Archaeological Astronomy of Prasats in Surin

ICER 2011: Learning Community for Sustainable Development:
September 9-10, 2011, KKU, Thailand

The Poster for Archaeo-Astronomy and Geology of Prasats in SURIN
Province: the Learning Material
Sakanan Anantasook1 (anantasook@gmail.com)

Abstract

The purposes of this research study were to find the ages, the purposes and types of Prasats or
the ancient Thai castles in relation to the direction of their constructions from 30
archaeological sites in Surin. The directions of their constructions were measured from the
true north with a compass. The results revealed:

1. The age of each Prasat was related to the direction of its construction; the construction of
each Prasat that started in an equinox observed by the early rise of the sun tended to be
infinitely variable according to the figure given. During the centuries of Buddhist Era, 16th-
17th and 23rd-24th, the directions of the construction lying in the east, the Prasats faced the
south to the point of the rising sun. On the other hand, in 16th-17th and 18th B.E. centuries, the
directions of the construction lying in the west, the Prasats turned to the north where they
faced the rising sun.

2. The purposes of construction were related to the ages. Prasats were erected as divine places
in 13th-17th B.E. centuries. Then, they became the hospital pavilions in 18th B.E. centuries.
Finally, they were set up as the Buddhist places in 24th B.E. centuries, and they were also
related to their directions of construction as well as their ages.

3. The types of Prasats were related to their ages. In 13th-17th B.E. centuries, Parsats were
made of bricks and with certain artifacts called Tabhlang on the top. After that, in 16th-17th
B.E. centuries, they were constructed by using sandstone and red brick stone (Silalang) with
certain artifacts called Tabhlang on the top. Then, the construction turned to the use of red
brick stone in 18th B.E. century. In the turn of 23rd until the end of 24th B.E. centuries, Prasats
were made of bricks and there was a correlation with their directions and ages.

The findings were brought to design as the poster of the Archaeo-Astronomy and Geology of
the Prasats in Surin province. This research study was partially conducted to promote the local
sciences and benefit the action of archaeological astronomy and local wisdom titled
“Archaeo-Astronomy and Geology of Prasats in Surin” in the fulfilment of Globe Astronomy
and Galaxy course of secondary school level.

Keywords: Learning Material, ancient Thai castles, Archaeo-Astronomy, poster of prasats

1
Ph.D. Student, Science Education Program, Faculty of Education, KKU, Thailand

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Research background and rationale
Surin province has its own saying “Surin, Land of Elephants, Beautiful Silk Fabric,
valuable amulets, wealth for Prasats, sweet cabbages, pleasant rice, and sources of culture.”
Focusing on solely Prasats, Surin has 30 registered Prasats recorded by The Fine Arts
Department. However, at present, there are small numbers of Prasats, especially those which
are well-known, presented to general public. Most of information is presented in terms of
dimensions of art, legends, and cultures. In contrast, recently, Thai people have initially paid
much attention to the history and culture of the ancient Kmar Prasats since July 2008.

Therefore, the researcher presented the new body of knowledge concerning Prasats in
Surin in 2 main issues: (1) the archaeological astronomy in the facets of the directions of the
constructions of Prasat by measuring from the true north and (2) geology in terms of
constructional materials of each Prasat in order to find their relation with their ages and
produce a poster as a learning material to support local science learning and to expand this
finding to general public extensively.

The researcher has studied about archaeological astronomy, the geology of the
Silalang, the measuring tool for the direction of the construction of Prasat, and general
features of Prasats in Surin in order to design the investigation which is divided into 3 parts as
follows:
Data collection: to see the relation of their ages, purposes of construction and their
types in relation to their directions
Producing the poster: to promote local science learning, to expand the knowledge to
wider societies and to be used as the action lesson of astronomy and local wisdom titled
“archaeological astronomy and geology of Prasats in Surin”
Producing the manual of the action lesson for archaeological astronomy and local
wisdom to be used as a class management in the course of Globe Astronomy and Galaxy for
secondary school level

The researchers’ attempt is to produce 2 pieces of work as below:
The poster of Archaeo-Astronomy and Geology of Prasats in Surin
The manual for action lesson for Astronomy and Local Wisdom titled “Archaeo-
Astronomy and Geology of Prasats in Surin”

The purposes of the research
To study the relation of ages, the purposes of the construction and types of Prasat
with the directions of their construction
To design and produce the poster of Archaeo-Astronomy and Geology of Prasats in
Surin
To design and produce the manual for action lesson for Astronomy and Local
Wisdom titled “Archaeo-Astronomy and Geology of Prasats in Surin”

Methodology

Part 1: Data collection: to see the relation of their ages, purposes of construction and
their types with the directions of their structure
1. The researchers and six students from the Junior Researcher Club studied and
gathered some initial data of Prasats in Surin – Prasat Srikrapumi, Prasat Sangkae, Prasat
Yaingao, Prasat Poomipone, Prasat Banhuang and Prasat Muangtee – on the 2nd August,

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2008. The researchers wanted to find dimensions of science from each Prasat; therefore
measuring the direction of the Prasats by using the compass to see how different the
directions of all the Prasats were, and then the differences were used to design how to collect
the data.
2. After having planned how to gather the data and produced the compass used to
measure the direction of Prasats from the north, the researchers tested their measuring tools
by measuring the directions of Prasat Kumdin, Prasat Sanom, Prasat Wadpoesritat, Prasat
Bannonghin, and Prasat Nangbuatoom. The testing proceeded by the researchers took place
on the 6th September, 2008, and then retested by the students from the Junior Researchers
Club on the 10th September, 2008 to verify the results.

3. Planning the traveling to gather the data during 13th-14th September, 2008. The
researchers had the students involve in collecting data. Apart from one group of the
researchers, the students were divided into the other three groups, so there were four groups to
collect the data. Each group had to measure six points, thus adding up to 24 points for
measuring in total.
4. Proceeding to collect the data at each of the Prasats according to these three
procedures below:
4.1 Recording the Prasats from the north, the south, the east and the west
including general features of them, and measuring the directions of the outer structure of each
Prasat in details with digital cameras to select the proper pictures afterward
4.2 Measuring the directions of the constructions of Prasats based on the
arrangement of their constructional materials or the remaining traces, the ancient people left;
then all the results were calculated to find the average and identified by the symbols: +
meaning the east and – meaning the west.
4.3 Exploring the materials used to construct the Prasats
5. Classifying the types of the Prasats according to their constructional materials
6. Analyzing the data to find the relation of ages, the purposes of construction and
types of the Prasats with the directions of the outer structures of each Prasat

Part 2: Producing the poster as a source of local science learning to spread the
findings around and be used as an action lesson for Astronomy and Local wisdom titled
“Archaeological Astronomy and Geology for Prasats in Surin” in the course of Globe
Astronomy and Galaxy for secondary school level.
1. Designing the poster by presenting the data in form of pictures or graphs including
the background colors and the front colors within the size limit of 21× 30 square inches
2. Choosing the proper pictures and cropping the pictures by ACDSee program
3. Identifying approximately the geographic coordinate of the Prasats from the
website: www.pointasia.com
4. Preparing the basic information of each Prasat including name, location, latitude,
longitude, type, age, purpose, direction of the construction and also all the information
concerning the archaeological astronomy and geology of Prasats in Surin
5. Producing the poster according to the designed model by using the Illustrator
program
6. Having the poster checked by teachers, students from Naraikhumpongwittaya
school and the villagers from Ban Nonjampa to correct it as the first revision according to
their suggestions

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7. Rechecking by the same group of local people to correct it as the second revision.
8. Checking the second revision in details to find whether or not there is an error
remaining
9. Sending the final revised version to the publisher

Part 3: Producing the manual of action lesson of Astronomy and local wisdom
The results and learning materials (the poster of Archaeo-Astronomy and Geology of
Prasats in Surin) were incorporated into how to design the action lesson before presenting the
report from it. Moreover, the explanatory answer keys of the action lesson were done. The
main reason is to bring about the manual for secondary school level in the course of Globe
Astronomy and Galaxy. The action took place in a classroom for two hours and one hour
outside the classroom.

Results
Part 1: The correlation of ages, the purposes of construction and types of Prasats and
how the Prasats were constructed in relation to their directions as shown in Table 1

Table 1 shows the ages, the purposes, types in relation to the directions of how the Prasats
were constructed
Names of Prasats Ages Purpose Type Direction of
(Buddhist construction
Era or B.E.) (degree)
1. Prasat Pumipone 13 divine place Brick with
Tabhlang +1.0
2. Prasat Sangsilchai 14-15 divine place Brick with
Tabhlang -8.2
3. Prasat khumdin 16-17 divine place Brick with
Tabhlang -3.5
4. Prasat 16-17 divine place Silalang stand 0.0
Bannonghin
5. Prasat Bananan 16-17 divine place Brick with
Tabhlang +5.8
6. Prasat Beng 16-17 divine place Brick with
Tabhlang +6.0
7. Prasat Meechai 16-17 divine place Brick with
Tabhlang +7.8
8. Prasat Yai-ngao 16-17 divine place Brick with
Tabhlang +8.3
9. Prasat Bansanom 16-17 divine place Silalang stand +9.4
10. Prasat 16-17 divine place Silalang stand
Watpoesritat +9.6
11. Prasat Tanong 16-17 divine place Silalang stand
(Bapuan) +1.2
12. Prasat 16-17 divine place Brick with
Srikraphumi (Bapuan) Tabhlang -3.9
13. Prasat Banpruang 16-17 divine place sandstone
(Bapuan) -8.4
14. Prasat 16-17 divine place sandstone -10.6

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Tamuanthom (Bapuan)
15. Prasat Ora-nga 16-17 divine place Silalang stand
(Bapuan) -10.6
16. Prasat 16-17 divine place Silalang stand
nangbuatum (Bapuan) -19.6
17. Prasat Tamuan 18 Dhamma Silalang stand
Pavilion -17.7
18. Prasat 18 hospital Silalang stand
Tamuanhod -8.9
19. Prasat Changpee 18 hospital Silalang stand -7.7
20. Prasat 18 hospital Silalang stand
Banchanieng -4.5
21. Prasat Banprasat 18 hospital Silalang stand -3.5
22. Prasat Banpile 18 divine place Brick with
Tabhlang -1.6
23. Prasat Chompra 18 hospital Silalang +5.3
24. Prasat Tamon 23-24 Buddhism Brick 0.0
place
25. Prasat 23-24 Buddhism Brick 0.0
Banlamduan place
26. Prasat Praperd 23-24 Buddhism Brick
place +6.8
27. Prasat Muangtee 23-24 Buddhism Brick
place +8.9
28. Prasat 23-24 Buddhism Brick
Hmuensrinoiy place +10.8
29. Prasat 23-24 Buddhism Brick
Trapiengteiy place +11.8
30. Prasat Tong 23-24 Buddhism Brick
place +17.2

The directions of construction and the ages from Table 1 were plotted in the graph
shown below.

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กราฟที 1 แสดงความสัม พันธ์ ระหว่างทิศทางการวางตัวปราสาทกับ อายุ การก่ อสร้ างปราสาทในจังหวัดสุ รินทร์
20

15

10
ทิ ศทางการวางตั ว (องศา)

5

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

-5

-10

-15

-20
ปราสาทลํา ดับที 1-30 (เรี ยงตามอายุการก่อ สร้ างจากพุทธศตวรรษที 13-24)

(Note: 1. The Prasats were arranged in years of B.E. (Buddhist Era) century order, so
B.E. years were taken into consideration.
2. No. 1: B.E. 13th, No. 2: B.E. 14-15th, No. 3-10: B.E. 16-17th, No. 11-16: B.E.
16-17th (Bapuan), No. 17-23: B.E. 18th, No. 24-30: B.E. 23-24th)

The results in Part 1 and graph 1 were analyzed and presented into 3 issues as below:
1. Ages were related to the directions of how Prasats were constructed. The
constructions relied upon the onset of the sunrise in the east, and on condition that the
establishment of Prasats started on equinox, there were changeable tendency in relation to the
directions of their constructions and ages. In 16-17th and 23-24th B.E. centuries, the directions
of the constructions were formed in the east degree; in other words, the front of Prasats turned
to the south according to direction of the sunrise. In addition, in 16-17th (Bapuan) and 18th
B.E. centuries the directions of Prasats turned to the west degree; in other words, the front of
Prasats turned to the north according to direction of the sunrise.
2. The purposes of the constructions were related to the ages. In 13-17th B.E. centuries,
the Prasats were built as the divine places, but in 18th B.E. century, most of the Prasarts were
constructed as hospital. In 23rd-24th B.E. centuries, they were built as Buddhist places.
Moreover, the purposes were related to the directions of the constructions as well as their
ages.
3. Types of Prasats were related to their ages. In 13-17th B.E. centuries, Prasats were
made of bricks and with certain artifacts called Tabhlang on the top. In 16th-17th B.E.
centuries (Bapuan), Prasats were built of sandstones and Silalang and in 18th B.E. century,

450


Prasats were built of Silalang. In 23rd-24th B.E. centuries, they were built of bricks and also
related to the directions of their constructions as well as their ages.

Part 2: Producing the poster: the source of local science learning
The results from Part 1 were taken into consideration in order to produce the 21×30
square inch poster for the following purposes:
1. To stimulate general people to have their own science perspectives toward Prasats,
and promote them to study further about Prasats and to use it as the information
for visits to Prasats in Surin.
2. To produce the action lesson of Astronomy and Local wisdom titled
“Archaeological Astronomy and Geology of Prasats in Surin in the course of
Globe Astronomy and Galaxy at the level of secondary school. However, the
results from Part 1 were not included in the poster.

The results from Part 1 were arranged according to the directions of the constructions
of Prasats from the farthest east degree (17.2) to the farthest west degree (19.6) as shown in
Table 2. The results revealed that the groups in the east and the west degree had a tendency in
relation to their ages (old or older), types (made of bricks or Silalang). The colors from the
poster were more attractive than the arrangement from the west degree to the east degree.
In addition, there were pictures and information of another four Prasats, but none of
their direction focus based on their constructions due to the movement of the stands causing
destructive conditions as well as their different structures from Prasats that were studied in
general. Moreover, the important information of each Prasat was added in the poster. They
were the locations of the Prasats, geographic coordinates (Longitude and Latitude), types of
Prasats, their ages and the directions of their constructions in order to produce the poster of
Archaeo-Astronomy and Geology of Prasats in Surin as shown in Picture 1.
Table 2 shows the directions of the constructions of Prasats in relation to their ages, purposes
of constructions and types.

Names of Prasats Directions of Ages Purposes Types
constructions (B.E. century)
(degree)
1. Prasat Tong +17.2 23-24 Buddhist Brick
place
2. Prasat Trapiengtei +11.8 23-24 Buddhist Brick
place
3. Prasat +10.8 23-24 Buddhist Brick
Hmuensrinoiy place
4. Prasat +9.6 16-17 Divine Place Silalang stand
Watpoesritat
5. Prasat Bansanom +9.4 16-17 Divine Place Silalang stand
6. Prasat Muangtee +8.9 23-24 Buddhist Brick
place
7. Prasat Yai-ngao +8.3 16-17 Divine Place Brick (with
Tablhang)
8. Prasat Meechai +7.8 16-17 Divine Place Brick (with
Tablhang)

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9. Prasat Praperd +6.8 23-24 Buddhist Brick
place
10. Prasat Beng +6.0 16-17 Divine Place Brick (with
Tablhang)
11. Prasat Bananan +5.8 16-17 Divine Place Brick (with
Tablhang)
12. Prasat Chompra +5.3 18 Hospital Silalang
13. Prasat Tanong +1.2 16-17 (Bapuan) Divine Place Silalang
14. Prasat Pumipone +1.0 13 Divine Place Brick (with
Tablhang)
15. Prasat 0.0 16-17 Divine Place Silalang stand
Bannonghin
16. Prasat 0.0 23-24 Buddhist Brick
Banlamduan place
17. Prasat Tamuan 0.0 23-24 Buddhist Brick
place
18. Prasat Banpile -1.6 18 Divine Place Brick (with
Tablhang)
19. Prasat Banprasat -3.5 18 Hospital Silalang
20. Prasat -3.5 16-17 Divine Place Brick (with
Bankhumdin Tablhang)
21. Prasat -3.9 16-17 (Bapuan) Divine Place Brick (with
Srikraphumi Tablhang)
22. Prasat -4.5 18 Hospital Silalang
Banchanieng
23. Prasat Changpee -7.7 18 Hospital Silalang
24. Prasat 14-15 Divine Place Brick (with
Sangsilchai -8.2 Tablhang)
25. Prasat Banpruang -8.4 16-17 (Bapuan) Divine Place Sandstone
26. Prasat 18 Hospital Silalang
Tamuanthom -8.9
27. Prasat Ora-nga -10.6 16-17 (Bapuan) Divine Place Silalang stand
28. Prasat 16-17 (Bapuan) Divine Place Sandstone
Tamuanthod -10.6
29. Prasat Tamuen 18 Dharma Silalang
-17.7 Pavilion
30. Prasat 16-17 (Bapuan) Divine Place Silalang
Tanangbuatum -19.6

Part 3: Producing the handbook of the action lesson of Astronomy and Local wisdom

The researchers designed the action lesson, reported the action lesson in practice and
provided explanatory answer keys of the action lesson of Astronomy and Local wisdom titled
“Archaeo-Astronomy and Geology of Prasats in Surin” in order to make it as a handbook for

452


students at secondary level for the course of Globe Astronomy and Galaxy. The handbook
requires students to take action according to the guidelines for two hours in class and one hour
outside of the class. The subject group was 45 students in Grade 10 at Nariakhumpongwittaya
School. The students were enthusiastic and interested in the group activity. They knew more
about Prasats in Surin; moreover, their scores from the course of Astronomy and Local
wisdom were above 70 %.
In addition, the researchers wrote the lesson plans of the action lesson of Astronomy
and Local wisdom for the class management. They also produced the learning module based
on this research that is available on website (www.krusmart.com) for students to learn
through the Internet networks. Additionally, teachers and the interested can apply this to their
class management for the benefits of education and society.

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Figure 1 The poster of Archaeo-Astronomy and Geology of Prasats in Surin

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Recommendation

1. Prasats in Surin are somewhat small built by people in the community. The
constructions of Prasats depended on the direction of the sunrise; in other words, Prasats had
to face that direction. However, for the convenience, the ancient people might not be much
concerned about the exact direction of the sunrise and the sunset on equinox although, from
the research results, it revealed that the ancient Kmar people were good at the four main
different directions (the north, the south, the east and the west) by predicting their directions
based on the directions of the sunrise and the sunset.
2. The constructed poster of Archaeo-Astronomy and Geology of Prasats in Surin
should be used more widely as the following:
1) The source of local science learning supplementary for the primary level.
2) The sightseeing manual for travelers visiting Prasats in Surin
3) The educational references about Prasats in Surin for other researchers and
general public
4) The class supplementary sources for the course of community and local history in
the matter of Prasats in Surin
5) The class supplementary sources for the course of Globe Astronomy and Galaxy
in the matter of Astronomy and Local wisdom
3. This research should be further studied in a class to find whether it is beneficial for
the class overall or not by analyzing the learning achievement in the academic year 2009.
4. There should be the applied and integrated curriculum of learning about Prasats in
Surin for all subjects.

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Archaeological Astronomy of Prasats in Surin

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