World Religions: Buddhism for Int 2 and Higher - Part One



Religious, Moral and

Philosophical Studies

World Religions – Buddhism

[INTERMEDIATE 2;

HIGHER]

Angela Brown

[pic]

The Scottish Qualifications Authority regularly reviews the arrangements for National Qualifications. Users of all NQ support materials, whether published by LT Scotland or others, are reminded that it is their responsibility to check that the support materials correspond to the requirements of the current arrangements.

Acknowledgement

Learning and Teaching Scotland gratefully acknowledge this contribution to the National Qualifications support programme for RMPS.

First published 2004

This publication may be reproduced in whole or in part for educational purposes by educational establishments in Scotland provided that no profit accrues at any stage.

ISBN 1 84399 053 9

CONTENTS

|Staff notes | 4|

|Section 1: Introduction |7 |

|Buddhism, an overview | |

|What does it mean to be human? |8 |

|Factfile – the human being |9 |

|Section 2: The human condition |11 |

|The Three Universal Truths | |

|The Wheel of Life |13 |

|Dependent origination: cause and effect |165|

| |6 |

|The Four Noble Truths |25 |

|Section 3: The goals |28 |

|Kamma and skilful actions | |

|Nibbana |33 |

|Section 4: The means |39 |

|The Three Jewels – The Buddha |40 |

|The Dhamma |42 |

|The Sangha |45 |

|The Noble Eightfold Path |51 |

|Bibliography |61 |

|Glossary |63 |

STAFF NOTES

Introduction

The student materials contained in this pack have been written to support the study of Buddhism in the World Religions unit at Higher and Intermediate 2 levels. Tutors who intend to present students for certification in these units must read the relevant national unit specifications and statements of standards before using these materials.

The materials are divided into three sections to reflect the organising principles in the World Religions unit. Each section also has a number of sub-divisions which explore the content relevant to each organising principle at Higher level. Those teaching Buddhism at Intermediate 2 level may wish their students to work through all the materials but place less emphasis on an in-depth study of certain aspects of the content. Others may wish to adapt the materials by removing some sections. This is a matter for each individual’s professional judgement. Tutors should read the national unit specifications and statements of standards before deciding on this issue. These give a clear indication of the differences between the Higher and Intermediate 2 unit.

Comments on content

Each section contains the following:

• Student information

• Student activities

• Suggestions for further research

• Suggestions for further reading.

The student information provides an introduction to the sources, beliefs and practices to be studied in this unit. It is very important that tutors discourage students from relying exclusively on this information: it should be emphasised that an appropriate depth and breadth of knowledge will only be acquired through wider reading and research. Tutors should supplement the information with additional textual, internet and audiovisual resources.

Visiting speakers from the Buddhist community could be invited to talk to students. This could help to bring the information ‘alive’. It could also help students to fully understand how the Buddhist faith influences the lives of its members in contemporary Scottish society.

Staff Notes

There is a variety of suggested student activities. Some activities are designed to help develop knowledge and understanding of the Buddhist faith. Other activities help students to engage with, and reflect upon, the sources, beliefs and practices they study. Tutors may wish to use all the suggested activities as they appear; or they may adapt them to suit the needs of the students in their classes. Alternatively, tutors may wish to develop their own activities. The approach taken is a matter for the professional judgement of each tutor based on his or her knowledge of the students studying the unit.

The suggestions for further research and reading are included to help students deepen their understanding of the Buddhist faith. They will also help tutors who wish to encourage their students to take some responsibility for their own learning by developing investigative skills. Additional suggestions may be added by the tutor to reflect the resources available.

Each tutor has her or his own preferred approaches and strategies for providing a positive learning experience to students. Students also have their own individual learning styles. For this reason care has been taken to give examples of a wide variety of activities in the student activities sections. However, the examples provided are not exhaustive and a list of all the suggested activities which appear in the Higher and Intermediate 2 course guidelines is given below:

• tutor presentations of information

• tutor-led ‘question-and-answer’ sessions

• individual study which is reinforced by structured questions

• individual, group or paired work which is focused on the retrieval of

information (e.g. text, video or internet research accompanied by a

list of predetermined questions)

• individual, group or paired work which is focused on expressing opinions,

beliefs and values in relation to a set topic – ‘controversial’ statements may

be used as a stimulus for discussion

• feedback sessions from individual, group or paired work which involve recording information, ideas, opinions and conclusions

• multiple-choice questions – these may be attempted individually, in pairs or in groups; they could be approached in the manner of a ‘formative assessment’, ‘quiz’, ‘match-up’ or ‘arranging under the correct headings’ exercise

• ‘true or false’ activities which require the individual, group or pair to give reasons for the choice of answer

• visits by external speakers which involve both ‘presentation’ and ‘feedback’

• structured debates in which candidates are required to propose or oppose a motion which may not be in agreement with their personal views

• visits to information centres, places of worship, community centres or external

debates

• homework exercises which are designed to reinforce or extend the activities in the classroom or lecture theatre

• structured individual, group or paired study of sources

• attempting ‘past paper’ questions individually or in groups or pairs

• feedback from unit assessments which highlights the ‘achievements’ and ‘next steps’ for each student.

Staff Notes

Students should also be given frequent opportunities to discuss and reflect upon their own experiences, beliefs and values. This will ensure that the study of Buddhism makes a significant contribution to each student’s personal and social development.

Further reading

A list of resources which will help tutors to increase their own knowledge of the Buddhist faith appears at the end of this guide. Some of the suggested resources may also be suitable for use with students.

SECTION 1

Introduction

Buddhism – an overview

Buddhism is named after the title given to its founder, Siddhatta Gautama – the Buddha. He was born in Kapilavastu in Northern India in about 563 BCE and died at the age of 80 in about 483 BCE. The exact dates are unknown to us, but all we need to know is that he lived for about eighty years sometime between the sixth and eighth centuries BCE.

The religion of Buddhism was spread from India to Sri Lanka and Thailand by its early followers. The form of Buddhism that exists in these countries today is known as Theravada (the Teachings of the Elders) and resembles the earliest forms of the religion. Buddhism itself died out in India for many centuries although it has now regained popularity with some groups of Indians who have rejected the caste system of Hinduism.

These support materials are based on the teachings found within the Theravadist tradition. Where they look at adaptations, explanations will be given.

When this tradition of Buddhism was taken into Northern Asia it underwent many adaptations, as it tried to make itself relevant to the people living in the different areas. Buddhism spread into China, Vietnam, Korea, Japan, Mongolia, Bhutan and Tibet. Today this Buddhism is referred to as Mahayana (the Greater Vehicle) and contains many different branches or schools, including Pure Land, Nichiren Shosu, Yoga Cara, Zen Tendai and Tibetan. This last school is sometimes considered to be a different form of Buddhism in its own right and is called Vajrayana (or Thunderbolt Vehicle).

Buddhism became more widely known in the west during the twentieth century. Members of many of the different schools of Buddhism now have established links with western countries and have attracted new followers. Two of the best known communities in Britain are the Theravada Forest Hermitage viharas in Warwickshire, Middlesex and Hampshire and the Samye Ling Tibetan vihara in Eskdalemuir, Dumfriesshire. In addition, the formation of the Friends of the Western Buddhist Order by Sangarasita – a British-born Theravada-ordained monk – has made the teachings and practices of Buddhism easier for many western people to understand, and to follow. FWBO communities exist throughout Britain.

Buddhism is now an international religion with over 300 million followers worldwide.

Introduction

What does it mean to be human?

In this pack we are going to look at some of the answers that a Buddhist might give to this question. Before we do, it will be helpful to think about your own ideas and your experiences of what it is like to be a human being. We are all different in many ways – we look different, have different lives and experiences – but we all have the common experience of living a human life.

Activity 1

Think about, discuss and record your class’s ideas and answers to these questions:

(a) Where does human life come from?

(b) What different things make up a human being?

(c) What makes human life happy and enjoyable?

(d) What makes human life unhappy and difficult?

(e) What do human beings need for survival?

Activity 2

Take a note of all the different ideas you discussed in the previous activity and review them before completing this exercise.

(a) Circle all the ideas which you think help to describe what it is like to be a

human being.

(b) Use these ideas to help you make up your own ‘profile’ of a human being.

You could present your ideas as a piece of writing, a poem or use them to complete the factfile on the next page.

Introduction

Factfile – The human being

|1. The origins of human life: |

|2. The different parts of a |

|human being: |

|3. The things which make life |

|happy and enjoyable: |

|4. The things which make life |

|unhappy and difficult: |

|5. The essentials for human |

|survival: |

| |

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