DOCSLIB.ORG

Curriculum Guidance for RE

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Curriculum Guidance for RE Curriculum Guidance for RE Foundation Stage Guidance 1 • including notes on good practice for RE in Foundation and exemplars of children’s activities related to Early Learning Goals Key Stage 1 Guidance 13 • including a grid for checking KS1 schemes of work, introductions to six world religions and key questions related to Areas of Study Key Stage 2 Guidance 41 T • including a grid for checking KS2 schemes of work, introductions to six world religions and key questions related to Areas of Study Key Stage 3 Guidance 73 • including a grid for checking KS3 schemes of work, introductions to six world religions and key questions related to Areas of Study F 14-19 Guidance 103 • including guidance on designing a school KS4 course and creative advice about different ways of tackling RE in the sixth form Assessment in RE 107 • including both primary and secondary perspectives A Guidance on making the Norfolk Agreed Syllabus accessible to pupils 110 with learning difficulties • including ‘P’ level performance descriptions for RE Inspiration, Information and Support • including professional papers on areas of teaching and managing RE R This document contains guidance to help teachers interpret and implement the requirements of the Norfolk Agreed Syllabus for Religious Education in their own situation. The guidance is non-statutory and other valid interpretations of the Agreed Syllabus are possible. Schools are D encouraged to be imaginative and creative in their implementation of the legal requirements. SACRE looks forward to seeing schools develop challenging and inspiring RE schemes of work for their pupils. SACRE acknowledges that it is not possible to meet the needs of all teachers, pupils and schools in a document like this. It urges headteachers, heads of department and RE subject leaders to seek assistance where needed from SACRE itself or the Advisory Services. SACRE intends to add additional guidance, in the form of Papers written to address particular needs, to the final part of the document (Inspiration, Information and Support) as a way of disseminating extra advice in the future. D R A F T Foundation Stage Guidance Schools are required by law to provide all registered pupils with Religious Education. In Norfolk this includes the Reception Year of the Foundation Stage who should follow the Programme of study for Foundation (see Part B of the Agreed Syllabus). Younger children in Foundation are not required to follow the Programme of study although practitioners may find it, and the guidance given below, both useful and appropriate for their children. This guidance is not a statutory part of the Agreed Syllabus. Its purpose is to help Reception teachers meet the statutory requirement to provide Religious Education according to T the Norfolk Agreed Syllabus and to do so in line with the six Areas of Learning in ‘Curriculum Guidance for the Foundation Stage’ (QCA 2000). Teachers may wish to integrate Religious Education fully into the learning themes they are already using, or they may prefer to establish separate Religious Education sessions. Both approaches could lead to exciting and interesting learning experiences for children1. F What the guidance provides The following pages list a variety of experiences and activities which could be provided for children. The examplars are organised under the six Areas of Learning in the Foundation Stage but many would provide opportunities for learning across several areas. Listing examples like this shows just how many possibilities exist for working within the everyday Foundation Guidance. A The examples are intended, however, to highlight possible Religious Education content and activities so that teachers can, for example: • choose suitable ideas to integrate into work while planning e.g. investigating a festival, responding to a story, role playing. R • use ideas to create their own mini Religious Education units where wished e.g. What is Christmas? Why are some words special? • recognise and take advantage of opportunities as they arise e.g. during news sharing when a child refers to a Christening or Eid, at snack time discussing when we wash our hands or why we eat certain things. D It is hoped that the references to specific religious material such as stories, artefacts and festivals in the examples, will help teachers to find suitable resources more easily. Notes on good practice for RE in Foundation 1. Learning about Religion Children should be introduced to individuals from religions rather than religions as systems when Learning about Religion. It is far better to introduce Reuben, who can show you his kippah or his dreidl, and Tom and Tessa, who go to church on Sundays and know stories about someone special called Jesus. Ideally these would be real children in the class, but children on videos, in books or pictures, will suffice. 1 Separate Religious Education sessions may facilitate any pupil withdrawals which may be requested by parents in accordance with legislation. See Part A of the Agreed Syllabus for statutory requirements for Religious Education. 1 All children, whatever their background need to be introduced to Christianity. From a simple educational perspective they need to know something of the religion which has most influenced the country in which they are growing up. For the vast majority of children with a secular background, it is as ‘different’ as any other religion and it would be wrong to assume children know all about it. The approach at the Foundation Stage is largely one of ‘sampling’ 1. This is not a systematic study of religions but brings specific and concrete expressions of a religious tradition (people, places and artefacts) to children’s attention. A ‘sample’ artefact or story or custom is brought in, looked at, talked about, commented on and may even provide a jumping off point for further investigation. T Taking account of children’s backgrounds Some Reception children will come from overtly religious backgrounds; others will have an occasional experience of religion; some will have had no experience, or a negative one. All children should feel valued and affirmed in the learning situation but at the same time their experiences should be deepened and extended. F RE should introduce children in an educational manner to religious belief and practices both in their immediate environment (school, local community) and beyond. The material available is rich and colourful; good teaching can make it stimulating, thought-provoking and illuminating – for both teacher and taught! 2. Learning from Religion A As children encounter and explore different experiences of religion, there should be plenty of opportunity for talk and role-play, to raise and think about questions. There will be times for conversations on an individual basis as well as within a larger group. These will be times for Learning from Religion. Questions of a religious, spiritual and even an ultimate nature (i.e. those like ‘Who am I?’ or R ‘What happens when we die?’) may crop up at any time, not necessarily in Religious Education. Teachers should treat such questions seriously and with sensitivity. The manner in which such questions are received and handled will do much to model respect for difference and for other people. Teachers should think in terms of entering a ‘dialogue’ with pupils rather than giving ‘closed’ answers, for example, welcoming the question and suggesting several possible answers before asking the child what they think. D Acknowledging what is ‘special’ A frequently used word in RE with younger children is ‘special’. It is good practice for teachers to introduce religious customs as ‘special’, rather than just ‘different’ which may suggest ‘strange’ or ‘odd’. Developing a concept of what is special can lead naturally, in later years, into concepts of holiness, sacredness and uniqueness, important ideas in religion.There is, hawever, no reason why children should not be introduced to words such as ‘holy’ or ‘sacred’ even at this early age. In examining the special objects, words, and places in religious communities, children should also be encouraged to think about what is special to them and why, and to empathise with others and their special things. One of the Early learning goals will be achieved if children ‘have a developing respect for their own cultures and beliefs and those of other people’. 1 ‘Sampling’, as a term in this context has been coined, with thanks, from the Warwickshire Agreed Syllabus Revision 2002. 2 Foundation Stage Exemplars The examples detailed below illustrate activities in which children could be involved as part of their Religious Education but these should not be seen as exclusive; many more could have been included. They are listed against specific Early Learning Goals from ‘Curriculum Guidance for the Foundation Stage’ (QCA 2000). Each example is described in the briefest of terms because teachers and practitioners will have their own ideas about how best to use them in their own schools or settings. Where specific examples of stories, artefacts or customs have been given, the religion from which they come has been marked thus: T C – Christian, B – Buddhist, H – Hindu, J – Jewish, M – Muslim, S - Sikh F 1. Personal, social and emotional development Early Learning Goals Examples of what children could do Respond to significant • Take part in a school celebration e.g. Harvest, and choose ‘feelings experiences showing a faces’ to show how they felt, before and afterwards: excited, A range of feelings when nervous, proud. appropriate. • Reflect on their own experiences of fear, loss, bereavement and excitement as a result of exploring religious stories e.g. David and Goliath (J/C); Lost Coin, Pearl of Great Price; Jesus’ death and burial (C); Kisagotami (B). R • Talk about how people remember friends / family who have left or died e.g. with photos or objects; taking flowers to a grave; jahrzeit candle (J).
Load more

Recommended publications
  • The Buddhist Way of Life Yasodhara Dhamma School
    The Buddhist Way of Life Buddhist Ethics for Children Published by Yasodhara Dhamma School Sri Lanka Buddhist Monastery, SLBM Inc. Brisbane QLD 4078, Australia Authored by Ven. Nadimale Sudhamma Author - Ven. Nadimale Sudhamma Educationalist – Australia (B.Teach, Graduate Cert. of Applied Linguistics, MEd - Australia) Deputy Principal, Yasodhara Dhamma School Former Primary School Teacher with the Education QLD Blog Site: http://dhamma_stream.blogspot.com.au Printed by – Nethwin Printers “Dalada Sewane Api” Padanama, Gatambe Junction, Kandy Sri Lanka Ph; 081 - 2386908 Publisher – Yasodhara Dhamma School, Sri Lanka Buddhist Monastery Inc. 114, Considine Street, Ellen Grove, Brisbane, QLD 4078. Web: http://www.srilankaramaqld.org 2019 All Rights Reserved Preface The Buddhist way of life was authored by Venerable Nadimale Sudhamma as an introductory textbook for beginners who study Buddhism in Yasodhara Dhamma School. This book aims to inculcate basic Buddhist teaching in young minds and develop their interest in practicing Buddhism in daily life. The lack of Buddhist textbooks written in English language aiming beginners is a hindrance for propagating Buddhism in Australian society and, this book caters to fill the gap. Venerable Sudhamma was a devoted supporter to Sri Lanka Buddhist Monastery even before her ordination as a Buddhist nun. She was the founder of Yasodhara Sinhala School and a key figure behind developing Yasodhara Dhamma School. Now they are leading institutes in propagating Sinhalese Buddhist values among Sri Lankan community in Queensland- Australia. Sadaham Gangula is another Buddhist publication organized with the authorship of Venerable Sudhamma, a collection of Dhamma Talks delivered at the SLBM. While dedicated to achieving her own spiritual goals, Venerable Sudhamma has dedicatedly supported to the progress of Sri Lanka Buddhist monastery in Brisbane and Subodharamaya in Peradeniya-Sri Lanka.
    [Show full text]
  • American Buddhists: Enlightenment and Encounter
    CHAPTER FO U R American Buddhists: Enlightenment and Encounter ★ he Buddha’s Birthday is celebrated for weeks on end in Los Angeles. TMore than three hundred Buddhist temples sit in this great city fac- ing the Pacific, and every weekend for most of the month of May the Buddha’s Birthday is observed somewhere, by some group—the Viet- namese at a community college in Orange County, the Japanese at their temples in central Los Angeles, the pan-Buddhist Sangha Council at a Korean temple in downtown L.A. My introduction to the Buddha’s Birthday observance was at Hsi Lai Temple in Hacienda Heights, just east of Los Angeles. It is said to be the largest Buddhist temple in the Western hemisphere, built by Chinese Buddhists hailing originally from Taiwan and advocating a progressive Humanistic Buddhism dedicated to the pos- itive transformation of the world. In an upscale Los Angeles suburb with its malls, doughnut shops, and gas stations, I was about to pull over and ask for directions when the road curved up a hill, and suddenly there it was— an opulent red and gold cluster of sloping tile rooftops like a radiant vision from another world, completely dominating the vista. The ornamental gateway read “International Buddhist Progress Society,” the name under which the temple is incorporated, and I gazed up in amazement. This was in 1991, and I had never seen anything like it in America. The entrance took me first into the Bodhisattva Hall of gilded images and rich lacquerwork, where five of the great bodhisattvas of the Mahayana Buddhist tradition receive the prayers of the faithful.
    [Show full text]
  • Lumbini the Birthplace of Lord Buddh World Heritage Property Soc REPORT ‐ 1 February 2013
    Lumbini The Birthplace of Lord Buddh World Heritage property SoC REPORT ‐ 1 February 2013 PROGRESS REPORT ON SOC Lumbini The Birthplace of Lord Buddha World Heritage property 1 FEBRUARY 2014 Government of Nepal Ministry of Culture, Tourism and Civil Aviation DEPARTMENT OF ARCHAEOLOGY Ramshah Path, Kathmandu, Nepal Telephone: +977 1 4250683 Facsimile: +977 1 4262856 E‐mail: [email protected] Lumbini The Birthplace of Lord Buddh World Heritage property SoC REPORT ‐ 1 February 2013 PROGRESS REPORT ON SOC Lumbini The Birthplace of Lord Buddha World Heritage property 1 FEBRUARY 2014 Government of Nepal Ministry of Culture, Tourism and Civil Aviation DEPARTMENT OF ARCHAEOLOGY Ramshah Path, Kathmandu, Nepal Telephone: +977 1 4250683 Facsimile: +977 1 4262856 E‐mail: [email protected] (Report prepared in cooperation with Lumbini Development Trust) Lumbini The Birthplace of Lord Buddh World Heritage property SoC REPORT ‐ 1 February 2013 Table of Contents Introduction 2 Decision: 36 COM 7B.65 3 Section A 4 Response to the points made by the World Heritage Committee 4 Section B 9 UNESCO / JFIT / DOA / LDT Project Season 2011-2012 (second year) 9 UNESCO / JFIT / DOA / LDT Project Season 2012-2013 (third year) 14 Master Plan for Lumbini World Peace City 18 ANNEX 18 1. Draft Integrated Management Framework document 2. Environmental Impact Assessment UNESCO and IUCN Conclusion and Recommendations 3. Master Plan for Lumbini World Peace City Introduction and Map Page 1 Lumbini The Birthplace of Lord Buddh World Heritage property SoC REPORT ‐ 1 February 2013 Introduction Lumbini, the site of Archaeological, historical, cultural and religious importance in Rupandehi district, Lumbini zone, Nepal was enlisted on World Heritage List in 1997, as Lumbini The Birthplace of Lord Buddha World Heritage Property under the criterion (iii) and (vi) as the birth place of the Lord Buddha, testified by the inscription on the Asoka Pillar and as the archaeological remains of the Buddhist Vihara (monasteries) and stupas (memorial shrines) from 3rd century B.C.
    [Show full text]
  • The Miraculous Life of Gotama Buddha a Study in the Psychology of Mythology of the Historical Bodhisattva
    The Miraculous Life of Gotama Buddha A study in the psychology of mythology of the historical Bodhisattva being SD 52.1 of the Sutta Discovery series by Piya Tan 2018 THE MINDING CENTRE Singapore First published in 2018 THE MINDING CENTRE Singapore ©2018 TAN Beng Sin All rights reserved Piya Tan (TAN Beng Sin), 1949- The Miraculous Life of Gotama Buddha: A study in the psychology of mythology of the historical Bodhisattva Publisher: the author ISBN 978-981-11-7432-2 (E-book) National Library Board, Singapore Cataloguing in Publication Data Name(s): Tan, Piya, 1949- Other title(s): Tipiṭaka. Suttapiṭaka. English. Selections | Miraculous life of Gotama Buddha : a study in the psychology of mythology of the historical Bodhisattva : being SD 52.1 of the Sutta discovery series Title: Sutta discovery. 52.1, The miraculous life of Gotama Buddha : a study in the psychology of mythology of the historical Bodhisattva / by Piya Tan. Description: Singapore : The Minding Centre, 2018. | Includes bibliographical references. Identifier(s): OCN 1028012130 | ISBN 978-981-11-7432-2 (paperback) Subject(s): LCSH: Tipiṭaka. Suttapiṭaka--Criticism, interpretation, etc. | Theravāda Buddhism--Doctrines. | Gautama Buddha. | Wisdom--Religious aspects-- Buddhism. Classification: DDC 294.3823--dc23 THE MINDING CENTRE, based in Singapore, is part of Piya Tan’s Dharma ministry. It was founded in 2006 to provide non-religious Dharma-based services to those in need of counsel and solace. It also serves as a haven and hub for those seeking Dharma by way of critical thinking, creative feeling, meditation, sutta translation and study, spiritual experience, and sharing that light and joy.
    [Show full text]
  • The Pratītyasamutpādagātha and Its Role in the Medieval Cult of the Relics
    THE JOURNAL OF THE INTERNATIONAL ASSOCIATION OF BUDDHIST STUDIES EDITOR-IN-CHIEF Roger Jackson Dept. oj Religion Carleton College Northfield, MN 55057 USA EDITORS Peter N. Gregory Ernst Steinkellner University of Illinois University of Vienna Urbana-Champaign, Illinois, USA Wien, Austria Alexander W. Macdonald Jikido Takasaki Universite de Paris X University of Tokyo Nanterre, France Tokyo, Japan Steven Collins Robert Thurman Concordia University Columbia University Montreal, Canada New York, New York, USA Volume 14 1991 Number 1 CONTENTS I. ARTICLES 1. The Pratityasamutpadagathd and Its Role in the Medieval Cult of the Relics, by Daniel Boucher 1 2. Notes on the Devotional Uses and Symbolic Functions of Sutra Texts as Depicted in Early Chinese Buddhist Miracle Tales and Hagiographies, by Robert F. Campany 28 3. A Source Analysis of the Ruijing lu ("Records of Miraculous Scriptures"), by Koichi Shinohara 73 4. Pudgalavada in Tibet? Assertions of Substantially Existent Selves in the Writings of Tsong-kha-pa and His Followers, by Joe Bransford Wilson 155 II. BOOK REVIEWS 1. The Dawn of Chinese Pure Land Buddhist Doctrine: Ching-ying Hui-yiian's Commentary on the Visualization Sutra, by Kenneth K. Tanaka (Allan A. Andrews) 181 2. Three Recent Collections: The Buddhist Heritage, ed. Tadeusz Skorupski; Chinese Buddhist Apocrypha, ed. Robert E. Buswell, Jr.; and Reflections on Tibetan Culture, ed. Lawrence Epstein and Richard Sherburne (Roger Jackson) 191 LIST OF CONTRIBUTORS 195 The Pratityasamutpddagathd and Its Role in the Medieval Cult of the Relics by Daniel Boucher I. Introduction Over the past one hundred and fifty years, thousands of clay seals, miniature stupas, and images inscribed with the famous "Buddhist creed" (the ye dharmd hetuprabhava..
    [Show full text]
  • Buddhism and the Global Bazaar in Bodh Gaya, Bihar
    DESTINATION ENLIGHTENMENT: BUDDHISM AND THE GLOBAL BAZAAR IN BODH GAYA, BIHAR by David Geary B.A., Simon Fraser University, 1999 M.A., Carleton University, 2003 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF PHILOSOPHY in The Faculty of Graduate Studies (Anthropology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2009 © David Geary, 2009 ABSTRACT This dissertation is a historical ethnography that examines the social transformation of Bodh Gaya into a World Heritage site. On June 26, 2002, the Mahabodhi Temple Complex at Bodh Gaya was formally inscribed on the UNESCO World Heritage List. As a place of cultural heritage and a monument of “outstanding universal value” this inclusion has reinforced the ancient significance of Bodh Gaya as the place of Buddha's enlightenment. In this dissertation, I take this recent event as a framing device for my historical and ethnographic analysis that details the varying ways in which Bodh Gaya is constructed out of a particular set of social relations. How do different groups attach meaning to Bodh Gaya's space and negotiate the multiple claims and memories embedded in place? How is Bodh Gaya socially constructed as a global site of memory and how do contests over its spatiality im- plicate divergent histories, narratives and events? In order to delineate the various historical and spatial meanings that place holds for different groups I examine a set of interrelated transnational processes that are the focus of this dissertation: 1) the emergence of Buddhist monasteries, temples and/or guest houses tied to international pilgrimage; 2) the role of tourism and pilgrimage as a source of economic livelihood for local residents; and 3) the role of state tourism development and urban planning.
    [Show full text]
  • Learning Resource Contents
    Buddhism In e Chester Beatty Library A Learning Resource Contents Introduction 1 1 e ree Jewels of Buddhism 2 2 e Life of the Buddha 2 3 Samsara 3 4 eravada, Mahayana and Vajrayana Buddhism 3 5 Buddhism in China 4-6 6 Buddhism in Japan 7-10 7 Buddhism in Tibet & Mongolia 11-13 8 Buddhism in South and South East Asia 14-18 9 Buddhist Symbols 19 Suggested Activities in the Chester Beatty Library 20 or in School Introduction The Buddhist collection in the Chester Beatty Library offers visitors the opportunity to explore the ‘Story of Buddhism’ from its origins with the life and teachings of the historical Buddha in India in the 6th century BC to its development as it spread through the countries of Asia. Students and educators are encouraged to explore a number of themes as presented in the exhibition on display in the Sacred Traditions Gallery. Aims Objectives • to support educators and students with a • to provide an understanding of symbolism in Buddhism comprehensive resource about Buddhism as reflected in • to provide the meanings of Buddhist art as found in the the Chester Beatty Library collections Chester Beatty Library collections • to lend to the Department of Education and Skill’s • to provide the opportunity for students and teachers to Intercultural Education Strategy 2010-2015 for schools, discuss and evaluate Buddhist art in the Chester Beatty with particular reference to cultural diversity in Irish Library collections schools 1 BUDDHISM IN THE CHESTER BEATTY LIBRARY A LEARNING RESOURCE 1 e ree Jewels of Buddhism Key Words: The Three Jewels, The Buddha, the Dharma, the The Dharma Sangha, the Four Noble Truths, Nirvana, Siddhartha Gautama, The Buddha’s teachings are known as the Dharma.
    [Show full text]
  • The Life of Buddha Geshe Kelsang Gyatso
    The Life of Buddha Geshe Kelsang Gyatso Siddhartha Gautama was born into an aristocratic family in northern India around 563 B.C.E. At a young age he left his privileged surroundings and embarked on a spiritual quest that would take him all over India in search of truth and wisdom. After several years of fruitless study and self-denial, Siddhartha began a program of strict, focused meditation that eventually resulted in the attainment of what he called a state of mental and spiritual “enlightenment.” His followers then began referring to him as the “Buddha,” which meant the “enlightened one.” The religion that grew out of these events thus became known as Buddhism. Accounts of the life of the Buddha have become an important part of the Buddhist tradition. Below is one modern version of the story. Buddha’s Birth The Buddha who is the founder of the Buddhist religion is called Buddha Shakyamuni “Shakya” is the name of the royal family into which he was born, and “Muni” means “Able One.” Buddha Shakyamuni was born as a royal prince in 624 BC in a place called Lumbini, in what is now Nepal. His mother’s name was Queen Mayadevi and his father’s name was King Shuddhodana. The Queens Dream One night, Queen Mayadevi dreamed that a white elephant descended from heaven and entered her womb. The white elephant entering her womb indicated that on that very night she had conceived a child who was a pure and powerful being. The elephant’s descending from heaven indicated that her child came from Tushita heaven, the Pure Land of Buddha Maitreya.
    [Show full text]
  • Vesak (Wesak, Buddha's Birthday)
    Holiday Symbols MB 9/17/08 11:57 AM Page 1020 Holiday Symbols and Customs, 4th Edition Vesak (Wesak, Buddha’s Birthday) Type of Holiday: Religious (Buddhist) Date of Observation: April-May; full moon of Vaisakha Where Celebrated: China, India, Indonesia, Japan, Korea, Nepal, Singapore, Sri Lanka, Thailand, Tibet, and by Buddhists all over the world Symbols and Customs: Bathing the Buddha, Bodhi Tree Related Holidays: Rocket Festival ORIGINS Vesak is the holiest day of the year in Buddhism, one of the four largest religious families in the world. Buddhism is based on the teachings of Siddhartha Gautama (c. 563-483 B.C.E.), who came to be known as Buddha, or “The Enlightened One.” The basic tenets of Buddhism can be summarized in the Four Noble Truths and the Eightfold Path. The Four Noble Truths are 1) the truth and reality of suffering; 2) suffering is caused by desire; 3) the way to end suffering is to end desire; and 4) the Eightfold Path shows the way to end suffering. The Eightfold Path consists of 1) right view or right understanding; 2) right thoughts and aspirations; 3) right speech; 4) right conduct and action; 5) right way of life; 6) right effort; 7) right mindfulness; and 8) right contemplation. Vesak celebrates the Buddha’s birth, enlightenment, and death, or attainment of Nirvana. While these anniversaries are observed in all Buddhist countries, they are not always celebrated on the same day. Theravada Buddhists, who practice the oldest form of their religion and can be found primarily in Southeast Asia, observe all three anniversaries on the full moon of the sixth month.
    [Show full text]
  • Lumbini 2008
    LumbiniLumbiniLumbini J OURNAL O F T HE L UMBINI N EPALESE B UDDHA D HARMA S OCIETY (UK) Volume 11 May 2008 Newly acquired gold plated Buddha Statue for Society's activities Lumbini Nepalese Buddha Dharma Society (UK) uddha was born more than 2600 years ago at Lumbini in Nepal. His teachings of existence of suffering and Lumbini Bthe way out of the suffering are applicable today as they were Journal of The Lumbini Nepalese Buddha Dharma Society (UK) applicable then. The middle way he preached is more appropriate now than ever before. Lumbini is the journal of LNBDS (UK) and published annually depending upon funds and written material; and distributed free For centuries Buddhism remained the religion of the East. of charge as Dharma Dana. It is our hope that the journal will Recently, more and more Westerners are learning about it serve as a medium for: and practising Dharma for the spiritual and physical well- being and happiness. As a result of this interest many 1.Communication between the society, the members monasteries and Buddhist organisations have been and other interested groups. established in the West, including in the UK. Most have Asian connections but others are unique to the West e.g. Friends of Western 2.Publication of news and activities about Buddhism in Buddhist Order. the United Kingdom, Nepal and other countries. Nepalese, residing in the UK, wishing to practice dharma for their spiritual development, turned to them as there were 3.Explaining various aspects of Dharma in simple and no such Nepalese organisations. Therefore, a group of easily understood language for all age groups.
    [Show full text]
  • Word of the Buddha
    THE WORD OF THE BUDDHA NYANTILOKA THE WORD OF THE BUDDHA WORKS OF THE AUTHOR In English The Word of the Buddha (Abridged) Students’ Edition. Colombo 1946, Y.M.B.A. Guide through the Abhidamma-Pitaka 3rd Ed.. Colombo 1971, Lake House Bookshop. Fundamentals of Buddhism: Four Lectures. Colombo 1949, Lake House Bookshop. Buddhist Dictionary: Manual of Buddhist Terms and Doctrines, 3rd Ed. Colombo 1971, Frewin & Co., Ltd. Path to Deliverance, 2nd Ed. Colombo 1959, Lake House Bookshop. The Buddha’s Teaching of Egolessness (Anattâ). Colombo 1957. The Influence of Buddhism on a People. Kandy 1958, Buddhist Publi- cation Society. In German Das Wort des Buddha. 1906 f., Konstanz 1953 Anguttara-Nikâya (Trans., 5 vols.). 1906 f. ; reprint 1969 Milinda-Pañha (transl., 2 vols.). 606 pp., 1918 f. Dhammapada. (Pali text, metrical transl., commentary; in M.S.) Puggala-Paññatti (transl.). 1910 Abhidhammattha-Sangaha. Kornpendi urn der Buddh istschen Phi- olsophie (in M.S.) Visuddhi Magga (complete transl.). Konstanz 1952. Fûhrer durch das Abhidhamma-Pitaka (in M.S.) Systematische Paligrammatik. 1911. Pali Anthologie umid Woerterbuch. (Anthology and Glossary; 2 vols.). 1928. Grundlebren des Buddhismus (in M.S.). Weg zur Erloesung (Path to Deliverance). Konstanz 1956. Buddhistisches Worterbuch. K onsta nz 1957. THE WORD OF THE BUDDHA An Outline of the teaching of the Buddha in the words of the Pali canon. Compiled, translated, and explained by NYANATILOKA BUDDHIST PUBLICATION SOCIETY KANDY CEYLON This electronic edition was input using TextBridge Pro® 8.0 Optical Character Recognition software from Xerox; then for- matted using FrameMaker® 5.5.6 and Acrobat Distiller® from Adobe, Inc., all running on an Apple Power Macintosh.
    [Show full text]
  • The Life of the Buddha
    The Life of the Buddha Introduction In this Eon of the world, there will appear One Thousand Buddhas (enlightened beings) who will each successively attain complete and perfect enlightenment in Bodh Gaya (the holy city in India), and then each Buddha will teach the dharma to benefit others. Each time a Buddha appears in the world, the dharma is taught anew, for the teachings of the preceding Buddha have completely dwindled and disappeared. For countless eons, a great bodhisattva (a bodhisattva is a being who is striving to become a Buddha to benefit all) strived and perfected his mind towards the goal of attaining Buddhahood. This great bodhisattva was none other than the Buddha-to-be, Shakyamuni, who was born as the Prince Siddhartha in India. Whether it was giving up his own flesh to feed a hungry lion or as an adored disciple of a master, this great being would some day benefit all as the Prince Siddartha. Before reincarnating on earth in the Sixth Century B.C.E, this Bodhisattva resided in the Heaven of Tushita and then looked at the universe, surveying that the time was appropriate for him to reincarnate on earth and attain perfect Buddhahood in order to benefit beings. The Bodhisattva removed his crown and celestial ornaments, and enthroned the Bodhisattva Maitreya as his successor. Maitreya will reincarnate on earth as the Fifth Buddha of this eon once the teachings of Siddhartha no longer remain in the memory of mankind. After enthroning Maitreya, the Bodhisattva transformed himself into a white elephant which would enter the womb of the Queen Maya, in Nepal, and be conceived immaculately.
    [Show full text]