Religious Studies: Buddhism

GCE A LEVEL

RELIGIOUS STUDIES: BUDDHISM

SCHEME OF LEARNING

The principal aim of the Scheme of Learning is to support teachers in the delivery of the new specification.

It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it.

It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted.

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

1 The Tipitaka. Open by sharing views authority Williams, Paul (2000) – Buddhist Targeted Listen to the podcast – 18 The importance based on their Thought, Routledge, 0415571790 questioning. Focus minutes - on the Parable of the of the Pali reading/previous source of [authenticity of the Tipitaka here pp. on learners who Water-Snake and the Raft taken Canon as a knowledge of the question wisdom 30-34]. need to develop from the Sutta Pitaka: source of raised by Harvey: ‘Do we their responses https://secularbuddhism.com/para wisdom. really know anything of Rahula, Walpola (1959) – What the more. ble-of-the-raft/ what the Buddha taught?’ Buddha Taught, Gordon Fraser, Note that this is from the point of 9559219197 Focus on use of view of secular Buddhism which is Go through Harvey’s technical useful for Theme 2C. Consider analysis of two groups Lopez, D.S. (ed.) (2004) Buddhist terminology to how this may be relevant to regarding the authenticity Scriptures. Penguin Books. (Penguin gauge learners’ understanding the relative of the Tipitaka (pp. 30-34). Classics S), 9780140447583 levels of importance of the Pali Canon. knowledge/underst Summarise key points of the talk. Explain the background to Mascaro, Juan (2015) - The anding the Tipitaka using handout Dhammapada, Penguin, Take notes, give one question for based on 9780141398815 Check notes taken discussion by the class, one key http://palicanon.org/ on the Parable of point that seemed most important Harvey, Peter (1990) – An the Poisoned and an overall assessment. Discuss and note key Introduction to Buddhism, Cambridge Arrow. points on how the Parable University Press, B01K0TGV4Y of the Poisoned Arrow from the Sutta Pitaka might be Handout could be given using points relevant here – print off one in http://palicanon.org/ which outlines version taken from here: the Tipitaka from the parinibbana of http://buddhazen101.tumblr the Buddha through to the Sixth .com/post/25078328254/pa Council in 1954 http://palicanon.org/ rable-of-the-poisoned- http://tipitaka.org/eot arrow

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

2 The wider Quick vocabulary/key concepts authority Rahula, Walpola (1959) – Quick vocabulary/key Revision of previous work on the authority and test of 10 questions based on last What the Buddha Taught, concepts test of 10 Patimokkha as used in the significance of lesson. source of wisdom Gordon Fraser, questions based on Theravada Sangha. the Sutta 9559219197 [selected last lesson. Full list of the 227 rules can be Pitaka Open by sharing questions based texts at the end from the found here: on listening to the podcast Sutta Pitaka]. Targeted http://en.dhammadana.org/sang https://secularbuddhism.com/para questioning. Focus ha/vinaya/227.htm ble-of-the-raft/and reading. Mascaro, Juan (2015) - on learners who Discuss the key points given and The Dhammapada, need to develop their Take notes, give one question the overall assessment. Penguin, 9780141398815 responses more. for discussion by the class, one [n.b. the Dhammapada is key point that seemed most Collect in notes summarising key taken from the Minor Focus on use of important and an overall points of the talk Writings of the Sutta technical terminology assessment. Pitaka]. to gauge learners’ Distribute selections from the levels of Listen to extracts from the Dhammapada – best known part The Tale of the Selfless knowledge/understan Vinaya Pitaka: of the Sutta Pitaka. Learners to Hare could be printed off ding https://www.youtube.com/watch comment on the type of literature for learners to ?v=HYuj-UGR4R8 being read i.e. poetry/sermon etc. highlight/note key ideas Check notes taken as it is read. on the talk. Dip into parts of the Demonstrate variety of Sutta https://www.thoughtco.co Abhidhamma Pitaka : free Pitaka by reading together one of m/the-jataka-tale-of-the- download: the Jataka Tales: selfless-hare-450049 https://store.pariyatti.org/Compr https://www.thoughtco.com/the- ehensive-Manual-of- jataka-tale-of-the-selfless-hare- Abhidhamma-A--PDF- 450049 eBook_p_4362.html

Follow with a discussion of what Buddhist teaching can be found here.

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

3 The authority Without their notes, learners authority Lopez, D.S. (ed.) (2004) Buddhist Without their notes, Background reading: Harvey, of the Vinaya to write brief summary of the Scriptures. Penguin Books. (Penguin learners to write brief Peter (1990) – An Introduction to for the Parable of the Poisoned source of Classics S), 9780140447583 summary of the Buddhism, Cambridge Theravada Arrow and of Raft. wisdom [Evolution of Ordination from the Parable of the University Press, B01K0TGV4Y sangha, the Vinaya Pitaka pp. 223-229]. Poisoned Arrow and [The Heart Sutra and sunyata: relevance of Sharing views based on the of Raft. pp. 133-136] the Vinaya Pitaka. Some Harvey, Peter (1990) – An Abidhamma discussion could take place Introduction to Buddhism, Cambridge Targeted Take notes, give one question for the of the place of nuns in the University Press, B01K0TGV4Y questioning. Focus for discussion by the class, one commentarial Theravada tradition which is [account of the Abidhamma found pp. on learners who key point that seemed most development useful for Theme 3C. 83-89] need to develop their important and an overall of Buddhism. responses more. assessment. Should the Vinaya be Question of relevance of the Vinaya updated? Abridge the article Pitaka particularly in the West could Focus on use of Read the Heart Sutra here in a here for discussion/noting: be useful here based on a handout technical terminology new translation used by Thich https://www.budsas.org/ebud from here: to gauge learners’ Nhat Hanh – more of whose /whatbudbeliev/148.htm https://www.budsas.org/ebud/whatbu levels of work is covered in Theme 1C: dbeliev/148.htm knowledge/understan https://plumvillage.org/news/thic Share views based on the ding h-nhat-hanh-new-heart-sutra- Abhidhamma Pitaka and its translation/ complexity. How relevant is it?

Note the comments here: https://www.youtube.com/wat ch?v=LIK3h-UMwaw

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1B. The main themes and concepts in two Mahayana texts.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

4 The Heart Quick vocabulary/key One question on the Heart Sutra can Quick vocabulary/key Watch the drama of the Parable Sutra - the concepts test of 10 questions emptiness be found in the SAMS here which concepts test of 10 of the Burning House! philosophical based on last lesson. (sunyata) provide some useful material: questions based on https://www.youtube.com/watch content http://www.wjec.co.uk/qualifications/r last lesson. ?v=D38Dq31achE regarding the 5 minute chant of the Heart form eligious-studies/r-religious-studies- mutual identity Sutra with translation here: gce-asa-from-2016/wjec-gce- Targeted Read these different versions of of emptiness https://www.youtube.com/wat religious-studies-sams-from-2016- questioning. Focus the Parable: and form. ch?v=QUzzivYjvRA e.pdf?language_id=1 on learners who https://www.elephantjournal.com need to develop their /2014/04/the-parable-of-the- Worth spending time going [Possibly set as essay for responses more. burning-house/ through the notes on Harvey, assessment or arranged as part of Peter (1990) – An timed essay practice.] Focus on use of http://www.age-of-the- Introduction to Buddhism, technical terminology sage.org/buddhism/parable_bur Cambridge University Press, Harvey, Peter (1990) – An to gauge learners’ ning_house.html B01K0TGV4Y [The Heart Introduction to Buddhism, Cambridge levels of Sutra and sunyata: pp. 133- University Press, B01K0TGV4Y [The knowledge/understan Take notes, give one question 136] Also useful background Heart Sutra and sunyata: pp. 133- ding for discussion by the class, one for Theme 2A. 136] key point that seemed most Assess learners’ important and an overall Read through some of the Useful/accessible discussion of understanding assessment. issues raised by sunyata sunyata here: through final exercise here: https://www.huffingtonpost.com/lewis explaining sunyata. https://www.huffingtonpost.co -richmond/emptiness-most- m/lewis-richmond/emptiness- misunderstood-word-in- most-misunderstood-word-in- buddhism_b_2769189.html buddhism_b_2769189.html Williams, Paul (1989) – Mahayana Learners explain sunyata to Buddhism, Routledge, B01FIY9O1I each other using their ISBN:0415236614 knowledge of the Heart Sutra. Lopez, D.S. (ed.) (2004) - Buddhist Scriptures. Penguin Books, (Penguin

Classics S), 9780140447583

Kapleau, P. (1989) - The three pillars of Zen : teaching, practice and enlightenment, Doubleday Anchor, 9780385260930

Suzuki, D.T. (1991) - An introduction to Zen Buddhism. Rider, 9780712650618

Teiser S & Stone J. (2009) - Readings of the Lotus Sutra, Columbia University Press, 0231142897

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1B. The main themes and concepts in two Mahayana texts.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

5 The Parable of Quick test on the Heart Sutra emptiness Full downloadable text of the Quick test on the Revision in preparation for timed the Burning and the meaning of sunyata. (sunyata) Parable of the Burning House Heart Sutra and the essay. House in the can be found here: meaning of sunyata. Lotus Sutra - Open by sharing questions form http://www.mpcmontreal.org/?q Write out essay plan/mind-map exemplifying based on research on the =en/node/885 Targeted which will be used for the essay. the concept of Parable of the Burning House questioning. Focus skilful means and reading. Discuss the key Williams, Paul (2000) – on learners who and the points given and the overall Buddhist Thought, Routledge, need to develop their provisional assessment. 0415571790 [skilful means can responses more. nature of the be found here pp. 169-171]. teachings. Go through the full text of the Focus on use of parable in pairs with learners Short but clear and accurate technical terminology noting key ideas. Plenary account of skilful means can to gauge learners’ feedback. be found here: levels of https://en.wikipedia.org/wiki/Up knowledge/understan Focus on the Parable of the aya ding Burning House as elucidating the urgency of the human Set essay question: condition, the distracted state of ‘The Pali Canon has sentient beings, the little importance for use of skilful means, the Buddhists today.’ provisionality of the teachings of Buddhism, and the ultimate subsummation of all paths into the one bodhisattva path.

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1B. The main themes and concepts in two Mahayana texts.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

6 Dependent on the time Formal summative Watch and take notes on Thich available. assessment based Nhat Hanh from the interview on timed essay. here: Timed essay: https://www.youtube.com/watch ‘The relative importance of ?v=dG2mMU1loGk the Pali Canon for and from short biography here: Buddhists.’ [30] http://www.bbc.co.uk/religion/reli 30 minutes approximately + gions/buddhism/people/thichnha extra time for those who thanh.shtml require it. Check beforehand on those allowed to use On the Dalai Lama from the laptops in the examination. interview here: https://www.youtube.com/watch Learners might be able to ?v=WFSQKVm-et8 exchange essay plan/mind- and from the short biography map of how to answer the here: question with each other. http://www.bbc.co.uk/religion/reli gions/buddhism/people/dalailam General comments about a_1.shtml essay structure, use of paragraphs and the need for Take notes, give one question evaluation throughout. for discussion by the class, one key point that seemed most important and an overall assessment.

Keep the focus just on these two interviews as other Youtube material will be useful for the next couple of lessons.

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1C. The contribution made to the development of Buddhist thought by the work of contemporary Buddhist teachers.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning detail for next lesson

7 A comparison Worth spending some time simple practices Faure, Bernard (2009) - Quick vocabulary/key Revise key points from of the on this as it is useful for Unmasking Buddhism. John Wiley concepts test of 10 lesson on Thich Nhat background Theme 4A Tibetan Buddhism acts of kindness and Sons Ltd., 9781405180641 questions based on last Hanh and the Dalai and work of and 4C Socially Engaged lessons. Lama for test. the Fourteenth Buddhism. compassion Piyadassi, M. (1991) - The Dalai Lama spectrum of Buddhism : writings Targeted questioning. and Thich Quick vocabulary/key non-harming of Piyadassi. Jivinda De Silva, Focus on learners who Nhat Hanh. concepts test of 10 questions 9789559098034 need to develop their based on last lesson. responses more. The Dumoulin, H. (1992) - Zen Fourteenth Open by sharing Buddhism in the 20th century, Focus on use of technical Dalai Lama’s questions/assessment based Weatherhill Inc., 9780834802476 terminology to gauge and Thich on interviews with Thich Nhat learners’ levels of Nhat Hanh’s Hanh and the Dalai Lama HH Dalai Lama. (2012) Beyond knowledge/understanding practical and on short biographies of Religion: Ethics for a Whole interpretation each. World. Mariner Books. Assess learners’ of Buddhist 054784428X understanding through teachings for Learners in pairs/groups final exercise on Thich life in the should have access to Thich Nhat Hanh. (1999) - The Nhat Hanh and the Dalai West. ipad/laptop/tablet for internet Heart of the Buddha's Teaching: Lama. research and put together Transforming Suffering into notes on Peace, Joy, and Liberation, timeline/key quotations. Broadway Books, 0767903692

Pair/group work presented in plenary session and agreed points put together.

Use as basis for test next lesson.

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1C. The contribution made to the development of Buddhist thought by the work of contemporary Buddhist teachers.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

8 Thich Nhat Test on Thich Nhat Hanh and simple Thich Nhat Hanh. (1999) - The Heart Test on Thich Nhat Watch Ten Mindfulness Hanh’s the Dalai Lama. practices of the Buddha's Teaching: Hanh and the Dalai Movements from Thich Nhat emphasis on Transforming Suffering into Peace, Lama. Hanh: simple Listen together to Thich Nhat Joy, and Liberation, Broadway https://www.youtube.com/watch practices Hanh on Smiling (10 Books, 0767903692 Assess learners’ ?v=_oj8ZcFYZNg (smiling, minutes). Could be used as a overall approach breathing and secular meditation exercise Thich Nhat Hanh. (1976) – The through their The Dalai Lama and Lady Gaga walking). with all sitting focused. Miracle of Mindfulness! A Manual on listening to Thich talking about Kindness: Meditation, Beacon Press, Nhat Hanh on https://www.youtube.com/watch https://www.youtube.com/wat 0807011193 [also useful for Theme Smiling. ?v=eKfPM1jqdnc ch?v=LjUL_qDXnA8 4B] Assess learners’ The Dalai Lama and Russell Watch the walking meditation Extracts from talk by Thich Nhat understanding Brand: (5 minutes) here: Hanh can be found here which would through final exercise https://www.youtube.com/watch https://www.youtube.com/wat be a useful handout: on Thich Nhat Hanh. ?v=en9yNEkU5kU ch?v=QdO1vZJgUu0 https://www.dhammatalks.net/Books 10/Thich_Nhat_Hanh_Peace_is_Eve Read: Learners to read/note the talk ry_Step.htm https://www.elephantjournal.com on ‘Peace is Every Step’ and /2015/11/thich-nhat-hanh-dalai- in pairs discuss to what lama-buddhist-leaders-unite-in- extent this is an innovative unprecedented-stance-on- form of Buddhism. climate-crisis/

Take notes, give one question for discussion by the class, one key point that seemed most important and an overall assessment.

Buddhism Theme 1: Religious figures and sacred texts (part 2) 1C. The contribution made to the development of Buddhist thought by the work of contemporary Buddhist teachers.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

9 The Dalai Quick vocabulary/key acts of HH Dalai Lama. (2012) Beyond Quick vocabulary/key Lama’s concepts test of 10 questions kindness Religion: Ethics for a Whole World. concepts test of 10 emphasis on based on last lessons. Mariner Books. 054784428X questions based on acts of compassion last lessons. kindness. Open by sharing Short article which combines the questions/assessment based non-harming. Dalai Lama on kindness, mindfulness Targeted Thich Nhat on youtube clips with Thich and psychology. Would be a useful questioning. Focus Hanh and the Nhat Hanh and the Dalai handout: on learners who Dalai Lama Lama. https://www.psychologytoday.com/bl need to develop their and their views og/finding-true-refuge/201506/my- responses more. about Read/note/discuss ‘my religion-is-kindness compassion religion is kindness’ article. Focus on use of and non- HH Dalai Lama and Cutler H. (1998) technical terminology harming. Explain the two types of The Art of Happiness. Coronet to gauge learners’ compassion as presented by Books. 0340750154 [On Compassion levels of the Dalai Lama. pp. 91-105 very useful explanation of knowledge/understan Tse-wa and two types of ding. Individual/pair/group set out compassion]. position standpoints for Assess learners’ debate: How successful are understanding Thich Nhat Hanh and the through final Dalai Lama in ensuring the debating exercise. relevance of Buddhism in the modern world and in developed new and innovative expressions of Buddhism.

Buddhism Theme 2: Significant historical developments in religious thought 2A. Historical development of Buddhism.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

1a The Quick vocabulary/key mappo Harvey, Peter (1990) – An Quick vocabulary/key Watch and take notes on development concepts test of 10 questions Introduction to Buddhism, Cambridge concepts test of 10 documentary which covers of key based on last lessons. University Press, B01K0TGV4Y questions based on much of this unit: Buddhist [Buddhism in Japan: pp. 161-163. last lessons. https://www.youtube.com/watch traditions in Revise the Heart Sutra and Might be useful as handout]. ?v=G6KyQIo9Q7M Japan:Zen, the meaning of sunyata. Focus on use of Pure Land and http://www.onmarkproductions.com/a technical terminology Take notes, give one question Nichiren. Context required to ssets/images/spread-of-buddhism- to gauge learners’ for discussion by the class, one understand key Buddhist map-copyright-buddhanet-TN.jpg levels of key point that seemed most traditions which started in the [useful map of spread of Buddhism.] knowledge/understan important and an overall 12th/13th century CE. Focus ding. assessment. on general background of https://www.buddhanet.net/e- Buddhism into Japan in 538 learning/history/jap_timeline.htm Assess learners’ CE followed by period of [useful timeline of Buddhism in understanding expansion/links with political Japan.] through final exercise power/increasing wealth & based on mappo. influence/increased http://www.oxfordreference.com/view complexity/division between /10.1093/oi/authority.2011080310013 Buddhism for the elite at 2647 court & Buddhism for the [Explanation of Mappo. Might be people/decadence & useful as a handout.] corruption/period of social & political chaos.

Learners to be given handout on mappo. Highlight/note key points. Discussion of how belief in mappo might affect understanding of Buddhism.

Buddhism Theme 2: Significant historical developments in religious thought 2A. Historical development of Buddhism.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

2 Pure Land with Learners to write short half page nembutsu Harvey, Peter (1990) – An Mini-essay on Revision in preparation for particular essay on mappo. Introduction to Buddhism, mappo. timed mini-essay. reference to going for refuge Cambridge University Press, the central Open by sharing B01K0TGV4Y [Pure Land Note contributions to To what extent is the practice of questions/assessment based on schools in Japan: pp. 163-165. discussion. nembutsu an expression of nembutsu youtube clip of Buddhism in Japan. Might be useful as handout]. Buddhist teaching? going for Focus on learners refuge in Using handout, learners in pairs to Three versions of nembutsu: who need to develop Write out essay plan/mind- Amida/Amitab map key points of the lineage one shows how going for their responses map which will be used for ha Buddha in between Honen and Shinran and refuge to Amida can be done more. the essay. Pure Land development of Jodo-shu and Jodo- in everyday life: traditions. shin-shu. https://www.youtube.com/watc Notes for timed Watch and take notes on h?v=hImNpx9pUnQ essay the cartoon form but Watch some/all of the youtube clips Another shows a more refined accurate account of the of the nembutsu. version of the nembutsu: Sukhavati Pure Land Sutra: https://www.youtube.com/watc https://www.youtube.com/w Discussion of nembutsu chant. h?v=tcWqzQ4NrY0 atch?v=TLSt-kIJTe4 Another home-made version: Learners in pairs/groups should have https://www.youtube.com/watc Take notes, give one access for internet research to h?v=3qEGp4xfv80 question for discussion by ipad/laptop/tablet and find examples the class, one key point that of nembutsu chanting. seemed most important and an overall assessment Pairs/groups/plenary discussion of key question: To what extent is the nembutsu an expression of Buddhist teaching? Simplicity/link to Heart Sutra useful here. Taking notes for timed mini-essay.

Buddhism Theme 2: Significant historical developments in religious thought 2A. Historical development of Buddhism.

Lesson Specificatio Activities Concepts Useful resources Assessment focus Independent learning for next n detail lesson

3 Nichiren, with Dependent on the time daimoku Nichiren, P.B. and Yampolsky (ed.) Timed essay: To Watch and take notes on the particular available. (1996) - Letters of Nichiren. what extent is the documentaries about Zen. Part reference to Columbia University Press nembutsu an One: the central Timed mini-essay: (Translations From The Asian expression of https://www.youtube.com/watch practice To what extent is the Classics, 9780231103848 Buddhist teaching? ?v=3FwGd8dSBp4 daimoku nembutsu an expression of Part Two: (mantra used Buddhist teaching? Nichiren, P.B. and Yampolsky (ed.) - Focus on use of https://www.youtube.com/watch in Nichiren (1990) Selected writings of Nichiren, technical terminology ?v=akcGlShaklA traditions.) 15 minutes + extra time for Columbia University Pres. to gauge learners’ those who require it. Check (Translations From The Asian levels of knowledge/ Take notes, give one question beforehand on those allowed Classics), 9780231072601 understanding. for discussion by the class, one to use laptops in the key point that seemed most examination. Harvey, Peter (1990) – An Responses to essay important and an overall Introduction to Buddhism, Cambridge plan/mind map task assessment. Sharing questions/assessment University Press, B01K0TGV4Y on chanting the based on Youtube clip of Pure [Nichiren in Japan: pp. 166-167. daimoku. Land. Might be useful as handout].

Focus on similarity between Useful for discussion/handout here Pure Land and Nichiren in that from Soka Gakkai International: during the mappo age, an easy http://www.sgi.org/about-us/buddhist- to practice self-power method lineage/lotus-sutra.html is recitation of the daimoku: ‘Na-mu myo-ho ren-ge-kyo’. Three versions of the daimoku here: https://www.youtube.com/watch?v= Background knowledge WhN3Y8aSJyI needed of the Lotus Sutra – From SGI in India here: seen by Mahayana Buddhists https://www.youtube.com/watch?v=m as the ultimate teaching of the l66Fsewq_o Buddha. May be studied in From Tina Turner here: Theme 2B https://www.youtube.com/watch?v=w

Watch some/all of the youtube Mu6AmD5CMU clips of the daimoku.

Discussion of daimoku chant.

Pairs/groups/plenary discussion of key question: To what extent is chanting the daimoku an expression of Buddhist teaching? Write an essay plan/mind map. Plenary session to bring ideas together for all to supplement their own work.

Buddhism Theme 2: Significant historical developments in religious thought 2A. Historical development of Buddhism.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

4 Zen, with Open by sharing koan Harvey, Peter (1990) – An Introduction to Focus on use of Read the Kalama Sutta particular questions/assessment based Buddhism, Cambridge University Press, technical terminology handout. To what extent reference to on Youtube clip of Buddhism B01K0TGV4Y [Zen in Japan: pp. 165-166. to gauge learners’ does this show that the central in Japan. Might be useful as handout]. levels of knowledge/ Buddhism is eminently practices of understanding. scientific: detached koan Useful to distinguish the two Blackstone, Judith (1986) - Zen For sceptical investigation of (paradoxical Zen schools: Rinzai Beginners, Writers and Readers Responses to essay empirically testable statement (associated with koans) & Publications, 9780863161162 plan/mind map task phenomena; no faith, no used a Soto (associated with zazen). on chanting the dogma, no revelation. practice in Zen Key definition of the koan to be used: The koan. traditions) Ensure learners are familiar koan is a paradoxical statement/story used Read extracts form the with the definition of the as a practice in Zen traditions designed to Responses to Lotus Sutra which can be Koan. Use the Youtube clip make the mind despair of logic, stop being summative quiz on found here. Note how it to help explain further. a discriminating mind and take a leap into Buddhism in Japan. reflects the Asian Buddhist an intuitive understanding of reality. worldviews populated with a Pairs/groups/plenary diversity of beings and discussion of key question: 101 Koans on youtube can be found here. realms: To what extent is the koan an The first one on Tea is the best known http://www.english.fgs2.ca/s expression of Buddhist along with the Sound of One Hand ites/default/files/pdf/The%2 teaching? Write an essay Clapping which is at 30.55. Worth just 0Lotus%20Sutra.pdf plan/mind map. Plenary playing a few at random as they illustrate session to bring ideas the point of the koan. together for all to supplement https://www.youtube.com/watch?v=g12vq_ their own work. J762A

Summative quiz on Distribute handout of the Kalama Sutta (v. 9 Buddhism in Japan covering & v. 10) found here in preparation for next the three schools. lesson: http://www.accesstoinsight.org/tipitaka/an/a Distribute handout. n03/an03.065.soma.html

Buddhism Theme 2: Significant historical developments in religious thought 2B. The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. Responses to the challenges from science.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent detail learning

5a The tension Pairs/groups/plenary discussion with avoiding 'blind Lopez, D. (2010) - Buddhism Focus on use of technical Go through notes on between noting of key points made. faith' and Science: A Guide for the terminology to gauge the question: ‘The presentations of Perplexed. University of Chicago learners’ levels of scientific world view Buddhism as Open by sharing realisation of Press, 0226493199 knowledge/understanding. and Buddhism are avoiding ‘blind questions/assessment based on the truth in incompatible.’ faith’, Kalama Sutta and the Lotus Sutra. experience Towards the end of this article Responses to essay Discuss. Plan the emphasising useful ideas about the Kalama plan/mind map task on essay. Focus on the realisation Important that this is informed by other Asian Buddhist Sutta and science: chanting the Buddhism structure and of truth in texts such as the Heart Sutra and the worldviews http://online.sfsu.edu/rone/Budd and science. paragraphs. experience concept of sunyata. Key question: how populated with a hism/VerhoevenBuddhismScien Evaluation (with reference are the diversity of beings and realms diversity of ce.htm throughout. to the Kalama as found in the Lotus Sutra and other beings and Sutta v.9 & 10) writings to be reconciled with a realms Very clear and accessible article and Asian rationalist scientific approach? by Lopez on the Buddhist the value of Buddhism/Science relationship: worldviews Learners in pairs/groups should have science https://quark.phy.bnl.gov/~pisars populated with access for internet research to ki/talks/Colloquia/Lopez.pdf a diversity of ipad/laptop/tablet and find out more beings and regarding the Dalai Lama’s approach Here Bhikku Bodhi challenges realms. to science: the view that the Kalama Sutta https://www.mindandlife.org/ encourages a rationalist The Dalai scientific approach. Lama’s Pairs/groups/plenary discussion of http://www.bps.lk/olib/nl/nl009.p assessment of question: ‘The scientific world view and df the value of Buddhism are incompatible.’ . Write an science. essay plan/mind map. Plenary session Extracts from these could be to bring ideas together for all to made available during the supplement their own work in lesson or links given for the preparation for timed essay. timed essay.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson

5b Buddhism and Dependent on the time Formal summative Watch the discussion with Science available. assessment based Stephen Batchelor the leading on timed essay timed secular Buddhist: Timed essay: essay. https://www.youtube.com/watch ‘The scientific world view and ?v=WYXm6vAxOMI Buddhism are incompatible.’ [30] Take notes, give one question 30 minutes approximately + for discussion by the class, one extra time for those who key point that seemed most require it. Check beforehand important and an overall on those allowed to use assessment. laptops in the examination.

Learners might be able to exchange essay plan/mind- map of how to answer the question with each other.

General comments about essay structure, use of paragraphs and the need for evaluation throughout.

When finished essays might be exchanged for cross-peer evaluation, comments, assessment. Provide learners with the 5 band assessment mark scheme.

Buddhism Theme 2: Significant historical developments in religious thought 2C. The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. Responses to the challenges from secularisation.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

6 Buddhism’s Open by sharing secular/ Batchelor, Stephen (1998) - Focus on use of Prepare position statement on frequent questions/assessment based on rational Buddhism Without Beliefs: A technical terminology the proposition that ‘Secular presentation in the interview with Stephen philosophy Contemporary Guide to to gauge learners’ Buddhism makes sense’. the West as a Batchelor. Show learners websites: Awakening. Riverhead Books, levels of knowledge/ Useful additional material can secular https://secularbuddhism.com/ 1573226564 [Plenty of material understanding. be found here: philosophy, with http://secularbuddhism.org/ here to use for a handout or reference to accessible as a textbook.] Responses to reading http://www.buddhanet.net/nuts Stephen Link to concept of sunyata in the the Batchelor article. hell03.htm Batchelor (a Heart Sutra and to the Kalama Really useful short article here Assess individual Buddhist Sutta already covered. which could be a handout with learner’s level of And here: Atheist) and his Key question as to what the some explanation: knowledge/understandi https://www.thoughtco.com/bu presentation of Buddha taught and whether this is http://gaiahouse.co.uk/wp- ng. ddhism-philosophy-or-religion- Buddhism as a different from Buddhism as a content/uploads/Stephen- 449727 rational religion. Batchelor-A-Secular- philosophy and Buddhist.pdf And here: way of life. Concept of demythologising https://www.youtube.com/watc Buddhism – i.e. removing anything Piyadassi, M. (1991) - The h?v=ogi9QSJIMqI supernatural/spiritual. spectrum of Buddhism : writings of Piyadassi. Jivinda De Silva, Take notes, give one question Explain key concepts in Stephen 9789559098034 for discussion by the class, Batchelor’s thought: one key point that seemed 1. Dharma Practice (not most important and an overall Buddhism); assessment. 2. Four Enobling Truths; 3. Agnosticism about some beliefs such as rebirth.

Useful to spend time with learners going through the article below highlighting/noting followed by

pair/plenary discussion: http://gaiahouse.co.uk/wp- content/uploads/Stephen- Batchelor-A-Secular-Buddhist.pdf

For further discussion: is Theravada nearer to a secular philosophy than Mahayana? Prepare learners to present a 2 minutes position statement on the proposition that ‘Secular Buddhism makes sense’.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

7 David Brazier, Dependent on the time available. religion Brazier, David (2014) - Focus on use of From Mahayana perspective who claims Buddhism is a Religion: You technical terminology research Vairocana Buddha in Buddhism is a Learners to present that position Can Believe It. Woodsmoke to gauge learners’ Chinese, Korean and religion. statements on the proposition that Press, 0993131700 levels of Japanese Buddhsim who is ‘Secular Buddhism makes sense’. knowledge/understandi the Dharma body of the Allow for questions from other Faure, Bernard (2009) - ng. historical Buddha. Also known learners and for responses. Key Unmasking Buddhism. John as the Primordial Buddha. points could be noted as each Wiley and Sons Ltd., Assess individual Note that the first Christian position statement is given. 9781405180641 [very useful learner’s level of missionaries in Japan believed chapter on whether Buddhism is knowledge/understandi Vairocana Buddha to be the Give summary of key findings and an atheistic religion pp. 59-65. ng through their equivalent of the Christian open up to plenary discussion. Suggestion that Buddhism could position statements. God. Focus on how the statement might be seen as polytheistic, https://www.thoughtco.com/vai be challenged particularly with monotheistic and possibly rocana-buddha-450134 regard to how ‘religion’ is defined. atheistic depending on the school of Buddhism. Possible Take notes, give one question In pairs/groups, write key handout.] for discussion by the class, points/mind map of how Buddhism one key point that seemed is a religion. Plenary session to most important and an overall bring ideas together. Article worth using as a handout assessment. which concludes that Buddhism Learners to read through is a religion: highlight/note handout: https://www.thoughtco.com/bud https://www.thoughtco.com/buddhis dhism-philosophy-or-religion- m-philosophy-or-religion-449727 449727

Introduce view of David Brazier who belongs to the Pure Land School. Watch together Youtube clip which is part three of lengthy

interview: https://www.youtube.com/watch?v= KnMHCUHufpA

Prepare learners to present a 2 minutes position statement on the proposition that ‘Buddhism is not atheistic’.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning detail

8 Buddhism’s Open by sharing secular/ Batchelor, Stephen (1998) - Focus on use of Prepare position statement on frequent questions/assessment based on rational Buddhism Without Beliefs: A technical terminology the proposition that presentation in the interview with Stephen philosophy Contemporary Guide to to gauge learners’ ‘Presenting Buddhism as the West as a Batchelor. Show learners websites: Awakening. Riverhead Books, levels of knowledge/ secular makes sense’. Useful secular https://secularbuddhism.com/ 1573226564 [Plenty of material understanding. additional material can be philosophy, with http://secularbuddhism.org/ here to use for a handout or found here: reference to accessible as a textbook.] Responses to reading Stephen Link to concept of sunyata in the the Batchelor article. http://www.buddhanet.net/nuts Batchelor (a Heart Sutra and to the Kalama Really useful short article here Assess individual hell03.htm Buddhist Sutta already covered. which could be a handout with learner’s level of Atheist) and his Key question as to what the some explanation: knowledge/understandi And here: presentation of Buddha taught and whether this is http://gaiahouse.co.uk/wp- ng. https://www.thoughtco.com/bu Buddhism as a different from Buddhism as a content/uploads/Stephen- ddhism-philosophy-or-religion- rational religion. Batchelor-A-Secular- 449727 philosophy and Buddhist.pdf way of life. Concept of demythologising And here: Buddhism – i.e. removing anything Piyadassi, M. (1991) - The https://www.youtube.com/watc supernatural/spiritual. spectrum of Buddhism : writings h?v=ogi9QSJIMqI of Piyadassi. Jivinda De Silva, Explain key concepts in Stephen 9789559098034 Take notes, give one question Batchelor’s thought: for discussion by the class, 1. Dharma Practice (not one key point that seemed Buddhism); most important and an overall 2. Four Enobling Truths; assessment. 3. Agnosticism about some beliefs such as rebirth.

Useful to spend time with learners going through the article below highlighting/noting followed by

pair/plenary discussion: http://gaiahouse.co.uk/wp- content/uploads/Stephen- Batchelor-A-Secular-Buddhist.pdf

Lesson Specification Activities Concepts Useful Assessment focus Independent learning for detail resources next lesson

9 Dependent on the time available. N.B. Presentation of concepts Focus on use of already covered via wide technical terminology Learners to present that position variety of imagery on, for to gauge learners’ statements on the proposition that example, six realms or rebirth, levels of ‘Buddhism is not atheistic’. Allow popular beliefs in spirits and knowledge/understandi for questions from other learners hungry ghosts, bodhisattvas, ng. and for responses. Key points demons etc. Also recap could be noted as each position imagery/beliefs regarding Assess individual statement is given. Amida/Amitabha and Pure learner’s level of Land: is taking refuge in understanding/knowled Give summary of key findings and something spiritual which ge through their open up to plenary discussion. exists supernaturally outside of position statements. Focus on how the statement might oneself the essence of be challenged particularly with religion? Check at half-way regard to how ‘religion’ is defined. stage of course that learners have Half-way through course so worth consolidated their while spending time recapping knowledge/understandi what has been covered, checking ng. notes etc. to ensure consolidation of material. Responses to quick quiz. Quick quiz on the two themes covered.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

10 Buddhism’s Open by sharing secular/ Batchelor, Stephen (1998) - Focus on use of Prepare position statement on frequent questions/assessment based on rational Buddhism Without Beliefs: A technical terminology the proposition that ‘Secular presentation in the interview with Stephen philosophy Contemporary Guide to to gauge learners’ Buddhism makes sense’. the West as a Batchelor. Show learners websites: Awakening. Riverhead Books, levels of knowledge/ Useful additional material can secular https://secularbuddhism.com/ 1573226564 [Plenty of material understanding. be found here: philosophy, with http://secularbuddhism.org/ here to use for a handout or reference to accessible as a textbook.] Responses to reading http://www.buddhanet.net/nuts Stephen Link to concept of sunyata in the the Batchelor article. hell03.htm Batchelor (a Heart Sutra and to the Kalama Really useful short article here Assess individual Buddhist Sutta already covered. which could be a handout with learner’s level of And here: Atheist) and his Key question as to what the some explanation: knowledge/understandi https://www.thoughtco.com/bu presentation of Buddha taught and whether this is http://gaiahouse.co.uk/wp- ng. ddhism-philosophy-or-religion- Buddhism as a different from Buddhism as a content/uploads/Stephen- 449727 rational religion. Batchelor-A-Secular- philosophy and Buddhist.pdf And here: way of life. Concept of demythologising https://www.youtube.com/watc Buddhism – i.e. removing anything Piyadassi, M. (1991) - The h?v=ogi9QSJIMqI supernatural/spiritual. spectrum of Buddhism : writings of Piyadassi. Jivinda De Silva, Take notes, give one question Explain key concepts in Stephen 9789559098034 for discussion by the class, Batchelor’s thought: one key point that seemed 1. Dharma Practice (not most important and an overall Buddhism); assessment. 2. Four Enobling Truths; 3. Agnosticism about some beliefs such as rebirth.

Useful to spend time with learners going through the article below highlighting/noting followed by pair/plenary discussion:

http://gaiahouse.co.uk/wp- content/uploads/Stephen- Batchelor-A-Secular-Buddhist.pdf

Buddhism Theme 3: Significant social developments in religious thought 3A. The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. Responses to the challenges of pluralism and diversity.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning detail for next lesson

1 Emphasis within Discussion of what pluralism and all religions Faure, Bernard (2009) - Unmasking Focus on use of Whilst Buddhism is Buddhism on diversity mean in the context of contain Buddhism. John Wiley and Sons Ltd., technical terminology still regarded as a the individual society and religion. truth/goodne 9781405180641 [Useful section on to gauge learners’ peaceful religion, read testing the ss ‘Buddhism is a tolerant religion’ pp. 85- levels of knowledge/ the following article teachings and Recap teaching of the Kalama 87.] understanding. about the situation in staying true to Sutta already covered in Theme teachings are Myanmar today and experience, 2B. sometimes Helpful scholarly article can be found here Assess individual the Buddhist monk even if that considered to on Buddhism and pluralism: learner’s level of Ashin Wirathu, the means following Explain background to be only https://www.unm.edu/~rhayes/bahuvada.p understanding/ 969 Movement and a path different conversation with Upali who is Jain provisional, df knowledge through Ma Ba Tha. to Buddhism and give handout of Majjhima different their work on (with reference Kikaya 56.16. upaya (skilful Buddhism is a https://www.huffington to the Kalama Highlight Buddha’s phrase ‘make a means) to Handout of the Kalama Sutta (v. 9 & v. tolerant religion. post.com/burma- Sutta v. 9 & 10 thorough investigation’ – and that suit different 10) found here: journal/buddhist- and Majjhima although after his conversion Upali listeners. http://www.accesstoinsight.org/tipitaka/an/ monk-wirathu- Nikaya 56.16 - gives alms to the Jains, he no an03/an03.065.soma.html lea_b_3481807.html the Buddha’s longer allows them into his house! conversation Read this article by with Upali). Learners watch and take notes on Relevant section of the Majjhima Kikaya Prof Michael Jerryson The idea that youtube clip crash course history 56.16 can be found here: which suggests that religions contain on the Buddha and Ashoka https://suttacentral.net/en/mn56 Buddhism may not be truth/goodness https://www.youtube.com/watch?v= search for the phrase: “Householder, as tolerant as it that all can learn 8Nn5uqE3C9w make a thorough investigation! It is good appears: from, as for a distinguished man like you to (first) evidenced in the make a thorough investigation.” [Could be https://aeon.co/essays Edicts of Handout of the Rock Edicts given used as a handout.] /buddhism-can-be-as- Emperor out – highlight key parts violent-as-any-other- Ashoka: Rock emphasising pluralism and Fourteen Rock Edicts of King Ashoka can religion Edict 7 and diversity. be found here: Rock Edict 12. https://www.cs.colostate.edu/~malaiya/as Take notes, give one In pairs/groups, write key hoka.html question for

In Mahayana points/mind map to support the [Rock Edict 7 and 12 are relevant here discussion by the Buddhism the statement ‘Buddhism is a tolerant and could be used as a handout.] class, one key point teachings are religion’. Plenary session to bring that seemed most sometimes ideas together. Very useful explanation of upaya (skilful important and an considered to be means) as found in the second chapter of overall assessment. only provisional, the Lotus Sutra can be found here: different upaya https://www.adirondacktendai.org/the- (skilful means) lotus-sutra/the-lotus-sutra-%E2%80%93- to suit different chapter-two-%E2%80%93-skillful-means/ listeners.

Smart, Ninian (1969) – The Religious Experience of Mankind, Fontana, ISBN 0684146479

Hinnells, John (1984) – A Handbook of Living Religions, Penguin, 0140135995

Williams, Paul (2000) – Buddhist Thought, Routledge, 0415571790

Piyadassi, M. (1991) The spectrum of Buddhism : writings of Piyadassi. Jivinda De Silva, 9789559098034

Williams, Paul (1989) – Mahayana Buddhism, Routledge, B01FIY9O1I

Lahiri Nayanjot (2015) Ashoka in Ancient India. Harvard University Press, 0674057775

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

2 Is there a belief Begin with quick quiz on the topics [Worth considering the Begin with quick quiz on the Begin study of Buddhism in in Buddhism covered in Theme 3A thus far. ways in which early topics covered in Theme 3A thus Britain by looking at the that religions Buddhism was not far. following example of convert contain Sharing of questions/assessment always peaceful in its Buddhists/Buddhism via the truth/goodness based on the research regarding methods e.g. Focus on use of technical Buddhafield Festival which is that all can learn Myanmar and article by Prof Buddhism arrived in terminology to gauge learners’ run by the Triratna Buddhist from? Michael Jerryson. Tibet in the 8th century levels of Order – formerly known as and there was much knowledge/understanding. the Western Buddhist Order: Watch the clip on Buddhism and destruction of existing http://www.buddhafield.com/ violence in Sri Lanka: Bon temples, Assess individual learner’s level ?festival=about https://www.youtube.com/watch?v= monasteries and of understanding/knowledge VRB3aS75ZLY religious artefacts.] through their research on Watch the film here: Myanmar and article by Prof https://www.youtube.com/wa In pairs/groups, write key Michael Jerryson. tch?v=tv_oiqpPwqE points/mind map to answer the question: ‘Does the violence in Assess individual learner’s level Read about British Myanamar and Sri Lanka have of understanding/knowledge Buddhism here: anything to do with Buddhist through their work on ‘Does the http://www.bbc.co.uk/religion beliefs?’. Plenary session to bring violence in Myanamar and Sri /religions/buddhism/history/b ideas together. Lanka have anything to do with ritishbuddhism_1.shtml Buddhist beliefs?’. Return to and update notes taken Take notes, give one on statement: Buddhism is a Note the final position question for discussion by tolerant religion. Each learner to statements and check for the class, one key point that present and defend a position appropriate use of technical seemed most important and statement. terms, sources of wisdom and an overall assessment. authority.

Buddhism Theme 3: Significant social developments in religious thought 3B. Historical development of Buddhism in Britain.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

3 Buddhism in Sharing of questions/assessment heritage A question on Buddhism in Britain Focus on use of Revision of Theme 3B for Britain, based on the research regarding can be found in the SAMS here technical terminology timed essay. distinguishing the Buddhafield Festival and the convert which provide some useful material: to gauge learners’ between Triratna Buddhist Order. http://www.wjec.co.uk/qualifications/r levels of ‘heritage’ eligious-studies/r-religious-studies- knowledge/understand Buddhism (the In pairs/groups, write key gce-asa-from-2016/wjec-gce- ing. Buddhism of points/mind map to answer the religious-studies-sams-from-2016- those whose question: ‘What aspects of e.pdf?language_id=1 Assess individual relatives were Buddhism might make it popular in learner’s level of born in Buddhist Britain today?’. Plenary session to understanding countries and bring ideas together. Useful general background here: /knowledge through migrated to http://buddhanet.net/e- their work on ‘What Britain) and Read through the article by Dr learning/buddhistworld/to-west.htm aspects of Buddhism ‘convert’ Andrew Skilton and note the make it popular in Buddhism. reasons given for the popularity of And also here: Britain today?’ Possible Buddhism in Britain. http://www.chinabuddhismencyclope reasons for the dia.com/en/index.php/Why_is_Buddh Assess readiness of popularity of Learners in pairs/groups should ism_so_popular_in_the_West%3F learners for the Buddhism in have access to ipad/laptop/tablet examination via their Britain. for internet research and put Statistics useful as cited here from notes/knowledge and together notes on the 2011 census regarding England understanding/essay/e the three largest Buddhist groups in and Wales: xam technique. the UK: Triratna, Soka Gakkai, https://en.wikipedia.org/wiki/Buddhis New Kadampa Tradition. m_in_the_United_Kingdom

Learners to be reminded of essay Extrapolated data suggests almost technique and examination mark 180,000 Buddhists of whom 37% scheme. Revision for timed essay born in the UK; 33% of whom are practice. Questions to be set on Caucasian. Theme 3B. Some useful material can be abstracted from here although it is

focused on Theravada: http://wrap.warwick.ac.uk/60349/1/W RAP_Thanissaro_%25282014%2529 %20Internal%20diversity%20in%20B uddhism%20%255BJCR%255D%20 preprint%20for%20WRAP.pdf

Short article by Dr Andrew Skilton: http://www.bbc.co.uk/religion/0/27039 902 [If shortened might be useful as a handout.]

Strong John (2015) - Buddhisms: An Introduction. Oneworld Publications, 1780745052

Bluck Robert (2008) - British Buddhism: Teachings, Practice and Development. Routledge, 0415483085

Queen Christopher (2012) - Engaged Buddhism in the West. Wisdom Publications, B00JDZM84O

Batchelor Stephen (2011) - The Awakening of the West: The Encounter of Buddhism and Western Culture, Echo Point Books & Media, 0963878441

Buddhism Theme 3: Significant social developments in religious thought 3B: Historical development of Buddhism in Britain.

Lesson Specification Activities Concepts Useful Assessment focus Independent learning for detail resources next lesson

4 Timed essay practice. SAMS Marks from timed Read the following and focus material here: essays to be returned on the story of Mahapajapati Dependent on the time available http://www.wje – possible one to one the first Buddhist nun. allow for 1 hour or split over two c.co.uk/qualific discussion on what https://www.theculturium.com/ lessons. ations/religiou went well and what mahapajapati-gotami-mother- s-studies/r- could be even better. of-all/ Timed essay: religious- 1. (a) studies-gce- Possibly use feedback Research the Tibetan ‘Explain the diversity of Buddhism asa-from- for found here: Buddhist nun Jetsunma in Britain today.’ [20] 2016/wjec- Tenzin Palmo and watch the 1. (b) gce-religious- P. interview: ‘The practice of Buddhism in Britain studies-sams- https://www.youtube.com/watc is a distortion of true Buddhism.’.’ from-2016- h?v=37oOHtHK_Xc [30] e.pdf?languag 60 minutes + extra time for those e_id=1 Buddhist nunnery founded by who require it. Check beforehand Jetsunma Tenzin Palmo: on those allowed to use laptops in https://www.youtube.com/watc the examination h?v=LZn4pQK9Gzw

Take notes, give one question for discussion by the class, one key point that seemed most important and an overall assessment.

Buddhism Theme 3: Significant social developments in religious thought 3B. Historical development of Buddhism in Britain.

Lesson Specification Activities Concepts Useful Assessment focus Independent learning for detail resources next lesson

5 Return Essays Return essays allowing learners to SAMS Marks from timed Read the following and focus read each other’s. material here: essays to be returned on the story of Mahapajapati http://www.wje – possible one to one the first Buddhist nun. Discussion on mark scheme and c.co.uk/qualific discussion on what https://www.theculturium.com/ marks awarded. ations/religiou went well and what mahapajapati-gotami-mother- s-studies/r- could be even better. of-all/ The Mark Scheme from the SAMS religious- could be distributed for discussion studies-gce- Research the Tibetan and for understanding what went asa-from- Buddhist nun Jetsunma well and what could be even better. 2016/wjec- Tenzin Palmo and watch the gce-religious- interview: Construction of model essay studies-sams- https://www.youtube.com/watc together with focus on structure. from-2016- h?v=37oOHtHK_Xc e.pdf?languag Discussion of revision strategies. e_id=1 Buddhist nunnery founded by Jetsunma Tenzin Palmo: https://www.youtube.com/watc h?v=LZn4pQK9Gzw

Take notes, give one question for discussion by the class, one key point that seemed most important and an overall assessment.

Buddhism Theme 3: Significant social developments in religious thought 3C. The relationship between religion and society: religion, equality and discrimination. The changing roles of men and women including feminist approaches within Buddhism.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning detail for next lesson

6 Different views Sharing of questions/assessment awakening Faure, Bernard (2009) - Unmasking Focus on use of Read this detailed in Buddhism based on the research regarding Buddhism. John Wiley and Sons technical terminology to discussion of women in about whether Mahapajapati and Jetsunma Buddhahood Ltd., 9781405180641 [very useful gauge learners’ levels of Theravada by Karen women can be Tenzin Palmo. chapter on whether Buddhism knowledge/understandin Andrews: nuns or attain feminist affirms that we are all equal pp. 99- g. http://www.bhikkhuni.net awakening. Read through of the Harvey 103.] /women-in-theravada- The Buddha handout on nuns in Buddhism. Assess individual buddhism/ ordained Harvey, Peter (1990) – An learner’s level of women, after Discuss the Buddha’s reluctance to Introduction to Buddhism, understanding/knowledg Read interview with persuasion. ordain women and the Eight Cambridge University Press, e through their work. leading Buddhist women Garudhammas – did this reflect the B01K0TGV4Y [Nuns in Buddhism: here: misogyny of that time? Even after pp. 221-224. Might be useful as https://www.lionsroar.co this, note that nuns remain handout]. m/forum-making-our- subordinate to and dependent upon way-on-women-and- monks. Useful discussion material here: buddhism/ https://tricycle.org/magazine/bhikkh Distinguish different Buddhist uni-ordination-modern-buddhism/ Take notes, give one schools clearly: Theravada, question for discussion Mahayana and Tibetan Buddhism From the perspective of Tibetan by the class, one key and that they differ in their Buddhism: Jetsunma Tenzin Palmo point that seemed most approach to the ordination of nuns. and the nunnery she founded here: important and an overall http://tenzinpalmo.com/ also worth assessment. Worth introducing Sakyadhita here noting the page here which is also covered in Theme 4C. http://tenzinpalmo.com/geshe-ma- graduation/ whereby under the Learners in pairs/groups should Dalai Lama, a nun can now take have access to ipad/laptop/tablet the highest qualification once for internet research and put reserved for monks and become a together notes on Geshe-ma. the relationship between Buddhism and women in Theravada, A print out of the Eight

Mahayana and Tibetan Buddhism. Garudhammas might be useful here: Plenary session to bring ideas http://www.chinabuddhismencyclop together. edia.com/en/index.php/Eight_Garu dhammas

Harvey, Peter (2000) – An Introduction to Buddhist Ethics, Cambridge University Press, B01K2IMC14

Schireson, Grace (2009) – Zen Women, Wisdom Publications, B00JDZLTOE

Johnston, W.M. (2000) - Encyclopedia of monasticism, volume 2 : M - Z. Fitzroy Dearborn Publish., 9781579580902

Lopez, D.S. (ed.) (2004) - Buddhist Scriptures. Penguin Books. (Penguin Classics S), 9780140447583

Williams, Paul (1989) – Mahayana Buddhism, Routledge, B01FIY9O1I

Gross, Rita (1992) - Buddhism After Patriarchy: A Feminist History, Analysis, and Reconstruction of Buddhism. State University of New York Press, 0791414043

Lesson Specification detail Activities Concepts Useful resources Assessment focus Independent learning for next lesson

7 Different views in Quick quiz on previous lesson. Buddhahood Appropriate section of the Responses to quick Revision for timed Buddhism about Lotus Sutra can be found quiz on previous essay: ‘Buddhism whether women can be Sharing of questions/assessment based suffering here: lesson. aligns with feminism.’ nuns or attain on the research regarding the Karen https://nichiren.info/buddhis awakening. Andrews article and the interview. feminism m/lotussutra/text/chap12.ht Monitor group The Buddha ordained ml discussion to note women, after Read through the transformation story stereotypes Search for ‘There is the learners’ level of persuasion. regarding the Dragon King’s eight-year- daughter of the dragon king knowledge and old daughter. Sagara’ to find the place. understanding. The Lotus Sutra [Perhaps useful as a presents a range of Paired and group discussion as to handout.] teachings: all equally whether the story shows Buddhism in a possess the potential to positive or negative light regarding Extensive commentary on attain Buddhahood; the feminism. the encounter with the Dragon King’s daughter Dragon King’s daughter (Chapter 12) transforms Introduce to concept of the feminine in can be found in the into a man before many of the Bodhisattvas of Mahayana, document available on the attaining awakening. and sunyata whereby there is no such internet entitled: Women thing as form. and children last? Buddhism’s Buddhism, children, and commitment to the end NB Rita Gross and her assertion that: the naga-king’s daughter of suffering may be 1. It is only in Western Buddhist practice (Virginia Review of Asian seen as inherently that women have ‘full and complete Studies). feminist (as indicated by participation’. Rita Gross). 2. Post-patriarchal Buddhism through Cultural stereotypes of the input of feminism will move away the roles of men and from ‘spiritual discipline’ focused on women have no death/rebirth/Awakening to ‘spiritual universal application discipline’ focused on wholeness, within Buddhism balance, peace, ‘caring for the

community’.

If time available listen to/take notes on interview with Rita Gross on women in Buddhism which can be found here: http://secularbuddhism.org/2010/07/16/e pisode-21-rita-gross-roles-of-women-in- buddhism/

Set timed essay for next lesson: ‘Buddhism is fully aligns with feminism.’

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

8 Timed essay practice Formal summative Watch this long Youtube video assessment based on which gives an account of Bon Dependent on the time available timed essay. religion: allow for approximately 30 minutes. https://www.youtube.com/watc h?v=Xt7hliru6Gw Learners might be able to exchange essay plan/mind-map of Take notes, give one question how to answer the question with for discussion by the class, each other. one key point that seemed most important and an overall General comments about essay assessment. structure, use of paragraphs and the need for evaluation throughout.

Timed essay: ‘Buddhism fully aligns with feminism.’ [30]

30 minutes approximately + extra time for those who require it. Check beforehand on those allowed to use laptops in the examination.

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4A. Beliefs and practices of Tibetan Buddhist traditions with reference to mudra, mandala and mantra.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

1 The relationship Return essays. Williams, Paul (1989) – Focus on use of Revise 10 key terms for test. of Buddhism Mahayana Buddhism, technical terminology Research further information with pre- Sharing of questions/assessment Routledge, B01FIY9O1I to gauge learners’ on them and take notes. Buddhist Bon based on Bon documentary. ISBN:0415236614 [very levels of religion as part detailed account pp. 185-214.] knowledge/understandi (A) Tonpa Shenrab (mystical of the context Bon/Buddhism in Tibet best taught ng. founder of Bon 8,000 years for the as an example of complex Harvey, Peter (1990) – An ago); development of syncretism about which there is Introduction to Buddhism, Assess individual (B) Bonpo (follower of Bon); distinctive much scholarly debate (contrast Cambridge University Press, learner’s level of (C) Yung Drung Bon (Eternal practices. Williams and Harvey). B01K0TGV4Y [Buddhism in understanding/knowled Bon symbolised by reverse Tibet: pp. 145-147.] ge through their work. swastika sign); Key point 8th century CE Buddhism (D) Gsar Bon (New Bon i.e. is brought to Tibet. Kapstein, Matthew (2013) - name given to the mixture of Tibetan Buddhism: A Very Bon and Buddhism from the New vocabulary would be useful Short Introduction. OUP, 8th century CE); here – with the lesson objectives 0199735123 (E) Shamanism (interaction being that learners are able to with the world of supernatural identify and connect 10 key terms: Thurman, Robert (1997) – beings to drive out negativities (A) Tonpa Shenrab (mystical Essential Tibetan Buddhism. and bring healing, good founder of Bon 8,000 years ago); Bravo Ltd, 0062510517 weather, good harvest etc.); (B) Bonpo (follower of Bon); (F) Four Refuges of Bon 1. (C) Yung Drung Bon (Eternal Bon Rinpoche, S., Gaffney, P. (ed.) Enlightened Beings, 2. symbolised by reverse swastika and Harvey, A. (ed.) (2008) - Enlightened Teachings, 3. sign); The Tibetan book of living and Spiritual heroes/heroines, 4. (D) Gsar Bon (New Bon i.e. name dying. Rev. and updated edn. The Lama who embodies the given to the mixture of Bon and Rider, 9781846041051 other three; Buddhism from the 8th century CE); (G) Padmasambhava (8th (E) Shamanism (interaction with Powers, John (2008) - A century CE who introduced the world of supernatural beings to Concise Introduction to tantric practice to Tibet); drive out negativities and bring Tibetan Buddhism, Snow Lion, (H) Śāntarakṣita (8th century

healing, good weather, good 1559392967 CE founder of Tibetan harvest etc.); Buddhist monastery tradition). (F) Four Refuges of Bon 1. Very accessible information (I) Tantric Buddhism (ritual Enlightened Beings, 2. Enlightened here on Bon: practice using meditation and Teachings, 3. Spiritual http://vajrayana.faithweb.com/ symbols to evoke awakened heroes/heroines, 4. The Lama who ACollectionOfStudiesOnBon.p deities and lead to embodies the other three; df Buddhahood). (G) Padmasambhava (8th century (J) Vajrayana Buddhism(vajra CE who introduced tantric practice Tibetan Bon Study centre in means both thunderbolt to Tibet); London: th weapon and diamond; this (H) Śāntarakṣita (8 century CE http://yungdrungbon.com/inde yana or vehicle uses tantric founder of Tibetan Buddhist x.html methods to achieve monastery tradition). awakening/enlightenment.) (I) Tantric Buddhism (ritual practice Vajra explained in more detail using meditation and symbols to here: evoke awakened deities and lead https://www.thoughtco.com/vaj to Buddhahood). ra-or-dorje-449881

(J) Vajrayana Buddhism(vajra means both thunderbolt weapon and diamond; this yana or vehicle uses tantric methods to achieve awakening/enlightenment.)

Watch together the Dalai Lama – notice that he holds the vajra in one hand and the bell in the other. https://www.youtube.com/watch?v= 8nEkOAisMoQ

Revise 10 key terms for test.

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4A. Beliefs and practices of Tibetan Buddhist traditions with reference to mudra, mandala and mantra.

Lesson Specification detail Activities Concepts Useful resources Assessment focus Independent learning for next lesson

2 Distinctive practices Distinctive Vajrayana practices Accessible and concise Test on 10 key terms. Revise for timed essay: Set associated with can be linked to the following explanation of Tibetan Assess individual timed essay for next lesson: Vajrayana Buddhism - Youtube clips for clarity/time. Buddhism can be found here: learner’s level of The main practices associated mudra, (ritual bodily Learners to take notes on each: http://www.bbc.co.uk/religion/r understanding/knowled with Vajrayana Buddhism. [20] movements, often eligions/buddhism/subdivision ge through their work. hand gestures) Mudra: s/tibetan_1.shtml [might be mandala (cosmic https://www.youtube.com/watch useful if abridged as handout.] diagrams) and mantra ?v=e3lnJ8_exWU (sacred sounds). Williams, Paul (2000) – Mandala: Buddhist Thought, Routledge, https://www.youtube.com/watch 0415571790 [Vajrayana ?v=10084L3Pqsc explained pp 217-22]

Mantra: The book cited above has This one links what has been information regarding vajra, covered: it is the mantra of mudra, mandala and mantra. Padmasambhava: ‘Om Ah Hum Vajra Guru Padma Siddhi Hum’. Explanation here: https://www.wildmind.org/mantr as/figures/padmasambhava Mantra chanting here: https://www.youtube.com/watch ?v=zJElmjFnp8M

Set timed essay for next lesson: Explain the main features of Tibetan Buddhism. [20]

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4A. Beliefs and practices of Tibetan Buddhist traditions with reference to mudra, mandala and mantra.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

3 Dependent on the time available. Formal summative Research the Contemporary assessment based on Mindfulness movement Learners might be able to timed essay. (linking Buddhist practice + exchange essay plan/mind-map of cognitive therapy + how to answer the question with neuroscience) on the internet each other. for its use in 3 areas.

General comments about essay 1. Mindfulness + health care structure, use of paragraphs and (examples drawn from pain the need for evaluation throughout. management, treatment for stress, depression and Timed essay: anxiety, cancer management, The main practices associated with addiction treatment). Vajrayana Buddhism. [20] 2. Mindfulness + 20 minutes approximately + extra schools/education. time for those who require it. Check beforehand on those allowed to 3. Mindfulness + large use laptops in the examination. corporations and businesses.

If time, learners might be able to Take notes, give one question read through each other’s essays. for discussion by the class, one key point that seemed most important and an overall assessment.

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4B. Buddhism and change – the development and influence on religious belief and practice within Buddhism of Mindfulness

Lesson Specification detail Activities Concepts Useful resources Assessment focus Independent learning for next lesson

4 Philosophical Return essays. General Thich Nhat Hanh (2014) - The Focus on use of Revision for timed mini essay: understandings of the comments/individual Miracle Of Mindfulness: The technical terminology ‘Mindfulness works.’ nature of reality and comments/possibility of Classic Guide to Meditation. to gauge learners’ religious experience writing a model essay. Ebury Digital, B00IIS1XB6 levels of Read the following articles which found within the knowledge/understand take a more sceptical view of the contemporary Sharing of Culadasa (2017) - The Mind ing. contemporary Mindfulness Mindfulness movement. questions/assessment/ Illuminated: A Complete movement: The use of mindfulness research contemporary Meditation Guide Integrating Assess individual in health care, Mindfulness movement Buddhist Wisdom and Brain learner’s level of 1. Dawn Foster in the Guardian: education and business (linking Buddhist practice + Science for Greater understanding/knowle https://www.theguardian.com/lifea – examples drawn from cognitive therapy + Mindfulness. Hay House, dge through their work. ndstyle/2016/jan/23/is- pain management, neuroscience). 1501156985 [pp xx-xxvi mindfulness-making-us-ill treatment for stress, provide the Buddhist depression and anxiety, If it is suitable, try a basic grounding for the 2. BretStetka: cancer management, mindfulness exercise with contemporary Mindfulness https://www.scientificamerican.co addiction treatment, learners which can be movement.] m/article/wheres-the-proof-that- mindfulness in schools, accessed via Richard mindfulness-meditation-works1/ mindfulness in large Burnett (co-founder of https://www.everyday- corporations and Mindfulness in Schools mindfulness.org/the-benefits- 3. Anna Hart businesses. Project) giving a guided of-mindfulness/ http://www.telegraph.co.uk/wome mindfulness exercise in this n/womens- 19 minute TEDx talk: Useful article here about the life/11942320/Mindfulness- science of mindfulness and backlash-Meditation-bad-for-your- https://www.youtube.com/w how it works along with claims health.html atch?v=6mlk6xD_xAQ regarding its success: Take notes, give one question for https://www.mindful.org/the- discussion by the class, one key science-of-mindfulness/ point that seemed most important and an overall assessment.

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4B. Buddhism and change – the development and influence on religious belief and practice within Buddhism of Mindfulness

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

5 The response to Dependent on the time available. Mindfulness Key scholarly article from Marking of mini-essay. Revision for timed mini essay: the movement Slavoj Zizek can be found ‘Mindfulness is mindless.’ contemporary Timed mini-essay: here on the Speculative Non- Focus on use of Mindfulness ‘Mindfulness offers an antidote to stress release Buddhist website: technical terminology Recap material covered on movement of suffering.’ https://speculativenonbuddhis to gauge learners’ Thich Nhat Hanh and the Slavoj Zizek - capitalism m.com/2011/05/04/slavoj- levels of Dalai Lama. that by 15 minutes + extra time for those zizek-heresy-western- knowledge/understandi encouraging who require it. Check beforehand buddhism-and-the-fetish/ ng. Read this article on Socially stress-release, on those allowed to use laptops in Engaged Buddhism by David mindfulness the examination. Commentary here: Assess individual Loy: http://www.zen- serves http://www.patheos.com/blogs/ learner’s level of occidental.net/articles1/loy12- capitalism rather Learners to exchange essays and americanbuddhist/2013/12/20 understanding/knowled english.html than challenges write comments as appropriate. 13-as-the-year-of- ge through their work. it. mindfulness-critics-and- Take notes, give one question Sharing of defenders.html for discussion by the class, questions/assessment/research one key point that seemed regarding sceptical approach to Commentary here: most important and an overall contemporary Mindfulness https://www.newstatesman.co assessment. movement. m/sci- tech/2014/02/mindfulness- Discussion of two opinions: racket-evangelists-unplugging- 1. Prof. Theodore Zeldin: might-just-have-another- "Mindfulness and meditation are agenda bad for people. People should be thinking," he told the audience. Commentary here: "Life is about going out there and http://www.pomoculture.org/20 meeting people and hearing their 16/09/25/zombie-apocalypse- thoughts." as-mindfulness-manifesto- after-zizek/ 2. Slavoj Zizek:

The “Western Buddhist” meditative Brief critique from Suzanne stance is arguably the most Moore: efficient way for us to fully https://www.theguardian.com/ participate in capitalist dynamics commentisfree/2014/aug/06/m while retaining the appearance of indfulness-is-self-help-nothing- mental sanity. to-change-unjust-world [might be useful as a Using the Suzanne Moore article, handout.] pairs/groups/plenary discuss whether "Mindfulness is mindless." Taking notes for timed mini-essay.

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4B. Buddhism and change – the development and influence on religious belief and practice within Buddhism of Mindfulness

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

6 The response to Dependent on the time available. Mindfulness Key scholarly article from Marking of mini-essay. Revision for timed mini essay: the movement Slavoj Zizek can be found ‘Mindfulness is mindless.’ contemporary Timed mini-essay on whether here on the Speculative Non- Focus on use of Mindfulness Mindfulness works. stress release Buddhist website: technical terminology Recap material covered on movement of https://speculativenonbuddhis to gauge learners’ Thich Nhat Hanh and the Slavoj Zizek - 15 minutes + extra time for those capitalism m.com/2011/05/04/slavoj- levels of Dalai Lama. that by who require it. Check beforehand zizek-heresy-western- knowledge/understandi encouraging on those allowed to use laptops in buddhism-and-the-fetish/ ng. Read this article on Socially stress-release, the examination. Engaged Buddhism by David mindfulness Commentary here: Assess individual Loy: http://www.zen- serves Learners to exchange essays and http://www.patheos.com/blogs/ learner’s level of occidental.net/articles1/loy12- capitalism rather write comments as appropriate. americanbuddhist/2013/12/20 understanding/knowled english.html than challenges 13-as-the-year-of- ge through their work. it. Sharing of mindfulness-critics-and- Take notes, give one question questions/assessment/research defenders.html for discussion by the class, regarding sceptical approach to one key point that seemed contemporary Mindfulness Commentary here: most important and an overall movement. https://www.newstatesman.co assessment. m/sci- Discussion of two opinions: tech/2014/02/mindfulness- 1. Prof. Theodore Zeldin: racket-evangelists-unplugging- "Mindfulness and meditation are might-just-have-another- bad for people. People should be agenda thinking," he told the audience. "Life is about going out there and Commentary here: meeting people and hearing their http://www.pomoculture.org/20 thoughts." 16/09/25/zombie-apocalypse- as-mindfulness-manifesto- 2. Slavoj Zizek: after-zizek/ The “Western Buddhist” meditative stance is arguably the most Brief critique from Suzanne

efficient way for us to fully Moore: participate in capitalist dynamics https://www.theguardian.com/ while retaining the appearance of commentisfree/2014/aug/06/m mental sanity. indfulness-is-self-help-nothing- to-change-unjust-world Using the Suzanne Moore article, [might be useful as a pairs/groups/plenary discussion of handout.] statement: ‘Mindfulness is mindless.’ Taking notes for timed mini-essay.

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4C. Socially Engaged Buddhism (SEB): ‘liberationist’ traditions.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for detail next lesson

7 Reasons for the Dependent on the time available. Socially Brazier David (2002) - The Marking of mini-essay. Revision for timed mini essay: development of Engaged New Buddhism. St. Martin's ‘Social justice is not a requisite Socially Timed mini-essay: Buddhism Griffin, 0312295189 Focus on use of of Buddhist teachings.’ Engaged ‘Mindfulness is mindless.’ technical terminology Buddhism. The suffering Guruge Ananda (2008) - to gauge learners’ Visit the website: primary drive to 15 minutes + extra time for those Buddhism, Economics and levels of http://www.sakyadhita.org/ combat suffering who require it. Check beforehand positive rebirth Science: Further Studies in knowledge/understandi (not just on on those allowed to use laptops in Socially Engaged Humanistic ng. Watch Joanna Macy at an achieving a the examination. awakening for Buddhism. AuthorHouse, event during the Buddhist positive rebirth oneself 1434332241 Assess individual Peace Fellowship meeting: or awakening for Learners to exchange essays and learner’s level of https://www.youtube.com/watc oneself). write comments as appropriate. non-violent Henry Phil (2015) - Adaptation understanding/knowled h?v=PUNcJYsHu0U protest and Developments in Western ge through their work. Thich Nhat Learners to recap material already Buddhism: Socially Engaged Take notes, give one question Hanh's covered on Thich Nhat Hanh and social justice Buddhism in the UK. for discussion by the class, Mindfulness the Dalai Lama. Bloomsbury Academic, one key point that seemed Trainings. The 1474223788 most important and an overall Dalai Lama’s Watch brief youtube clip of Dalai assessment. support of non- Lama on non-violence: Harvey, Peter (2000) – An violent protest https://www.youtube.com/watch?v= Introduction to Buddhist with regards to M93VOALwnoI Ethics, Cambridge University Tibet. Press, B01K2IMC14 [pp. 112- Sharing of 113.] questions/assessment/research regarding David Loy’s article. Jones, Ken (1993) – Beyond Discussion could focus on his Optimism: A Buddhist Political conclusion that Socially Engaged Ecology, Jon Carpenter, Buddhism may help to make the 1897766068 anti-globalisation movement spiritually aware. Lengthy but useful article on Engaged Buddhism can be

Key point that origins of Socially found here: Engaged Buddhism found in the http://www1.uwindsor.ca/critic work and writings of Thich Nhat alsocialwork/understanding- Hanh. the-engaged-buddhist- movement-implications-for- Useful approach to Socially social-development-practice Engaged Buddhism from Ken Jones: it is the external form of the Keown, Damien (2005) - internal i.e. eco-social liberation Buddhist Ethics: A Very Short rather than psycho-spiritual Introduction, OUP, liberation leading to society’s 019280457X awakening not just the individual’s awakening. Keown, Damien (2013) - Buddhism: A Very Short Using the article, Introduction, OUP, pairs/groups/plenary discussion of 0199663831 statement: ‘‘Social justice is not a requisite of Buddhist teachings.’ Taking notes for timed mini-essay

Buddhism Theme 4: : Religious practices that shape religious identity (part 2)

4C. Socially Engaged Buddhism (SEB): ‘liberationist’ traditions.

Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning detail for next lesson

8 Key Socially Dependent on the time available. social justice Keown, Damien (2005) - Marking of mini-essay. Engaged Buddhist Ethics: A Very Buddhist Timed mini-essay: Short Introduction, OUP, organisations: ‘Social justice is not a requisite of Buddhist 019280457X Focus on use of technical terminology 1. Sakyadhita teachings.’ Keown, Damien (2013) - to gauge learners’ Buddhism: A Very Short 2. The Buddhist 15 minutes + extra time for those who require levels of it. Check beforehand on those allowed to use Introduction, OUP, knowledge/understand Peace 0199663831 Fellowship laptops in the examination. ing.

Useful website which Learners to exchange essays and write comments as appropriate. covers the work of Joanna Assess individual The scholarly Macy learner’s level of Sharing of questions/assessment/research understanding/knowle contribution of https://www.globaloneness regarding Sakyadhita and Joanna Macy dge through their work. Joanna Macy project.org/people/joanna- and Damien interview. macy Keown. Quick interview with Damien Keown worth watching as it recaps Buddhism http://www.sakyadhita.org/

https://www.youtube.com/watch?v=p5HxC2q9 0RU

Learners in pairs/groups should have access to ipad/laptop/tablet for internet research and put together notes on Joanna Macy’s Global Oneness Project.