A Buddhist-Muslim Partnership Model for strenghtening solidarity in the Local Community

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (Buddhist Studies). 

The research objectives are threefold: (1) to examine community solidarity and the factors that strengthen it between Buddhists and Muslims in Tha-It; (2) to design, implement, evaluate, and follow up on a Buddhist-Muslim partnership program for enhancing community solidarity; (3) and to present a conceptual model for such partnerships. Despite the historical harmony in Tha-It, the findings reveal that interfaith initiatives have been limited, leading to a perception that the interfaith bond lacks depth, particularly in educating youth about mutual respect and understanding. Addressing this requires sustained efforts in interfaith education to ensure that the younger generation upholds these values, fostering a deeper and lasting interfaith connection. The study also underscores the vital role of ethnic, religious, nationalist, and familial ties in strengthening community solidarity across Southeast Asia, particularly in Thailand. Using the tripartite framework of bonding, bridging, and linking social capital, the research explores how these connections function within tightly knit groups and extend across diverse social groups, facilitating broader interactions and access to resources from formal institutions. Religious values significantly impact these dynamics and can either facilitate or hinder integration into social networks and interactions. The implemented partnership program led to the creation of a Buddhist-Muslim partnership model designed to enhance community cohesion. The model is structured around four stages: establishing a partnership foundation, engaging in interaction, reflecting and learning, and focusing on sustainability and continuous improvement. The first stage emphasizes mutual understanding, respect, and collaboration across different religious backgrounds, particularly focusing on youth engagement. The model integrates teachings from Buddhism and Islam, elements of the Royal Educational Policies of King Rama X, and conflict resolution education to establish a foundation for sustained interfaith cooperation. The second stage encourages active participation in community projects, fostering inclusivity and addressing common community needs. The reflection stage allows participants to share experiences and deepen interfaith understanding and solidarity. Finally, the model stresses continuous evaluation and collaboration with external bodies to ensure its sustainability and responsiveness to community needs.