Buddhism, Hinduism and Sikhism

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Teacher Resource Bank

GCE Religious Studies Unit 3G: World Religions 1:- Buddhism - Hindusim - Sikhism Schemes of Work

Copyright © 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General. Teacher Resource Bank / GCE Religious Studies / Scheme of Work Unit 3G: World Religions 1: Buddhism / Version 1.0

A2 Unit 3G World Religions 1 Buddhism

1. Themes in Mahayana Buddhism

Topic Outline Teaching approach, including differentiation Additional notes Themes in Mahayana Students could complete an introduction on Mahayana This approach to delivering the Specification follows the Buddhism Buddhism by compiling a chart on the spread of Buddhism via a order of topics within the Specification; this is not a map, (possibly three – incorporating the three areas of Buddhist requirement of teachers. development). A flow chart showing the spread of the different Buddhist schools and how they all relate back to Theravada The detail in the previous column gives ideas as to a would be a useful addition too. breakdown of the Specification. Students need to engage with the material through a variety of techniques and styles A more simple ‘teacher-created’ chart with gaps on for the less in each and every aspect. These could include able to complete with the different ‘streams’ of Buddhism may presentations, devising board games, PowerPoint serve as an alternative. displays, role play, mix and match exercises, and games based on TV shows such as Who wants to be a The more able could do some extension work by focusing on the millionaire, Family Fortunes, Countdown and Blockbusters, first two councils of Buddhism and what was agreed there at etc. A basis for games in AS Level could be found in the Rajagraha and Vesali respectively, along with some further series Skills Challenge by Terence Copley and extension work on something on the spread of Buddhism with Adrian Brown. Spider diagrams and mind maps are useful Asoka. How was Asoka ‘good’ for Buddhism? In what ways ways of engaging the less able in the study of these topics, was Asoka ‘bad’ for the spread of Buddhism? but may also stimulate all to get involved in discussion but particularly the less able.

For each of these areas of the Specification past paper questions from the legacy Specification will be a useful teaching tool as well as the appropriate specimen questions found to accompany this Specification.

Similarities between A recap on the teachings of the Buddha from the AS unit will Theravada and Mahayana show much of what is shared between these two schools and Buddhism suffice.

A2 Unit 3G World Religions 1 Buddhism

1. Themes in Mahayana Buddhism

Topic Outline Teaching approach, including differentiation Additional notes Differences between Some work on the main causes of the rise of Mahayana might be a good lead in perhaps through Theravada and PowerPoint presentations and /or group work. Issues to include might range from: the rigidity of the Mahayana Buddhism Theravada School in the eyes of many, to Hindu gods and bhakti influences to the seeds of Mahayana being there in Theravada anyway. (N.B. The more able might address this latter point.)

This area of the Specification could be explored as a major piece of work as there is plenty to work on. Students at the very least should consider the following: • How the Buddha is viewed • Bodhisattva and arhat ideals • The Trikaya doctrine • Teachings on samsara and nirvana • The way of devotion and faith vs. the way of discipline – equal emphasis in the Mahayana school on compassion and wisdom.

There are some less essential, nevertheless worthy, areas such as monastic and lay views, the main areas of the world in which the two schools are mostly practised and the writings that are important in Mahayana schools but are not part of Theravada scriptures. The more able could start to explore the fully worked out doctrines of the Madhyamaka and Yogacara school in how they go further in their philosophical treatment of reality and Buddha nature.

The concept of the An explanation of the paramitas might be teacher-led. The significance of there being six earthly Further reading for the bodhisattva paramitas and four heavenly ones. more able could be page 204 from

Developmental work could be along the lines of setting presentation work in pairs on different bodhisattvas Mahayana Buddhism which includes the need to explain each of the bodhisattva’s qualities to their peers and provide an by Paul Williams information sheet. A puppet show on the story of each bodhisattva may be a fun thing to inject into the lesson with this topic!

A2 Unit 3G World Religions 1 Buddhism

1. Themes in Mahayana Buddhism

Topic Outline Teaching approach, including differentiation Additional notes Skill in means, other The bodhisattva path could be a diagram done as a diagonal line on the board and then the perfections power and transfer of added onto the line with what each means and its popular forms, e.g. Stage 1. Dana (giving) the joyful merit stage and Stage 2. Sila (morality) the stainless stage, etc.

Pure Land Buddhism Chinese Buddhism was dominated by two particular trends: 1. Popular Devotion, and 2. Inner Mystical A number of power Experience. point slides developed

by the Principal It would be useful to do some work on the history of Buddhism in China in the form of a flow chart to see Examiner for World which schools developed where and a time line too. Religions 2 are available on request The Popular Devotion School or Pure Land (sometimes called Amida Buddhism) was founded by Hui-Yuan from AQA. These in the latter part of the 4th century CE. Students could research what it is like and why it was initially focus on a variety of popular and report back to the rest of the class if it was smaller group work. themes in Buddhism.

The other school of Ch’an or the Inner Mystical School could be researched along the lines of the previous M.R. Thompson in his school, again finding out and reporting on what its main beliefs were and why it was initially popular. book Buddhist Teaching and Practice Concentration on Pure Land based on the premise that enlightenment is possible for all and as a school has a starting point for sets out to make it accessible to all classes and levels of people would be a good basis for some paired basic information on work with mix and match-up tasks on its main beliefs and main practices. For the less able, some of the Chinese Buddhism. beliefs and practices could form part of a template that they have to fill in correctly to assess whether it is a belief or a practice.

Images of Sukhavati (the Pure Land heaven) would be relevant here as class work.

A2 Unit 3G World Religions 1 Buddhism

2. Aspects of Buddhist philosophy

Topic Outline Teaching approach, including differentiation Additional notes Tibetan Wheel of Life Recap from work previously done on the AS unit on the Tibetan Wheel of Life with a commentary.

Prajnaparamita Students could fill some detail around a picture of the wheel and consider / research each of the sections. This would cover akusala in the middle symbolised by the pig, the cockerel and the snake, followed by

good and bad karma on the next ring, then the six realms a Buddhist believes they can be reborn into, followed by paticcasamuppada or the 12 Nidanas which are the links / factors which tie Buddhists to samsara. For the less able (and maybe others) www.buddhanet.net/wheel2.htm has an interactive Wheel of Life.

Madhayamaka Madhayamaka philosophy was founded by the Indian scholar Nagarjuna in around the first century CE. A School of Buddhism biographical focus could be completed by the students. It literally means ‘the middle way’ and is a nice way of linking back to the AS unit, if studied previously. The belief that there should be a middle way

between the extreme views of believing that things really exist and believing that nothing exists at all is at the heart of Madhyamaka and worthy of a formal class debate, particularly if candidates are studying Philosophy of Religion as their other option.

The more able could do some research work on Shunyata (emptiness) and the Heart Sutra.

A2 Unit 3G World Religions 1 Buddhism

3. Meditation

Topic Outline Teaching approach, including differentiation Additional notes Aims of meditation A list of aims and purposes of Buddhist meditation would be a good start. Students could brainstorm their A stilling meditation ideas. What is the ultimate aim? Why would Buddhists wish to ‘still the mind’? Can you really encounter a exercise could be a higher reality or truth? The more able students could consider some of the by-products of meditation such whole class activity.

as the physical benefits and the emotional and psychological benefits.

Methods of The same routine could be used for establishing some of the main techniques and methods of meditation. Useful artefacts such meditation Alternatively, the teacher could give a list like the one below and get the students to research in pairs each as singing bowl, one and report back to the class: Buddharupa, etc.

could also be used (i) Chanting (see Samatha (ii) Controlled breathing exercises meditation opposite) (iii) Yogic postures and breathing (iv) Pictures and symbolic diagrams (v) Rosaries (vi) Visualisation on an idea or quality, etc.

Samatha meditation A simpler type of meditation mostly concerned with increasing calm and concentration. A stilling exercise could be done with the class as a practical introduction to this section of the Specification. Students could

make their own kasinas (coloured discs for meditation to use and breathing exercises could be talked through by the teacher and debated by the students).

A2 Unit 3G World Religions 1 Buddhism

3. Meditation

Topic Outline Teaching approach, including differentiation Additional notes Vipassana meditation A more difficult type of meditation and chiefly concerned with gaining insight and liberation from dukkha. Students could watch Generally this is based on the three marks of existence so an opportune time for some recap work a DVD from Throssel perhaps. Hole Abbey on

Serene Reflection It may take the form of some contemplation on four main subjects which could be further researched, e.g. Meditation which is body; feelings; thoughts and phenomena. Some subjects for meditation could be researched, for e.g. from the Soto Zen akusala; kusala; the triple gem; the body; death, etc. School in Britain. It is available to buy or The idea of vipassana is that the person meditating should be able to observe him or herself in a detached loan from the way so they might meditate on: the frailty of the human body, decay, death and burial and the more able Buddhist community could pursue these vipassana themes further. Certainly vipassana meditation’s starting point is always there. It would be a from definite themes and the ultimate aim, which may or may not be reached, is insight and deepened self good teaching aid, awareness and this could be the subject theme of a class debate here. particularly when trying to put across to students the variety of meditation styles that there are.

A series of questions can be set pertaining to the information on the DVD.

A2 Unit 3G World Religions 1 Buddhism

3. Meditation

Topic Outline Teaching approach, including differentiation Additional notes Metta Love in the sense of loving kindness or active friendliness is metta and a prime subject for Buddhist meditation. It tends to speak for itself and is all too rare in our world. There is a verse that can be

researched and then discussed in the Tevijja Sutta of the Pali Canon which begins ‘And he lets his mind pervade one quarter of the world with thoughts of love….’ Along with karuna (compassion); Mudita (sympathetic joy) and uppekka (equanimity) which the students will have come across if they studied the AS unit, as (with Metta), the five positive moral qualities are all worth discussion time as part of the meditation work on this section of the course.

A2 Unit 3G World Religions 1 Buddhism

3. Meditation

Topic Outline Teaching approach, including differentiation Additional notes Zen In Zen meditation there tend to be no themes as a contrast from what has been studied before. The idea There is a ready- of no themes is a Zen practice generally anyway and this could be a basis for discussion at this point. made link here to the

Practitioners then focus on the ‘two hearts of a person’. AS work on Sila (the morality section of the The Pure Heart that is, the Buddha heart that is within us all and meditation is the practice to ‘bring it Eightfold Path) and a out’, and chance to go over The Impure Heart where passions, illusions and desire arise but we should try and ‘extinguish’ these some work previously covered. Students could work on further questions such as: What is unusual about Zen meditation? What problems

might be encountered by a person who wants to meditate regularly in a modern industrial country? Why do people who are not Zen Buddhist take up this style of meditation to help them cope with the stresses and strains of life?

Zazen is the main type of meditation in Zen. It means sitting meditation separate from other forms like walking meditation. Something for the more able to reflect on is that everything in Zen is meditation. Zazen is seeing reality directly, which Zen Buddhists call ‘suchness’. You must be free from symbols and images in your mind to see the world as it really is, devoid of categories and abstractions.

Students could research and feedback on the physical posture of Zazen and an interesting development would be to look at the practice becoming quite violent in some Rinzai Zen monasteries with the use of the ‘Keisaku’ stick or warning stick, which is used if the practitioner slumps whilst meditating. The ritual could be researched by the less able where a monk would see a fellow monk slumped and (i) stop before him, (ii) bow ceremoniously, and (iii) beat him on the shoulders!

Zazen has four distinct stages: (i) counting the breaths, (ii) following the breaths, (iii) Shikan – Taza, and (iv) koans.

A2 Unit 3G World Religions 1 Buddhism

4. Buddhist ethics

Topic Outline Teaching approach, including differentiation Additional notes The purpose of The precepts are not commandments but a set of training principles taken on voluntarily. John Snelling in his ‘Buddhist ethical living They can be understood and applied on deeper levels. Students could explore this as a Handbook’ has each of these as fairly discussion task. comprehensive lists.

The nature of the five Each precept has two aspects – behaviour to move away from and behaviour to move towards. A set of cards could be devised for the precepts and their less able to help them understand this concept. For example: each of the five precepts could be put on a set of laminated cards and application statements with behaviour on for the other set of cards which students then match up, for e.g. one card to match up with precept 1 could be ‘Cultivating loving kindness, care and concern for all life’ and for the second precept, ‘Abstain from taking what is not given’. A card for behaviour could read ‘Cultivating generosity of thought, word and deed’, etc.

Students could research the ten fetters, ten perfections and five hindrances. The more able could explore and do a presentation on the link with conditionality and karma. ‘Your house is on fire and burns with the three fires; there is no dwelling place in it.’ The Buddha’s akusala sermon might be a discussion point for the class as might the famous Dhammapada verse 183, ‘Cease to do evil, do only good and purify the mind. This is the teaching of the Buddhas.’

Students could consider the things Buddhists value highly, such as loving kindness, humanity, patience and giving. Research work done on why Buddhists are pacifists and vegetarian, when they can be, would provide for a whole class debate. Consider the purpose of Buddhist ethics, which is to point away from greed, hatred and delusion and suffering is a consequence of breaking the precepts.

Further development of this area of the Specification, though not on the Specification, could come from the Vajrayana School which speaks of ten primary precepts: three actions of the body; four actions of speech and three actions of the mind. Equally, Zen Buddhism has ten grave precepts for monks and a full Zen Precepts ceremony which could be looked up and discussed.

A2 Unit 3G World Religions 1 Buddhism

4. Buddhist ethics

Topic Outline Teaching approach, including differentiation Additional notes Six perfections A good chance here to recap on the bodhisattva section and the six perfections of the bodhisattva way.

Implications of ethical Perhaps this area is best done by small group work on different ethical topics and assessing how a Buddhist may react and what the teachings for Buddhist attitude is. Buddhists often don’t have any hard and fast rules on ethical topics as long as suffering can be reduced. Buddhists today Prime topics for a power point presentation by small groups for further discussion may be: using force, sexual immorality, medical ethics race, abortion, euthanasia, suicide, marriage and divorce, punishment, the environment, etc.

AS Unit 3G World Religions 1 Hinduism

1. Foundations of Hinduism

Topic Outline Teaching approach, including differentiation Additional notes The Indus Valley Civilisation Presentation of evidence and visual evidence from 19th and This approach to delivering the The nature of the evidence 20th century contemporary excavations Specification follows the order of Social and religious aspects Possibility for individual research about the civilisation and topics within the Specification; this is The relationship between this culture and Hinduism various issues about authenticity of evidence not a requirement of teachers. today Match up the religious features IVC with current practices of Archaeological evidence of advanced urban worship of goddess, ritual-bathing Shaivism. Discuss civilisation from 2000 BC onwards centred along change and continuity in Hinduism. The debates about the importance of valley of River Sarawati Indus valley for Hinduism and why Mohenjo Daro and Harrappa Debate and discuss: this civilisation declined. Climatic Social aspects Hinduism can only be understood in relation to its early reasons drying up of river or Monumental buildings forms of expression. ‘invasion’ of Aryans from northern Urban planning streets and drainage Europe or migration of tribes from Irrigations systems, paved streets and houses NW Complex social organisation suggestion of hierarchy of social status and priesthood Resources Mercantile and trading activity Basham, The Wonder that was India Undeciphered script Brockington, The Sacred Thread Fertility figurines. Worship of mother goddess. Michaels, Chapter 2 Worship of natural forces. Prototype of Shiva / seated Flood, Chapter 2, Ancient origins yogi. Large bathing tanks. Offerings at shrines Rodrigues, Chapter 1

AS Unit 3G World Religions 1 Hinduism

1. Foundations of Hinduism

Topic Outline Teaching approach, including differentiation Additional notes Vedic religion Historical time line of key event and development New topic. Requires outline The nature of the Vedas Research Rig Vedic hymns. Deduce beliefs about God, knowledge of the forms of scriptures The different kinds of scriptures contained within them human nature and destiny. not detailed content of them. Also Main features of Vedic religion Same for other Vedas. the form and structure of Animal and other forms of sacrifice Upanishads as dialogue dealing with

Hymns to variety of deities / personification of natural the answers to fundamental and forces ultimate questions rather than Polytheism detailed knowledge of texts. Use of hallucinogenic drink soma Development of a formalised priesthood in which Resources ritual sacrifice became elaborate and increased in Rodrigues, Chapter 1. importance as means of maintaining order of the Michaels, Chapter 2, page 50 cosmos onwards.

The nature of the Vedas Source of wisdom in all aspects of human endeavour including maths, science, astrology, etc. Source of authority for rituals and teachings Scriptures include Rig Veda: hymns of praise to variety of deities Same Veda Your Veda: mantras and magical spells Atharva Veda Brahmanas: Instructions for rituals Upanishads

AS Unit 3G World Religions 1 Hinduism

1. Foundations of Hinduism

Topic Outline Teaching approach, including differentiation Additional notes The difference between sruti and smriti Compare different forms of religious literature to determine Resources Sruti from Sanskrit root ‘to hear ‘ so divinely perceived which is smriti and which is sruti. Rodrigues, Chapter 1, Diction. or heard and revealed to the rishis Look up meaning of terms in various Hindu dictionaries. Kloistermaier, Chapter 4. Smriti ‘Smr’ to remember passed down through Discuss why sruti is considered to be superior and more Paul Bowen (ed), Issues in generations authoritative. Hinduism, Chapter by Flood, G. Sacred Writings. The concept of god in the Vedas Trace development of these changes in selected hymns and New topic Change from polytheistic, henotheistic to monotheistic verses of Rig-Veda. Radhakrishnan, Source book. to monistic Find definition of each term and examples of them in Hindu Thomas Hopkins, The Hindu scriptures. Religious Tradition, published in

1971 so out of print but available Discuss possible reasons for changing concepts related to from libraries. Excellent detail of social changes or intellectual change and seeking new Vedic sacrifices. truths and deeper understanding. The use of the Vedas and their importance in Discuss and debate

Hindu life and worship Are the Vedas the only true source of Hindu life and belief Source of knowledge in various areas of medicine, Is sruti always superior to smriti as a source of authority? maths, science. Used in samskaras, and in special Are the concepts of god in the Vedas contradictory? rituals especially yajna in temples

AS Unit 3G World Religions 1 Hinduism

2. Hindu Dharma

Topic Outline Teaching approach, including differentiation Additional notes The concert of dharma as a fundamental principle Investigate origin and development of term of arta in Vedas Need to appreciate the complexity in guiding moral behaviour and social to notion of dharma as laws and moral principles. and importance of this term within relationships Hinduism, which does not translate Meaning of dharma as right way of life, duties and easily into English and is a better responsibilities, principles of order and harmony word than religion or faith or tradition to describe Hindu way of life. Link to concepts of karma, samsara and moksha.

The meaning of Sanatana dharma Explore meaning in original language and use dictionary to Strongly advocated by Advaita Eternal laws and fundamental absolute moral translate each of the aspect and any others, which might be vedanta and modern reform principles part of this. movements. Ahimsa (non violence) Rodrigues, Chapter 4. Satya (truth) Michaels, Chapter 1 pages 15. Asetya (not stealing) Flood, Chapter 3. Sauca (purity) Past questions June 2004 June 2002 June 2005

AS Unit 3G World Religions 1 Hinduism

2. Hindu Dharma

Topic Outline Teaching approach, including differentiation Additional notes The laws and customs of Investigate each stage and particular duties of Relate these duties to notion of karma and moksha varnashramadharma each. Discuss the social implications of following Related to caste and stage of life these duties and the religious importance of Resources Stage of life remaining consistent and dedicated to this, find Michaels, Lots of detail here in, Chapters 3 and 4. Brahmacharya out about the dialogue between Arjuna and Rodrigues, Chapter 4. Grihasta Krishna in the Bhagavad Gita when he wants to Vanaprasta live life as a sannyasin rather than a warrior. Past question papers Sannyasin June 2004 Caste Debate and discuss: June 2002 Brahmin Is varnashrama dharma incompatible with Kshatryia Sanatana dharma? Vaisha Is caste no longer a part of Hinduism or still an Shudra integral part of Hindu way of life?

AS Unit 3G World Religions 1 Hinduism

2. Hindu Dharma

Topic Outline Teaching approach, including differentiation Additional notes Hindu understandings of marriage, family Investigate laws, duties defined in the law books Michaels, Chapter 3, Good section with detail. life and the role of women of Manu Wendy O’Flaherty, (Ed) Chapter 5, Shastras. Textual Some reference to past practices of suti and Consider biographies of women living in Britain Sources for the study of Hinduism. dowries and how these attitudes and practices today Paul Bowen (ed), Issues in Hinduism. Good chapter by have changed Look on Hindu websites for marriage rites and Sharada Sugitharajah on ‘Women in Hinduism’. Arranged marriages, extended families, duties role of women to: http://www.hinduismatoz.com/hinduism/h_marriage.asp to parents and grandparent Compare role of women in UK with those in rural http://hinduism.about.com/library/weekly/aa111602a.htm Role as mother and wives India and urban areas Consider attitudes of modern reformers to role of Past questions women such as Ram Mohan Roy who June 2006 campaigned for widows and Gandhi who taught June 2003 the equality of women. Debate and discuss: Are Hindu understandings of marriage and family life rooted in religious traditions or cultural traditions? Are Hindu attitudes to marriage and family life out of line with contemporary society in the west / in India itself?

AS Unit 3G World Religions 1 Hinduism

3. Hinduism and society in the modern world

Topic Outline Teaching approach, including differentiation Additional notes Modern reform movements in 19th and 20th Understanding of the particular circumstances of Resources centuries 19th and 20th century in India particularly the effect Kloistermaier, Chapter 28 and 29. The context in India at the time and influence of western culture on theology Flood, Chapter 11. Influence of Christian missionaries (return to monotheism and social justice and Positive and negative effects of colonialism equality, critique of caste). Contact and influence of western notions of Debate the positive and negative effects of British individuality and equality Raj on Indian life and religious traditions. Critique of ‘superstitious’ practices, English language Debate and discuss: Social and economic change, status of ‘Hinduism was not in need of reform. This is just minorities a western viewpoint.’

Ram Mohan Roy and the Brahmo Samaj Research biography of Ram Mohan Roy and how

Ram very strongly influenced by Christianity life events influenced his philosophy and reforms. and westernisation Research into his campaigns for the rights of Reinstated monotheism; rejected use of idol women. worship and over-emphasis on ritual. Eclectic service including Christian readings Campaigned against suti and equality for widows, new educational establishment for uplift of women

AS Unit 3G World Religions 1 Hinduism

3. Hinduism and society in the modern world

Topic Outline Teaching approach, including differentiation Additional notes Dayananda Saraswati and the Arya Samaj As above, research biography and how life http://www.vivekananda.org/ Reacted against all forms of westernisation experiences influenced philosophy and works. http://www.vivekananda.btinternet.co.uk/ Reasserted the authority of the Vedas See websites and research further. Rejected idol worship Kloistermaier, Chapter 28 and 29. New initiation rite Research the life of the yogi RamaKrishna who Glyn Richards (ed), Source Book of Modern Hinduism Sanskitisation was influenced by a variety of other religions; inspired his disciple Vivekananda to put into Past questions on AS papers: Vivekananda and the RamaKrishna mission practice his teachings. June 2006 Rama Krishna a pious saint whose mystical June 2005 experience had great effect on followers. Debate and discuss: June 2004 Mission is to serve humanity with schools and Hindu reformers did little to influence Hinduism in January 2003 hospitals, homes for aged and orphanages India in 20th century. June 2003 and also a monastic order Gandhi as a Hindu reformer Research on Gandhi’s writings and quotes from Focus mainly on uplift of dalits (untouchables) his speeches. Biography of life events and how establishment of ashrams for all castes his attempts to reform Hinduism part of an overall Teachings on equality of all include women vision for Hinduism in the modern world. His interpretation of Bhagavad Gita as source Independence from foreign control of non-violence Key teachings on non violence and soul force Debate and discuss: as new interpretation of Hindu values Evaluate the success and failure of these reformers in achieving their own aims.

AS Unit 3G World Religions 1 Hinduism

3. Hinduism and society in the modern world

Topic Outline Teaching approach, including differentiation Additional notes International Society for Krishna Research the present work of ISKCON in western

Consciousness (ISKCON) as a world. Outline of key teachings on vegetarianism, contemporary movement in Hinduism importance of bhakti, nature of Krishna as Account of its links to Caitanya movement in supreme Godhead. 16th century India. ISKON began in 1960s with Prabuhad in USA; appealed to hippies and Debate and discuss: dropouts. Critique of materialism and ISKCON is not really a Hindu movement but a consumerism in west. Established ashrams new movement based on some Hindu teachings and food kitchens for homeless. just for westerners.

AS Unit 3G World Religions 1 Hinduism

4. Hindu philosophy

Topic Outline Teaching approach, including differentiation Additional notes Hindu teaching on the nature of human Research each of these key terms and how they Rodrigues, Chapter 2. destiny with reference to reincarnation, the relate together to provide a holistic view of humans Flood, Chapter 10. law of karma, samsara and moksha destiny. How karma affects present and future Sound knowledge of each of these terms and destiny. Samsara as a never ending round of the relationship between them reincarnation until self realisation / moksha is attained.

Debate and discuss: Is there such a thing as free will in Hinduism? Which is more important for Hindus – a good reincarnation or attaining release from the material world in the bliss of moksha?

Advaita Vedanta philosophy of Research life and teachings of Shankaracharya as the Rodrigues, Chapter 12 Shankaracharya foremost Indian philosopher. Clarify and expand on Sound understanding of philosophical basis of each of the key teachings Past questions: radical non-dualism June 2006 Absolute truth and reality of Brahman; non- June 2004 material reality is only the reality June 2002 Material world is transitory and an illusion Atman is Brahman Maya is illusion and through ignorance we see illusion as reality Of transcendent knowledge (jnana marga) ignorance hides this reality Higher and lower paths to truth – lower requires personal deities

AS Unit 3G World Religions 1 Hinduism

4. Hindu philosophy

Topic Outline Teaching approach, including differentiation Additional notes Vishisthtadvaita (qualified non dualism) of Research his life and relationship with New Topic. Ramauja Shankharacharya’s teachings. Truths based in careful reading of scripture Identify key teachings on nature of god, self, levels of including Epics and puranas (smriti) reality, personal deities and the role of devotion, ways Rejects view that personal deities are a lower of attaining self realisation. path Find similarities and differences . Inner soul and Brahman are one Brahman perfect reality Debate and discuss: Reject notion that world is unreal Are the philosophical schools of thought of Both spiritual and material reality equally real Shankharacharya and Ramanuja incompatible? God has two aspects; outer nature which is accessible, inner nature and essence which is supreme Worldly incarnations or avatara are a beautiful expression of God

Resources Rodrigues, H., Introducing Hinduism, Routledge (2006) Flood, G., An introduction to Hinduism, Cambridge University Press (1996) Kloistermaier, K., A Survey of Hinduism, State University of New York Press (1994) Michaels, A., Hinduism: Past and Present, Princeton Paperbacks (2004)

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

1. Sikh identity, Sikh identity Research in books and websites marriage and Expressed in the ceremony of initiation and commitment known as Amrit sanskar or http://www.allaboutsikhs.com/index.php?opti family life amrit pahul or kande di pahul. Amrit refers to nectar of immortality; pahul’s original on=com_content&task=view&id=1167 meaning is ‘footwater’ as Gurus’ disciples would drink water which had been touched

by the guru’s right foot. Khande refers to the double-edged sword and suggests a more • Amrit sanskar: war-like spirit. Sanskar means rite of passage. Essay questions based on past papers its form,

meaning and Form June 2006 significance. Based on the original ceremony instituted by Guru Gobind Singh. He replaced the (a) Examine the concepts of sahajdhari and initiation with the Khande to replace the pahul. patit (b) Explain why the Rahit Maryada was The baptism ceremony is known as 'Amrit Chhakna’. It is usually conducted in the written, and assess the claim that the Gurdwara. The ceremony is conducted by five baptized Sikhs. All the candidates Rahit Maryada stops many Sikhs from interested in the initiation formally apply for admission. The candidates are interviewed committing themselves to God. and if found worthy of initiation are called at the specified place at the fixed date and time. June 2005 (a) Examine the main features of the amrit The Guru Granth Sahib is opened in the ceremonious way. One of the five Khalsa sanskar ceremony. Sikhs selected for the Amrit ceremony offers the formal prayer in the presence of (b) Explain the meaning of the terms Guru Granth Sahib, which is followed by a random reading from the holy book. keshdhari and sahajdhari and assess the view that unless Sikhs are Amritdhari The entrants join in the formal prayer and sit cross-legged when the verse from they are not true Sikhs. Guru Granth Sahib is being read. Then they stand in front of the congregation (if there

is any) and ask their permission for admission into the Khalsa brotherhood.

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

1. Sikh identity, One of the Khalsa then instructs the aspirants in the following way: after taking Amrit you must: marriage and family life 1. Believe in the teaching of the ten Sikh Gurus and Guru Granth Sahib. 2. Recite five Banis (collection of hymns) every day.

3. Wear the five Ks, i.e. uncut hair, sword, comb, underwear and the steel bracelet. • Amrit sanskar: 4. Live upon your own honest and sincere earnings. its form, 5. Treat all human beings as equal. meaning and 6. Spread the name of God. significance.

After the general acceptance of the above instructions, the Amrit (the holy nectar) is prepared. A big iron bowl is filled with fresh water and some sugar pellets are put in. All the five panj piare with a double- edged dagger stir the water. Five holy Banis viz., Jap Sahib (composed by Guru Gobind Singh Ji), Japji Sahib (composed by Guru Nanak), Sudha Swayas (composed by Guru Gobind Singh Ji), Benti Chaupai (composed by Guru Gobind Singh Ji), and Anand Sahib (composed by Guru Amardas) are recited while the water is being stirred.

After the completion of the five Banis a prayer is said and a random verse is read from Guru Granth Sahib. Then the amrit is administered to each candidate, one by one, as follows:

Firstly, five sips of amrit are poured into the hollow made by the palm of the right hand of each entrant to drink one after another. Secondly, the amrit is sprinkled five times into the eyes and heads of the candidates. Finally, each candidate drinks a little amrit from the same bowl until is finished completely.

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

1. Sikh identity, Meaning marriage and Overall: initiation into full membership of the Sikh Khalsa family life Expression of commitment to Sikh values, beliefs and ideals. Each part of ceremony has meaning and relate to purification of physical and spiritual life.

Accepting moral and leadership responsibilities. • Amrit sanskar:

its form, Purpose: Social moral and spiritual meaning and Historical meaning to unite and consolidate the Sikh community at a time of persecution. significance. In modern times to ensure committed and perfect example of Sikh faith and values. To create core of fully committed Sikhs who set example for others. To strengthen moral qualities through abstinence from alcohol and drugs. 5Ks express values of readiness to fight in self defence and protect the weak and oppressed.

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

• Sikh identity as Amritdhari expressed in Refers to a Sikh who has been initiated or baptised as a Khalsa by taking the "amrit" or "nectar water" amritdhari, and "dhari" mean "practitioner" or "endowed with". So an Amritdhari is one who has received baptismal keshdhari, vows of the Khalsa initiated by Guru Gobind Singh (on 30 March 1699) and he or she abides by these sahajdhari, patit. vows and follows the "panj kukri rahit" (rules of the wearing the Five Ks).

Keshdhari Issues arising A Sikh whose beard and hair are uncut. • Whether it is necessary to be Sahajdhari amritdhari to be a A gradual adopter. A Sikh who accepts the gurus teachings without observing the 5Ks or taking amrit (as Sikh. an amritdhari). The term may have originally indicated an acceptance of Guru Nanak’s teaching of sahaj (blissful state) attained through nam simram. • Whether it is necessary to be Patit keshdhari to be a Lapsed Sikh. Any Amritdhari who breaks the Khalsa’s code of discipline most often by cutting hair and Sikh. removal of turban. Patit Sikhs cannot be elected to the Gurdwara Parbandhak Committee. Apostates may renew their commitment by receiving amrit at the khande – di-pahul ceremony and discharging a • The importance of penalty (tankhah). the panj kakke (5Ks).

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

Anand karaj: its Anand karaj Research on websites form, meaning and http://www.sikhs.org/weddi significance Meaning and significance ng/ Anand Karaj is the prescribed form of Sikh marriage, the words literally translate as 'Blissful Union". http://www.sikhiwiki.org/ind

ex.php/SGGS_on_family_li • The importance of Not just a social contract but two souls joined, as one the Sikh marriage is a very special ceremony in fe marriage and which two individuals are joined in an equal partnership. family life. Essay questions based on

Sikh marriages are usually arranged with families acting as little more than introduction services. past papers. Issue arising

• Assessment of The Rahit Maryada specifies that no thought should be given to the prospective spouse’s caste, race or June 2004 views on marriage lineage. As long as both the boy and girl profess the Sikh faith and no other faith they may be joined in Examine the importance of and family life. wedlock by the Anand Karaj ceremony. The Rahit Maryada strictly forbids any sort of dowry marriage and family life for arrangement as marriage is not to be viewed as a business transaction. Sikhs are also discouraged from Sikhs. consulting horoscopes or following any other superstitions pertaining to determining a wedding date or time.

Importance

Social, moral and spiritual Social in uniting families and provided good family basis for upbringing of children. Ensures maintenance of Sikh values and customs. Moral ensures stable family life and community cohesion. Spiritual ensures opportunities for honest living and sewa as well as spiritual development.

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

Anand karaj: its Form form, meaning and The Anand Karaj ceremony can be performed in any Gurdwara or home where Sri Guru Granth Sahib has significance been respectfully installed.

An engagement ceremony called the kurmai is not required but is sometimes performed typically one week • The importance of before the wedding. It is usually conducted in the Gurdwara or at the home of the boy. It involves Ardas (the marriage and common Sikh prayer), Kirtan (hymns from Sri Guru Granth Sahib) and langar (common meal) if performed in family life. the Gurdwara. If performed at home, the bride’s family visit the house of the groom for a short time. In both

cases, the groom is usually presented with a kara, kirpan or Indian sweets. The bride’s family in turn are Issue arising presented with an Indian suit and sweets for the girl. • Assessment of

views on marriage In the east, marriages are typically a three-day affair, which begins with the Braat (groom’s family and friends) and family life. setting off for the girl’s house in the evening. They are received, entertained and hosted by the girl’s family and spend the night at her house. The following day the ceremony takes place at the local Gurdwara or at the girl’s home.

The bridegroom and family visit the gurdwara as guests of the bride’s family; in front of congregation the couple sit before the Adi Granth. Bride wears red, groom wears pink turban. Ardas is said. The official explains the ceremony’s significance reminding them to show loyalty and love. Bride and groom bow in assent to the Adi Granth. A pink scarf is held by both to link them and they circumambulate the Adi Granth. Before each circumambulation one stanza of the Lavan is read and the ragis sing it as the couple walk around. They are garlanded and given money. The service concludes with six verses of the Anand Sahib, the Ardas and distribution of kara prashad. Following the religious ceremony festivities, song and dance continue the remainder of the day with the groom and his family departing with the bride the following day.

A2 Unit 3G World Religions 1 Sikhism

1. Sikh identity, marriage and family life

Topic Outline Teaching approach, including differentiation Additional notes

Anand karaj: its Anand karaj form, meaning and significance Importance

Social, moral and spiritual • The importance of Social in uniting families and provided good family basis for upbringing of children. marriage and Ensures maintenance of Sikh values and customs. family life. Moral ensures stable family life and community cohesion.

Spiritual ensures opportunities for honest living and sewa as well as spiritual development. Issue arising

• Assessment of views on marriage and family life.

A2 Unit 3G World Religions 1 Sikhism

2. Key concepts and beliefs

Topic Outline Teaching approach, including differentiation Additional notes

2. Key concepts and Definitions of key religious beliefs Research on websites beliefs http://www.sikhiwiki.org/index.php/Mukti Mukti Cole and Sambhi, Chapter 5, Sikh

Derived from Sanskrit – means release from limitations of body and mind and Religious Thought • Concepts of mukti, nam successive rebirths. simran, maya, haumai, Union with God when the soul has reached the stage of Saram Khand, the realm Essay questions based on past papers. karma. of effort, and enters the realm of God’s grace.

The fifth and final state described as the ultimate bliss – ‘Sach Khand’ beyond June 2004 the three gunas which condition character. (a) Examine the concepts of maya and God-minded ‘gurmukh’. haumai in Sikhism. Release from karma and haumai (ego, self-centred). (b) Explain how Sikhs practise nam simran Sahaj is word used by Guru Nanak meaning equipoise and tranquillity. and assess the truth of the claim that Jivan mukti is the supreme state of living in God’s presence. Sikhs who practise nam simran will conquer maya and haumai. Nam simran Repetition and remembrance of God’s name. June 2003 Sikhs focus the mind in meditation on the word ‘Wahaguru’. (a) Examine the concept of mukti and By continuous concentration upon the Nam one absorbs God’s qualities. explain how a Sikh may achieve mukti. (b) Explain Guru Nanak’s teaching of nam japo, kirt karo and vand kako.

A2 Unit 3G World Religions 1 Sikhism

2. Key concepts and beliefs

Topic Outline Teaching approach, including differentiation

2. Key concepts and Maya beliefs The temporal world and attachment to it. A part of God’s creation but the material and physical realities, which are ultimately delusory.

Preoccupation with maya leads to separation from God and continual rebirth. • Concepts of mukti, nam Related to the 5 evils of kam, lobh, moh, krodh, and akankar (lust, covetousness, attachment, wrath and pride). simran, maya, haumai, If attracted by maya it is like being caught in a snare or a fish hook. karma. Related to duality and wrong view of the world.

Haumai Ego, self-centred pride. It is the dominant force in the manmukh, a person guided by instinct or selfish inclinations. Engrossed in worldly desires obscuring the path towards God. It pulls one away from the ultimate truth and deeper into maya and continued cycle of rebirth.

Karma The Sikh Scriptures explain karma in these terms: The body is the field of karma in this age; whatever you plant, you shall harvest (SGGS p78) and by the karma of past actions, the robe of this physical body is obtained. His Grace finds the Gate of Liberation. (SGGS p2) It is due to commendable past actions and deeds that prized human birth is gained, which is regarded in Sikhism as the highest possible on Earth. Only by continued good actions and the Grace of the Almighty can liberation from the continuous cycle of births and deaths in various bodily forms can be attained.

A2 Unit 3G World Religions 1 Sikhism

2. Key concepts and beliefs

Topic Outline Teaching approach, including differentiation

Kirt karo, nam japo, vand The three pillars of Sikhism kakko, and sewa Kirt karo To work and earn one’s living through hard work, to live a family way of life, and practice truthfulness and honesty in all dealings. To carry out good deeds and earn an honest, pure and honest livelihood by exercising God given skills, abilities, talents and hard labour for the benefit and improvement of the individual, their family and society at large. This means to work with determination and focus, not to be lazy and waste time. To do these things without 'personal gain' becoming the main motivation and dedication of the work to God your main motivation.

Nam japo The term ‘Nam’ refers to the various names given to God as used by the Sikhs. The remembrance of God by repeating and focusing the mind on his name and his attributes and qualities. The Rahit Maryada demands that the Sikh engages in Nam Simran as part of his or her everyday routine. This practice can help humans to conquer ego, greed, attachment, anger and lust, the Five Evils. The Sikhs practice both the quiet individual recitation of Nam in the mind and this is commonly called Nam Simran while the loud and communal recitation of Nam is called Nam Japo. Nam Japo refers to the meditation, vocal singing of Shabads or hymns, from the Sri Guru Granth Sahib or the chanting of the various Names of God, specially the chanting of the word Waheguru, which means Wonderful Lord. Singing of hymns with musical accompaniment is generally referred to as Kirtan.

A2 Unit 3G World Religions 1 Sikhism

2. Key concepts and beliefs

Topic Outline Teaching approach, including differentiation

Kirt karo, nam japo, vand Vand kakko kakko, and sewa Means to share one’s wealth with others in the community, to give to charity, to distribute in Langar (free kitchen) and to generally help others in the community who need help. Sikhs are expected to contribute at least 10% of their wealth / income called Dasvandh to the needy people of the world or to a worthy cause. This concept acknowledges the fact that everything that one receives is by God's Will or Hukam, and when one receives more than one can consume, then this gift must be shared with the community especially people who are needy and have much less than you.

Sewa Selfless service, performed without any thought of reward or personal benefit. The person performing this service is called a Sevadar. All Sikhs are encouraged by their Guru (Guru Granth Sahib) to perform sewa. It is good for community relations and the moral uplifting of the person. Sikhs engage in free service in Gurdwaras, washing dishes, cleaning the floors, serving food, etc. and are also encouraged to help the community by performing unpaid work in hospitals, old peoples' homes, community centres, etc. For many Sikhs this activity forms an essential part of their life, providing spiritual fulfillment and practical benefits. Sikhism is founded on principles of Sarbat da bhalla – working towards the "common good of all". For Sikhs, this means reaching out to serve and uplift all of humanity as an expression or devotion to the Creator. The principles of Seva underpin many Sikh values. This point is highlighted in many places in the Guru Granth Sahib. The text explains the spiritual benefits of doing seva and the ways in which one should perform it, focusing on the state of the mind when performing seva. The Guru states that one who performs selfless service without desire for reward will certainly attain liberation. The Gurus tells their followers that peace can be obtained through sewa ‘You shall find peace, doing seva’ (SGGS p 25). Doing sewa bring its own tranquility and serenity which cannot be found in doing anything else.

A2 Unit 3G World Religions 1 Sikhism

2. Key concepts and beliefs

Topic Outline Teaching approach, including differentiation Additional notes

Meaning and uses of the Meaning and uses of the term guru; http://www.sikhiwiki.org/index. term guru; concept of ‘Gu’-darkness, ‘ru’ light one who delivers a person from ignorance by giving him a php/Wand_kay_Shako God; message, which liberates and the technique to realize it. In Sikhism the guru should be enlightened so they were human beings but also messengers http://www.sikhiwiki.org/index. The Mul Mantra of God whom they classed as ‘Sat guru’. The message is as important as the human guru php/Sewa ‘gurbani’. Issues arising Refers to the ten gurus, all manifestations of the one light just as one lamp is lit from • Relative importance of the another. The essential oneness of the gurus is central to Sikhism. key concepts. Guru Arjan paved the way for a guruship of temporal significance but the primary concern was spiritual enlightenment. • How practical is it to live On death of Gobind Singh the Guruship was vested in the Adi Granth. by Sikh values in today’s Sikhs venerate the Adi Granth as Guru. Only through the Guru’s gracious teaching may world? devotees achieve union with God (Wahe guru). In Guru Nanak's hymns ‘the guru’s voice' refers to God’s inner spiritual guidance. • Does Sikhism have any credible answer to Concept of God questions about the One God. Monistic or monotheistic? meaning and purpose of Guru Nanak taught about a personal God who could be loved and worshipped. life, and why people Immanent yet pervading the universe. suffer? Symbol Ik Onkar stands for primal reality. God may be experienced but he is beyond full comprehension. ‘Sat’ is the term used by Guru Nanak. God is Sat Guru. Reject the view that god ever assumes any physical form either animal or human. Able to link to ideas about evolution as belief in expanding universe derived from the mind of God.

A2 Unit 3G World Religions 1 Sikhism

2. Key concepts and beliefs

Topic Outline Teaching approach, including differentiation Additional notes

Meaning and uses of the The Mul Mantra. Expresses key ideas term guru; concept of ‘Eternal truth is his name. God; Creator of all things and the all-pervading spirit. Fearless and without hatred. The Mul Mantra Timeless and formless. Beyond birth and death.

Self enlightened. By the grace of the guru he is known.’

A2 Unit 3G World Religions 1 Sikhism

3. Sikh ethics and conduct

Topic Outline Teaching approach, including differentiation Additional notes 3. Sikh ethics and Rahit Maryada http://www.sikhnet.com conduct Sikh code of discipline. Search Rahit Maryada Written codes of discipline existed in the 18th century in order to maintain Sikh identity. In • Rahit Maryada: reasons 1945, the Shiromani Gurdwara Parpandak Committee approved the Rahit Maryada and it Essay questions based on for its publication; was published in 1950. past papers. contents; key principles; importance for Sikhs Reasons for its publication June 2003 today. • To maintain Sikh identity. (a) Examine the main • teachings of the Rahit Need to define belief and practice. • Hindu rituals had crept into Sikh worship. Maryada. • Many practices has become neglected or corrupted by Hindu influence. • The emergence of the Singh Sabha movement founded in 1873. Singh Sabha (Singh (b) The Rahit Maryada was assembly was a movement to defend the panth against incursions by missionaries and written by men during the the Arya Samaj). last century and has no • This led to formation of the Khalsa College in Amritsar and elsewhere and eventually importance today. influenced that Sikh organisation which created the Rahit Maryada in late 19th century. Explain why the Rahit Maryada was needed and assess the claim that it has no importance for Sikhs today.

A2 Unit 3G World Religions 1 Sikhism

3. Sikh ethics and conduct

Topic Outline Teaching approach, including differentiation Additional notes

3. Sikh ethics and Contents conduct • Practices. • A Sikh should study the scriptures and meditate on God’s name. • Rahit Maryada: reasons • Live according to the gurus’ teachings and serve all humanity. for its publication; • Instructions for daily prayer and Ardas. contents; key principles; • Respectful behaviour towards the Adi Granth. importance for Sikhs • How to behave in the gurdwara including kirtan, preparation of kara prashad and today. scriptural exposition. • Beliefs. • Worship one God. • Believe in the oneness of the ten gurus. • Avoid superstitions. Respect other faiths. Bring up children as Sikhs. • Tobacco, intoxicants and narcotics prohibited. • Infanticide, gambling theft and adultery prohibited. • Detailed prescription for birth, naming, marriage and funeral rites. • All should willingly perform sewa. • Regulations for khande – di-pahl, are specified as well as penance (tankhah) and gurmata (religious decision).

A2 Unit 3G World Religions 1 Sikhism

3. Sikh ethics and conduct

Topic Outline Teaching approach, including differentiation Additional notes

3. Sikh ethics and Key principles conduct • Reject superstition. • Reject caste. • Rahit Maryada: reasons • Freedom from tyranny and oppression. for its publication; • Total respect for other forms of worship. contents; key principles; • Physical fitness rather than self mortification. importance for Sikhs • Strong social community through sewa. today. • Strong moral character, fearless and adventurous. • The practice of sangat (gathering together), and langar unity of the community (sharing food), and spiritual discipline (sadhana), create united and cohesive society.

Importance for Sikhs today • Maintains distinctiveness of Sikh identity. • Ensures strong moral values as well as spiritual upliftment. • In diaspora situation need to create new communities and integrate without losing identity.

A2 Unit 3G World Religions 1 Sikhism

3. Sikh ethics and conduct

Topic Outline Teaching approach, including differentiation Additional notes Concepts of miri and piri Concepts of miri and piri http://www.sikhnet.com Temporal and spiritual. Sikh affirmation belief and commitment relate to all aspects of life. Search Rahit Maryada There can be no distinction between secular and religious or between spiritual and political. All aspects of life must be governed by the teaching of the Guru Granth Sahib. Essay questions based on past papers. Concepts of sant sipahi Concepts of sant sipahi (saint-soldier) and dharam yudh Sant is used to refer to a wise, knowledgeable and Dharmic person or a "person with June 2003 knowledge of God". Sipahi means Warrior or Soldier. (a) Examine the main Issues arising This is a philosophy and a lifestyle, which was first endorsed by Guru Hargobind, and later teachings of the Rahit • The relevance of Sikh personified in Guru Gobind Singh. The order of the two words is important. The first word Maryada. ethics in the 21st century. in this phrase is "Sant" and so this has domination and means that the first duty of the Sikh is to be a "Sant" or to be a wise and knowledgeable person. The word is a modified form of (b) The Rahit Maryada was • Difficulties of following the word "Sat" which can simply mean "True" but can also be translated as meaning lasting, written by men during the Sikh ethics in a secular real, wise and venerable and refers to a person who is considered and able, wise, last century and has no society. considerate, judicious and who has a good understanding of Dharam or religion. importance to day. Explain why the Rahit "Sipahi" is a soldier able to fight and engage in warfare. A Sikh who cannot fight cannot be • Relationship between Maryada was needed and a "Sant-Sapahi" and would be lacking in the required qualities. So the second duty of a Sikh concepts. assess the claim that it is to be able and ready to fight for a worthy cause and for the protection of righteousness has no importance for and the weak. So the idea for being a warrior is to protect and defend the weak and oneself • How far is it possible / Sikhs today. from any tyrants and bullies. Sikhs were taught to be kind as well as fearless. However, the realistic to combine Khalsa is forbidden to never engage in a first attack on any person for whatever reason. spirituality with the use Only when all means have been exhausted and negotiations have failed can the sword be of force? yielded in defence of a legitimate and worthy cause.

A2 Unit 3G World Religions 1 Sikhism

3. Sikh ethics and conduct

Topic Outline Teaching approach, including differentiation Additional notes

Concepts of sant sipahi Dharam yudh (just war) http://www.sikhiwiki.org/index. and dharam yudh Issue for Sikhs as sometimes Guru Nanak is seen as a pacifist and Guru Gobind Singh php/Saint_Soldier appeared to change the religion by creating a militant Khalsa. Later Muslim incursions were much more severe and oppressive and so required a response which developed into a http://www.bbc.co.uk/religion/r battle against Muslim authority in Guru Gobind Singh’s time. eligions/sikhism/sikhethics/war .shtml Guru Nanak insisted that tyranny and injustice must be resisted and Guru Amar Das told members the Kshatriya caste that it was their duty dharma to establish an effective protective fence of justice. It was at the time of Guru Gobind Singh that the rules of war were drawn up. • It must be an action of last resort after all other means of settling the issue have been exhausted. • The motives must be pure, i.e. free from revenge and enmity. • It must not be for the purpose of gaining territory and any gained in conflict must be returned after victory. • The soldiers must be committed Sikhs who conduct themselves according to Sikh standards especially on the treatment of non-combatants and defeated. • Minimum force must be employed.

A2 Unit 3G World Religions 1 Sikhism

4.Equality and sewa

Topic Outline Teaching approach, including differentiation Additional notes 4. Equality and sewa Equality and sewa Research on websites.

• Teachings of the Gurus • Teachings of the Gurus on gender, caste and religious tolerance Essay questions from past on gender, caste and papers. religious tolerance. Gender In Sikhism, the Holy Scriptures clearly stated that the Sikh woman has always been June 2005 • Practical application of regarded as an equal with man and has all the rights and privileges enjoyed by a man. She (a) Examine the teachings of these teachings today, in is considered to have the same soul as man and has equal right to grow spiritually. The the gurus on religious relation to the role and Sikh woman is allowed to lead religious congregations, to take part in Akhand Path (the tolerance. status of women, continuous recitation of the Holy Scriptures), to perform Kirtan, to work as Granthi (priest) or (b) Examine the teachings of marriage and family life, a preacher and to participate freely in all religious, cultural, social, political and secular the gurus on equality of the membership and activities. Sikh women have played a glorious part in Sikh History and have proven birth, and assess the view organisation of themselves as equal in service, devotion, sacrifice and bravery. Examples of their moral that these teachings are gurdwaras, attitudes dignity, service and self-sacrifice are and will remain a source of inspiration. largely ignored by Sikhs in towards other faiths and Britain today. towards patit Sikhs.

• Contemporary expressions of sewa, for example Khalsa Aid as an expression of sewa.

A2 Unit 3G World Religions 1 Sikhism

4.Equality and sewa

Topic Outline Teaching approach, including differentiation Additional notes

Issues arising Religious tolerance • Extent to which equality of Guru Nanak’s first words following his enlightenment, ‘There are neither the Hindu nor gender and equality of Muslim so whose path shall I follow? God is neither Hindu or ‘Muslim and the path I follow caste are found in Sikhism is God’s.’ today, with particular reference to the United Many criticisms of existing religious practices. Condemned superficiality, eternalism, Kingdom. religious hypocrisy and unnecessary and ostentatious asceticism. Respected Hinduism and Islam as paths of truth but which had gone astray. Included and worked with Indian Sufis of • How far Sikh Punjabi his day. Sixth guru provided money for building of mosque and Hindu temple Guru Tegh cultural traditions support, Bahadur died for the religious liberty of Hindus. or conflict with, Sikh religious ideals. Attitudes to scriptures of other faiths.

• Changing nature and Perceived the word of God in the Vedas, puranas and the Qur’an. significance of sewa in Many hymns and passages form other faith in Guru Granth Sahib. today’s world. Against those religions who made exclusive claims to truth.

Caste: All gurus strongly against caste inequalities and declared caste ‘irrelevant to salvation.’ The pride of caste and the glory of status are futile, for each of us shelters under the name of God’ Adi Granth. The langar and initiation into the Khalsa negate the requirements of caste segregation. However, inter-caste marriage is rare and is far from being eradicated amongst Sikhs. The existence of caste gurdwaras