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| S.No | Particular | Page No. | |
|---|---|---|---|
| 1 |
Terdsak PanyajirathiwatAbstract: Since the history of Thailand around the third Buddhist century When Buddhism was propagated into Thailand until Buddhism prospered because the kings and rulers of each generation respected and nurtured Buddhism. Studies have shown that monks have made great contributions to the education of the nation for the first time. As a result, most of the people who received education from religious institutions in the past the son will come from a rural village where the family has low socioeconomic status. Therefore relying on the hope that the temple in the village is the only way of education that can be found for their children Buddhist monks have helped to alleviate the problem of inequality in educational opportunities that the entire Thai society has faced since the beginning. It was found that Buddhism played an important role in the study of Thai and Thai language. We also found that Thai language originated from Pali and Sanskrit. Combined with the import used in the first Thai language. |
 |
1-9 |
| 2 |
चन्द्रकान्तAbstract: छायावाद युग तक नारी की स्थिति में बहुत सुधार हो चुका था, उसका महत्व स्पष्ट हो चुका था। उस समय तक नारियों को पवित्रता की दृष्टि से देखा जाने लगा था। एक ऐसी दृष्टि जो नारी के रूप पर केवल विस्मित होना जानती थी। वह नारी के सौन्दर्य को महासौन्दर्य से एकाकार होना मानती थी। अतः छायावाद के कवि नारी रूप को दर्शन तथा चिंतन के धरातल से नीचे लाने के विरूद्ध थे। नारी के विषय में ऐसी ही दृष्टि सुमित्रानन्दन पन्त की भी रही। |
|
10-14 |
| 3 |
Ripunjoy BezbaruahAbstract: This paper examines the potential for transnational non-fiction literature to broaden perspectives and move beyond narrow national narratives in children's education in India. Drawing on postcolonial and globalization theories, this analysis examines a selection of transnational non-fiction texts for Indian children, exploring how they present diverse global perspectives while maintaining cultural relevance. The paper argues that carefully selected transnational non-fiction can play a crucial role in developing more cosmopolitan worldviews and critical thinking skills among Indian youth, thereby preparing them for an increasingly interconnected world. At the same time, it considers some of the challenges and tensions involved in incorporating transnational perspectives within the Indian educational context. The findings have implications for curriculum development, children's publishing, and approaches to global citizenship education in India and other postcolonial contexts. |
|
15-24 |
