The New Challenging Program of 21st Century Women Education to Promote Peace and Harmony
Main Article Content
Abstract
Currently, the role of women to participate and promote peace and harmony is as an essential matter and become a new challenging for them. Especially in the 21st century, women have much more opportunity to be educated, to gain more knowledge in order to improve their life and society as well as they have more beautiful chance to promote peace and harmony for well-beings. However, to be strengthen on promoting peace and harmony in the messy society and cleavage in different religions. Thus the new effective education is as a key important to cope these challenging. Therefore this paper would present the concept of new challenging program of 21st century women education to promote peace and harmony (NCPCWEPPH). The fundamental of NCPCWEPPH is to integrate knowledge of peace and harmony to higher education students’ learning courses, continue practice and cultivate themselves from the beginning of studying until graduation, furthermore learn how to promote peace and harmony in to different societies, cultures, believe and religions.
Downloads
Article Details

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Anjum, M. R. (2017). International Journal of Scientific and Research Publications, Volume 7, Issue 4, April 2017 251.ISSN 2250-3153.
Comins, M.I. (2009) Coeducation: Teaching Peace from a Gender Perspective. A journal of peace research. Volume34, Issue4. October 2009. Pages 456-470.
Drydale, Johnston & Chiupka (2011). Towards s Definition and Models of Practice for cooperative and Work-Integrated Education. International perspectives of theory, research and practice. (2nd ed. P.19.) Lowell, MA: World Association for Cooperative Education.
Eames, C. & Cates, C. (2011). Theories of learning in cooperative and work integrated education. International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (2nd ed. pp.41-49.) Lowell, MA: World Association for Cooperative Education.
Gandhi, K. M. (2002). The Essential Gandhi: An Anthology of His Writings on His Life, Work, and Ideas, edited by Louis Fischer, with a Preface by Eknath Easwaran.
Groenewald, Drysdale, Chupka, Johnston (2011). Towards s Definition and Models of Practice for cooperative and Work-Integrated Education.International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (2nd ed. pp. 17-23.) Lowell, MA: World Association for Cooperative Education.
Khan, M.W. (2015). The Ideology of Peace. Goodword Books. New Delhi. P-94.
Kingsley, O.N. (2017).Oriental Traditions (Taoism): A Critical Option for Peace Building Initiative in the Contemporary Society. International Journal of Social Research (ISSN:2576-5531).
Lin, L. and Wang, Y. (2015). Confucius’ Teaching of Virtues and Implication on World Peace and Peace Education. Academia.edu.
Maas, K. M. (1990). Experiential learning and peace education. Peace & Change. Jul90, Vol. 15 Issue 3, p312. 19p.
Mohapatra, A.R. (1990). Philosophy of Religions. An approach to world religions. Sterling Publishers Private Limited. P-119,124,135-36,139,142-43,152.
Morgan, Kenneth W. (ed.) ‘The Path of the Buddha’, p. 12.
Nario-Galace, J. (2019). Women Teaching Peace: Shaping the Thought and Action of Future Generations. Asian Journal of Peacebuilding. May2019, Vol. 7 Issue 1, p89-104. 16p.
Rakesh, S. (2015). Buddhism and its message of peace. Retrived from: http://www.ayk.gov.tr/wp content/uploads/2015/01/SAKSANA-Rakesh-Buddhism-and-Its-Message-of-Peace.pdf.
Sovilla, E. S., & Varty, J. W. (2011). Cooperative and work-integrated education in the US, past and present: Some lessons learnt. In R K. Coll & K. E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (2nd ed., pp. 3-15). Lowell, MA: World Association for Cooperative Education.
ST Theresa International College. (2014). Internal educational quality assurance manual, higher education level. Retrieved from http://www.stic.ac.th/wp-content/uploads/2016/05/QA-manual-academic-year-2015-english.pdf.
Office of Higher Education Commission (OHEC). (2015). Manual for the internal quality assurance for higher education institutions.Bangkok, Thailand: OHEC.
Office of the National Education Commission. (2006). National qualifications framework for higher education in Thailand. Implementation handbook. (pp. 3-4). Bangkok, Thailand: OHEC.
Wang, H. (2013). Confucian Self-Cultivation and Daoist Personhood: Implications for Peace Education Research Article Front. Educ. China 2013, 8(1): 62–79 DOI 10.3868/s110-002-013-0006-0.