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4A Buddhism Scheme of work AS and A Religious Studies Introduction This scheme of work covers the A Level content in 19 weeks and assumes 4.5-5 hours per week. As all schools and colleges have different timetables and teach the courses in a different way, these schemes of work have been issued in Word format to allow you to cut and paste and use the materials to suit your department and teaching. There is no requirement to study arguments in the original text – except for specified texts required for study at A Level in the Anthology. The websites and resources listed in the Resources columns are simply indications of where texts may be found. As the following resources are referred to regularly throughout the scheme of work, the abbreviations given below are used. ● DM AS: Dominique Messent’s Buddhism material in Edexcel AS Religious Studies (2008). Note that the sections on Buddhism are on the accompanying CD-ROM. ● DM A2: Dominique Messent’s Buddhism material in Edexcel A2 Religious Studies (2009). Note that the sections on Buddhism are on the accompanying CD-ROM. Other resources are referred to in full as they appear in the scheme of work. It is not compulsory to study these in this format but candidates must be aware of the argument or view of those named in the Specification for each topic area. Texts in bold and referenced in the Anthology ARE compulsory for study at A Level. 2 © Pearson Education Ltd 2016 Week Topic Content Suggested resources 1 Introduction Introduction to Buddhism, the structure of the course and the assessment. DM AS and DM A2 P Cole & R Gray Edexcel Religious Studies for AS (Hodder Education, 2009) was endorsed for the 2008 specification and contains material on Buddhism. There are a number of general resources which you may want to refer to in your studies of this component: E Conze, Buddhist Scriptures (Penguin Classics 1969) W Rahula, What the Buddha taught (Oneworld publications, 2014) D Side, Buddhism (Philip Allan Updates, 2005). This text was written to support AS and A level students. Useful websites on Buddhist studies: www.buddhanet.net dharmanet.org https://journals.equinoxpub.com religiousstudies.stanford.edu Videos: www.pbs.org/show/the-buddha/ YouTube Buddhism videos 2 Religious beliefs, values and teachings © Pearson Education Ltd 2016 The Four Noble Truths The Four Noble Truths as the basis of Buddhism and the centrality of such for different Buddhists: B Bodhi, The Four Noble Truths www.beyondthenet.net/dhamma/fourNoble.htm 3 Week Topic Content Suggested resources a) The Three Poisons. D Keown, Buddhism. A Very Short Introduction (Oxford University Press, 1996), Chapter 4 D Keown, A Dictionary of Buddhism (Oxford University Press, 2004) b) The Buddha’s teaching on suffering and the cessation of craving/desire in the Four Noble Truths: dukkha, samudaya/tanha, nirodha and magga. Including reference to the nature of Enlightenment and nibbana. How these are understood in Theravada and Mahayana, both historically and in the contemporary world. 3 1. Religious beliefs, values and teachings (cont’d) D Side, Buddhism (Philip Allan, 2005), chapters 7,8 With reference to the ideas of D Keown and B Bodhi. W Rahula, What the Buddha taught (Oneworld publications, 2014) The Four Noble Truths (cont’d) DM A2 Chap 2: 2.1; 2.3; 2.4 c) The Eightfold Path: its summary in the Three-fold Way: ethics, meditation and wisdom the ethical principles of the Noble Eightfold Path: right action, right speech, right livelihood the qualities of metta, karuna and khanti the relationship between these principles and the Four Noble truths. B Bodhi, The Noble Eightfold Path www.beyondthenet.net/dhamma/nobleEight.htm How these are understood in Theravada and Mahayana, both historically and in the contemporary world. With reference to the ideas of D Keown and B Bodhi. D Keown, Buddhism. A Very Short Introduction (Oxford University Press, 1996), Chapter 4 D Keown, A Dictionary of Buddhism (Oxford University Press, 2004) Other useful sources: P Cole & R Gray, Edexcel Religious Studies for AS (Hodder Education, 2009) Unit 2 Area D D Side, Buddhism (Philip Allan, 2005) Chapter 4 4 4 1. Religious beliefs, values and teachings (cont’d) 1.2 The Five Khandas and the Three Marks of Existence How the three marks and the Five khandas are understood in Theravada and Mahayana, both historically and in the contemporary world, including how they may be linked to the rejection of the idea of the self and the non-existence DM A2 2.2 A reference book for the ideas of Buddhaghosa is in the Visuddhimagga www.accesstoinsight.org/lib/authors/nanamoli/Pa thofPurification2011.pdf. This is a large text and is an indicative/suggested source, should © Pearson Education Ltd 2016 Week Topic Content Suggested resources of God. students wish to study elements of this. Khenchen Thrangu Rinpoche, Everyday Consciousness and Primordial Awareness (2007). a) The three marks of existence and how these are reflected throughout existence and also through Buddhist teachings. The importance of this in understanding the nature of reality, the ultimate reality, and the meaning and purpose of life. b) The Five khandas in Theravada; death and the afterlife: the concept of rebirth, Nibbana, karma and the search for Enlightenment. The importance of this in understanding the nature of reality, the ultimate reality, and the meaning and purpose of life. Other useful sources include: W de Bary, The Buddhist Tradition in India, China and Japan (Knopf Doubleday Publishing Group, 2011), pp.9-12; D Side, Buddhism (Philip Allan, 2005), Chapters 8-11. With reference to the ideas of Buddhaghosa in the Visuddhimagga and T W Rinpoche. 5 1. Religious beliefs, values and teachings (cont’d) 1.3 The Three Refuges The meaning and significance of the three refuges: the Buddha, dhamma and the sangha. a) The significance of each of these for a place of refuge within Buddhism. b) The interrelationship between these three refuges. c) Different interpretations of the role and nature of the sangha and the role and nature of the Buddha. d) The implications of the refuges for worship and daily life. How these are understood in Theravada and Mahayana, both historically and in the contemporary world. DM AS 2.1 B Bodhi, Going for Refuge & Taking the Precepts www.accesstoinsight.org/lib/authors/bodhi/wheel 282.html T Bhikkhu Refuge: An Introduction to the Buddha, Dhamma, & Sangha www.accesstoinsight.org/lib/authors/thanissaro/r efuge.html Other useful sources: P Cole & R Gray Edexcel Religious Studies for AS (Hodder Education, 2009) Unit 1 Area C With reference to the ideas of B Bodhi, T Bhikkhu. © Pearson Education Ltd 2016 5 Week Topic Content Suggested resources 6 1. Religious beliefs, values and teachings (cont’d) 1.4 Key Moral Principles B Bodhi Going for Refuge & Taking the Precepts www.accesstoinsight.org/lib/authors/bodhi/wheel 282.html a) The Five Precepts. b) How these are understood in Theravada and Mahayana both historically and in the contemporary world. With reference to the ideas of P Harvey and B Bodhi. P Harvey, An Introduction to Buddhism. Teachings, history and practices (Cambridge University Press, 2013), Chapter 9. D Side, Buddhism (Philip Allan, 2005), chapter 12 7 2. Sources of wisdom and authority The Life and Work of the Buddha The life and work of the Buddha, its meaning and significance in its historical, religious and social context and the important teachings that his life exemplifies. (1) a) The key events of his life, including birth, childhood, the four sights, life as an ascetic, search for Enlightenment, Enlightenment, founding of the sangha, preaching, his death and parinibbana. b) Links with a range of religious groupings at this time, including their beliefs and practice. c) Understanding and assessment of sacrifices, caste systems, social and economic groupings and changes; types of authority and kingship. DM AS Chap 1 ANTHOLOGY (1) Armstrong K – Buddha, Chapter 3 Enlightenment, pp. 60–88 (Phoenix, 2002) ISBN 9780753813409 N Bhikkhu, The Life of the Buddha: According to the Pali Canon (Pariyatti Press, 2003) Other useful sources: W de Bary, The Buddhist tradition (Knopf Doubleday, 2011), chapter 2 P Cole & R Gray, Edexcel Religious Studies for AS (Hodder Education, 2009) Unit 1 Area C E Conze, Buddhist Scriptures (Penguin Classics, 1969), chapter 2 With reference to K Armstrong and N Bhikkhu. 8 6 2. Sources of wisdom and authority (cont’d) 2.2 The Tipitaka The significance, interpretation, use and treatment of the Tipitaka. D Keown, A Dictionary of Buddhism (Oxford University Press, 2004) © Pearson Education Ltd 2016 Week Topic Content Suggested resources a) The status of the Tipitaka as the teachings of the Buddha and its collection and formation. A reference book on the Tipitaka is Matthew Meghaprasara New Guide to the Tipitaka: A Complete Reference to the Pali Buddhist Canon (Sangha of Books, 2013). This is a very large text itself and should be used for reference. b) The different sections, along with their context: ● Vinaya Pitaka and how this aims to produce a cohesive community ● Sutta Pikata and the search for Enlightenment ● Abhidhamma Pitaka and interpretation and understanding of the Buddha’s teachings and a consideration of whether this is the work of the Buddha himself. D Side, Buddhism (Philip Allan, 2005), Chapter 5. This provides a useful and accessible summary. c) The significance of the Tipitaka as the source of the Buddha’s teachings and its use, importance and impact as a source of wisdom in Buddhism. With reference to the ideas of D Keown and M Meghaprasara. 9 3. Practices that shape and express religious identity 3. 1 Theravada Buddhism Distinctive practices and emphases of Theravada Buddhism and how they shape and express religious identity. a) Its significance as the only surviving form of Nikaya Buddhism. b) Rejection of the idea of the Three Vehicles. c) The centrality of Buddha Gautama, especially in their use of images and stupas. d) The goal of nibbana and parinibbana as a central teaching alongside an emphasis on renunciation, including the four stages to becoming an arahant. e) The distinctive teachings of Theravada; their interpretation and application in light of the life and © Pearson Education Ltd 2016 A handful of leaves www.ahandfulofleaves.org R Gombrich, Theravada Buddhism: A Social History from Ancient Benares to Modern Colombo (The Library of Religious Beliefs and Practices) (Routledge, 2006) H Gunaratana, The Jhanas in Theravada Buddhist Meditation www.accesstoinsight.org/lib/authors/gunaratana/ wheel351.html Other useful sources: W de Bary, The Buddhist tradition (Knopf Doubleday, 2011), chapter 1 7 Week Topic Content Suggested resources teachings of the Buddha and other traditions of Buddhism and their different emphases. With reference to the ideas of R Gombrich and H Gunaratana. 10 3. Practices that shape and express religious identity (cont’d) 3. 2 Mahayana Buddhism Distinctive practices and emphases of Mahayana Buddhism and how they shape and express religious identity. a) Its development and context in the second century BCE and the first century CE. A Basham in de Bary W T et al, The Buddhist Tradition in India, China and Japan, Chapter 3 (Knopf Doubleday Publishing Group, 2011) 14th Dalai Lama ‘Essence Of Mahayana Buddhism’ (video) b) The extension of the concept of the Buddha to include the Buddha and creation. The specific concept of the Buddha as a cosmic presence that influences the world. c) The Buddha nature in every person. The centrality of Buddha Gautama, especially in their use of images and stupas. The different schools of Mahayana should be explored in the context of the countries in which they developed and are practised. With reference to the ideas of A Basham and the 14th Dalai Lama. 11 8 3. Practices that shape and express religious identity (cont’d) 3.3 Meditation DM AS 2.2 The different types and purposes of meditation, their context and application and how they shape and express religious identity. T Bhikkhu: Basic Breath Meditation Instructions www.accesstoinsight.org/lib/authors/thanissaro/b reathmed.html © Pearson Education Ltd 2016 Week Topic Content Suggested resources a) The different types of meditation in Buddhism. The Agendas of Mindfulness www.accesstoinsight.org/lib/authors/thanissaro/a gendas.html b) The place and context of meditation as part of the eight-fold path, links to wisdom and morality, including the influence of types of meditation on moral development. c) The practice and purpose of dhyana, samatha and vipassana as types of meditation, including accounts of meditation techniques, their purposes and context. 12 13 J Goldstein, Mindfulness. A Practical Guide to Awakening (Sounds True, 2016) d) Understanding of the purposes of meditation in terms of Enlightenment and the relative importance of some aspects of meditation. The practices of chanting, giving and study to understand Buddhism as it is lived by laypeople as well as monastics. Insight Meditation: The Practice of Freedom (Shmabhala, 2003) With reference to the ideas of T Bhikkhu and J Goldstein. P Cole & R Gray, Edexcel Religious Studies for AS (Hodder Education, 2009) Unit 1 Area C Other useful source; Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice. 4. Social and historical developments 4.1 Spread of Buddhism The spread of Buddhism and the impact of migration; with specific reference to developments in China and Japan. a) Beliefs and practices of Pure Land and Zen, types of tradition, key people and distinctive emphases, including relevant indigenous traditions and Buddhism’s encounter with modernity. b) Key teachings and practices, including the contributions of key people and significant features of relevant scripture. c) Significant features that constitute gradual or more radical changes from earlier traditions, including debates © Pearson Education Ltd 2016 DM A2 1.2; 1.3 A good overview text is de Bary W T et al, The Buddhist Tradition in India, China and Japan, (Knopf Doubleday Publishing Group, 2011). Pure Land and Zen in China and Japan chaps 7 , 11, 13 Shinko Mochizuki, Leo M. Pruden, Trans (2002), Pure Land Buddhism in China: A Doctrinal History, Chapter Five: The Early Pure Land Faith: Southern China, and Chapter Six: The Early Pure Land Faith: Northern China. In: Pacific World Journal, Third Series, Number 4, 259-279. 9 Week Topic Content Suggested resources about belief and practice in these respective traditions/schools. 149-165. With reference to the ideas of S Mochizuki and W T de Bary. 14 4. Social and historical developments (cont’d) 4.2 Triratna Buddhism The rise of Triratna Buddhism in response to secularisation, Western culture and ideals. a) The beliefs and teachings of Triratna Buddhism (formerly Friends of the Western Buddhist Order) in the context of Western society and wider Buddhist beliefs and teachings, including the importance of the three refuges, the unity of the sangha, the importance of spreading the message of Buddhism and the rejection of specific rules within the context of the sangha. Another useful source is D Side, Buddhism Philip Allan 2005 chaps 15, 16 Vajragupta, The Triratna Story (Windhorse, 2010) J Coleman, The New Buddhism: The Western Transformation of an Ancient Tradition (Oxford University Press, 2002) Other useful source D Side, Buddhism (Philip Allan, 2005), chapter 21 b) The success of applying Buddhist teaching in a different culture and the response of other Buddhist traditions to these developments. With reference to the ideas of Vajragupta and J Coleman. 15 4. Social and historical developments (cont’d) 4.3 Gender and Buddhism The development of the role of women, and the changing role of men, in different forms of Buddhism. a) The significance of Māhapājapatī Gotamī and the development of the role of women in the ordained sangha; the role of men in the sangha. N S Salgado, Buddhist Nuns and Gendered Practice: In Search of the Female Renunciant (Oxford UP, 2013) T Bartholomeusz, Women under the Bo Tree: Buddhist nuns in Sri Lanka (Cambridge UP, 2009) b) Family life and the role of men and women in Buddhism in the dhamma, history and contemporary society. 10 © Pearson Education Ltd 2016 Week Topic Content Suggested resources c) Feminist approaches in contemporary Buddhism. With reference to the ideas of N S Salgado and T Bartholomeusz. 16 5. Works of scholars 5.1 Comparison of the bodhisattva doctrine in the works of two scholars. (2) (3) a) The concept of the bodhisattava with specific reference to the writings of Arthur Basham and Walpola Rahula. b) Mahayana Buddhism: the doctrine as found in the Lotus Sutra, including beliefs about wisdom, liberation, lovingkindness and skilful means. c) The stages and perfections of the Bodhisattva path, including their place in particular traditions. d) Debates such as the context of this belief system in Theravada Buddhism, together with issues, including transfer of karmic merit. DM A2 2.5 ANTHOLOGY (2) de Bary W T et al, The Buddhist Tradition in India, China and Japan, Chapter 3 The Bodhisattva, pp. 81–109 (Knopf Doubleday Publishing Group, 2011) ISBN 9780307778796 (3) Rahula W, Gems of Buddhist Wisdom, Chapter 27 Bodhisattva Ideal in Buddhism, pp. 461–471 (Kuala Lumpur, Malaysia: Buddhist Missionary Society, 1996) ISBN 9789679920673 With a focus on the bodhisattva doctrine, outline and analyse these two scholars, noting their significance and any difference in understanding and practice between different forms of Mahayana and Theravada Buddhism. 17 6. Religion and society 6.1 Ahimsa The interpretation and application of ahimsa for a Buddhist in the modern world. (4) a) The First Precept — to refrain from harming a living thing, the interpretation of ahimsa by Buddhists with specific examples of how this may be lived, such as © Pearson Education Ltd 2016 ANTHOLOGY (4) www.accesstoinsight.org/tipitaka/index.ht ml (Samyutta Nikaya 42.3 Yodhajiva Sutta: To Yodhajiva (The Warrior)) 14th Dalai Lama, Ahimsa - India’s Contribution to the World available at http://meridiantrust.org/video/ahimsa-indias-contribution-tothe-world-h-h-the-dalai-lama/. 11 Week Topic Content Suggested resources vegetarianism, right livelihood and involvement in the armed forces. Other useful sources b) The role of other beliefs and considerations in the living of ahimsa, including differences in application and importance within different traditions, and in the example of the Buddha. Specific reference should be made to excerpts of the Pali Canon and the Lotus Sutra. P Cole & R Gray Edexcel Religious Studies for AS (Hodder Education, 2009) Unit 2 Area D E Conze Buddhist Scriptures Penguin Classics 1969 p 83-90 With reference to the ideas of the 14th Dalai Lama and T Bartholomeusz. 18 6. Religion and society (cont’d) 6.2 Issues in contemporary society a) The significance of teachings that underpin involvement and support in and for liberationist approaches to religion and society, religious freedom, religious tolerance, pluralism and interfaith dialogue for Buddhists in a multicultural society. b) The ways that Buddhists respond to diversity in different traditions of Buddhism. How different Buddhist traditions view other religious and non-religious world views and their truth claims. Sri Dhammananda, Buddhist Attitudes towards other religions available at www.dhammikaweb.com/pdfs/BUDDHIST_ATTIT UDE_TOWARDS_THE_RELIGIONS.pdf 14th Dalai Lama, Towards The True Kinship Of Faiths: How the World's Religions Can Come Together (Abacus, 2012) c) The benefits, extent of the involvement and potential barriers from a Buddhist context, including the difference in application and importance of interfaith dialogue in light of different traditions of Buddhism, including the different cultural and country contexts in which Buddhists are found. With reference to the ideas of the 14th Dalai Lama and K Sri Dhammananda. 19 12 6. Religion and society (cont’d) 6.2 Issues in contemporary society (cont’d) 14th Dalai Lama, The Universe in a Single Atom (Abacus, 2007) © Pearson Education Ltd 2016 Week Topic Content Suggested resources d) Buddhist teachings and responses to issues of science. How Buddhism has responded to these in the historical and contemporary world. Outline and analyse the significance of involvement and support in and for issues of science such as creation for Buddhists today and in history. With reference to the ideas of the 14th Dalai Lama Review all topics covered so far. Revise key ideas and terminology. Re-visit essay structure and technique for answering questions across the paper. (Reminder of trigger words.) © Pearson Education Ltd 2016 13