เกษตรศาสตร์สร้างศาสตร์แห่งแผ่นดิน วันจันทร์ที่ 20 กรกฎาคม 2569 เวลา 17.00 น.

Main Ideas, Concepts, and Lessons

1) Purpose of the Live Session (Role Models / Alumni)

• The session is a live-stream in an Agricultural Science course, framed around “role models.”
• University seniors/alumni are presented as role models, sharing guidance based on real experiences.
• Participation and logistics:
  • Students are encouraged to watch carefully, ask questions in chat, and complete a “role model worksheet.”
  • A QR code is said to become available after the live stream ends.
  • Attendance may be checked during the stream (suggested by subtitles indicating possible mid-stream checking).
• The speakers emphasize that advice should be written down (ideas/thoughts/pride matters) so it can be used later.

2) Introduction of the Alumni Role Model (Dr. Benjapol / Ben)

The main role model is introduced as:

• Benjapol Ben (referred to as Dr. Ben) from Kasetsart University
• Veterinary background:
  • Faculty of Veterinary Science, Kasetsart University (class year: 66)
• Current role:
  • Director of Phanalai Animal Hospital
• Work history:
  • Previously worked at Kasetsart University-related animal facilities (animal hospital / wildlife unit / pet clinic), and later ran the animal hospital.

Hospital focus:

• Treats exotic/special animals, including:
  • birds, mice, snakes, rabbits, and other wildlife/exotics
• This means care isn’t limited to common “pet” categories (e.g., cats/dogs).

3) Origin Story: Why Ben Chose Veterinary Work

Ben explains his path was not initially straightforward; his motivations evolved over time.

Key influences and formative experiences:

• In high school, he became involved with birds/parrots through a small-scale trading activity:
  • buying low-cost birds, reselling, and learning the consequences
• He describes trouble caused by ignorance of knowledge and legality/social rules involving wildlife.
• A turning point came from a shift in perspective:
  • When he viewed birds through binoculars, they looked beautiful, not “messy,” helping him realize the harm in capturing or injuring animals.
• School trips focused on science/wildlife observation/camera monitoring, further strengthening his interest.

Societal theme:

• His generation carried traditional expectations that children should become doctor/engineer
• He redirected those values toward what he cared about: animals, especially wildlife
• He chose Kasetsart University’s agriculture/veterinary track as the best fit at the time, influenced by:
  • tradition
  • national focus on agriculture
  • alignment with his goals

4) Life at University: Adapting, Making Friends, Coping

Ben describes major transitions:

• He had to adapt to two campuses (Bang Khen then Kamphaeng Saen)
• Travel time and logistics were very different from high school
• University life expanded his social world (dorms/apartments, new relationships, new friendships)

Friendships:

• Group projects and activities help students find friends and build support
• Ben emphasizes:
  • Friends bring happiness
  • Relationships can change over time; people come and go
  • True friends can last, but maintaining relationships requires time and effort

Mental health and modern pace:

• Ben contrasts earlier, slower relationship-building with today’s fast communication (internet/social media)
• He stresses:
  • taking care of mental health
  • building “immunity” (resilience)

5) Participation in Activities: Choosing What Fits You

Ben offers guiding principles for university activities:

• Activities can be fun, but energy and personality differ
• Avoid labeling:
  • Don’t assume people who don’t join certain activities are “bad”
• Self-understanding first:
  • Learn your own personality before choosing activities
  • Introverts/extroverts may experience group activities differently
• Learn through practice:
  • Growth comes from doing, not only talking about it
• Recommended approach:
  • Choose activities that match your strengths and protect your wellbeing
  • Joining clubs is framed as a way to connect your interests (e.g., wildlife/wildlife conservation clubs)

6) Learning Through Failure and Different Viewpoints (Empathy)

Ben highlights that growth often involves pain:

• You may meet people with different thinking styles
• Conflicts can arise in study or work due to ego or different approaches
• He frames it as:
  • You may “pay” for knowledge with relationship cost (sometimes losing friends temporarily)
  • Still, it develops empathy and a more cautious, mature mindset

Core principle:

• Use empathy and try to think from others’ perspectives.

7) Handling Disappointment, Exams, and “Standards”

Ben explains an assessment mindset:

• Standardized exams are “neutral” measurements of effort, not proof you are “bad”
• Example:
  • His high school GPA dropped when he entered university, which shocked and frustrated him
• He critiques purely punitive grading logic:
  • Some questions feel irrational unless you understand cause-and-effect
• Key lesson:
  • Don’t equate grades with personal worth
  • Aim for understanding and logical knowledge—not only score-chasing

8) Skills for the Workplace: Communication + Emotional Control + Self-Love

Ben outlines job-ready skills beyond classroom knowledge.

• Top priority: communication
  • Communicate clearly from the customer/service recipient perspective
  • Explain in a way others can understand; confusion harms trust and outcomes
• Emotion/stress management
  • Being able to “get yourself together” is critical
  • Emotional control is difficult but trainable through practice
• Self-love with realism
  • “Love yourself” is interpreted as having agency/control, not empty self-affirmation
  • Love may include expectations, but uncontrolled expectations can create harmful conflict
• Practical implication:
  • Choose responses wisely (like/dislike/indifference), avoid retaliation/chaos
  • Managing emotions helps prevent escalation in relationships

9) Leadership and Management: Business Thinking + Empathy

Ben connects clinical/science experience to management insights:

• Management/business science is part of running a hospital
• Administrative roles require:
  • aligning solutions with reality
  • understanding constraints
  • directing teams
• Decision-making conditions:
  • right place, right time, right person
• He emphasizes:
  • management involves trial-and-error and learning human behavior
  • success isn’t guaranteed; rejection/acceptance are both possible outcomes

10) Meaning of “Success” from Ben’s Perspective

Ben answers “What is success?”

• External view:
  • He is now an experienced doctor and director
• Internal definition:
  • Treating wildlife/exotics brings meaningful happiness
  • Success is being at peace with what you do and seeing value in small outcomes (e.g., an animal healing and returning to normal)
• Conservation perspective:
  • One animal’s healing doesn’t stop habitat loss—but it still matters personally and ethically
  • Larger environmental impacts (e.g., deforestation for economic reasons) are discouraging
• Happiness analogy:
  • success is a restful functional life—eating when hungry, sleeping when tired, staying healthy
• Consumer desire reflection:
  • wanting things (like a bike) may fade after purchase; it may not equal lasting happiness
• Purpose/meaning framing (Ikigai-like idea):
  • life purpose becomes clearer with responsibilities and compassion
  • the “end goal” of studying is framed as becoming meaningful to others

11) Wildlife Care and a Planned Rescue Center (Ayutthaya)

Ben responds to audience questions about treating bats:

• Wildlife/exotics are still animals
• Injured wildlife should be brought for care

Rescue unit reference:

• A wildlife rescue center in Ayutthaya is discussed
• It is described as:
  • partially pending legalization/registration
  • linked to the National Parks Department and historic designation
• Emphasis:
  • proper nursing and legal/structural setup

Financial barrier theme:

• Helping wildlife costs money
• Funding and self-building are needed before large-scale rescue work

Overall message:

• Build confidence and sustainable capacity first, then expand rescue efforts.

12) Creating Value for Society (Practical Daily Actions)

Ben closes with “value creation” guidance:

• Don’t start only with grand ideas—start at home:
  • help family (e.g., wash dishes)
  • care for pets
• He warns against rigid rules and excessive pressure
• People often take time to become truly “adults,” and that should be acknowledged

13) Advice for Younger Students (“Time Travel” Message)

The “time travel” question is answered as direct self-guidance:

• Control:
  • thoughts
  • mouth/speech
  • ears/senses (what you allow in)
• Additional guidance:
  • know yourself; be respectful to yourself
  • be true to your feelings without hurting others
  • don’t cheat or exploit; don’t get trapped in persuasion/manipulation
• Core motto repeated:
  • watch your ears, mouth, and mind/thoughts
  • practice self-improvement and self-honesty

---

Methodologies / Instruction-Like Content

A) How Students Should Participate and Fulfill Requirements

• During/after the live session:
  • watch carefully as alumni share advice
  • participate through chat:
    • ask questions by typing in the chat box
  • write reflections into the role model worksheet:
    • include key “ideas/thoughts” and any relevant notes
• Attendance:
  • check attendance via the system/student app
• QR code:
  • use it after the live stream ends (timing indicated as soon after)

B) How to Choose and Approach University Activities

1. Get to know yourself
   • identify whether you’re energized or drained by social/group activities
2. Don’t judge people by activity participation
   • non-participants aren’t automatically “bad”
3. Choose activities that match you
   • prefer clubs/activities aligned with interests and wellbeing
4. Learn through practice
   • don’t only talk about growth—experience it
5. Use activities for self-knowledge
   • reflect on behavior and communication with others

C) How to Handle Disappointment and Studying Setbacks (Grades/Exams)

• keep perspective:
  • standard grading is a measurement tool, not proof you’re “bad”
• focus on learning outcomes:
  • seek understanding/logic rather than chasing numbers only
• allow adjustment time:
  • expect shock when transitioning from high school to university

D) Workplace Skill Development (What to Practice)

• Communication skills
  • explain clearly from the service recipient/customer perspective
  • reduce confusion to build trust
• Emotion/stress management
  • practice calming/regaining control when plans don’t go well
  • recognize emotional regulation is hard but trainable
• Self-love as control
  • “Love yourself” = cultivate agency and realistic care, not blind expectations

E) Life Purpose and “Success” Framing

• define success internally:
  • be at peace with what you do
  • find meaning through contribution (healing, caring, responsibility)
• avoid shallow satisfaction loops:
  • recognize that buying desired things may not equal lasting happiness
• seek purpose via daily roles:
  • wake with responsibilities (helping, caring, treating/learning) rather than consuming pleasures

---

Speakers / Sources Featured (as Identified from Subtitles)

1. Dr. Ben (Benjapol / Ben) — Kasetsart University alumnus; Director of Phanalai Animal Hospital; main role model speaker
2. Moderator / host (unidentified) — introduces the livestream, manages questions/QR/attendance, guides the session
3. Questioners in chat / audience — students asking questions (e.g., about treating bats; general Q&A)
4. Dr. Satrakorn (mentioned) — credited as having provided/handed something to Ben (exact context unclear)
5. Professor Guche (mentioned) — referenced in a storytelling comparison (speaker does not appear directly)
6. Parents / seniors / teachers / friends — recurring influence sources (not individual named speakers in subtitles)