Meeting with the head of Dong Bang Phisai Nawakarnnusorn School √Ÿª∑’Ë 1

π—°‡√’¬π‚√ß‡√’¬π¥ß∫—ßæ‘ —¬π«°“√πÿ √≥å ·≈–™“«∫â“π ‡¢â“√—∫°“√Õ∫√¡ Picture 2 Students from the school and villagers that joined the workshop. √Ÿª∑’Ë 2

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√Ÿª∑’Ë 3 ºŸâ‡¢â“Õ∫√¡ Picture 3 The participants

∫∑∫“∑¢Õß¡—§§ÿ‡∑»°åµàÕ°“√∑àÕß‡∑’Ë¬«∑âÕß∂‘Ëπ

Roles of Tour Guides in Local Attractions

æ√–√“™∫—≠≠—µ‘ ∏ÿ√°‘®π”‡∑’Ë¬«·≈–¡—§§ÿ‡∑»°å æ.». 2551 ¡’º≈∫—ß§—∫„™â‡¡◊ËÕ 7 ‡¡…“¬π 2551

Tour Guide Business Act 2008 Effective from April 7th, 2008

ç¡—§§ÿ‡∑»°åé À¡“¬§«“¡«à“ ºŸâ„Àâ∫√‘°“√‡ªìπª°µ‘ ∏ÿ√–„π°“√π”π—°∑àÕß‡∑’Ë¬«‰ª¬—ß ∂“π∑’Ëµà“ßÊ ‚¥¬„Àâ∫√‘°“√ ‡°’Ë¬«°—∫§”·π–π”·≈–§«“¡√Ÿâ¥â“πµà“ßÊ ·°àπ—°∑àÕß‡∑’Ë¬« ❍ ¡“µ√“ 49 ºŸâ„¥ª√– ß§å®–‡ªìπ¡—§§ÿ‡∑»°å„Àâ¬◊Ëπ §”¢Õ√—∫„∫Õπÿ≠“µ‡ªìπ¡—§§ÿ‡∑»°å®“°π“¬∑–‡∫’¬π °“√¢Õ √—∫„∫Õπÿ≠“µ °“√ÕÕ°„∫Õπÿ≠“µ °“√µàÕÕ“¬ÿ„∫Õπÿ≠“µ ·≈–°“√ÕÕ°„∫·∑π „∫Õπÿ≠“µ „Àâ‡ªìπ‰ªµ“¡À≈—°‡°≥±å ·≈–«‘∏’°“√∑’Ë°”Àπ¥„π°Æ°√–∑√«ß §«“¡„π¡“µ√“π’È¡‘„Àâ„™â∫—ß§—∫·°à‡®â“Àπâ“∑’Ë À√◊Õ æπ—°ß“π¢Õß à«π√“™°“√À√◊ÕÀπà«¬ß“π¢Õß√—∞∑’ËªØ‘∫—µ‘Àπâ“∑’Ë ‡ªìπ§√—Èß§√“« ∑”πÕß‡¥’¬«°—∫¡—§§ÿ‡∑»°å À√◊Õπ—°‡√’¬π π—°»÷°…“ ´÷Ëß¡’Àπ—ß ◊Õ√—∫√Õß®“° ∂“π»÷°…“

çTour Guideé is defined as a person who guides and provides information about tourist attractions to visitors and tourists. ❍ Section 49: Being a tour guide, it is necessary to apply for the license from the registrar. Furthermore, applying for a tour guide license, approving a license, extending a license and approving a temporary license must follow and use ministry regulations. In this section, it is not compulsory to have tour guide license when working as a temporary tour guide for government officials and organizations together with students who already have a recommendation letter from educational intuitions.

1. ∫∑∫“∑Àπâ“∑’Ë·≈–§«“¡√—∫º‘¥™Õ∫¢Õß¡—§§ÿ‡∑»°å ¡—§§ÿ‡∑»°å‡ªìπ§” ¡“ ¢Õß§”«à“ ¡§§ÿ (∑“ß) °—∫ Õÿ∑‡∑»° (ºŸâ™’Èπ”) ·ª≈µ“¡»—æ∑å«à“ ºŸâπ”∑“ß À¡“¬∂÷ß ºŸâ ∑”Àπâ“∑’Ëπ”™¡ ∂“π∑’Ëµà“ßÊ à«π Tour Leader „™â°—∫ ºŸâ∑’Ë§Õ¬Õ”π«¬§«“¡ –¥«°·°àπ—°∑àÕß‡∑’Ë¬«„π¥â“π°“√π” ‡∑’Ë¬« °“√æ—°·√¡ ·≈–°“√‡¥‘π∑“ß ªí®®ÿ∫—π§”∑—Èß Õß„™â ·∑π°—π‰¥â ‡π◊ËÕß®“°¡—§§ÿ‡∑»°å„πªí®®ÿ∫—π∑”Àπâ“∑’Ë‡ªìπ

1. Roles and Responsibilities of Tour Guide The word çTour Guideé in Thai is Makkuted which or çMakkué for short which means çwayé and çUttatesok which is ça person who directs or leadsé. Therefore, the definition of Makkuted is a person who guides visitors to tourism places. On another hand, the word çTour Leaderé is used for the person who helps visitors on tour find their way around and

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ºŸ∑â πË’ ”‡∑’¬Ë «·≈–Õ”π«¬§«“¡ –¥«°·°àπ°— ∑àÕß‡∑’¬Ë « „π¥â“π °“√æ—°·√¡ Õ“À“√ ·≈–°“√‡¥‘π∑“ß ‚¥¬∑—«Ë ‰ªª√–°Õ∫¥â«¬ 1.1 Õ”π«¬§«“¡ –¥«°„π°“√‡¥‘π∑“ß„Àâ·°àπ—° ∑àÕß‡∑’Ë¬«∑’ËÕ¬Ÿà„π§«“¡¥Ÿ·≈ 1.2 Õ∏‘∫“¬π”™¡ ∂“π∑’Ë∑àÕß‡∑’Ë¬«µà“ßÊ „Àâ§«“¡√Ÿâ ¥â“πª√–«—µ»‘ “ µ√å «—≤π∏√√¡ ª√–‡æ≥’¢Õß∑âÕß∂‘πË Õ¥·∑√° ‰«â¥â«¬ 1.3 ¥Ÿ · ≈§«“¡ª≈Õ¥¿— ¬ ·≈– «— ¥‘ ¿ “æ¢Õßπ— ° ∑àÕß‡∑’Ë¬«√–À«à“ß°“√‡¥‘π∑“ß

organize lodges and traveling. However, both words do not have a different meaning nowadays. Tour guides. Duties Include: 1.) Comfortably assist tourists whilst on the trip. 2.) Lead visitors and provide information to them about tourist attractions histories, culture and local wisdom. 3.) Securely look after tourists and their welfare whilst on the trip.

à«π ¡—§§ÿ‡∑»°å∑Õâ ß∂‘πË À√◊ÕÕ“ “ ¡—§√π”‡∑’¬Ë « §◊Õ ∫ÿ § §≈À√◊ Õ ‡¬“«™π„π∑â Õ ß∂‘Ë π ∑’Ë ‰ ¥â √— ∫ Ωñ ° Õ∫√¡°“√‡ªì π ‡®â“∫â“π∑’Ë¥’ ‡æ◊ËÕ∑”ß“π àß‡ √‘¡°“√∑àÕß‡∑’Ë¬«„π∑àÕß∂‘Ëπ ´÷Ëß ®–‡ªìπºŸâ„Àâ¢âÕ¡Ÿ≈À√◊ÕµâÕπ√—∫π—°∑àÕß‡∑’Ë¬« ∂◊Õ‡ªìπµ—«·∑π ¢Õß∑âÕß∂‘Ëπ

A local guide or tour leading volunteer are local individuals or youths who have already been trained to be local guides who can provide information about their own community and act as if they are the representative of their local area. Although there are other ways to support local tourism.

2. °“√µâÕπ√—∫π—°∑àÕß‡∑’Ë¬« - §◊Õ°“√∫√‘°“√π—°∑àÕß‡∑’Ë¬«„Àâ‡°‘¥§«“¡æ÷ßæÕ„® ·≈–Õ¬“°∑’Ë®–‡¥‘π∑“ß°≈—∫¡“‡∑’Ë¬«Õ’° - §◊Õ°“√‡ªìπ‡®â“∫â“π∑’Ë¥’ - ‡ªìπ¥à“π·√°¢Õß°“√∑”°“√µ≈“¥ ‘π§â“®–‡ªìπ∑’Ë ª√–∑—∫„®À√◊Õ‰¡à °“√µâÕπ√—∫∑’Ë¥’‡∑à“°—∫ ”‡√Á®‰ª·≈â«°«à“ §√÷Ëß

2. Welcoming Tourists means: - A service which will please the tourists; and as a result, they will probably like to revisit the local tourist attractions again; - Being a good host; - The first gate of the marketing strategies services will impress tourists or not; it depends on how welcome the feel. If the tourists were impressed by the welcoming, then half of the job is successfully finish. 2.1 Principles of the welcoming ❑ Building the friendship ❑ Providing convenience ❑ Providing information ❑ Providing services on request ❑ Providing assistance 2.2 Being a good host consists: ❑ Personality ❑ Knowledge ❑ Skills ❑ Attitude

2.1 À≈—°„π°“√„Àâ°“√µâÕπ√—∫ ¡’¥—ßπ’È ❑ °“√ √â“ß§«“¡‡ªìπ¡‘µ√ ❑ °“√„Àâ§«“¡ –¥«° ∫“¬ ❑ °“√„Àâ¢âÕ¡Ÿ≈¢à“« “√ ❑ °“√∫√‘°“√µ“¡§”√âÕß¢Õ ❑ „Àâ§«“¡™à«¬‡À≈◊Õµ“¡§«√ 2.2 °“√‡ªìπ‡®â“∫â“π∑’Ë¥’ ´÷Ëßª√–°Õ∫¥â«¬ ❑ ∫ÿ§≈‘°¿“æ ❑ §«“¡√Ÿâ ❑ ∑—°…– ❑ ∑—»π§µ‘

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π“ß “«∫ÿÀ≈—π ∫ÿ≠º—π «‘∑¬“°√®“°°“√∑àÕß‡∑’Ë¬«·Ààßª√–‡∑»‰∑¬ ”π—°ß“π¢Õπ·°àπ Picture 4 Miss Bulan Boon Phan, a guest speaker from Thailand Tourism Authority, Khon Kaen Office. √Ÿª∑’Ë 4

2.3 §«“¡ “¡“√∂„π°“√‡ªìπ¡—§§ÿ‡∑»°å ¡’ ¥—ßπ’È ❑ §«“¡ “¡“√∂¥â“π¿“…“ ❑ §«“¡ “¡“√∂¥â“π«‘™“°“√ ❑ §«“¡ “¡“√∂¥â“π°“√π”‡∑’Ë¬« ❑ §«“¡ “¡“√∂¥â“π°“√·°âªí≠À“ 3. ª√–‚¬™πå¢Õß¡—§§ÿ‡∑»°å 1) ∑”„Àâπ—°∑àÕß‡∑’Ë¬« ∑àÕß‡∑’Ë¬«‰¥â∑—Ë«∂÷ß¡“°°«à“ ‰¡à≈–‡≈¬ ‘Ëß∑’Ë ”§—≠Ê 2) ‡¢â“„®‡√◊ËÕß√“« §«“¡‡ªìπ¡“ ª√–«—µ‘»“ µ√å ‰¥â ∂Ÿ°µâÕß¡“°°«à“ 3) §”π«≥√–¬–‡«≈“∑’Ë®–„™â„π°“√∑àÕß‡∑’Ë¬« ‰¥â ·πàπÕπ 4) ‰¥â√∫— §«“¡ –¥«° ∫“¬·≈–∑àÕß‡∑’¬Ë «¥â«¬§«“¡ ª≈Õ¥¿—¬¡“°°«à“ 5) ‰¥â√—∫§«“¡√Ÿâ §«“¡ πÿ° π“π ·≈–§«“¡‡æ≈‘¥ ‡æ≈‘π„π°“√∑àÕß‡∑’Ë¬«¡“°°«à“ 6) ª√–À¬—¥ß∫ª√–¡“≥„π°“√∑àÕß‡∑’¬Ë «‰¥â¡“°°«à“ 7) ‰¡àµâÕßº®≠¿—¬°—∫ªí≠À“µà“ßÊ ‡™àπ °“√ ◊ËÕ “√ ∑”§«“¡‡¢â“„®

2.3 The qualifications which tour guides should have: ❑ Skills in languages ❑ Skills in academia ❑ Skills in tour leading ❑ Skills in problem solving 3. The Use of Tour Guide 1) Ensure that tourists reaps the full benefits of the trip. 2) Help to Understand about the history better than any other. 3) Be able to accurately estimate traveling time. 4) Tourists will should be more comfortable and have a secure trip from tour guides rather than traveling on their own. 5) Tourists will gain more knowledge and enjoyment on the trip. 6) Having tour guide is better for a trip budget. 7) Tourists donût encounter problems on their trip such as communication difficulties.

4. The Tour Guideûs Responsibility to Tourists 4. §«“¡√—∫º‘¥™Õ∫¢Õß¡—§§ÿ‡∑»°åµàÕπ—°∑àÕß‡∑’Ë¬« 1) Punctually guide to all the tourist attractions 1) π”‡¢â“ Ÿ·à À≈àß∑àÕß‡∑’¬Ë «µ“¡«—π ‡«≈“ ·≈–‡ âπ∑“ß and follow the itinerary. ∑’Ë°”Àπ¥‰«â„π√“¬°“√

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π“¬æß…åæ—π∏ÿå ®—π∑√å ÿ°√’ «‘∑¬“°√®“° ¡“§¡¡—§§ÿ‡∑»°åÕ“™’æ „Àâ§«“¡√Ÿâ‡°’Ë¬«°—∫°“√‡ªìπ‰°¥å∑âÕß∂‘Ëπ·°àºŸâ ‡¢â“Õ∫√¡ Picture 5 Mr. Phongphan Chansugree, a guest speaker from Professional Guide Association, was giving information how to be local tour guide to the students. √Ÿª∑’Ë 5

2) Õ∏‘∫“¬„Àâ∑√“∫∂÷ß¿Ÿ¡‘ª√–‡∑» ™ÿ¡™π À√◊Õ ∫â“π‡¡◊Õß∑’Ë‡¥‘π∑“ßºà“π‰ª 3) ‡¡◊Ë Õ °à Õ π‡¢â “ ∂÷ ß ·À≈à ß ∑à Õ ß‡∑’Ë ¬ «‡≈Á ° πâ Õ ¬ ¡—§§ÿ‡∑»°å‡ªìπºŸâ·®âß„Àâ·¢°∑√“∫‡æ◊ËÕ°“√‡µ√’¬¡µ—« Õ∏‘∫“¬ ∂÷ß°Æ√–‡∫’¬∫µà“ßÊ ∑’Ëæ÷ßªØ‘∫—µ‘·≈– ‘Ëß∑’Ë§«√≈–‡«âπ 4) ‡¡◊ËÕ‡¢â“∂÷ß¿“¬„π∫√‘‡«≥·≈â« ¡—§§ÿ‡∑»°å®–‡ªìπºŸâ Õ∏‘∫“¬‡√◊ÕË ß√“« ª√–«—µ ‘ ∂“π∑’Ë ·π–π”∑—«√åæ‡‘ »…πÕ°√“¬°“√ ∑’Ë¡’§ÿ≥§à“πà“√Ÿâπà“™¡¢Õß∑âÕß∂‘ËπÀ“°‡«≈“Õ”π«¬ 5) À“°‚Õ°“ Õ”π«¬ ¡—§§ÿ‡∑»°å§«√‡ªìπºŸªâ √– “π —¡æ—π∏å„Àâπ—°∑àÕß‡∑’Ë¬«·≈–ºŸâ§π„π∑âÕß∂‘Ëπ 6) ¡—§§ÿ‡∑»°å‡ªìπºŸ§â Õ¬¥Ÿ·≈„Àâπ°— ∑àÕß‡∑’¬Ë «¢Õßµπ √–¡—¥√–«—ß√–∫∫π‘‡«»°“√∑àÕß‡∑’Ë¬« 7) ¡—§§ÿ‡∑»°å‡ªìπºŸâ∫Õ°„Àâ·¢°√Ÿâµ—«‡ ¡Õ µ“¡ ®—ßÀ«–‡«≈“∑’Ë‡À¡“–§«√ 8) ¡—§§ÿ‡∑»°å¬Õà ¡‡ªìπºŸ â ”‡Àπ’¬°∂÷ßÕÿª √√§ªí≠À“ ∑—ÈßÕ—πµ√“¬∑’ËÕ“®‡°‘¥¢÷Èπ‰¥â„π¢≥–‡¥‘π∑“ßÀ√◊ÕÕ¬Ÿà„π∑’Ëæ—° 9) °àÕπÕÕ°∑”∑—«√å„π«—πµàÕ‰ª ¡—§§ÿ‡∑»°å§«√ Õ∏‘∫“¬„Àâ·¢°√Ÿâ«à“æ√ÿàßπ’È‡√“®–‰ª‰Àπ 10) „π∫“ß§√“«§«√ª≈àÕ¬„Àâ‡ªìπÕ‘ √– ‡æ◊ËÕ„Àâ∑” Õ–‰√‰¥â‡Õß∫â“ßµ“¡ ¡§«√ 11) ¡—§§ÿ‡∑»°å‡ªìπ∑’Ëæ÷Ëßæ“ ”À√—∫∑ÿ°§π„π§≥– ‚¥¬‡∑à“‡∑’¬¡°—π 12) °“√‡¥‘π∑“ß∑àÕß‡∑’Ë¬«√à«¡°—π‡ªìπÀ¡Ÿà§≥–µâÕß √â“ß§«“¡§ÿâπ‡§¬ 13) ¡— § §ÿ ‡ ∑»°å ‡ ªì π ºŸâ π”„Àâ ‡ °‘ ¥ π— π ∑π“°“√¢Õß À¡Ÿà§≥–

2) Explain the geographies and bypass communities of other tourists 3) Before entering tourist attractions, tour guides alert tourists to be prepared and also explains the rules and regulations that they have to follow. 4) After entering tourist attractions, tour guides give information about the history and also introduce other valuable local tourist places which is not in the itinerary if time is available. 5) If time is available, tour guides should be the oneûs who connect tourists and local people. 6) Tour guide informs tourists to take care of tourist attractionsû ecology. 7) Tour guides always remind tourists about everything around them whist the trip. 8) Tour guides understand about all kinds of problems during the trip or at the accommodation venue. 9) Before leaving to the next destination, the tour guide will inform tourists about what will happen the next day. 10) Sometimes giving free time to tourists is a good idea for them to do anything that they may want . 11) Tourists can equally reply on guided tour. 12) Traveling as a group, the tour guide must build familiarity among the tourists. 13) Tour guide is a recreation leader whist the trip.

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5. ®√√¬“∫√√≥¡—§§ÿ‡∑»°å 5.1 §«“¡À¡“¬ é®√√¬“∫√√≥é À¡“¬∂÷ß À≈—°§«“¡ª√–æƒµ‘Õ—π ‡À¡“– ¡ · ¥ß∂÷ß§ÿ≥∏√√¡ ·≈–®√‘¬∏√√¡„π°“√ª√–°Õ∫ Õ“™’æ∑’°Ë ≈ÿ¡à ∫ÿ§§≈·µà≈– “¢“«‘™“™’æª√–¡«≈¢÷πÈ ‰«â‡ªìπÀ≈—° ªØ‘∫—µ‘‡æ◊ËÕ„Àâ ¡“™‘°„π “¢“«‘™“™’æπ—ÈπÊ ¬÷¥∂◊ÕªØ‘∫—µ‘ ‡æ◊ËÕ √—°…“™◊ÕË ‡ ’¬ß·≈– àß‡ √‘¡‡°’¬√µ‘§≥ ÿ ¢Õß “¢“«‘™“™’æ¢Õßµπ ç®√√¬“∫√√≥é ª√–¡«≈§«“¡ª√–æƒµ‘∑’ËºŸâª√–°Õ∫ °“√ß“π·µà ≈ –Õ¬à “ ß°”Àπ¥¢÷È π ‡æ◊Ë Õ √— ° …“·≈– à ß ‡ √‘ ¡ ‡°’¬√µ‘§ÿ≥ ™◊ËÕ‡ ’¬ß ·≈–∞“π–¢Õß ¡“™‘° Õ“®‡¢’¬π‡ªìπ ≈“¬≈—°…≥åÕ—°…√À√◊Õ‰¡à°Á‰¥â 5.2 À≈—°®√√¬“∫√√≥ 1) ‡∑‘¥∑Ÿπ™“µ‘ »“ π“ æ√–¡À“°…—µ√‘¬å ¥â«¬§«“¡ ∫√‘ ÿ∑∏‘Ï„® 2) ‡≈◊ËÕ¡„ „π°“√ª°§√Õß√–∫Õ∫ª√–™“∏‘ª‰µ¬ 3) ¬÷¥¡—Ëπ„π»“ π“∑’Ëµππ—∫∂◊Õ ‰¡à≈∫À≈Ÿà ¥ŸÀ¡‘Ëπ »“ π“Õ◊Ëπ 4) ¡’§«“¡√—∫º‘¥™Õ∫·≈–µ—Èß„®ªØ‘∫—µ‘Àπâ“∑’Ë¢Õßµπ µ“¡∑’Ë‰¥â√—∫¡Õ∫À¡“¬ ¥â«¬§«“¡‡ ’¬ ≈–·≈–Õÿ∑‘»‡«≈“ ¢Õßµπ ‚¥¬§”π÷ß∂÷ßº≈ª√–‚¬™πå¢Õßπ—°∑àÕß‡∑’Ë¬«‡ªìπ ”§—≠ ®–≈–∑‘ÈßÀ√◊Õ∑Õ¥∑‘ÈßÀπâ“∑’Ë°“√ß“π¡‘‰¥â 5) √—°…“™◊ËÕ‡ ’¬ß¢Õßµπ ‚¥¬°“√ªØ‘∫—µ‘Àπâ“∑’Ë¥â«¬ §«“¡´◊ÕË —µ¬å ®ÿ √‘µ ·≈–‰¡à· «ßÀ“ª√–‚¬™πå‚¥¬¡‘™Õ∫À√◊Õ ªØ‘∫—µ‘µπÕ—π‡ªìπ°“√ΩÉ“ΩóπµàÕ»’≈∏√√¡Õ—π¥’À√◊Õ‡ªìπ°“√ ‡ ◊ËÕ¡‡ ’¬µàÕ»—°¥‘Ï»√’·≈–‡°’¬√µ‘§ÿ≥¢Õß«‘™“™’æ¡—§§ÿ‡∑»°å 6) æ÷ß¡’∑—»π§µ‘∑’Ë¥’ æ—≤π“µπ‡Õß„Àâ¡’§ÿ≥¿“æ §ÿ≥«ÿ≤‘ §ÿ≥∏√√¡ ·≈–∑—°…–„π°“√ªØ‘∫—µ‘ß“π„π«‘™“™’æ ¡—§§ÿ‡∑»°å 7) æ÷ ß ‡ªì π ·∫∫Õ¬à “ ß„π°“√Õπÿ √— ° …å ∑ √— æ ¬“°√ °“√∑àÕß‡∑’Ë¬«„Àâ¬—Ëß¬◊π ∑—Èß∑“ß∏√√¡™“µ‘ ‘Ëß·«¥≈âÕ¡ ·≈– »‘≈ª«—≤π∏√√¡ 8) ∂◊ÕªØ‘∫—µ‘µ“¡§” —Ëß °Æ√–‡∫’¬∫ ·∫∫·ºπ ¢π∫∏√√¡‡π’¬¡ª√–‡æ≥’Õ—π¥’ß“¡¢Õß ∂“π∑’Ë∑àÕß‡∑’Ë¬« ∑ÿ°·Ààß µ≈Õ¥®π°“√ªØ‘∫—µ‘µπµ“¡°ÆÀ¡“¬ ·≈–√–‡∫’¬∫ ¢Õß∑“ß√“™°“√

5. Ethics of a Professional Tourist Guide 5.1 Definition çEthicsé means the principle of proper behavior which shows the virtue and morality in making a living by their codes of conduct for members of each occupation group to follow in order to keep and support the reputation of their organizations. çEthicsé is the behavior code which is determined by workers of each occupation in order to keep and support prestige, reputation and status of members which are written or unwritten. 5.2 Principles of Ethics 1) Sincerely admire the nation, religion and monarchy. 2) Believe in democracy. 3) Adhere to oneûs own religion and never disdain any other religion. 4) Be responsible and intent to carry out the assigned duty with the sacrifice and time devotion along with considering the touristsû benefits which are a priority which cannot be ignored. 5) Keep the tour guideûs reputation by faithfully carrying out the duty and never being self-seeking or behaving to discredit the prestige of the tour guide. 6) Be optimistic and self-develop to be qualified, competent, moralize and skillful in working as tour guide. 7) Be a role model in ecotourism and cultural tourism resources and conservation. 8) Follow rules and regulations in every tourist attractions and the law.

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9) ª√–æƒµ‘µπ¥â«¬§«“¡ ÿ¿“æ √Ÿâ√—° “¡—§§’µàÕºŸâ 9) Be polite and cooperate with others who work in the tourism industry. √à«¡«‘™“™’æÕÿµ “À°√√¡°“√∑àÕß‡∑’Ë¬« 6. °“√∑àÕß‡∑’Ë¬«‡™‘ß«—≤π∏√√¡ °“√∑àÕß‡∑’¬Ë «‡™‘ß«—≤π∏√√¡ §◊Õ °“√∑àÕß‡∑’¬Ë «‡æ◊ÕË ™¡ ‘Ëß∑’Ë· ¥ß§«“¡‡ªìπ«—≤π∏√√¡ ‡™àπ ª√“ “∑ æ√–√“™«—ß «—¥ ‚∫√“≥ ∂“π ‚∫√“≥«—µ∂ÿ ª√–‡æ≥’ «‘∂’°“√¥”‡π‘π™’«‘µ »‘≈ª–∑ÿ°·¢πß ·≈– ‘Ëßµà“ßÊ ∑’Ë· ¥ß∂÷ß§«“¡‡®√‘≠√ÿàß‡√◊Õß∑’Ë ¡’°“√æ—≤π“„Àâ‡À¡“– ¡°—∫ ¿“æ·«¥≈âÕ¡ °“√¥”‡π‘π™’«‘µ ¢Õß∫ÿ§§≈„π·µà≈–¬ÿ§ ¡—¬ ºŸâ∑àÕß‡∑’Ë¬«®–‰¥â√—∫∑√“∫ª√–«—µ‘ §«“¡‡ªìπ¡“ §«“¡‡™◊ÕË ¡ÿ¡¡Õß§«“¡§‘¥ §«“¡»√—∑∏“ §«“¡ π‘¬¡¢Õß∫ÿ§§≈„πÕ¥’µ∑’Ë∂à“¬∑Õ¥¡“∂÷ß§π√ÿàπªí®®ÿ∫—πºà“π ‘Ëß‡À≈à“π’È (√Ÿª∑’Ë 6)

6. Cultural tourism Cultural tourism is about observing unique cultures such as castles, palaces, temples, historic sites, antiques, traditions, way of life, and all kinds of arts and everything that shows the civilization which is developed to go along with peopleûs way of life in different times. Tourists learn about the background, believe, attitude, faith and appreciations which are carry down from one generation to another. (Picture 6)

¥â“πæ◊Èπ∑’Ë∑√—æ¬“°√ ∑’Ë‡°’Ë¬«¢âÕß°—∫«—≤π∏√√¡ ·≈–¿Ÿ¡‘ªí≠≠“∑âÕß∂‘Ëπ Local wisdom and cultural resources

¥â“πÕß§å°√∑âÕß∂‘Ëπ ·≈–æÀÿ¿“§’ ®—¥°“√∑àÕß‡∑’Ë¬«„πæ◊Èπ∑’Ë Local organization and multilateral local tourism

√Ÿª·∫∫°“√∑àÕß‡∑’Ë¬« ‡™‘ß«—≤π∏√√¡ Cultural Tourism

¥â“π°‘®°√√¡√Ÿª·∫∫ ·≈–°‘®°√√¡‡ªìπ«—≤π∏√√¡ ·≈– ‘Ëß·«¥≈âÕ¡»÷°…“ Activities: formats and cultural activities including environment studies

√Ÿª∑’Ë 6

√Ÿª·∫∫°“√∑àÕß‡∑’Ë¬«‡™‘ß«—≤π∏√√¡

Picture 6 Cultural Tourism

¥â“π°“√®—¥°“√ ¡’¡√¥°∑“ß«—≤π∏√√¡ ∑’Ë¬—Ëß¬◊π Management in sustainable cultural heritage

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7. √Ÿª·∫∫°“√∑àÕß‡∑’Ë¬«‡™‘ß«—≤π∏√√¡ 1) π—°∑àÕß‡∑’Ë¬«‡™‘ß«—≤π∏√√¡·≈–ª√–‡æ≥’ °≈ÿà¡∫ÿ§§≈∑’Ë¡’§«“¡ π„® Õ¬“°¥Ÿ Õ¬“°‡ÀÁπ ß“πª√–‡æ≥’ æ‘∏°’ √√¡ §«“¡‡™◊ÕË §«“¡»√—∑∏“„π«—≤π∏√√¡ µà“ßÊ ™◊Ëπ™¡µàÕ»‘≈ªÀ—µ∂°√√¡·≈– ÿπ∑√’¬¿“æ„π∑âÕß∂‘Ëπ ¡’§«“¡√—∫º‘¥™Õ∫ ·≈–®‘µ ”π÷°µàÕ°“√√—°…“¡√¥°∑“ß «—≤π∏√√¡ ·≈– ‘Ëß·«¥≈âÕ¡ 2) °“√∑àÕß‡∑’Ë¬«™¡ß“π«—≤π∏√√¡·≈–ª√–‡æ≥’ °“√‡¥‘π∑“ß∑àÕß‡∑’Ë¬«‡æ◊ËÕ™¡ß“πª√–‡æ≥’µà“ßÊ ™“«∫â“π„π∑âÕß∂‘πË π—πÈ Ê ®—¥¢÷πÈ ‰¥â√∫— §«“¡‡æ≈‘¥‡æ≈‘π µ◊πË µ“ µ◊Ëπ„®„π ÿπ∑√’¬¿“æ ‡æ◊ËÕ»÷°…“§«“¡‡™◊ËÕ °“√¬Õ¡√—∫π—∫∂◊Õ °“√‡§“√æ æ‘∏’°√√¡µà“ßÊ ·≈–‰¥â√—∫§«“¡√Ÿâ ¡’§«“¡‡¢â“„® µàÕ ¿“æ —ß§¡·≈–«—≤π∏√√¡∑âÕß∂‘πË ¡’ª√– ∫°“√≥å„À¡àÊ ‡æ‘Ë¡¢÷Èπ∫πæ◊Èπ∞“π¢Õß°“√®—¥°“√Õ¬à“ß¡’§«“¡√—∫º‘¥™Õ∫ ·≈–¡’®‘µ ”π÷°µàÕ°“√√—°…“ ¿“æ·«¥≈âÕ¡ ·≈–¡√¥°∑“ß «—≤π∏√√¡ ‚¥¬ª√–™“§¡„π∑âÕß∂‘Ëπ¡’ à«π√à«¡µàÕ°“√®—¥ °“√∑àÕß‡∑’Ë¬«∑’Ë¬—Ëß¬◊π

7. Cultural Tourism Patterns 1) Cultural and traditional tourists A group of people are willing to see traditions, rituals, and faith in culture, appreciation in handicrafts and local aesthetics. These people are also responsible and have a good sense in protecting cultural and environmental heritages. 2. Culture and traditional tourism Culture and traditional tourism which is organized by local people brings a pleasure and appreciation to tourists to learn about the belief, acceptation and respect, all kinds of rituals. Furthermore, the tourists understand local the society conditionûs and culture to gain new experiences that involve the responsibility and good sense in protecting cultural and environmental heritages that the local people will be part of the sustainable and cultural heritage management

8. ‡°≥±å°”Àπ¥·À≈àß∑àÕß‡∑’Ë¬« ‡æ◊ËÕ°“√®—¥°“√∑’Ë¬—Ëß¬◊π 1) ‡ªìπ·À≈àß∑’Ë¡’‡Õ°≈—°…≥å·≈–Õ—µ≈—°…≥å∑âÕß∂‘Ëπ ¥—Èß‡¥‘¡ ¡’§«“¡ –Õ“¥ √à¡√◊Ëπ 2) ¡’°“√§«“¡æ√âÕ¡„π°“√®—¥°“√ ‘ËßÕ”π«¬§«“¡ –¥«° (®Õ¥√∂) ·≈–∫ÿ§≈“°√æ√âÕ¡∫√‘°“√ 3) ¡’Õ”π«¬§«“¡ –¥«°‡∫◊ÕÈ ßµâπ ¿“¬„π¡’\‡§“πå‡µÕ√å ∫√‘°“√¢à“« “√ ¡ÿ¡π‘∑√√»°“√ ÀâÕß ÿ¢“ –Õ“¥ ¡ÿ¡®”Àπà“¬ Õ“À“√·≈–‡§√◊ÕË ß¥◊¡Ë ¡ÿ¡®”Àπà“¬¢Õß∑’√Ë –≈÷° √«¡∑—ßÈ ¡’√–∫∫ ∫√‘°“√§πæ‘°“√¥â«¬ 4) ¡’ ° “√®— ¥ ∑”‡ â π ∑“ß»÷ ° …“·À≈à ß ∑à Õ ß‡∑’Ë ¬ « («—≤π∏√√¡ ·≈–∏√√¡™“µ‘) Õ¬à“ßπâÕ¬ 1 ‡ âπ∑“ß 5) ¡’ª“Ñ ¬ ◊ÕË §«“¡À¡“¬∫π‡ âπ∑“ß»÷°…“‡ªìπ√–¬–Ê 6) ¡’·ºπ∑’Ë·≈–§Ÿà¡◊Õπ”‡∑’Ë¬« ª√–°Õ∫ªÑ“¬ ◊ËÕ §«“¡À¡“¬ 7) ¡’°“√°”Àπ¥¢’¥§«“¡ “¡“√∂„π°“√√Õß√—∫¢Õß æ◊Èπ∑’Ë

8. Criteria in Assigning Tourist Attractions to Sustainable Management 1) A tourist attraction should be a local and unique identity which is clean and shady. 2) Must also be well prepared in the facilities such as parking lots and provide adequate amount of service to the service staff. 3) Provide basic services in the Tourist Center such as providing information, exhibition, toilets, food and drink, souvenirs and handicap area services. 4) Provide a study tour in cultural and natural tourism in one direction 5) Provide meaningful signs in tourism directions. 6) Provide maps and manuals which mention about the meaningful signs. 7) Indicate the ability of the tourist services in the area.

8) ¡’¡§— §ÿ‡∑»°å À√◊Õ«‘∑¬“°√ À√◊Õπ—° ◊ÕË §«“¡À¡“¬

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9) ¡’°“√∫√‘À“√®—¥°“√æ◊Èπ∑’Ë√à«¡°—∫ª√–™“™π„π ∑âÕß∂‘Ëπ·≈–æÀÿ¿“§’ 10) ¡’π‚¬∫“¬·≈–·ºπß“πµàÕ°“√æ—≤π“·≈– àß‡ √‘¡ °“√∑àÕß‡∑’Ë¬« 11) ¡’·ºπæ—≤π“∫ÿ§≈“°√·≈–°“√∫√‘°“√ Ÿà√–¥—∫ ¡“µ√∞“π “°≈ 12) À“°¡’ ∑’Ë æ— ° ·√¡®–µâ Õ ß‡ªì π ∑’Ë æ— ° ·√¡∑’Ë √— ° …“ ¿“æ·«¥≈âÕ¡·≈–«—≤π∏√√¡∑âÕß∂‘Ëπ 13) ¡’·ºπß“π°“√ª√–‡¡‘πº≈°“√ªØ‘∫—µ‘ß“π °“√ ∫√‘°“√ ·≈–‡°Á∫ ∂‘µ‘

8) Provide local tour guides, guess speakers, and interpreters. 9) Co-operate with the local people and multilateral groups to manage the tourism area. 10) Provide policies and plans in developing and supporting tourism. 11) Provide personnel development plan and administration to be the international standard. 12) Provide a camping area which emphasizes protecting environment and culture 13) Provide evaluation, service and statistics schedule plans

9. ¢âÕ¡Ÿ≈∑’Ë ”§—≠ ”À√—∫°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ 9.1 °“√∫√√¬“¬‡Õ°≈—°…≥å¢Õß ‘¡¿“§Õ’ “π ≈—°…≥–µ—«Õ“§“√¢Õß ‘¡¿“§Õ’ “π∑’Ë ”§—≠ ¡’ ≈—°…≥–∑’Ëπ—°«‘™“°“√ ‡√’¬°«à“ ·Õ«¢—π ‡ªìπ‡Õ«∑’Ë§Õ¥¡“°Ê À¡“¬∂÷ß à«π∑’Ë‡ªìπ∞“π πÕ°®“°µ—«·Õ«¢—π·≈â« ‘Ëß∑’Ë®– · ¥ß∂÷ß§«“¡‡ªìπ ‘¡Õ’ “π §◊Õ ¡’æ≠“π“§ ´÷Ëßæ≠“π“§ ∑’Ëæ∫„π‚∫ ∂åÕ’ “π®–¡’≈—°…≥–∑’Ë·µ°µà“ß®“°‚∫ ∂å¢Õß ¿“§°≈“ß §◊Õ ¡’≈—°…≥–¢Õß»‘≈ª–æ◊Èπ∫â“πÕ¬Ÿà¡“° ‡¡◊ËÕ¥Ÿ ·≈â«®÷ß‰¡àπà“°≈—« ¡’§«“¡‡√’¬∫ßà“¬ ‰¡àª√–¥—∫µ°·µàßµ—«√Ÿª ¡“°¡“¬π—° ·≈â«°Á √â“ßßà“¬Ê ‚¥¬„™âªíôπªŸπ„ÀâπŸπ¢÷Èπ¡“·≈â« ∑“ ’≈ß‰ª‡≈¬ ”À√—∫æ≠“π“§¿“§°≈“ßπ—Èπ®–¡’≈—°…≥– „À≠à‚µ ¡’‡§√◊ËÕßª√–¥—∫µ°·µàß¡“°°«à“

9. Important Information for Training a Local Guide 9.1 The identity description of Sims in Isan The important description of the Sims in Isan that academics call çAo Khané Isan word for çnarrow waisté is Simûs base. In addition to another that indicates Isan Sims are the King of Nagas. The one that is found in Isan temples is different from the one in Central Thai temples because of its local style and does not look scary. There does not have many decorations. The building pattern is a very simple- mold figure by using cement, and then applying it with color. In contrast, the great Naga in Central Thai is a lot bigger and has many more decorations.

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π“¬°‘µµ‘æß…å π‡≈Á° ®“° ”π—°»‘≈ª“°√∑’Ë 9 ∫√√¬“¬°“√„Àâ¢âÕ¡Ÿ≈∑“ßª√–«—µ‘»“ µ√å ·À≈àß ‚∫√“≥ ∂“π∑’Ë®”‡ªìπ ”À√—∫°“√‡ªìπ¡—§§ÿ‡∑»°å ∑âÕß∂‘Ëπ ·°àºŸâ‡¢â“Õ∫√¡ Picture 7 Mr. Kittipong Sonlek from Fine Arts Department Khon Kaen Regional 9th Office guest speaker, lectured about the important history of sites for local tour guides to the participants. √Ÿª∑’Ë 7

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«‘∑¬“°√æ“≈ß¿“§ π“¡ ∫√√¬“¬°“√„Àâ§«“¡√Ÿâ ‡°’Ë¬«°—∫·À≈àß‚∫√“≥ ∂“π·≈–¿“æ®‘µ√°√√¡ Ω“ºπ—ß«—¥‚æ∏“√“¡ ·°àºŸâ‡¢â“Õ∫√¡ Picture 8 The guest speaker on this field trip was giving information about the historical sites and describing the mural painting son the Simûs wall at Wat Pho Tharam. √Ÿª∑’Ë 8

√Ÿª∑’Ë 9 √Ÿªæ≠“π“§Õ’ “π¢Õß ‘¡«—¥‚æ∏“√“¡ Picture 9 The Great Naga on Simûs wall at Wat Pho Tharam

9.2 ¿“æ«‘∂’™’«‘µ¢Õß™ÿ¡™π °“√«“¥√Ÿª®‘µ√°√√¡Ω“ºπ—ßÀ√◊ÕŒŸª·µâ¡ ®– –∑âÕπ≈—°…≥–¢Õß™ÿ¡™πÕ’ “π ´÷Ëß‡ªìπ™ÿ¡™π¢π“¥‡≈Á° ¡’«‘∂’™’«‘µ§«“¡‡ªìπÕ¬ŸàÕ¬à“ß‡√’¬∫ßà“¬ Õ¬Ÿà„π∑âÕß‰√à∑âÕßπ“ ‡ªìπ à«π„À≠à ∂◊Õ«à“‡ªìπ —ß§¡‡°…µ√°√√¡ ¥—ßΩ“ºπ—ß ‘¡ «—¥‚æ∏“√“¡ ´÷Ëß«“¥‚¥¬™à“ßæ◊Èπ∫â“π °“√«“¥¢Õß™à“ß‰∑¬„π ¡—¬°àÕππ—Èπ®–‡√’¬°«à“ ß“π√Ÿª·∫∫®‘µ√°√√¡‰∑¬ª√–‡æ≥’ ¡’≈—°…≥–‡¥àπ§◊Õ®–‡ªìπ¿“æ 3 ¡‘µ‘ ®–¡’·§à 2 ¡‘µ‘ ‡∑à“π—Èπ ‚¥¬ª√–«—µ‘·≈â« °≈à“««à“‡¡◊ËÕ°àÕππ’È ∫â“π¥ß∫—ß¢÷ÈπÕ¬Ÿà°—∫ Õ”‡¿Õæ¬—§¿Ÿ¡‘æ‘ —¬ ´÷Ëß¢÷Èπ°—∫‡¡◊Õß ÿ«√√≥¿Ÿ¡‘Õ’°∑’Àπ÷Ëß ¡’™à“ß∑’Ë‡¢’¬π¿“æŒŸª·µâ¡ ™◊ËÕ«à“ ™à“ß ‘ßÀå ‡ªìπ§π‡¥’¬«°—∫ ∑’Ë‡¢’¬πŒŸª·µâ¡∑’Ë«—¥ªÉ“‡√‰√¥â«¬‡™àπ°—π «—¥∑—Èß 2 ·Ààßπ’È ®÷ß¡’ ¿“æ®‘µ√°√√¡Ω“ºπ—ß„π≈—°…≥–∑’Ë§≈â“¬§≈÷ß°—π¡“° °≈à“« §◊Õ ¡’ŒŸª·µâ¡∑’Ë‡¢’¬π‡ªìπ‡√◊ËÕß√“«‡°’Ë¬«°—∫æÿ∑∏ª√–«—µ‘ æ√– ‡« —π¥√™“¥° π‘∑“πæ◊Èπ∫â“π ‡™àπ ‘π‰´ æ√–¡“≈—¬ à«π ŒŸª·µâ¡∑’«Ë ¥— ªÉ“‡√‰√ ¡’‡√◊ÕË ß√“¡‡°’¬√µ‘Ï ·≈–√Ÿªæ√–≈—°æ√–≈“¡ ´÷Ëß·µ°µà“ß®“° ‘¡«—¥‚æ∏“√“¡

9.2 Way of life Paintings Hoop-Tam (Mural Paintings) reflects the Isan social characteristics: a small community, and a simple life which showed mostly features in rice fields. Therefore, Agriculture is Isan way of life which was shown on Simûs wall at Wat Pho Tharamûs paintings by local artisans. The painting of the early Thai artisans was called Thai cultural paintings. The outstanding characteristic of these paintings was the dimensions; there are 3 dimensions in the paintings but it only showed two dimensions. According to history, there was a painter, Singha, who lived in Ban Dong Bang sub-district which Phayak Khaphumphisai district, Suwannaphum district, Roi-Et province. He was the person who painted Hoop-Tam on simûs wall at Wat Pa-Rerai. As the result, the paintings in both temples were very similar: and both paintings were about biography of the Great Buddha, Vessantara Jataka tales, and folk tales such as Sin-Zai, Phra Malai. However, there were some differences in the paintings on Simûs wall at Wat Pa-Rerai and Wat Pho Tharam: the Ramayana tales and the Phra Lak and Phra Rama pictures.

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√Ÿª«‘∂’™’«‘µ™ÿ¡™πÕ’ “π ´÷Ëßª√“°ØÕ¬Ÿà∑’ËΩ“ºπ—ß ‚∫ ∂å Picture 10 Way of life in Isan community as shown on the Simûs walls. √Ÿª∑’Ë 10

√Ÿª∑’Ë 11 √Ÿªæ√–≈—° æ√–≈“¡ ¢Õß‚∫ ∂å«—¥ªÉ“‡√‰√ Picture 11 Mural Paintings of Phra Lak and Phra Rama on Simûs wall at Wat Pa-Rerai.

9.3 °“√·µàß°“¬ °“√·µàß°“¬„π ¡—¬π—πÈ ®–‡ÀÁπ¿“æµ”√«®∂◊Õªóπ ·≈â« «¡√Õß‡∑â“∫Ÿµä ∑’ Ë ”§—≠§◊Õ¡’‡ ◊ÕÈ „ à°π— ·≈â« ·µà ¡—¬°àÕπ π—Èπ ºŸâ™“¬¡—°®–‰¡à «¡‡ ◊ÈÕ à«π√ŸªºŸâÀ≠‘ß ¡—¬π—Èπ ∂â“À“°¬—ß ‰¡à·µàßß“π°Á®–¡’‡æ’¬ßºâ“§“¥Õ°ªî¥π¡‰«â‡∑à“π—Èπ à«πºŸâÀ≠‘ß ∑’Ë·µàßß“π·≈â«°Á®–‡ªî¥Õ°‰¡à„ àºâ“„¥Ê ·µà‡¡◊ËÕ¡’°“√√—∫‡Õ“ «—≤π∏√√¡∑’Ë¡“®“°µ–«—πµ° ‚¥¬¢ÿππ“ß∑’Ë àß¡“ª°§√Õß À—«‡¡◊Õßµà“ßÊ „π¿“§Õ’ “ππ—Èπ ¡“®“°°√ÿß‡∑æœ ´÷Ëß§π °√ÿß‡∑æœ „π ¡—¬π—Èπ‰¥â¡’‚Õ°“ ‡¢â“‚√ß‡√’¬π·≈â« ‚¥¬‡©æ“– ≈Ÿ°¢ÿππ“ß∑—ÈßÀ≈“¬ °Á‰ª‡√’¬πÀπ—ß ◊Õ æÕΩ√—Ëß∑’Ë¡“ ÕπÀπ—ß ◊Õ ‡ÀÁπ§π‰∑¬‰¡à «¡‡ ◊ÈÕ °Á‡≈¬æ¬“¬“¡„Àâ «¡„ à‡ ◊ÈÕ ∂◊Õ«à“ ‡ªìπ‡√◊ËÕß¥’ ·≈–¡’¡“√¬“∑ ∑’Ë‰¡à‡ª≈◊Õ¬‡π◊ÈÕÀπ—ß¡—ß “„π∑’Ë “∏“√≥– ®÷ß°≈“¬¡“‡ªìπ°“√√—∫‡Õ“«—≤π∏√√¡ °“√·µàß°“¬ ®“°µ–«—πµ° ·≈â«‡¢â“¡“ Ÿà™ÿ¡™πºà“π¢ÿππ“ß∑’Ë¡“√—∫√“™°“√

9.3 Clothing Dress The dress in those days, had policemen armed and wearing boots; with a importance on wearing tops. In earlier time, men, however, would not wear tops and unmarried women would wear only a piece of cloth which covers only their breasts. Married women would remain topless. Later on the western culture had influence on the Thai culture; furthermore, the governors who ruled major cities in Isan were sent from Bangkok, most of the Bangkok people were educated especially noblemenûs children. They were educated by western teachers who taught their Thai students the politeness by dressing up and wearing a top in public. As a result, those governors brought

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µ“¡À—«‡¡◊Õßµà“ßÊ ¢Õß¿“§Õ’ “π √«¡‰ª∂÷ß§π∑’ÕË ¬Ÿ„à π∑âÕß∂‘πË western culture with them to Isan which can be seen ¥â«¬ ∫â“ß°Á‡ÀÁπ‰¥â®“°°“√«“¥¿“æµ“¡ºπ—ß‚∫ ∂å¢Õß«—¥ from some paintings on the templesû walls. µà“ßÊ „πÕ’ “π ∑’Ë¬—ßÀ≈ß‡À≈◊ÕÕ¬Ÿà

√ŸªºŸâ™“¬™“«∫â“π∑—Ë«‰ª∑’Ë‰¡à‰¥â «¡‡ ◊ÈÕ «¡„ à‡æ’¬ßºâ“πÿàß‡∑à“π—Èπ Picture 12 Hoop-Tam of the topless villagers wearing only pants. √Ÿª∑’Ë 12

√Ÿª∑’Ë 13 √Ÿª¢â“√“™°“√µ”√«®∑À“√∑’Ë «¡‡§√◊ËÕß·∫∫ Picture 13 Hoop-Tam of policemen and military in uniform.

9.4 ≈—°…≥–°“√«“¥¿“æ¢Õß™à“ß 1) §«“¡ ”§—≠¢Õß∫ÿ§§≈„π¿“æ ∂â“À“°‡ªìπ¿“æ∑’Ë¡’¢π“¥„À≠à π—ËπÀ¡“¬∂÷ß ™à“ß«“¥‰¥â„Àâ§«“¡ ”§—≠°—∫∫ÿ§§≈¿“æπ—ÈπÊ ≈—°…≥–°“√ «“¥¿“æ®–«“¥‡µÁ¡ºπ—ß·≈–¡’À≈“¬‡√◊ËÕßÀ≈“¬µÕπÕ¬Ÿà„π ºπ—ß‡¥’¬«°—π „™â°“√·∫àß√ŸªÕÕ°‡ªìπµÕπÊ ‚¥¬„™â‡ âπ∫“ßÊ À√◊Õ„™âµ—«Õ“§“√ À√◊Õ„™âµâπ‰¡â À√◊Õ„™â°âÕπÀ‘π §—Ëπ√–À«à“ß µÕπµà“ßÊ ‡™àπ °“√·∫àß√Ÿª‚¥¬°“√„™âµÕπ∫πµÕπ≈à“ß¢Õß ºπ—ß µÕπ≈à“ß¡ÿ¡¢«“®–‡ªìπ¿“æ∫√√¬“¬ ¿“æ∫â“π‡√◊Õπ µÕπ∑’Ë™Ÿ™°‰ª√—∫π“ßÕ¡‘µµ¥“ µ√ß°≈“ßÊ °Á®–‡ªìπµÕπ∑’Ë ™Ÿ™°ÕÕ°‡¥‘πªÉ“ µÕπ∫π ÿ¥‡ªìπ‡√◊ËÕßæ√–‡« —π¥√ µÕπ

9.4. Painting Style of the painters 1) The Importance of the People in the Pictures The size of the paintings can tell how important the people in the pictures were. If the painters created pictures on a large wall, it would be considered that people in the pictures would be very important. The painters would also paint on a large wall with many episodes. Each episode was separated by a small line, buildings, trees and rocks. A good example of this is when the episode was separated by painting in different parts of the wall: upper and lower part. The painters painted the surrounding area of a house which showed the episode of Chuchok picking up Nang Amitada on the right lower corner. In the

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æ√–°—≥À“æ√–™“≈’ÕÕ°‡¥‘πªÉ“ ‡æ√“–°“√·∫àß¿“æ¢Õß ™à“ß middle of the wall, the painters painted the episode of Chuchok walking ‰∑¬¡’ª√–‡æ≥’„™âµπâ ‰¡â °âÕπÀ‘π ·≈–‡ âπ‡≈Á°Ê ‡ªìπ ‡ âπ·∫àß into the bush followed by the episode of Phra Kunha and Phra Chalee were in the bush which was painted on the top half of the wall. Each ¥—ß√Ÿª∑’Ë 14 story was divided by rocks and small lines as shown in picture 14. °“√®—¥·∫àßµÕπ¢Õß‡√◊ËÕß‚¥¬„™â‡ âπ∫“ßÊ §—Ëπ ¥â“π≈à“ß¡ÿ¡¢«“‡ªìπ∫â“π‡√◊ÕπµÕπ™Ÿ™°‰ª√—∫ π“ßÕ¡‘µµ¥“ µÕπ°≈“ß¿“æ‡ªìπµÕπ™Ÿ™° ÕÕ°‡¥‘πªÉ“ ¥â“π∫π ÿ¥‡ªìπæ√–‡« —π¥√ Picture 14 Separating each episode by using small lines; Chuchok picking up Nang Amitada espisode on the right corner of lower part; in the middle Chuchok walked in the bush; and the top part is Vessantara Jataka tales. √Ÿª∑’Ë 14

¥—ßπ—Èπ ‡¡◊ËÕ¥Ÿ¿“æµâÕß¥Ÿ∑—Èßºπ—ß«à“‡√◊ËÕß‰ÀπÕ¬Ÿà∑’Ë¡ÿ¡„¥ ¢Õßºπ—ß Õ¬à“ß√Ÿª∑’Ë 14 π—Èπ ºŸâ«“¥‰¥â«“¥‡√◊ËÕß√“«„π‡Àµÿ°“√≥å 6 µÕπ ´÷ËßÕ¬Ÿà∫πºπ—ß¥â“π‡¥’¬«°—π ‚¥¬·∫àß‡ªìπ‡√◊ËÕß‡°’Ë¬« °—∫µÕπ„¥µÕπÀπ÷Ëß¥â«¬‡ âπ¥—ß°≈à“«¢â“ßµâπ à«π∑’ËÕ¬Ÿà¥â“π ´â“¬¡◊Õ¥â“π∫π ‡ªìπ‡√◊ËÕß¢Õßæ√–¡“≈—¬‰ª‚ª√¥ —µ«å„π «√√§å·≈–„ππ√°·∫àß à«π∫π‡ªìπ «√√§å à«π≈à“ß‡ªìππ√° ‚¥¬¥Ÿ®“°°“√®—¥Õß§åª√–°Õ∫¿“æ„Àâ¿“æ∫π‡ªìπ°≈ÿà¡Àπ÷Ëß ¥â“π≈à“ß‡ªìπ°≈ÿà¡Àπ÷Ëß ∂â“‡ªìπ‡√◊ËÕß√“«µ√ß°≈“ß°Á®–‡ªìπÕ’° °≈ÿà¡Àπ÷Ëß ¿“æ®‘µ√°√√¡‰∑¬¡’§«“¡·µ°µà“ß®“°¿“æ®‘µ√°√√¡ µ–«—πµ° ´÷Ëß¡’°“√‡¢’¬π‡ªìπ™àÕßÊ‡ªìπ∑’Ë —ß‡°µ‰¥â‚¥¬ßà“¬ ‡æ√“–©–π—Èπ ŒŸª·µâ¡®÷ß¡’ 2 ¡‘µ‘ §◊Õ¡’¥â“π°«â“ß°—∫¥â“π¬“« ‡∑à“π—Èπ ¿“æ∑’Ë‡¢’¬π à«π„À≠à®–À—π¢â“ß „Àâ§«“¡ ”§—≠°—∫ ¢π“¥ ¿“æ∫ÿ§§≈∑’Ë¡’¢π“¥„À≠à À¡“¬§«“¡«à“ ¡’§«“¡ ”§—≠ ¡“° °«à“¿“æ∫ÿ§§≈∑’Ë¡’¢π“¥‡≈Á°≈ß¡“ 2) ¿“æ„π ‘¡ °“√‡¢’¬π¿“æ¥â“π„π¢Õß ‘¡ ®–‡¢’¬πµ—Èß·µà ¢Õ∫∫π¢Õßºπ—ß‰≈à≈ß¡“®π∂÷ß¢Õ∫∫π¢ÕßÀπâ“µà“ß ‚¥¬∑’Ë ™à“ß‡¢’¬π‰¡à‡¢’¬π≈ß¡“∂÷ß¥â“π≈à“ß ‡æ√“–‡«≈“¡’§π¡“„™â ∂“π∑’Ë®–∑”„Àâ√Ÿª¿“æ‡°‘¥°“√™”√ÿ¥‡ ’¬À“¬‰¥âßà“¬ ’∑’Ë„™â„π°“√«“¥¿“æ®–‡ªìπ ’ΩÿÉπ ‡«≈“„™â

Therefore, every part of the wall is important so as to understand the story. In picture 14, painters drew six episodes on one large wall which was divided by small lines that were mentioned in the beginning. On the left, it was a story about Pra Malai saving mankind from sim in both heaven and hell. Painters created the heaven part on top of the wall followed by the hell below. The detail of the picture was clearly shown so that painters separated the story by using different parts of the painting area: top part group, middle part group and the bottom part. Notice from picturesû location, Thai painting style, therefore, was different from western because the Thai painting was simply divided into boxes. As a result, Hoop-Tam paintings had only 2 dimensions: they only had the width and length. Therefore, most of Hoop-Tam paintings could be seen from side profiles which showed the importance of size. Large figures exaggerate the level of the importance; smaller figures were a indication of having less importance. 2) Pictures on Simûs wall The art inside the Sim, painters began from the edge of the wall until the edge of the window. Painters would not paint in the lower part because the paintings would get damaged when someone came, touched and used the Sim. Powder color was used in painting. When

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µâÕßπ”¡“º ¡πÈ”°—∫°“«Àπ—ß —µ«å ´÷Ëß‡§’Ë¬«®π°«à“®–‰¥â ¬“ß ‡Àπ’¬«Ê ®–∑”„Àâ‰¥â‰¢¡—π∑’Ë‡À¡“– ¡ ¡’§«“¡‡Àπ’¬«·≈–¡’ §ÿ≥ ¡∫—µ‘¬÷¥µ‘¥∑ππ“π°àÕπ∑’Ë®–º ¡°—∫ ’ΩÿÉπ ™à«ß∑’Ë¬—ß ‡ªï¬°Õ¬Ÿà®÷ßπ”‰ª·µâ¡ŒŸª ’ΩÿÉπ°—∫¬“ß‡Àπ’¬«®–º ¡º “π °—π¥’·≈–®–´÷¡‡¢â“‰ª„π‡π◊ÈÕªŸπ‰¥â‚¥¬ßà“¬ 9.5 ¿“æ∑’Ë ”§—≠¢Õß ‘¡«—¥‚æ∏“√“¡ 1) ¿“æ√“ÀŸÕ¡®—π∑√å √“ÀŸ §◊Õ ¬—°…åµπÀπ÷Ëß ∑’Ë¡’§«“¡‡ªìπÕ¡µ–§◊Õ¶à“Õ¬à“ß‰√°Á‰¡àµ“¬ ‚¥¬µ“¡µ”π“π ‰¥â°≈à“««à“ ¡—¬Àπ÷Ëß‰¥â¡’‡∑«¥“Õ¬“°‡ªìπÕ¡µ– ‡∑«¥“Õß§å π’È‰¥â‰ª™—°™«πæ«°¬—°…å„Àâ¡“™à«¬°«ππÈ”Õ¡ƒµ ‡æ√“–πÈ” Õ¡ƒµπ—Èπ À“°„§√°‘π‡¢â“‰ª®–‡ªìπÕ¡µ– «‘∏’°“√°«ππÈ” Õ¡ƒµ µâÕß‡Õ“æ≠“π“§¡“‡ªìπ‡™◊Õ° ‡Õ“‡¢“æ√– ÿ‡¡√ÿ‡ªìπ ·°π°≈“ß (‡À¡◊Õπ°“√ªíòπ∂—ß‰Õ»°√’¡) ·≈â«À¡ÿπ‰ª À¡ÿπ ¡“ ‡∑«¥“Õß§åπ’È¡’§«“¡©≈“¥°Á‡≈¬„Àâæ«°¬—°…å‰ª®—∫¥â“π À—«æ≠“π“§ à«π‡∑«¥“°Á®—∫ à«πÀ“ß¢Õßæ≠“π“§ ‡¡◊ËÕ æ≠“π“§∂Ÿ°¥÷ß‰ª ¥÷ß¡“À≈“¬√Õ∫ ®πµâÕß§“¬æ‘…ÕÕ°¡“ ‡√◊ËÕ¬Ê à«π¬—°…å∑’ËÕ¬Ÿà¥â“πÀ—«æ≠“π“§°Á‚¥πæ‘… æ≠“π“§ ª«¥· ∫ª«¥√âÕπ‰ªµ“¡Ê °—π à«π‡∑«¥“°Á‰¡à‡ªìπ‰√ ‡æ√“–¥÷ß à«πÀ“ß¢Õßæ≠“π“§ À≈—ß®“°π—Èπ æÕ‰¥âπÈ” Õ¡ƒµ·≈â « æ«°¬— ° …å à « π¡“°°Á À ¡¥·√ß‰ª°à Õ π·≈â « ‡π◊ËÕß®“°æ‘…∑’Ë‰¥â√—∫¢≥–°«ππÈ”Õ¡ƒµπ—Ëπ‡Õß ·µà∫“ßµπ ¬—ß¡’·√ßÕ¬Ÿà ®÷ß‡°‘¥°“√·¬àßπÈ”Õ¡ƒµ°—π √–À«à“ß‡∑«¥“°—∫ ¬—°…å ‡∑«¥“·¬àßπÈ”Õ¡ƒµ¡“®πÀ¡¥ ·µà¡’¬—°…åµπÀπ÷Ëß ©≈“¥ ®÷ß‰¥â·ª≈ß°“¬‡ªìπ‡∑«¥“¡“√à«¡°‘ππÈ”Õ¡ƒµ¥â«¬ ¡’ ‡∑«¥“Õß§åÀπ÷Ëß√Ÿâ∑—π ‡∑«¥“Õß§åπ—Èπ®÷ß‰ª∫Õ°æ√–π“√“¬≥å ·≈â«æ√–π“√“¬≥å°Á‡≈¬¢«â“ß®—°√‰ªµ—¥¬—°…åµππ—Èπ¢“¥ÕÕ° ‡ªìπ 2 ∑àÕπ ·µà¬—°…åµππ—Èπ‰¥â°‘ππÈ”Õ¡ƒµ‰ª·≈â«§√÷ËßÀπ÷Ëß µ√ß à«πÀ—«°Á‡≈¬‡ªìπÕ¡µ– ®÷ß∑”„Àâ¬—°…åµππ—Èπ‰¡àµ“¬ ¬—°…åµππ—Èπ¡’§«“¡‡®Á∫·§âπ‡∑«¥“Õß§å∑’Ë‰ª∫Õ°æ√–π“√“¬≥å ‡ªìπÕ¬à“ß¡“°∑’Ë∑”„ÀâµâÕß‡ªìπ‡™àππ’È ‡∑«¥“Õß§åπ—Èπ°Á§◊Õ æ√–®—π∑√å π—Ëπ‡Õß æÕ¬—°…åµππ—Èπ‡ÀÁπæ√–®—π∑√å°Á®–®—∫ æ√–®—π∑√å°‘πµ≈Õ¥‡«≈“ ·µà§«“¡∑’Ë√“ÀŸ‡À≈◊Õ™’«‘µÕ¬Ÿà‡æ’¬ß §√÷Ëß‡¥’¬« æÕ°‘πæ√–®—π∑√å‡¢â“‰ª‰¥â æ√–®—π∑√å°ÁÀ≈ÿ¥ÕÕ° ¡“‰¥â‡À¡◊Õπ‡¥‘¡∑ÿ°§√—Èß ®÷ß‡ªìπ∑’Ë¡“¢Õß®—π∑√ÿª√“§“¥â«¬ ‡Àµÿ©–π—Èπ·≈

it needed to be used, the color must be mixed with water and grease boiled to be liquid and then mixed well until it became thick then it was applied to the paintings. As a result, it will make the paintings last a long time. 9.5 Important Pictures on Simûs wall at Wat Pho-Taram 1) Picture of Rahu Om Chan (Rahu eating the moon); the story began with one of deities wanting to be immortal, so he invited demons and other deities to work together to obtain Amarit, the elixir of life; so whoever drank the elixir, would become immortal. The elixir of life was difficult to obtain; therefore, Amarit was made by churning the Sea that used the great Naga as a rope and Mount Mandara as a pivot. This deity was very intelligent; as he would let demons hold the head of the Naga as he himself held the tail. During the churning of the Sea, the Naga was in agony and spat venom and fire. The demons were in pain because of holding Nagasû head. However, the deities were fine because they were holding Nagaûs tail. After obtaining Amarit, demons were exhausted because of the pain but some of them were still able to snatch the elixir back from the deities. Finally, the deities could take all the elixir from the demons. Later one of the intelligent demons transformed himself into a deity in order to drink some of the elixir. One of the deities, however, saw through this trick, so he reported it. The great Narai. then threw his crystal chakra disk at the demon, severing the demonûs body in half. However as the demon had drunk some of the elixir, he did not perish. The demon was furious with Pra Chan-the moon- the deity who reported him to the great Narai. Every time that he met Pra Chan, the moon, he would always try to eat the moon, because of having only half of his body, the moon could always escape from the demon. This, according to ancient folk belief, was the mythological cause of the lunar eclipses.

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√Ÿª∑’Ë 15 √Ÿª√“ÀŸÕ¡®—π∑√å Picture 15 Rahu Om Chan was trying eating the moon.

2) ‡√◊ËÕßæ√–¡“≈—¬ ¿“æ¥â“π≈à“ß®–‡ªìπ ¿“æ ¢Õß∫â“π‡¡◊Õß¢Õßæ√–¡“≈—¬‰ª‡∑»π“ ´÷Ëß°Á§◊Õ ¿“æ∫â“π ¥ß∫—ß„π ¡—¬°àÕππ—πÈ ‡Õß ‡æ√“–«à“§π∑’‡Ë ¢’¬π‰¡à‰¥âÕ¬Ÿ„à π ‡¡◊Õß „ππ‘∑“π ®–‡¢’¬π¿“æÕÕ°¡“‚¥¬‡ÀÁπ∫â“π‡¡◊Õß∑’Ë Õ¬Ÿà√Õ∫Ê π—Ëπ§◊Õ™ÿ¡™π∫â“π¥ß∫—ß„πÕ¥’µ

2) Story of Phra Malai showed on top of wall, and the picture below showed surrounding the town that Phra Malai visited for preaching. Shown in this picture 16, was Ban Dong-Bang because the painters would paint from what they saw around them; therefore, the picture was Ban Dong Bang in the past.

¥â“π∫π‡ªìπ‡√◊ËÕß√“«¢Õßæ√–¡“≈—¬ ¥â“π≈à“ß ‡ªìπ ¿“æ∫â“π‡√◊Õπ¢Õß∫â“π¥ß∫—ß„πÕ¥’µ Picture16 The top part showed the story of Phra Malai, and below the surroundings of Ban DongBang in the past. √Ÿª∑’Ë 16

à « π¥â “ π≈à “ ß®–‡ªì π µ≈“¥¢“¬ºâ “ ¢“¬‡ ◊È Õ (‡ ◊ÈÕ·∫∫π’È‡√’¬°«à“‡ ◊ÈÕ§Õ®’π) —ππ‘…∞“π«à“ ‡ªìπµ≈“¥ Õ”‡¿Õæ¬—§¶¿Ÿ¡‘æ‘ —¬„π ¡—¬π—Èπ (®–‡ÀÁπ«à“¡’∫â“π·µ°µà“ß °—π 2 ·∫∫¥â«¬°—π) ·≈–¡’√ŸªºŸâ™“¬∂—°º¡‡ªï¬π—Èπ‡ªìπ§π ‡™◊ÈÕ “¬®’π à«πºŸâ™“¬∑’Ë‰¡à¡’º¡‡ªï¬‡ªìπ§π‰∑¬

Beneath was a market that sells clothes-mandarin collar which was assumed that it was a market in Phayak khaphum Phisai District in the old time. In a picture 17, there were 2 the different types of men with a plait were Chinese; others without the plait were Thai.

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µ≈“¥§â“¢“¬ √ŸªºŸÀâ ≠‘ßÀ“∫µ–°√â“ πÿßà ‚®ß°√–‡∫π (´÷Ëß‰¥â√—∫Õ‘∑∏‘æ≈®“°«—≤π∏√√¡‡¢¡√) Picture 17 A market that showed a Hoop-Tam of women carrying baskets and wearing loincloth influenced from Khmer. √Ÿª∑’Ë 17

√Ÿª∑’Ë 18 §π®’π∂—°º¡‡ªï¬ Picture 18 Chinese men with a plait

√Ÿª∑’Ë 19 §π‰∑¬ Picture 19 Thai clothes style.

3) ‡√◊ËÕß¡À“™“µ‘ §”«à“ ¡À“™“µ‘ ·ª≈«à“ ™“µ‘∑’Ë ¬‘ßË „À≠à ‡ªìπ™“µ‘∑æ’Ë √–‚æ∏‘ µ— «å‡ «¬æ√–™“µ‘‡ªìπæ√–‡« —π¥√ ´÷ßË ‡ªìπæ√–™“µ‘ ¥ÿ ∑â“¬°àÕπ∑’®Ë –ª√– Ÿµ‡‘ ªìπ‡®â“™“¬ ‘∑∏—µ∂– „πæ√–™“µ‘∑’Ë‡ªìπæ√–‡« —π¥√ æ√–‚æ∏‘ —µ«å‰¥â∫”‡æÁ≠ ∑» ∫“√¡’ §√∫∑—Èß 10 ª√–°“√ ‚¥¬‡©æ“–Õ¬à“ß¬‘Ëß ∑“π∫“√¡’ ´÷ßË ‰¥â∫√‘®“§∫ÿµ√∑“π §◊Õ‰¥â∫√‘®“§æ√–™“≈’ æ√–°—≥À“ ·≈– æ√–π“ß¡—∑√’ ¡À“™“µ‘π’È‡√’¬°Õ’°Õ¬à“ßÀπ÷Ëß«à“¡À“‡« —π¥√ ™“¥° ¡’∑—ÈßÀ¡¥ 13 °—≥±å ∑’Ë‚¥¥‡¥àπ„π¿“æ ‡™àπ

3) The story of Gautama Buddha as Vessantara was the Buddhaûs last great incarnation before he was reborn as Prince Siddhartha. In his life as Bodhisattva Vessantara, he performed ten charities and sacrificed his life with his own children, Phra Kanha and Phra Chalee, and his beloved wife, Nang Maddhi The Great Birth of Buddha was called the Vessantara Jataka which contained 13 parts as shown in the some pictures:

3.1 °—≥±å™Ÿ™° ¡’‡√◊ËÕß‡≈à“«à“ ¡’æ√“À¡≥å™Ÿ™° ´÷Ëß¡’Õ“™’æ‡ªìπ¢Õ∑“π «—πÀπ÷Ëß‡¢“‰¥âπ”‡ß‘π∑’Ë‰¥â®“°°“√ ¢Õ∑“π‰ªΩ“°‰«â°—∫‡æ◊ËÕπ ·≈â«ÕÕ°‡¥‘π∑“ßµàÕ‰ª ‡æ◊ËÕπ ‡ÀÁπ«à“™Ÿ™°À“¬‰ªπ“π°Á‰¥âπ”‡ß‘ππ—Èπ‰ª„™â®à“¬®πÀ¡¥ æÕ ™Ÿ™°°≈—∫¡“∑«ß‡ß‘π§◊π ‡æ◊ËÕπ°Á‰¡à¡’‡ß‘π§◊π„Àâ ‡æ◊ËÕπ®÷ß¬° π“ßÕ¡‘µµ¥“ºŸâ‡ªìπ∫ÿµ√ “«„Àâ‡ªìπ¿√√¬“¢Õß™Ÿ™° à«π π“ßÕ¡‘µµ¥“‡¡◊ËÕ‰ªÕ¬Ÿà°—∫™Ÿ™°°Áµ—Èß„®ª√ππ‘∫—µ‘™Ÿ™°‡ªìπ Õ¬à“ß¥’ æ√“À¡≥å§πÀπ÷Ëß„πÀ¡Ÿà∫â“π‰¥â —ß‡°µ ·≈–‰¥â ‡ª√’¬∫‡∑’¬∫°—∫¿√√¬“¢Õßµπ‡Õß «à“ª√ππ‘∫—µ‘ “¡’‰¡à¥’ ‡À¡◊ Õ ππ“ßÕ¡‘ µ µ¥“®÷ ß µ”Àπ‘ · ≈–∑”√â “ ¬¿√√¬“µπ‡Õß æ«°¿√√¬“æ√“À¡≥å∑ß—È À≈“¬·§âπ„®®÷ß‰ª¥à“«à“π“ßÕ¡‘µµ¥“ ∑’Ë∫â“π™Ÿ™° π“ßÕ¡‘µµ¥“‡ ’¬„®®÷ß¢Õ√âÕß„Àâ™Ÿ™°‡¥‘π∑“ß‰ª ∑Ÿ≈¢Õæ√–™“≈’·≈–æ√–°—≥À“®“°æ√–‡« —π¥√¡“‡ªìπ∑“ „Àâπ“ß‰¥â„™â Õ¬ ‡¡◊ËÕ™Ÿ™°‰¥âøíß¥—ßπ—Èπ ®÷ßÕÕ°‡¥‘π∑“ß‰ª µ“¡§”¢Õ√âÕß¢Õßπ“ßÕ¡‘µµ¥“ ®π‰ª∂÷ß‡¢µªÉ“∑’æË √“π‡®µ∫ÿµ√ ¥Ÿ·≈‡ΩÑ“ªÉ“„Àâæ√–‡« —π¥√‰¥â∫”‡æÁ≠‡æ’¬√ ¡‘„Àâ„§√√∫°«π ·µà·≈â«™Ÿ™°°ÁÕâ“ß«à“µπ‡Õß‡ªìπ∑Ÿµ‰¥âπ”æ√–√“™ “ åπ¢Õß æ√–‡®â“°√ÿß —≠™—¬ ‡æ◊ËÕ∑Ÿ≈‡™‘≠æ√–‡« —π¥√°≈—∫§◊ππ§√ ·≈â«æ√“π‡®µ∫ÿµ√°ÁÀ≈ß‡™◊ËÕ ª≈àÕ¬„Àâ™Ÿ™°‡¢â“‰ª„πªÉ“æ∫ æ√–‡« —π¥√ 3.2 °—≥±å°ÿ¡“√ ‡¡◊ËÕ™Ÿ™°‡¥‘π∑“ß¡“∂÷ß √– „°≈â°—∫Õ“»√¡¢Õßæ√–‡« —π¥√µÕπæ≈∫§Ë” ·µà°Á¬—ß ‰¡à‰ªæ∫æ√–‡« —π¥√∑—π∑’ ‰¥â√Õ®π°√–∑—Ëß√ÿàß‡™â“ ‡æ◊ËÕ√Õ „Àâæ√–π“ß¡—∑√’‡¢â“ªÉ“‡æ◊ÕË À“º≈‰¡â ®“°π—πÈ ™Ÿ™°®÷ß‡¢â“‰ª∑Ÿ≈¢Õ Õß°ÿ¡“√®“°æ√–‡« —π¥√ æ√–‡« —π¥√°Áæ√–√“™∑“π Õß°ÿ¡“√„Àâ·°à™Ÿ™° æ√âÕ¡∑—Èß°”Àπ¥§à“µ—« Õß°ÿ¡“√‰«â„Àâ ™Ÿ™°√Ÿâ¥â«¬ ´÷Ëß§π∑’Ë “¡“√∂‰∂àµ—« Õß°ÿ¡“√‰¥â¡’‡æ’¬ßæ√–‡®â“ °√ÿß —≠™—¬‡∑à“π—Èπ ‡¡◊ËÕ™Ÿ™°‰¥â Õß°ÿ¡“√·≈â« æ√âÕ¡®– ÕÕ°‡¥‘π°≈—∫∫â“π ·µà°≈—∫‡¶’Ë¬πµ’ Õß°ÿ¡“√‡ ’¬°àÕπ ∑”„Àâ æ√–‡« —π¥√∑√ß°√‘È« ·µà‡æ√“–«à“‰¥â„Àâ∑“π Õß°ÿ¡“√·°à ™Ÿ™°‰ª·≈â« æ√–Õß§å°Áµ—¥Õ“≈—¬‰¥â ·≈â«∑√ßª≈àÕ¬„Àâ™Ÿ™° æ“ Õß°ÿ¡“√®“°‰ª

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3.1 Chuchok Part; A tale of Chuchok lived a poor Brahmin, was a beggar. A day he asked his friend to keep his money from begging then left for a long trip. The Brahmin took a while to get his money back from his friend. As a result, the Brahminûs friend spent all of his money and had to give his daughter, Nang Amittada . Chuchok. After Nang Amittada became the Brahmin, she cared so well for her old and ugly husband which other Brahmins became jealous of and compared their wives to her. Brahminsû wives were really mad and often reviled her because of the abuse from their husbands. She insisted that Chuchok asked Vessantara for his two children to serve her. The poor Brahmin then set out to find Vessantara. While passing through the forest where Cetabutra (huntsman) took care, he was not let anyone in. By saying that Chuchok had been sent by King Sanjaya to bring Vessantara back, Chuchok was able to trick the hunter, into letting him pass. Finally, the Brahmin reluctantly directed to Vessantaraûs hermitage. 3.2 Children Part; when Chuchok arrived to a pond near Vessantaraûs hermitage, it was dusk. However, the Brahmin had not met Vessantara yet, he waited until Maddhi had got into the forest to find some fruit the next morning before he approached the hermitage to ask for Vessantara and his two children. The Bodhisattva agreed to give away his two beloved children and set the price of the two children so high that only his father, King Sanjaya, would be able to afford to pay Chuchok in order to get the children back. Then the Brahmin bound the childrenûs hands with a jungle creeper, whipping them on their way. Tears streamed from Vessantaraûs eyes, and he went into his hut weeping. When he realized that the cause of his grief was his affection for his children, he set his mind on nonattachment and soon regained the calm of an ascetic.

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3.3 °—≥±å¡—∑√’ ‡¡◊ËÕæ√–π“ß¡—∑√’°≈—∫®“°À“ º≈‰¡â®“°ªÉ“¡“∂÷ßÕ“»√¡¢Õßæ√–‡« —π¥√ æ√–π“ß¡—∑√’ ‰¡à ‡ÀÁπ Õß°ÿ¡“√®÷ßÕÕ°µ“¡À“·µàÀ“Õ¬à“ß‰√°Á‰¡àæ∫ æ√–π“ß ®÷ß§√Ë”§√«≠¥â«¬§«“¡∑ÿ°¢å‚»°®π ≈∫‰ª ‡¡◊ËÕøóôπ¢÷Èπ¡“ æ√–‡« —π¥√°Áµ√— «à“ ‰¥âæ√–√“™∑“π Õß°ÿ¡“√·°à™Ÿ™° ‰ª·≈â« ·¡â«“à æ√–π“ß®–‡ ’¬æ√–∑—¬ª“π„¥ æ√–π“ß¡—∑√’°‰Á ¥â √à«¡Õπÿ‚¡∑π“‰ªæ√âÕ¡°—∫æ√–‡« —π¥√„π°“√„Àâªî¬∫ÿµ√ ∑“ππ—Èπ¥â«¬

3.3 Maddhi Part; when Maddhi returned late in the evening and did not find her children around, she asked Vessantara of their whereabouts. But Vessantara kept silent. She then repeated the same question several times, yet Vessantara did not utter a single word. So, she again went into the forest and looked for the children the whole night. Next morning, when she returned, she fainted. Vessentara then helped her regain consciousness. That was the time he advised her of the whereabouts of the children and narrated the story. By then Maddhi had mustered up enough courage to endure the trauma. Surprisingly, she praised Vessantaraûs great act of conduct and charity

π“¬∫ÿ≠≈’ æ≈§”¡“° «‘∑¬“°√∑âÕß∂‘Ëπ ‰¥â∫√√¬“¬‡√◊ËÕß√“«æ√–‡« —π¥√™“¥° ·°àºŸâ‡¢â“Õ∫√¡ Picture 20 Mr.Boonlee Pholkhammak, a local guest speaker, told the story of The Vessantara Jataka tothe participants. √Ÿª∑’Ë 20

ºŸâ‡¢â“Õ∫√¡ øíß∫√√¬“¬°“√„Àâ§«“¡√Ÿâ®“° «‘∑¬“°√‡æ◊ËÕπ”‰ª„™â„π°“√‡ªìπ¡—§§ÿ‡∑»°å ∑âÕß∂‘ËπµàÕ‰ª Picture 21 Participants paid attention to listen to a guest speaker about knowledge and information of working local guides. √Ÿª∑’Ë 21

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10. °“√Ωñ°ªØ‘∫—µ‘°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ

∑’¡¡—§§ÿ‡∑»°å ®“° ¡“§¡¡—§§ÿ‡∑»°åÕ“™’æ ¡“™à«¬Ωñ°ªØ‘∫—µ‘°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ „Àâ°—∫‡¬“«™π Picture 22 A team of the Professional Guide Association joined the workshop to help with the training. √Ÿª∑’Ë 22

√Ÿª∑’Ë 23 °“√Ωñ°‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ Picture 23 Local Guide Training workshop in field work.

√Ÿª∑’Ë 24 ·¬°°≈ÿà¡Ωñ°°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ Picture 24 Dividing into groups for training.

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·∫àß°≈ÿà¡Ωñ°ªØ‘∫—µ‘°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ ¿“¬„π ‘¡ ‚¥¬∑’¡«‘∑¬“°√¡—§§ÿ‡∑»°åÕ“™’æ Picture 25 The participants divided into groups for local guide training workshop. Inside the Sim, the guest speaker from the Professional Guide Association was training them. √Ÿª∑’Ë 25

√Ÿª∑’Ë 26 ‡¬“«™π§π‡°àß Ωñ°°“√‡ªìπ¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ Picture 26 One of the smart child in the training.

√—∫¡Õ∫„∫ª√–°“»ºà“π°“√Õ∫√¡¡—§§ÿ‡∑»°å ∑âÕß∂‘Ëπ ®“°π“¬∑√ß√—µπå ∏π¡“≈“æß»å ºŸâÕ”π«¬°“√ ‚√ß‡√’¬π¥ß∫—ßæ‘ —¬π«°“√πÿ √≥å Picture 27 Receiving the Local Tour Guide Training Certificate from Mr. Songrat Thanamalaphong the Dircetor of Dong Bang Phisai Nawakarnnusorn School. √Ÿª∑’Ë 27

ºŸâ‡¢â“Õ∫√¡„π‚§√ß°“√¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ √—°…å·À≈àß‚∫√“≥ ∂“π»‘≈ª°√√¡ Picture 28 The participants of the local guide training workshop took a group photo. √Ÿª∑’Ë 28