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Developments in Buddhist Thought (H573/06) Version 1

Developments in Buddhist Thought (H573/06) Version 1

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AS and A LEVEL Curriculum Planner RELIGIOUS STUDIES H173, H573 For first teaching in 2016

Developments in Buddhist Thought (H573/06) Version 1

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of and authority

The Buddha Siddhartha’s life 3 What do we mean by ‘The Buddha’? Cush, D. (1994), , Hodder Education, pg. 11- • ‘awakened one’ (any enlightened being) 24 • ‘historical Buddha’ (Siddhartha Gautama) 153–4 Key details of Siddhartha’s life story: Della Santina, P. (1970) The Fundamentals of Buddhism, • birth and hedonistic upbringing Buddha Education Association ltd, Chapter 2 • the four passing sights http://www.buddhanet.net/pdf_file/fundbud1.pdf • renunciation Paul Williams, Buddhist Thought, pg. 21-30 http:// • asceticism www.ahandfulofleaves.org/documents/Buddhist%20 • enlightenment and teaching career Thought_Williams_2000.pdf The significance of the Buddha and his life: Peter Harvey (2012) An Introduction to Buddhism: • literal and metaphorical interpretations, what the events Teachings, History and Practices (Second Edition), CUP, represent Chapter 1 • how this is used in teaching and practice • the Buddha as an example or guide, not a source of salvation • the last words of the Buddha; ‘be lamps unto yourselves’ i.e. forge your own path to enlightenment, don’t blindly follow his; the idea of ehipassiko/ehipaśyika (‘come and try’) The Buddha’s 2 Brahminism Cush, D. (1994), Buddhism, Hodder Education, pg. 7-11 Curriculum planner Curriculum intellectual context • the importance of Brahmanism in the Buddha’s contemporary Sn 1.7; PTS: Sn 116-142 culture • his criticisms of the Brahmins and their ideas Vasala Sutta: Discourse on Outcasts -- for example criticism of ritualistic approach, mechanistic http://www.accesstoinsight.org/tipitaka/kn/snp/ kamma/karma, understanding of the atman snp.1.07.piya.html • his use and adaptation of Brahmin ideas Paul Williams, Buddhist Thought, pg. 73 http://www. Sramana movements ahandfulofleaves.org/documents/Buddhist%20 • Shramanas as ‘wandering freelance medicant philsophers’ Thought_Williams_2000.pdf (Cush, pg9) with a wide variety of beliefs, including those of Della Santina, P. (1970) The Fundamentals of Buddhism, Jainism Buddha Dharma Education Association ltd, Chapter 1 • the Buddha’s experience of Sramana movements and teachers http://www.buddhanet.net/pdf_file/fundbud1.pdf • his use and adaptation of their ideas, or points of similarity and difference, for example ideas of , quest for peace, meditation, detachment and self-discipline

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Taking The Three Refuges/ 2 The significance of the Refuges for Buddhists http://buddhism.about.com/od/takingrefuge/a/ Jewels • also called three Jewels/Treasures or treasures takingrefuge.htm • “Refuge” from passions, distress, suffering, fear and Samsara The formula for Taking Refuge (The itself Khuddakapatha (Khp) 1) • ‘taking refuge’ is generally considered to make one officially a http://www.accesstoinsight.org/tipitaka/kn/khp/ Buddhist khp.1-9.than.html • different schools explain the meaning of taking refuge in different ways Saddhatissa, H. (1997) Buddhist , Wisdom Publications, Chapter 3, pg. 31-33 • pledge to follow the path, not a request for supernatural aid How Buddhists ‘take refuge’ http://www.wisdompubs.org/sites/default/files/ • inner commitment: preview/Buddhist-Ethics-Preview.pdf • public ceremony of initiation Anguttara Nikaya (AN) 11.12 • a continuing practice of repetition and recollection http://www.accesstoinsight.org/tipitaka/an/an11/ an11.012.than.html Buddha 2 The different understandings of taking refuge in the Buddha Saddhatissa, H. (1997) , Wisdom • historical person of Siddhartha Publications, Chapter 3, pg. 33-35 • an ideal, the embodiment of purity, wisdom and compassion http://www.wisdompubs.org/sites/default/files/ • in this may refer to ‘Buddha-nature’ preview/Buddhist-Ethics-Preview.pdf Curriculum planner Curriculum Side, D. (2005), Buddhism, Philip Allan, pg. 71-78 Dhamma/ 2 The different understandings of taking refuge in the dharma/ http://buddhism.about.com/od/takingrefuge/a/ Dharma dhamma takingrefuge.htm • unmediated or ultimate reality Saddhatissa, H. (1997) Buddhist Ethics, Wisdom • the teachings of the Buddha Publications, Chapter 3, pg. 35-52 • putting teaching into practice http://www.wisdompubs.org/sites/default/files/ preview/Buddhist-Ethics-Preview.pdf Side, D. (2005), Buddhism, Philip Allan, pg. 71-78 / 2 The different understandings of taking refuge in the sangha/ http://buddhism.about.com/od/takingrefuge/a/ Samgha samgha takingrefuge.htm • the monastic communities and the institutional bodies of Saddhatissa, H. (1997) Buddhist Ethics, Wisdom Buddhism Publications, Chapter 3, pg.52-58 • a particular group of Buddhists, lay or monastic, who practice together http://www.wisdompubs.org/sites/default/files/ preview/Buddhist-Ethics-Preview.pdf • all Buddhists everywhere Side, D. (2005), Buddhism, Philip Allan, pg. 71-78

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Samsara Samsara and the six 3 Nature of samsara Side, D. (2005), Buddhism, Philip Allan, pg. 140-1 realms of existence, • ‘conditioned’ existence, everything within it is contingent Harvey, P. (2000) An Introduction to Buddhist Ethics; including how • samsara in the Brahmin tradition, what the Buddha accepted Foundations, Values and Issues, Cambridge University these relate to the and what he didn’t Press, pg. 12-14 three fires/poisons • how samsara can be understood metaphorically, Depictions of the Tibetan Wheel of Life psychologically or literally The six realms and their characteristics Thanissaro , (2002) Samsara, http://www. • Hell realm accesstoinsight.org/lib/authors/thanissaro/samsara. html -- karmic cause: anger • (‘hungry ghosts’) -- karmic cause: greed • Animals -- karmic cause: ignorance • (‘Semigod’ or ‘fighting demons’) -- karmic cause: jealousy and envy • (‘Godlike beings’) -- karmic cause: pride

Curriculum planner Curriculum • Human realm -- karmic cause: desire and attachment -- only realm from which one can escape due to the balance of pleasure and pain Three fires/poisons • greed, hatred and delusion (often depicted as a pig, cockerel and snake) • actions motivated by the three fires create karma/kamma and keep us in Samsara

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

How samsara and 2 The nature of kamma/ karma Side, D. (2005), Buddhism, Philip Allan, pg. 124-127 the realms relate to • four key qualities of natural, collective, cyclical and complex Dhammapada 173, The Story of Angulimala kamma/karma • the importance of cetana (intention) and how this differs from http://www.tipitaka.net/tipitaka/dhp/verseload. other understandings of kamma/karma php?verse=173 • rejection of fatalism and importance of human agency, the Della Santina, P. (1970) The Fundamentals of Buddhism, flexibility ofkamma/karma Buddha Dharma Education Association ltd, Chapter 8 • not ‘good’ and ‘bad’ actions but skilful (kusala) and unskilful http://www.buddhanet.net/pdf_file/fundbud1.pdf (akusala) Harvey, P. (2000) An Introduction to Buddhist Ethics; • nature of karmic effects; karmic seeds and karmic fruits Foundations, Values and Issues, Cambridge University Its relationship to the wheel of samsara and the beings within it Press, pg. 14-28 • kamma/karma as what keeps beings in Samsara and determines their realm of rebirth How samsara and 2 The nature of punabbhava/punarbhava (rebirth) The Questions of King Milinda Book II Chapter 2 the realms relate • difference between ‘reincarnation’ and ‘rebirth’ http://www.buddhanet.net/pdf_file/milinda.pdf to punabbhava/ • unlike Brahminism, not a ‘soul’ (atman) that passes from one Side, D. (2005), Buddhism, Philip Allan, pg. 109-120 punarbhava life to the next (rebirth) Della Santina, P. (1970) The Fundamentals of Buddhism, • ‘rebirth’ or ‘re-becoming’ is a constant process of change both Buddha Dharma Education Association ltd, Chapter 9 throughout life and across life and death http://www.buddhanet.net/pdf_file/fundbud1.pdf Curriculum planner Curriculum • karmic seeds sown in this life might come to fruition in a future one Cush, D. (1994), Buddhism, Hodder Education, pg. 67- 68 • a reborn being is ‘neither the same nor another’ (KMQs Book II Chapter 2) Video of Brad Warner on Rebirth Its relationship to the wheel of samsara and the beings within it http://hardcorezen.blogspot.com/2011/01/literal- • the process by which beings move between realms across rebirth.html their lives • the importance of kamma/karma in this process

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

How samsara and 1 The nature of paticcasamuppada/pratityasamutpada (dependent Cush, D. (1994), Buddhism, Hodder Education, pg.29-31 the realms relate to origination) Saddhatissa, H. (1997) Buddhist Ethics, Wisdom paticcasamuppada / • the connectedness of all things and actions Publications, Chapter 3, pg. 16-20 pratityasamutpada • the 12 casual links (Nidānas) and what they mean http://www.wisdompubs.org/sites/default/files/ (dependent Its relationship to the wheel of samsara and the beings within it preview/Buddhist-Ethics-Preview.pdf origination) • how craving and kamma/karma lead to constant rebirth Trans. By Thanissaro Bhikkhu, Paticca-samuppada- within samsara vibhanga Sutta: Analysis of Dependent Co-arising http://www.accesstoinsight.org/tipitaka/sn/sn12/ sn12.002.than.html The Three anicca/anitya 3 The nature of anicca/anitya Side, D. (2005), Buddhism, Philip Allan, pg. 88-91 Marks of () • literally means ‘impermanence’ and is First Mark of Existence/ Harvey, P. (2000) An Introduction to Buddhist Ethics; Existence Universal Truth Foundations, Values and Issues, Cambridge University • nothing at all stays the same, everything changes constantly, Press, pg. 34-36 everything is in flux (2006) The Three Basic Facts of • change happens at both the gross and subtle/momentary Existence; I. Impermanence (Anicca) level http://www.accesstoinsight.org/lib/authors/various/ • how this links to the key Buddhist idea of detachment wheel186.html How it links to both dukkha and /anatman Huntingdon, C. W. Jr (2016) Seeing Things as They Are, Curriculum planner Curriculum • not understanding that everything changes leads us to suffer in Tricycle, as we cling to the impermanent http://tricycle.org/magazine/seeing-things-they-are/ • if everything changes we cannot have an eternal, unchanging soul or self Della Santina, P. (1970) The Fundamentals of Buddhism, Buddha Dharma Education Association ltd, Chapter 11 Evaluation of anicca/anitya http://www.buddhanet.net/pdf_file/fundbud1.pdf • whether or not all of conditioned experience truly is impermanent and constantly changing • whether or not this understanding is pessimistic, optimistic or realistic • how important anicca/anitya is relative to the other two marks

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

dukkha/duhkha 3 The nature of dukkha/duhkha Huntingdon, C. W. Jr (2016) Seeing Things as They Are, (suffering) • different translations and understandings of the term for in Tricycle, example ‘unsatisfactoriness’ (Mel Thompson) or ‘dis-ease’ http://tricycle.org/magazine/seeing-things-they-are/ (Damien Keown) Della Santina, P. (1970) The Fundamentals of Buddhism, • the three ‘categories’ of dukkha Buddha Dharma Education Association ltd, Chapter 11 -- ‘ordinary’ suffering http://www.buddhanet.net/pdf_file/fundbud1.pdf -- suffering arising from change Access to Insight (2005) Dukkha -- inherent suffering of conditioned experience http://www.accesstoinsight.org/ptf/dhamma/sacca/ • types of unavoidable suffering sacca1/dukkha.html -- birth -- death -- ageing -- sickness -- separation from what is desired -- association with what is hated Evaluation of dukkha • whether or not all of conditioned experience truly involves

Curriculum planner Curriculum dukkha • whether or not this understanding is pessimistic, optimistic or realistic • how important dukkha is relative to the other two marks

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

anatta/anatman (no 3 The nature of anatta/anatman The Three Basic Facts of Existence self) • the rejection of both eternalism (e.g. Brahmin/Hindu atman) III. Egolessness (Anatta) and annihilationism, Buddhism as the between http://www.accesstoinsight.org/lib/authors/various/ the two wheel202.html • the understanding of the fivekhandhas/ (bundles/ aggregates) Huntingdon, C. W. Jr (2016) Seeing Things as They Are, in Tricycle, -- form/rupa (the physical elements of the human body) http://tricycle.org/magazine/seeing-things-they-are/ -- sensations/vedana (the feelings we have as a result of the senses contacting the outside world) Cush, D. (1994) Buddhism, Hodder Education, Chapter 2, pg. 35–38; 66-67 -- perceptions/sanna (what we become aware of as a result of the sense contacting the outside world) Gethin, R. (1998) The Foundations of Buddhism, Oxford -- impulses/sankhara (resulting from our internal will) University Press, Chapter 6 -- consciousness/vinnana (basic awareness of being alive Della Santina, P. (1970) The Fundamentals of Buddhism, with thoughts, feelings and memories) Buddha Dharma Education Association ltd, Chapter 11 • the chariot analogy in The Questions of King Milinda (Book II, http://www.buddhanet.net/pdf_file/fundbud1.pdf Chapter 1.1) Evaluation of anatta/anatman • whether or not all anatta/anatman is an accurate description

Curriculum planner Curriculum of conditioned experience • whether or not this understanding is pessimistic, optimistic or realistic • how important anatta/anatman is relative to the other two marks

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Four Noble The Four Noble 3 The as the foundation of Buddhist teaching Harvey, P. (2000) An Introduction to Buddhist Ethics; Truths • as a rule all accept the Four Noble Truths Foundations, Values and Issues, Cambridge University in some form Press, pg. 31-33; 43-46 • The Four Noble Truths are the foundational teachings of the Paul Williams, Buddhist Thought, pg. 41-42 Buddhist dharma http://www.ahandfulofleaves.org/documents/ • the doctor analogy as a way of understanding the Four Noble Buddhist%20Thought_Williams_2000.pdf Truths Della Santina, P. (1970) The Fundamentals of Buddhism, -- the illness (dukkha/duhkha) Buddha Dharma Education Association ltd, pg. 28-31 -- the cause of the illness (tanha/trishna) http://www.buddhanet.net/pdf_file/fundbud1.pdf -- the prognosis or truth that there is an end to the illness Cush, D. (1994) Buddhism, Hodder Education, pg. 26-28 (nibbana/) Deer Park Sermon ( 56.11) -- the prescription/treatment (magga/marga) http://www.accesstoinsight.org/tipitaka/sn/sn56/ • the outline given in the Deer Park Sermon (as recorded in sn56.011.than.html Samyutta Nikaya 56.11) -- the Buddha’s first sermon post enlightenment -- clearest explanation of these basic teachings -- includes practical guidance not metaphysical ideas (could introduce the idea of Unanswered Questions/the Poison Curriculum planner Curriculum Arrow parable) • the path of disciples and /arahants who follow the teachings -- goal of the monastic path in -- attained nibbana in this life and is radically transformed -- various stages: a stream enterer/a once returner/non- returner -- the /arahant is the final stage, when one has fully completed spiritual training, actions produce no karmic results leading to no more rebirths -- arhat/arahant may experience physical pain but no mental suffering

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

dukkha/duhkha 1 Recap of dukkha/duhkha material taught as part of the Three Cush, D. (1994) Buddhism, Hodder Education, pg. 28-29 (suffering) Marks of Existence Della Santina, P. (1970) The Fundamentals of Buddhism, Dukkha/duhkha as it relates to the other three Truths Buddha Dharma Education Association ltd, pg. 31-33 • in terms of the doctor analogy it is the ‘sickness’ to be cured http://www.buddhanet.net/pdf_file/fundbud1.pdf • caused by craving Access to Insight (2005) Dukkha • nibbana/nirvana is a state free from suffering http://www.accesstoinsight.org/ptf/dhamma/sacca/ • the Buddhist path is intended to help reduce suffering and sacca1/dukkha.html perhaps liberate one from it completely Paul Williams, Buddhist Thought, pg. 42-43 • the reduction/cessation of dukkha/duhkha was the primary http://www.ahandfulofleaves.org/documents/ motivation for the historical Buddha in his endeavours Buddhist%20Thought_Williams_2000.pdf Harvey, P. (2000) An Introduction to Buddhist Ethics; Foundations, Values and Issues, Cambridge University Press, pg. 33-34 tanha/trishna 2 Second Noble Truth vocabulary Cush, D. (1994), Buddhism, Hodder Education, pg.29- (craving) • samudaya - Literally means the ‘origin’ or ‘source’; here 31 specifically the origin of dukkha/duhkha Della Santina, P. (1970) The Fundamentals of Buddhism, • tanha/trishna - literally means ‘thirst’; commonly translated as Buddha Dharma Education Association ltd, pg. 34-38 craving or desire http://www.buddhanet.net/pdf_file/fundbud1.pdf Curriculum planner Curriculum The different types of craving and how they lead to suffering Paul Williams, Buddhist Thought, pg. 44-47 • craving for material pleasures http://www.ahandfulofleaves.org/documents/ • craving for existence Buddhist%20Thought_Williams_2000.pdf • craving for non-existence Access to Insight, (2005) Craving, Recap of the 12 nidānas (causes) http://www.accesstoinsight.org/ptf/dhamma/sacca/ • tanha/trishna as one link in the causal chain sacca2/tanha.html • also the link where it is easiest to break the chain; the one over which humans can exercise their agency through restraint, detachment etc.

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Nibbana/Nirvana 3 Nibbana/nirvana as the goal of Buddhism parable of the Frog and the Tadpole, example • for the monastic path in Theravada found here • for all in Mahayana http://zenmirror.blogspot.co.uk/2008/10/frog-and- tadpole.html as the ‘cutting off’ of craving • the idea of complete eradication of craving Cush, D. (1994), Buddhism, Hodder Education, pg. 31- • achieved through detachment 33 Nibbana/nirvana meaning ‘extinction’ or ‘extinguished’ Various translations of the Questions of King Milinda • extinguish the three fires of greed, hatred and delusion (refer available, for example back to Samsara material) http://www.buddhanet.net/pdf_file/milinda.pdf • actions no longer produce kamma/karma Erricker, C. (2003) Teach Yourself Buddhism, Teach • nibbana/nirvana-with-remainder: not all previously accrued Yourself, pg. 50-54 kamma/karma has come to fruition Della Santina, P. (1970) The Fundamentals of Buddhism, • parinibbana/: no more kamma/karma, craving, Buddha Dharma Education Association ltd, pg. 38-44 suffering; one dies and there is no more rebirth http://www.buddhanet.net/pdf_file/fundbud1.pdf Nibbana/nirvana as un-conditioned existence which cannot be Access to Insight (2005) Nirvana explained http://www.accesstoinsight.org/ptf/dhamma/sacca/ • impossibility of describing something external to our sacca3/nibbana.html existence; we can’t say what Nirvana is, only what it is not

Curriculum planner Curriculum • idea of a ‘finger pointing at the moon’ Thanissaro Bhikkhu, (1996) Nibbana http://www.accesstoinsight.org/lib/authors/ • to what extent this can be thought of as positive or negative thanissaro/nibbana.html 79th and 80th dilemmas of The Questions of King Milinda • similes to describe the qualities nibbana/nirvana Paul Williams, Buddhist Thought, pg. 48-52 http://www.ahandfulofleaves.org/documents/ • questions regarding its nature Buddhist%20Thought_Williams_2000.pdf

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Magga/Marga 4 The (Noble) Eightfold Path and its goal Cush, D. (1994), Buddhism, Hodder Education, pg. 33- (path) • difference between monastic and lay practice and aims 35 • present a number of other ‘paths’ that describe Erricker, C. (2003) Teach Yourself Buddhism, Teach the Buddhist journey in different ways according to different Yourself, pg. 54-59 traditions Della Santina, P. (1970) The Fundamentals of Buddhism, • stages are inter-reliant, not linear; should be practised Buddha Dharma Education Association ltd, pg. 44-48 concurrently not one after the other http://www.buddhanet.net/pdf_file/fundbud1.pdf The stages and sections of the (Noble) Eightfold Path; what they entail and their relative importance Paul Williams, Buddhist Thought, pg. 52-55 • wisdom (prajna/panna) http://www.ahandfulofleaves.org/documents/ Buddhist%20Thought_Williams_2000.pdf -- right understanding -- right thought (1999) The ; The Way to the End of Suffering • ethics (sila) http://www.accesstoinsight.org/lib/authors/bodhi/ -- right speech waytoend.html -- right action -- right livelihood • meditation () -- right effort Curriculum planner Curriculum -- right meditation -- right concentration The ‘acquired’ stages of wisdom • ninth and tenth stages sometimes referred to, these arise from cultivation of the other eight stages of the path -- right /insight (deep insight into ultimate reality) -- right liberation/release (self-awakening occurs) • these fall under the category of wisdom (prajna/panna)

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Meditation Methods of 7 Meditation as a stage of the Eightfold Path Gethin, R. (1998) The Foundations of Buddhism, Oxford meditation and the • recap on use and aims and how this interlinks with wisdom University Press, pg. 174-202 aims and results of and ethics Cush, D. (1994), Buddhism, Hodder Education, pg.59-65 meditation • three stages of effort, and concentration and more in depth look at what these mean in practice Vipassana Meditation: As taught by S.N. Goenka in the tradition of The benefits and effects of meditation https://www.dhamma.org/en/index • develop wisdom and insight • experiences of jhanas/dhyanas as one progresses through Doing Time Doing Vipassana – documentary on the use stages of concentration of vipassana in the Indian prison system, available here http://www.karmatube.org/videos.php?id=322 • modern scientific research on impacts of meditation for example neurologically Bhikkhu Bodhi, (2005) Two Styles of Insight Meditation, • secular uses of meditation and mindfulness in a therapeutic Access to Insight (Legacy Edition) context, for example treatment of depression and anxiety Thanissaro Bhikkhu (1997) The Path of Concentration & • example of S. N. Goenka’s courses and their varied usage Mindfulness, Access to Insight (Legacy Edition) • the idea that all individuals will experience meditation http://www.accesstoinsight.org/lib/authors/ differently or have different aims thanissaro/concmind.html (calming) and vipassana/vipaśyanā (insight) Science Daily, Brain waves and meditation • are complementary and should be used together; samatha https://www.sciencedaily.com/

Curriculum planner Curriculum calms the mind and enables the insight of vipassana/ releases/2010/03/100319210631.htm vipaśyanā Science Daily, Evidence supports health benefits of • samatha not specifically Buddhist focuses on clearing and ‘mindfulness-based practices’ calming the mind, not specific teachings https://www.sciencedaily.com/ • vipassana/vipaśyanā focuses on specific Buddhist teachings releases/2012/07/120711104811.htm • examples of each type and how one might use them Set of videos on from the BBC • examples of personalised practice and how one might vary http://www.bbc.co.uk/guides/zqrx34j practice according to the needs of the individual; for example someone who is very angry might need meditation on loving-kindness, or someone who has an endlessly optimistic outlook might need to do meditation on death awareness Evaluation of meditation • whether or not meditation has to be a religious practice • whether or not meditation is the most important element of Buddhist practice • whether or not meditation encourages an unhealthily ‘inward- looking’ approach to life

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Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

The Development The development 2 Context of the emergence of the Mahayana Lotus Chapter 3 of Mahayana of Mahayana • no clear founder or point of origin http://www.sacred-texts.com/bud/lotus/lot03.htm Buddhism Buddhism • emergence between 150BCE and 100CE of various groups , ‘Mahayana Polemics Against the ’ calling themselves ‘Mahayana’ (the Separation of the 5000), full text translated on -- 2nd Buddhism Council held because of debates about Pages 197-199 of Buddhist Scriptures orthodoxy; 4th Buddhist Council not recognised by the SGI Quarterly, explanation of the Parable of the Mahayana Burning House • however, there were traditionally many schools, and we have http://www.sgiquarterly.org/buddhism2013oct-1.html evidence of monks from the two living side by side etc. Keown, D. (2013), Buddhism; A Very Short Introduction, Some suggested reasons for the emergence OUP, Chapter 5 • revolt of the laity against the elitism of the monastics; a path all can tread Gethin, R. (1998) The Foundations of Buddhism, Oxford • disagreements over practise; can the Sangha adapt to new University Press, pg. 224-226 times and places? • Conze suggests it might be due to influence by non-Indian elements • ‘back to basics’ movement; emphasis on compassion as the Buddha’s motivation and a reimagining of no-self as sunyata

Curriculum planner Curriculum • doctrinal differences; new literature, and new cosmology, path, sunyata (skilful means) and its implications, in terms of responses to other religious truth claims and diversity within Buddhism: • use of methods or techniques that fit the situation; these may not be ultimately ‘true’ in the highest sense, but may be an expedient practice to perform or to hold; may facilitate a higher understanding further on • Parable of the Burning House: -- using the expedient means of white lies to rescue children from a burning building -- this parable describes three carts () drawn by goats, deer, and oxen, representing the Buddhist paths; the arhat path (sravakayana), solitary path (pratyekabuddhayana), and the Bodhisattva path (Mahayana)

15 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

How upaya might be applied to the original teachings of Siddhartha • idea that different versions or approaches to the teachings might be examples of upaya and context dependent • separation of the 5000 (Lotus Sutra) -- upaya used as a polemic device against previous traditions; the Buddha did not reveal to them the ultimate truth, as they were not ready The bodhisattva 2 What is a Bodhisattva? http://www.buddhanet.net/e-learning/history/deities. ideal and its • discussion of the nature of a Bodhisattva: Human and super- htm significance human , historical and mythical ones https://thebuddhistcentre.com/text/bodhisattva-ideal • key bodhisattvas and what they represent, including: Avalokiteśvara, Manjusri, http://dharmanet.org/coursesM/31/bodhisattva1.htm • issues arising from discussions about the nature of Ven. Bhikkhu Bodhi, (2013) Arahants, Bodhisattvas, Bodhisattvas and Buddhas, Access to Insight (Legacy Edition) Details of the and way http://www.accesstoinsight.org/lib/authors/bodhi/ • arahantsbodhisattvas.html • importance of karuna (compassion) Gethin, R. (1998) The Foundations of Buddhism, Oxford University Press, Chapter 9 Curriculum planner Curriculum • the six paramitas (perfections) and their significance: generosity, virtue (morality), patience (tolerance, Peter Harvey (2012) An Introduction to Buddhism: forbearance), energy (diligence, courage, enthusiasm, effort), Teachings, History and Practices (Second Edition), CUP, meditation (absorption, concentration, contemplation), and Chapter 1 transcendental wisdom Cush, D. (1994), Buddhism, Hodder Education, pg. 99- • Bodhisattva Vow: expresses the intention to save all beings by 105 leading them to nirvana, regardless of how long it takes • the Path itself is divided into ten stages, called Bhumis, and these stages have states associated with progression through them Comparison with the Theravada arhat • Arhatship seen as maybe a lesser, more selfish goal • Arhatship confined to monastics, anyone can become a Bodhisattva (The Parable of the Hidden Gem and relation to Buddha-nature) • Different paths • Arhat leaves Samsara, the Bodhisattva commits to staying until all beings are saved

16 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

The Parable of the Magic (Hidden) City can be used to illustrate upaya, and also the relationship between the Arhat and Bodhisattva paths The trikaya (three 1 Understanding of the nature and significance of: Cush, D. (1994), Buddhism, Hodder Education, pg.113- bodies of the • the truth body (dharmakaya) 115 Buddha) • the heavenly body (sambhogakaya) http://buddhism.about.com/od/mahayanabuddhism/ • the earthly body (nirmanakaya) fl/The-Trikaya.htm The development in the understanding of ‘Buddha’ illustrated by the trikaya doctrine • Mahayana thinking broadens out the definition and conception of ‘Buddha’, more importance placed on the Dharma than the man and Madhyamaka 7 The role of in the development of these ideas Carl Hulton, Running on Emptiness: A Layman’s Take on philosophy and • basic details of his life and intellectual context Two Truths prajnaparamita • his sceptical approach http://secularbuddhism.org/2014/04/14/running-on- (perfection of • The Fundamental Wisdom of the Middle Way emptiness-a-laymans-take-on-the-two-truths/ wisdom) (Mūlamadhyamakakārikā) Thich Nhat Hanh, The Fullness of Emptiness The importance of the Perfection of Wisdom (Prajnaparamita) http://www.lionsroar.com/the-fullness-of-emptiness/ The following with , Curriculum planner Curriculum reference to the • their context and association with Nagarjuna, shunyata, and Also many useful talks and guided meditations by him ideas of Nagarjuna: the Bodhisattva path available on YouTube. • sunyata/ sunnata Different interpretations of sunyata/sunnata and what it means https://plato.stanford.edu/entries/nagarjuna/ (emptiness) for all things to be empty of svabhava/sabhava (own being) https://plato.stanford.edu/entries/madhyamaka/ • two truths The distinction between relative and ultimate truths and why • samsara and recognition of this distinction is important for liberation Harvey, P. (2012 2nd edition) An Introduction nirvana/ nibbana • whether this idea means that all teachings are ultimately to Buddhism: Teachings, History and Practices worthless (Introduction to Religion), Cambridge University Press The claim that samsara and nirvana/nibbana should not be Chapter 5 understood as different things Della Santina, P. (2002) Causality and Emptiness: The The : Wisdom of Nagarjuna, Buddha Dharma Education • makes a good summary exercise and can be linked to all the Association ltd above teachings http://www.buddhanet.net/pdf_file/nagarjuna.pdf • discussion of its significance and importance to Buddhists Nagarjuna, Fundamental Verses on the Middle Way, Evaluation of these ideas in terms of: prologue; Chapter XXIV, 18 and 19 • practical applications for Buddhists • relationship with the teachings of Gautama Williams, P., Mahayana Buddhism, Chapters 2 and 3

17 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Buddhism in the Zen Buddhism 3 May wish to give an introduction to the Kamakura period and Cush, D. (1994), Buddhism, Hodder Education, 139-144 Far East its impact on Buddhism; the need for simplification in a time of Brad Warner, Zen is Boring upheaval and stress http://newbuddhist.com/discussion/15468/zen-is- The distinctive features of Zen Buddhism, including: boring-brad-warner • meditation, its importance and the attainment of (awakening) http://buddhism.about.com/od/ • Zen attitudes to scripture and transmission of wisdom (The chanandzenbuddhism/a/zen101.htm Flower Sermon illustrates this nicely) Keown, D. (2013), Buddhism; A Very Short Introduction, • key features of and differences between the Rinzai and Soto OUP, pg.77-80 schools Humphreys, C. (1990) Buddhism: an Introduction and A good exercise/concept to discuss Zen ideas is that of Enso Guide, pg. 179-187 (circle), a good summary can be found here: http://www. modernzen.org/enso.htm D.T. Suzuki (2013), An Introduction to Zen Buddhism, Discussions and evaluation: Important Books • can Gautama’s original teachings been seen in Zen ideas and practices? • what are the implications of Zen’s rejection of theory, ritual and the use of language to express truth Curriculum planner Curriculum

18 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Pure Land 3 May wish to do a bit of an introduction to the Sutras as http://www.tricycle.com/web-exclusive/weekly- Buddhism a source of wisdom and authority: teaching/foundations-pure-land • two main sutras; smaller and larger, usually dated around Cush, D. (1994), Buddhism, Hodder Education, pg. 135- C2nd CE 139 • concern the Sukhavati (“Happy Land”) one of the many “pure lands” or “Buddha worlds” other than our own world system Humphreys, C. (1990) Buddhism: an Introduction and Guide, pg. 158-165 • represent the devotional rather than the wisdom aspect of Mahayana Buddhism Snelling, J, (1999) The Buddhist Handbook pp.141-171, The distinctive features of Buddhism, including: 176-193 • the person and importance of Amitabha Conze, A Short pp.65-74, 117-127 • rebirth in a Pure Land and the practice of chanting, its importance and purpose • key features of and differences between Jōdo-shū and Discussions and evaluation: • is Pure Land the ‘easy’ path for Buddhism? • can Gautama’s original teachings been seen in Pure Land ideas and practices?

Curriculum planner Curriculum Buddhism in the The spread of 1 The main reasons for the spread of Buddhism, such as migration Snelling, J, (1999) The Buddhist Handbook, part 6 West Buddhism to the and the popularity of Buddhist ideas in modern western societies Gethin, R. (1998) The Foundations of Buddhism, Oxford West Opportunity here for the study of Buddhist organisations in the University Press, pg.273-276 UK, often there are centres nearby which may facilitate trips etc. Harvey, P. (2012 2nd edition) An Introduction to The Network of Buddhist Organisations (http://www.nbo.org.uk/) Buddhism: Teachings, History and Practices (Introduction may be a good starting point. to Religion), Cambridge University Press, Chapter 13 There are also many places to get statistics and stories regarding Keown, D. (2013), Buddhism; A Very Short Introduction, the spread of Buddhism. Census data from the National Office OUP, Chapter 9 of Statistics for example: http://visual.ons.gov.uk/2011-census- religion/ http://www.buddhanet.net/e-learning/ buddhistworld/to-west.htm https://www.theguardian.com/commentisfree/ belief/2012/mar/16/western-buddhism-10-things- learned http://www.bbc.co.uk/religion/religions/buddhism/ history/britishbuddhism_1.shtml

19 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Buddhism in 2 Exploration of how Buddhism is portrayed in the West, including: Harvey, P. (2012 2nd edition) An Introduction to popular culture • media stereotypes and depiction of Buddhist role models, Buddhism: Teachings, History and Practices (Introduction including portrayals of figures such as the Dalai to Religion), Cambridge University Press, pg. 424 Again this topic lends itself very well to exploration of very http://news.bbc.co.uk/1/hi/magazine/8521957.stm contemporary sources. News articles and examples of popular culture might be used very effectively to provide evidence for http://hhdl.dharmakara.net/hhdlquotes111.html ideas. http://www.info-buddhism.com/ Discussions of how these depictions distort Buddhist ideas might http://www.inquiriesjournal.com/articles/237/the- be an interesting revision exercise, pulling on material learnt dalai-lama-buddhism-and-tibet-reflecting-on-a-half- earlier in the course century-of-change Comparison of how figures such as the are viewed by Buddhists and non-Buddhists, and their significance to each http://www.huffingtonpost.com/nicholas-liusuwan/ group what-stereotypes-surround_b_9783566.html Dreyfus, G. B., From Protective Deities to International Stardom: An Analysis of the Fourteenth Dalai Lama’s Stance towards Modernity and Buddhism, in the West, http://info-buddhism.com/Dalai_Lama_between_ Modernity_and_Buddhism_by_Georges_Dreyfus.html

Curriculum planner Curriculum Western 4 The ways in which Buddhism has changed and adapted on https://www.theguardian.com/commentisfree/ ‘inculturation’ encountering Western science, ideas and culture are likely to have belief/2012/mar/16/western-buddhism-10-things- been covered in the course of teaching the previous parts of this learned topic. Some resources listed above cover these points. https://secularbuddhism.com/ The ideas of , with reference to Stephen Batchelor Excellent selection of varied podcasts http://secularbuddhism.org/category/podcasts/ The interplay of Christianity and Buddhism, the idea of ‘dual- belonging’, with reference to Paul Knitter Batchelor, S. Buddhism Without Beliefs A comparison of the approaches and ideas of Stephen Batchelor Knitter, P. Without Buddha I could not be a Christian and Paul Knitter, and the ways in which they have adopted and ‘Westernised’ Buddhist ideas using both secular and Christian Thich Nhat Hanh, (1996) Living Buddha, Living Christ, backgrounds Rider Drew, R. (2011), Buddhist and Christian?: An Exploration of Dual Belonging (Routledge Critical Studies in Buddhism) Stephen Batchelor (2016) After Buddhism: Rethinking Dharma for a Secular Age

20 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Engaged 2 The distinctive features of Engaged Buddhism, including: Thich Nhat Hanh has many videos available on Buddhism and • the meaning of the term ‘Engaged Buddhism’, and the origins YouTube illustrating his ideas Activism and aims of this form of practice Thich Nhat Hanah, Interbeing • the significance and ideas of Thich Nhat Hanh, including the Fourteen Precepts Plum Village, http://plumvillage.org/ Discussion of these ideas: http://www.lionsroar.com/in-engaged-buddhism- • how and why they have arisen; are they very much of their peace-begins-with-you/ time, society and context? http://www.lionsroar.com/the-fourteen-precepts-of- • whether or not engaged practice should be central to the engaged-buddhism/ Buddhist path A range of articles and discussion pieces regarding • how this affects the stereotypical view of Buddhism as inward- Engaged Buddhism looking http://www.dharmanet.org/lcengaged.htm • whether these ideas deviate from Gautama’s teachings, what they add Harvey, P. (2000) An Introduction to Buddhist Ethics; Foundations, Values and Issues, Cambridge University Press, pg. 112-122 Curriculum planner Curriculum

21 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Buddhism and 4 Why a Buddhist may feel social activism is an important part of Harvey, P. (2000) An Introduction to Buddhist Ethics; social activism Buddhist practice, examples may include: Foundations, Values and Issues, Cambridge University • as part of ethical practice Press, particularly Chapters 4 and 6 • in the mould of the Bodhisattva, helping others David R. Loy, What’s Buddhist about Socially Engaged • aim to reduce suffering in the world Buddhism? • an active interpretation of the precepts http://www.zen-occidental.net/articles1/loy12-english. html • Gautama as example, his compassion and need to teach and help others Thich Nhat Hanh (1991) Peace is Every Step, Rider, Part 3 Examples of Buddhist activism in the following areas: Tetsuun Loy, D. Ven. Bhikkhu Bodhi and Stanley, J. A • environmental awareness and action Buddhist Declaration on Climate Change, • opposition to oppression and injustice http://www.ecobuddhism.org/ • war and peace Details of NBO’s Buddhist Action Month When discussing examples of these students should be http://www.nbo.org.uk/get-involved/projects- encouraged to consider what Buddhist teachings are at work or campaigns/buddhist-action-month/ being considered and their impact on a Buddhist’s behaviour; Thich Nhat Hanh on the Buddhist response to for example the concept of no-harm (ahimsa) and whether this oppression in Burma means a Buddhist could simply never accept war. https://www.youtube.com/watch?v=74o9P6G2y18

Curriculum planner Curriculum http://www.greenfaith.org/files/buddhist- environmental-slides-stephanie-kaza http://www.dalailama.com/messages/environment/ buddhist-concept-of-nature http://burmacampaign.org.uk/about-burma/2007- uprising-in-burma/ The Economist, The Saffron Revolution http://www.economist.com/node/9867036 Ken Jones (1995) Buddhism and Social Action: An Exploration http://www.accesstoinsight.org/lib/authors/jones/ wheel285.html Harvey, P. (2000) An Introduction to Buddhist Ethics; Foundations, Values and Issues, Cambridge University Press, pg. 112-122, Chapters 4 and 6

22 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Buddhism and Buddhist responses 1 An introduction to ideas about women in versus Nancy Schuster Barnes (1987) ‘Buddhism’, Women and Gender to the issue of women in modern Buddhism might be a useful starting point, World Religions, ed. Arvind Sharma gender equality: key ideas might include: Rita M. Gross (1992) Buddhism After Patriarchy: A introduction • the highly patriarchal nature of India at the time of Gautama – Feminist History, Analysis and Reconstruction, University can we blame him if his ideas reflect this? of New York Press • would Buddhism have been as popular had it rejected social norms regarding women? Young, S. (ed.) (1994) An Anthology of Sacred Texts By and About Women, The Crossroad Publishing • note that the teachings themselves are often gender neutral; Company; section on Buddhism contains texts it’s ideas about behaviour that are often gender specific including The Ordination of the First Nuns (taken • would Buddhism be as popular in the modern world if it from Culla-Vagga, X1, pp324–330) and were not making moves towards equality? Comparisons with Sutra Chapter 7 (dialogue between and changing views of women in other faiths might be useful Vimalakirti) Buddhist responses 2 Whether or not this is possible, both theoretically and realistically, Sakyadhita International Association of Buddhist to the issue of including: Women http://www.sakyadhita.org gender equality: • the differing opinions of Theravada and Mahayana schools female attainment of Buddhism, with reference to The Dragon King’s/Sagara’s Ven. Dr. Karuna Dharma, of awakening Daughter (Lotus Sutra, Chapter 11) Abstract: Experiences with Ordaining Bhikshunis in Los -- in this story the Dragon Kings daughter achieves Angeles from 1994 to 2004 http://www.congress-on- enlightenment despite being female, a child and not buddhist-women.org/103.0.html Curriculum planner Curriculum human; the message is that every being has Buddha- nature and the Theravada ideas about who can and can’t International Congress on Buddhist Women achieve awakening should be abandoned http://www.congress-on-buddhist-women. • the reasons for these differing ideas, including: org/21.0.html -- their philosophical or ideological basis http://www.buddhanet.net/e-learning/history/ -- the impact both of societal changes over time and the position.htm differing cultural contexts Buddhism encountered during http://www.budsas.org/ebud/whatbudbeliev/227.htm its spread across the world http://buddhism.about.com/od/ becomingabuddhist/a/sexism.htm http://www.accesstoinsight.org/lib/authors/dewaraja/ wheel280.html https://bhikkhucintita.wordpress.com/home/topics-in- the-dharma/uposatha-1272012/ Harvey, P. (2000) An Introduction to Buddhist Ethics; Foundations, Values and Issues, Cambridge University Press, Chapter 9

23 © OCR 2017 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority

Buddhist responses 3 The controversy surrounding female ordination, including: to the issue of • the role, origins and controversies surrounding the gender equality: gurudharma (specific monastic rules for women) the issue of female -- why were these written? Feeds into the idea of the monasticism patriarchal early context -- are these original? Legitimate? • the difficulty of ordaining women in the Theravadin tradition and the role of ‘eight precept women’ • Mahayana female monastic traditions and • the differing status of female monastics (and ‘eight precept women’) in different societies, for example Thailand and Myanmar/Burma Buddhist responses 1 A concluding discussion drawing on the above and making sure to the issue of to cover: gender equality: • the role and aims of organisations such as the Sakyadhita concluding (Daughters of the Buddha) International Association of discussion Buddhist Women • why it is that the condition and treatment of differs so widely across the world Curriculum planner Curriculum • the significance of contrasting traditional and modern views on the capacity of women to achieve enlightenment

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