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Cambridge International AS & A Level

HINDUISM 9487/03 Paper 3 : and Religion For examination from 2021 MARK SCHEME Maximum Mark: 60

Specimen

This document has 18 pages. Blank pages are indicated.

© UCLES 2018 [Turn over 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 by the beyond the ide the specific th these marking mark range may generic level (not half marks, or other fractions). : whole marks positively the specific content of mark scheme or generic level descriptors for question the specific skills defined in mark scheme or generic level descriptors for question the standard of response required by a candidate as exemplified standardisation scripts. scope of the syllabus and mark scheme, referring to your Team Leader as appropriate Team scope of the syllabus and mark scheme, referring to your marks are awarded when candidates clearly demonstrate what they know and can do marks are not deducted for errors marks are not deducted for omissions answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed should be unambiguous. The meaning, however, question as indicated by the mark scheme. marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go marks are awarded for correct/valid answers, as defined in the mark scheme. However,

• • GENERIC MARKING PRINCIPLE 2: Marks awarded are always GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • GENERIC MARKING PRINCIPLE 3: Marks must be awarded descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in mark scheme for question (however; use be limited according to the quality of candidate responses seen). • • • • GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or the application of • Generic Marking Principles They should be applied alongs These general marking principles must be applied by all examiners when candidate answers. content of the mark scheme or generic level descriptors for a question. Each question paper and also comply wi principles. © UCLES 2018 Page 2 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 olds or grade the candidate’s the candidate’s est-fit approach ined in the unities. ent for each t relevant content on. The Examiner on. given. Examiners the descriptors in level all Examiners should use the performance summary statements at top of descriptors to help identify a level which matches response. However, the final decision on band and mark within should be made basis of response. However, and not primarily using the performance summary statement. Examiners should start at the lowest level, if answer meets all criteria they then move to next level and so Examiners should use a b should repeat this process until there is a match between the overall answer and level descriptor. AO. level to be chosen for each when deciding upon the level, it is possible for a different If the Examiner identifies all aspects of level descriptor within answer then highest mark for should be should also make reference to the indicative content when deciding on mark within a level ensure that there is sufficien evident within the answer for level and mark. Examiners should be prepared to credit material in answers which is not conta indicative content. descriptors in . GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in mark scheme. should not be with grade thresh question in the mark scheme. Assessment Objectives AO1: and understanding Demonstrate knowledge and understanding of teachings, beliefs practices, including relevance for individual comm Analysis and evaluation AO2: Analyse, evaluate and discuss evidence, points of view issues in Hinduism Generic marking principles (a) (b) (c) Generic Levels of response descriptions Assessment Objectives (AOs) 1 and 2, should be used in conjunction with the indicative cont These level descriptors address © UCLES 2018 Page 3 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 0 7–9 4–6 1–3 10–12 Marks ment has been meets the level statement, you should award highest mark. meets the level statement, you should award most appropriate mark in middle of range. meets the level statement, you should award lowest mark. convincingly adequately just Uses a range of mostly accurate and relevant knowledge. Demonstrates understanding though a developed response. Addresses most aspects of the question. Some engagement with the wider context, if relevant. Uses a range of knowledge which may be partially accurate. Demonstrates limited understanding through a partially developed response. Addresses some aspects of the question. Attempts to engage with the wider context, if relevant. Identifies a limited range of knowledge which may not be accurate. Demonstrates basic understanding through a limited response. Response is relevant to the topic, but does not directly address question. Little or no reference to the wider context, if relevant. Uses a range of detailed, accurate and relevant knowledge. Demonstrates understanding through a well-developed response. Fully addresses the question. Good understanding of the wider context, if relevant.

Mostly accurate knowledge with some understanding • • • • Partially accurate knowledge with limited understanding • • • • Basic knowledge and basic understanding • • • • Accurate knowledge with good understanding • • • • Where the candidate’s work Where the candidate’s work Where the candidate’s Where the candidate’s work Where the candidate’s

The Examiner may need to make a judgement within a level or between two or more level statements. Once a ‘best-fit’ level state The Examiner may need to make a judgement within level or between two more statements. Once ‘best-fit’ identified, use the following guidance to decide on a specific mark: • • • Level 3 Level 2 Level 1 Level 0 No relevant material to credit. Level 4 Level AO1 Knowledge and understanding (d) Section A AO1 12 mark questions A Section © UCLES 2018 Page 4 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 0 4–7 1–3 8–11 12–15 16–18 Marks Outlines one or more augment/point of view. Outlines one or more augment/point of view. The support may not be wholly relevant or accurate. Uses supporting evidence for one or more relevant point. Attempts a conclusion to the question which is linked knowledge and/or point of view. States a point of view. Little or no supporting evidence. May attempt a basic conclusion, which may not directly address the question. Recognises different arguments/points of view and discusses at least one in some detail. Recognises different Uses some evidence to support discussion. Clear conclusion to the question which is linked a range of knowledge and points view. Discusses different arguments/points of view in some detail. Discusses different Uses accurate evidence to support a structured discussion. Coherent conclusion to the question which evaluates knowledge and points of view. Analyses the importance and/or strength of different arguments/points of view. arguments/points of view. Analyses the importance and/or strength of different Uses accurate evidence to support a well-structured discussion. Coherent conclusion to the question which evaluates knowledge and points of view assesses alternative conclusions.

Attempts a discussion with limited support • • • Basic response with a point of view • • • Clear discussion with some support • • • Coherent discussion supported with evidence • • • Thorough discussion supported with evidence • • • Level 2 Level 1 Level 0 No relevant material to credit. Level 3 Level 4 Level 5 Level Analysis and evaluation AO2 Section A AO2 18 mark questions A Section © UCLES 2018 Page 5 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 8–11 12–15 16–18 Recognises different arguments/points of view Recognises different and discusses at least one in some detail. Uses some evidence to support discussion. Clear conclusion to the question which is linked to a range of knowledge and points view. Discusses different arguments/points of view in Discusses different some detail. Uses accurate evidence to support a structured discussion. Coherent conclusion to the question which evaluates knowledge and points of view. Analyses the importance and/or strength of arguments/points of view. different Uses accurate evidence to support a well- structured discussion. Coherent conclusion to the question which evaluates knowledge and points of view assesses alternative conclusions.

Clear discussion with some support • • • Coherent discussion supported with evidence • • • Thorough discussion supported with evidence • • • 4–6 Level 3 7–9 Level 4 10–12 Level 5 Uses a range of knowledge which may be partially accurate. Demonstrates limited understanding through a partially developed response. Addresses some aspects of the question. Attempts to engage with the wider context, if relevant. Uses a range of mostly accurate and relevant knowledge. Demonstrates understanding though a developed response. Addresses most aspects of the question. Some engagement with the wider context, if relevant. Uses a range of detailed, accurate and relevant knowledge. Demonstrates understanding through a well- developed response. Fully addresses the question. Good understanding of the wider context, if relevant.

Partially accurate knowledge with limited understanding • • • • Mostly accurate knowledge with some understanding • • • • Accurate knowledge with good understanding • • • • Level AO1 Knowledge and understanding Marks Level Analysis and evaluation AO2 Marks Level 2 Level 3 Level 4 Section B Essay Marking grid © UCLES 2018 Page 6 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 1–3 4–7 States a point of view. Little or no supporting evidence. May attempt a basic conclusion, which may not directly address the question. Outlines one or more argument/point of view. Outlines one or more argument/point of view. Uses supporting evidence for one or more The support may not be wholly relevant point. relevant or accurate. Attempts a conclusion to the question which is linked to knowledge and/or a point of view.

Basic response with a point of view • • • Attempts a discussion with limited support • • • Level 0 No relevant material to credit. 0 1–3 Level 2 Identifies a limited range of knowledge which may not be accurate. Demonstrates basic understanding through a limited response. Response is relevant to the topic, but does not directly address the question. Little or no reference to the wider context, if relevant.

Basic knowledge and basic understanding • • • • Level AO1 Knowledge and understanding Marks Level Analysis and evaluation AO2 Marks Level 0 No relevant material to credit. 0 Level 1 Level 1

© UCLES 2018 Page 7 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates do not need to refer all of this material to gain the marks. All accurate interpretations will be credited as appropriate. 12 Explain the relationship between and Prakriti in philosophy. AO1 – Knowledge and understanding. Responses will be marked according to the 12 mark level descriptors (AO1). Candidates might refer to some of the following: Samkhya is usually referred to as the philosophy of numbers. It deals with 25 categories that include Purusha and Prakriti. One role of these two co-eternal According to this school, is to explain the creation and evolution of . to explain the , so there is no Purusha and Prakriti together are sufficient need for . Samkhya is therefore considered to be an atheistic school of thought, with the combination of Purusha and Prakriti playing creative role a deity might play in a theistic philosophy. Samkhya maintains a clear-cut dualism between Purusha and Prakriti, the former representing the principle of and latter material cause this universe. Purusha is understood to be the Self, an unchanging non-material with individual that is eternal and all-pervading. It not one but many, (souls) sharing the same : intelligent, uncaused and inactive. In this Samkhya is pluralistic as well dualistic. By contrast, Prakriti dynamic and active; Prakriti is the first it is Prakriti that subject to change and through this quality, cause of the material universe. Prakriti is made up three gunas – , and They exist in equilibrium until excited by the presence of Purusha; when this . happens the balance changes and new things are made by of gunas. different all things are made of these gunas in different According to Samkhya philosophy, combinations. So the shared role of Prakriti and Purusha is evolution things: As well as Prakriti provides the substance and Purusha motivation for change. the role played by two in creating material world, an understanding of this helps Hindus on the path to liberation. When Purusha is deluded into considering itself to be active or changing, bondage is created. By understanding how Purusha and Prakriti create the material world, Hindus can understand how Purusha becomes deluded into identifying itself with things that are actually products of Prakriti. Liberation is achieved by realising that this a mistake made through ignorance. 1(a) Question Answer Marks Guidance Section A © UCLES 2018 Page 8 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates do not need to refer all of this material to gain the marks. Credit all relevant discussion. Candidates can argue for or against the claim as long their discussion There is is focused on the question. no requirement to propose a different source of creation but responses which question the premise more broadly will be credited appropriately. 18 ‘Prakriti is the source of everything that exists.’ Evaluate this claim. ‘Prakriti is the source of everything that exists.’ Analysis and evaluation. AO2 – Responses will be marked according to the 18 mark level descriptors (AO2). Candidates might refer to some of the following: Candidates might argue that the statement is correct because, according to the entire world of objects is contained in Prakriti. Everything Samkhya philosophy, that exists is made from the evolution of gunas, and gunas make up Prakriti. this process of change and transformation is triggered by Purusha, However, candidates might use this to challenge or qualify the claim. Prakriti cannot change by itself, but requires stimulation. Without the presence of Purusha gunas would remain in perfect equilibrium and nothing be created by them. It could therefore be argued that Prakriti is the material cause or source but it not it could be argued that Purusha is the actual Alternatively, sole or complete source. source of everything because although it is inactive and unchanging itself, the trigger which causes change and activity in everything else. Candidates might consider that Prakriti is the source of everything in material world of evolution and dissolution but still reject the statement on basis that not everything that exists is part of material world. Purusha also – the of the material world means that it must exist because Prakriti is inactive without it – yet Purusha is eternal and uncaused. If exists requires The same is true of Prakriti no source, Prakriti cannot be the source of everything. – candidates might consider whether eternal means without beginning or Prakriti caused itself to come into existence. Candidates might also point out that, like Purusha, Prakriti cannot be seen as it really is, rather its existence must be inferred through products which are caused This could be used to examine whether perceived existence in and dependent. the material, manifest world is conceptually same as unmanifest eternal existence of Purusha and Prakriti. It is also possible to propose theistic arguments and/or alternative metaphysical response which takes a metaphysical A in response to this statement. position and either does not recognise the substance of Prakriti, or argues for action of a Supreme in creation is unlikely to support the claim question. 1(b) Question Answer Marks Guidance

© UCLES 2018 Page 9 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates do not need to refer all of this material to gain the marks. Credit all relevant material. There is no need for a detailed explanation of the teachings and practices of the Shramana traditions where these do not relate to the as a source of rejection of the authority. 12 originally denoted shramana Explain why Shramana traditions do not accept the authority of the Vedas. Explain why Shramana traditions do not accept the authority of Vedas. AO1 – Knowledge and understanding. Responses will be marked according to the 12 mark level descriptors (AO1). Candidates might refer to some of the following: Candidates might begin with the observation that Shramana traditions are not a single organised religious tradition and that therefore for rejecting the The term as authoritative may be very diverse. Vedas This practices. an ascetic movement within Hinduism that existed alongside Vedic movement contributed to the development of yogic practices and gave rise and . Candidates might identify Jainism explicitly and explain how one or both arrived at their contemporary stance with regard to considering the claim of or they might address the issue more generally, the Vedas, divine origins for texts, and reasons why these might be challenged or rejected at times. different Jains traditionally trace their histories through a succession of 24 tirthankaras, starting with Rishabh and ending . It is their view that right knowledge is created by accepting the teachings of these tirthankaras – term literally means – but although they became omniscient, the tirthankaras were mortal ‘ford-makers’ Divine authority is therefore who achieved liberation through their own efforts. unnecessary – indeed Jainism is often considered atheist because Jain teachings reject the concept of an all-powerful deity. In the context of Buddhism too founder was a mortal human being who achieved enlightenment and consequently liberation; the core Buddhist teaching of Four includes the path to liberation through teachings of Buddha. Noble Jainism and Buddhism both share a concept of liberation that is within the grasp of human beings themselves, not requiring divine intervention or even existence. are of divine origin may be a Therefore whether or not the Vedas – the path to liberation has been put before followers of these traditions indifference and they do not need a divine source to endorse it. 2(a) Question Answer Marks Guidance

© UCLES 2018 Page 10 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 schools of philosophy which accept the Vedas as authoritative, and nastika schools of philosophy which accept the Vedas (heterodox) schools which do not. Buddhism and Jainism might be included in the latter category by some, while others might regard them as distinct religions – albeit religions with strong links to Hinduism – and would find this classification unhelpful. 2(a) is often considered as two distinct categories – (orthodox) Question Answer Marks Guidance

© UCLES 2018 Page 11 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates do not need to refer all of this material to gain the marks. Credit all relevant discussion. Candidates should provide a justified discussion which analyses the relationship. 18 Analyse the relationship between Hinduism and Shramana traditions. Analysis and evaluation AO2 – Responses will be marked according to the 18 mark level descriptors (AO2). Candidates might refer to some of the following: Candidates might show that the Shramana traditions share a common value system These ancient texts are and a framework that rejects the authority of Vedas. considered by astika darshanas to be of divine origin, and it is this which gives them is a necessary It has been argued that accepting the authority of Vedas authority. part of being considered a Hindu, and so the Shramana traditions, which include Buddhism and Jainism, can be considered separate religious traditions. However, cultural context and philosophical concepts, they could because they share history, This argument can be also be described as nastika (heterodox) forms of Hinduism. considered from the opposite perspective, by examining concepts which are now considered part of Hinduism more broadly but which originated in or were strongly influenced by the Shramana traditions. Examples include samsara (the cycle of birth, death and rebirth) (liberation). traditions about the concepts Candidates might recognise debates between different and practices which they share about the relative age foundations of their traditions. Particularly in the case of Jainism there may be many individuals who incorporate elements of both Shramana and astika Hindu traditions in their practice and . Gandhi is a famous example of Hindu who was greatly influenced by Jain teaching and tradition. Hinduism and the Shramana traditions share concepts such as (action), or They might interpret these differently, samsara, liberation and (illusion). but the core concepts are ideas about the ways they function in reality, have different the disparate traditions Similarly, shared and come from a cultural history. are all concerned with liberation and how it can be achieved so essentially seeking the same goal. Candidates might argue that Shramana traditions took a but also in relation divergent path, not only with regard to the authority of Vedas These are explicit differences to ritualism, austerity and the authority of . in practice and structures but they also point to a clear relationship between the traditions, albeit one that is expressed through a negative (rejection) rather than shared acceptance. 2(b) Question Answer Marks Guidance

© UCLES 2018 Page 12 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 means seeker or ascetic an individual who performs acts of shramana austerity, and it is still sometimes used in this generic way. Yogic practices common Yogic and it is still sometimes used in this generic way. austerity, Hindu traditions developed in the same ascetic circles and historical across different or cultural context as the Shramana traditions. Candidates might use this to argue for a closer relationship in practice than might appear to be the case from study of distinct philosophies. 2(b) The term Question Answer Marks Guidance

© UCLES 2018 Page 13 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates do not need to refer all of this material to gain the marks. Credit all relevant discussion. Candidates should provide a justified discussion which addresses the claim and comes to a decision/conclusion. 30 Assess the claim that there is no between Sankara’s and Assess the claim that there is no difference between Sankara’s understanding of . ’s Responses will be marked using the essay marking grid. AO1 – Knowledge and understanding. Candidates may refer to some of the following: Candidates should explain that both Sankara and Ramanuja are proponents of the school derives its philosophy mainly from the The philosophy. Vedanta the (also known in general and the particular, Vedas they are called the triple Together sutras), and the . as Vedanta The major teachings of the foundation (prasthana traya) of the school Vedanta. school centre on Brahman (God), (soul), the relationship between Vedanta candidates might them, the nature of world and state liberation. However, in their interpretations of tradition differ scholars within the Vedanta say that different these. promotes the oneness of Brahman, , Sankara, the proponent of oneness of atman and Brahman liberation. His philosophy is described as non-dual and monistic. He contends that Brahman is the true reality and the world is false. He describes as personal aspect of Apara Brahman or lower Brahman. Ishvara is impersonal Brahman and refers to it as conditioned by maya (illusion). He states that all discussion about Brahman is in fact discussion about ishvara. Brahman is indescribable and absolutely indeterminate. The best description of it is through the Brahman is nirguna (devoid of attributes). – ‘not this, not that’. negative formula of ‘’ Vedanta. Ramanuja promotes the philosophy of qualified or Vishistadvaita souls and god or ishvara. He recognises three things as ultimate and real: matter, They are absolutely dependent Both matter and souls make up the body of Brahman. and inseparable from Brahman. Ramanuja describes Brahman as savishesa or They are the So matter and souls are the attributes of Brahman. a qualified unity. supporter controlled, the supported and parts while Brahman is controller, and the whole. 3 Question Answer Marks Guidance Section B © UCLES 2018 Page 14 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates might refer to some of the following: Candidates might argue that Ramanuja explicitly challenged various of Sankara’s This is what lies at the root teachings, including his understanding of Brahman. of their distinctive philosophies – the monism Sankara and qualified non- between them. For dualism of Ramanuja – and it also creates other differences example, Sankara values (knowledge) over (devotion), arguing that only The knowledge can destroy the ignorance which separates self from Brahman. two also have distinct ideas about the nature of relationship between Self and Brahman. Ramanuja regards individual selves as ultimately real and so in his view liberation is not the merging of those selves with Brahman; liberated Self retains view is that liberation the realisation By contrast, Sankara’s individuality. Self is not distinct from Brahman so that liberated selves and are identical. between the two it could also be argued Although there are demonstrable differences are trivial, concerned with details rather than the nature of that these differences The two are broadly in agreement that everything ultimate reality. that exists is dependent on Brahman, comes from Brahman and seeks to return This could be seen as a shared foundation of understanding that has to Brahman. ways. simply been explored and expanded in different Advaita Candidates might also point out that there is far greater similarity between than there is between either school and Samkhya or other and Vishistadvaita meaning they both draw from the same darshanas. Both philosophies are Vedantic, scriptural sources. Candidates might further argue that while there are no doubt overall understanding of Brahman, and Ramanuja’s between Sankara’s differences Sankara also recognised a concept of or ishvara, although he regarded it as a limited and incomplete deity which could not bring the Self to liberation. 3Analysis and evaluation. AO2 – Question Answer Marks Guidance

© UCLES 2018 Page 15 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates do not need to refer all of this material to gain the marks. The focus of the question is on the influence of Vivekananda. Do not credit narrative detail of life which is not linked Vivekananda’s to the question. Credit all relevant discussion. Candidates should provide a justified discussion which addresses the question and comes to a decision/ conclusion. 30 To what extent has influenced non-Hindus of what extent has Swami Vivekananda To Hinduism? Responses will be marked using the essay marking grid. AO1 – Knowledge and understanding Candidates might refer to some of the following: work in India before the first Candidates may refer to Swami Vivekanandas Religions in Chicago where this is relevant to his outlook Parliament of World on Hinduism and how he portrayed it to the world. Details may include time and context in which he lived, the influence of Sri Paramhansa on of Hinduism, the founding in Vivekananda’s teachings and with the poor in India. 1897 and his work spreading the Vedantic and presented Hinduism taught the philosophy of Vedanta Vivekananda In the West, from this perspective. His speeches at the Parliament were an instant success. Candidates may provide brief details of the speeches and view Hinduism he presented. America for almost three years after his initial appearance at stayed in Vivekananda America and Europe. He used the Parliament and he was invited to speak all over these opportunities to spread his message about the unity of all religions. to wanted an interchange of ideas between the East and West Vivekananda (Swami Kripananda, American ‘disciples’ the advantage of both. He trained his and they became sannyasins for carrying on his work. Yogananda) Abahayanda, America and Europe up to the Societies which were founded in Most of the Vedanta or the people who heard him 1930s can trace their origins directly to Vivekananda speak from 1893 to 1900. 4 Question Answer Marks Guidance

© UCLES 2018 Page 16 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 Candidates might refer to some of the following: speeches at the Parliament and subsequent talks in Swami Vivekananda’s America and Europe were the first account of Hinduism from a Hindu that most his audiences would ever have heard. His influence on the formation of Western concepts of Hinduism is therefore foundational. Yogananda) Abahayanda, He built on this by training others (Swami Kripananda, America and Europe. His influence can be in to carry on his work teaching Vedanta America and Europe. It should, Societies in judged by the proliferation of Vedanta even when its multiple expressions are taken into be noted that Vedanta, however, account, cannot be considered to represent the whole of Hinduism. Candidates might argue that the message of universal tolerance, based on Hindu belief that all religions are pathways to the same God, drew widespread attention presented Vivekananda at the time, and remains influential appealing to many. the Hindu tradition as one that universally addresses human condition and so a real option for people who do not have ancestral or cultural roots in the Indian sub- he also arguably conflated Hinduism with the land of India so continent. However, that perceptions of India became linked with Hinduism. America and Europe coincided with a time when time in Vivekananda’s were being translated and the academic approach known as ‘comparative religion’ was being established. His work had an influence on people such as Max Mueller academic field in Indian studies and the who was one of the founders Western At the time of Parliament fewer traditions were discipline of comparative religion. Vivekananda than are now included in that category. considered ‘world religions’ was undoubtedly influential in the recognition of Hinduism as a world religion – his speeches were the first significant presentation of Hinduism to a (predominantly) audience. Western It could also be argued however that in comparative religion, assumptions are made about the true or essential nature of religions that are not universally accepted – and did the same thing, presenting a particular understanding of God that Vivekananda This can preclude some traditions, beliefs and of religion as rooted in revealed texts. 4Analysis and evaluation. AO2 – Question Answer Marks Guidance

© UCLES 2018 Page 17 of 18 9487/03 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2021 of their practitioners. By presenting one view Hinduism and including all other perceptions of Hinduism views under that umbrella it could be argued Western were at best over-simplified or worst distorted from the lived realities of many Hindus. Candidates may suggest other Indian thinkers and reformers who have been of influence or they may consider modern Hindu-based religious greater or different movements that actively promote themselves outside India. 4 and/or practices from being considered as parts of Hinduism, regardless the views Question Answer Marks Guidance

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