The main three purposes of this thesis were 1) to study principles of coexistence both Buddhism and Islam, 2) to study educational management of Buddhism and Islam in Watthakarong community, Phra Nakhon Si Ayutthaya Province and 3) to analyze educational management for peace by Buddhism and Islam in Watthakarong community, Phra Nakhon Si Ayutthaya Province

Documentary research of the qualitative research was used as the research design. The analyzed documents consisted of primary documents were tripitaka and Quran. The secondary documents consisted of books, theses from Buddhism philosophers on Buddha and Islam, Community background. In-depth interview was used with key informants after document analysis.  Content analysis was employed to analyze the collected data data.

The results were found that

1. Principles and dogma of co-existence of Buddhism consisted of Pañcasãla, Pañcadhamma, four Brahmavihàra,  four Gharàvàsa-dhamma, six Saraneeyadhamma, four Saïgahavatthu and Islam principle was five Islamic principles and six Faith principles. People in Watthakarong community followed their religious principles and dogma as their life guidance and stay together happily and peacefully.

2. Educational managements were different from ethnic diversity, religious, and culture. However, these difference could blend community lifestyle both religions. Many cultures was adsorbed these blending without nationality or religious division. People in the community stay in the same place for long time ago that became outstanding of educational management including activities and religion ceremonies.

3. Educational management for peace by Buddhists and Muslims in Watthakarong community, Phra Nakhon Si Ayutthaya Province was analyzed as humanity dimension. It was found that human could learn by oneself to be alive and learn through workshops. The main aim of the study was changing learners from novice to be knowledgeable people with thinking strategies. In social dimension, it was found that knowledge structure and leaners’ need should be reformed and recovered through teaching methods and contents, and allowed learners to comprehend and accept each diversity. In culture dimension, it was found that culture knowledge integration should start with setting basic understanding of ethnographic ethics in community and should have teaching methods that supports learners’ success although learners were different on race, nationality, or social levels.

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