SECTION A: Studies In Buddhism
GCE AS/A RELIGIOUS STUDIES 49RS3 ER: Studies in Eastern Religions (A2)Candidates must choose EITHER Section A OR Section B OR Section C.SECTION A: Studies in BuddhismThis option should be studied in the light of the overall aims and objectives forReligious Studies and the Subject Criteria for Religious Studies. It aims to enablecandidates to further their study and develop a synoptic understanding of Buddhism,encourage awareness of the diversity which exists within Buddhism and provideopportunities for deeper study of selected aspects.All of the following topics should be studied. To study less than the full Specificationcontent may disadvantage a candidate's synoptic grasp of the material. Candidatesmay use information and ideas from one topic to answer questions on another whererelevant and appropriate. In particular their analyses and discussions should showsynoptic understanding.An awareness of the contribution of modern scholarship to understanding thesetopics is expected. A more substantial awareness of scriptures is required at A2 thanat AS and specific references should be made to the Buddhist scriptures whererelevant. Candidates will be expected to demonstrate awareness of the diversitywithin Buddhism.Four structured essay questions will be set, of which candidates will be required toanswer two. All questions will carry equal marks.A note on terminology:Terminology used in the study of Buddhism comes from a number of languages.Because of this there are often alternative spellings for terms. In general it is best touse Pali terms in the context of Theravada Buddhism and Sanskrit terms in thecontext of Mahayana Buddhism. There are, however, occasions when the context isindeterminate. For this reason any legitimate spelling of terms will be accepted.Subject ContentTopicsIssues1. ScripturesTaking account of the differences (andsimilarities) of Mahayana and TheravadaBuddhism—the Pali Canon: its role in Buddhismas a whole:the teachings of the historicalBuddha to be found in the suttasthe instructions for the sangha to befound in the Vinayathe Lotus Sutra – main themes andconceptsThe importance of the Pali Canon inBuddhism as a wholeThe relative importance of the differentscriptures in Mahayana and TheravadaBuddhismThe importance of regulation inBuddhist communitiesThe difference and similarity ofMahayana and Theravada asexemplified in scriptures
GCE AS/A RELIGIOUS STUDIES 502. EnlightenmentTaking account of the differences (andsimilarities) of Mahayana and TheravadaBuddhism—nirvana and samsaraarhatbodhisattvas and other enlightenedbeingsnotions of buddha-nature andenlightenment for allcontemporary Buddhist teachers: theDalai Lama and Thich Nhat HanhThe diversity of conceptions ofenlightenment to be found in BuddhismThe diversity of figures associated withenlightenment and the path to it – arhat,bodhisattva, living teachers.The relationship between the quest forenlightenment and lifestyle – arhat,bodhisattva, living teachersThe relationship between the concept ofenlightenment and Buddhist teachingsabout wisdom and compassionHow far each concept is consistent withthe Buddha’s teachings3. Buddhist Beliefs and PracticesThe meaning and significance of thefollowing distinctive practices:going for refuge – in a range of traditionskoan – in Zennembutsu in Jodo Shinshudaimoku and gohonzon in NichirenBuddhismmudra, mandala and mantra in TibetanBuddhismHow far particular practices expressBuddhist concepts and commitmentsHow far different practices illustrateBuddhism’s conceptual diversityThe importance of practices comparedto other factorsThe relationship between the teachingsof the historical Buddha and the rangeof practices found in Buddhism4. Buddhism in BritainThe history of Buddhism in Britainthe possible reasons for the growth ofBuddhism in Britainthe history and lifestyle of the Friends ofthe Western Buddhist Orderthe history and lifestyle of other Buddhistgroups in the UK (for example, The ative spellings for terms.In general it is best to use Pali terms in the context of Theravada Buddhism andSanskrit terms in the context of Mahayana Buddhism. There are, however, occasionswhen the context is indeterminate. For this reason any legitimate spelling of terms willbe accepted.Subject ContentTopicsIssues1. The Life of the BuddhaThe social and religious backgroundagainst which Buddhism emerged.Candidates should be familiar withaccounts of the following key events inthe life of the Buddha and be able to usethese accounts to explain Buddhistdoctrines and concepts:the birththe four sightsthe renunciationthe enlightenmentthe decision to teachthe deathThe influence of his background on theBuddha and the degree to which he wasa religious innovator.The relative significance of his life events,in the context of his biography, and in thelives of modern Buddhists.The nature of the narrative: sacredbiography, myth or history? Its variedmeanings for modern Buddhists.Evaluation of the worldview expressedthrough the Buddha's biography: is itpessimistic?
GCE AS/A RELIGIOUS STUDIES 33SECTION B: Introduction to JudaismThis option should be studied in the light of the overall aims and objectives forReligious Studies and the Subject Criteria for Religious Studies. It aims to givecandidates a broad introduction to Judaism and encourage awareness of some keyevents, beliefs and practices and their relationship to significant human experiences.Candidates should be aware of the diversity that exists within Judaism.All of the following topics should be studied. To study less than the full Specificationcontent may disadvantage a candidate's synoptic grasp of the material. Candidatesmay use information and ideas from one topic to answer questions on another whererelevant and appropriate.An awareness of the contribution of modern scholarship to understanding thesetopics is expected.Scripture quotations are not required, although references should be made to thescriptures when considered relevant to the question.Four structured essay questions will be set, of which candidates will be required toanswer two. All questions will carry equal marks.Subject ContentTopics1. FoundationsAbraham – his role and significanceas Father of the nation, and inrelation to covenant andcircumcision.Moses – his role and significance inrelation to the exodus from Egypt,Covenant, Laws.Nature and authority of TorahOrthodox and Reform attitudestowards TorahCharacter and authority of Talmud2. Beliefs and PracticesMonotheism – the Shema.The Covenant – chosen people –implications of this and differentunderstandings of this.Observance of mitzvot includingkashrut; diversity of practice.Various roles and importance of thesynagogue in Judaism.Worship – its nature and importancein the synagogue and at home; thedifferent obligations of men andwomen.IssuesEvaluation of the continuing importanceAbraham and Moses.Covenant – to what extent is it aprivilege or responsibility?Issues of debate in Judaism about theauthenticity and authority of TorahRelative importance of Torah andTalmudIs the Covenant still the main strength ofJudaism?Critical evaluation of the focus on ruleswithin Judaism (e.g. relevance of foodlaws)Is Judaism possible without thesynagogue?The relative value and importance ofworship at home as opposed tosynagogue worship.
GCE AS/A RELIGIOUS STUDIES 343. FestivalsCandidates should be able to explain therelationship between practice and beliefs inrelation to the following festivals, and shouldunderstand the nature, role and significanceof:ShabbatPesachRosh Hashanah and Yom Kippur4. Family LifeCandidates should understand therelationship between beliefs and practices inrelation to:Jewish family life including roles andstatus of men and womenlife cycle rituals (birth, bar/batmitzvah, marriage and death).divorce.stthe practice of Judaism in the 21Century.Evaluation of Shabbat observance asthe strength of Judaism.Evaluation of the emphasis on history inJudaism.To what extent festival observance issocial and cultural rather than religious.The relative importance of the differentfestivals.How far family life is the main strengthof Judaism?Debate over the equality of men andwomen in Judaism.The relevance of traditional rituals in thest21 Century.The justice/injustice of Jewish divorcelaws.How far Judaism is a religion thatchanges with the times?
GCE AS/A RELIGIOUS STUDIES 59RS4 HE: Studies in Religion and Human Experience (A2)This compulsory unit should be studied in the light of the overall aims and objectivesfor Religious Studies and the Subject Criteria for Religious Studies. It aims to providecandidates with the opportunity to make a holistic study on a specified theme andalso draw together synoptically knowledge, understanding and skills learnedthroughout their Advanced course and apply them to a human experience issue.Candidates will be required to write an essay under controlled conditions on aspecified aspect of EITHER Religious Authority OR Religious Experience OR Life,Death and Life After Death.TopicsIssuesReligious AuthorityThe nature of different types of religiousauthority – e.g. religious founders,religious leaders, sacred writings,religious institutions, religious traditions,religious experiences, conscience,religion-endorsed ethical theoriesSpecific examples and illustrations ofdifferent types of religious authorityDifferent ways in which specific types ofreligious authority are used as anauthority in religion and influencereligious believers – e.g. source ofbeliefs, source of religious practices,basis of moral teachings, basis of liturgyThe inherent strengths and limitations ofindividual religious authoritiesTo what degree any religious authoritycommands universal respect amongstreligious believersComparative importance of differentreligious authoritiesTo what extent any religious authority isstreally authoritative in the 21 centuryReligious ExperienceThe nature of different types of religiousexperience – e.g. mysticism (James’ fourcharacteristics), prayer, conversion,charismatic phenomena, individualscholars’ classifications (such asSwinburne’s five categories, Momen’sfour types or Caroline Franks Davis’s sixfold division)Specific examples and illustrations ofindividual and communal forms ofreligious experienceDistinctive features of religiousexperiences (e.g. the numinous, awe andwonder)How far religious belief and commitmentis determined by one’s religiousexperiences or lack of themTo what extent religious experiences aremisinterpretations of natural experiencesWhether a religious experience is only ofvalue to the individual who experiencesitWhether personal religious experience isa reliable means of understanding thenature of God
GCE AS/A RELIGIOUS STUDIES 60Life, Death and Life After DeathDifferent beliefs about the nature andpurpose oflife,death andlife after death– e.g. Created or product of chance,sanctity of life, dualism, materialism,idealism, resurrection, reincarnation,rebirth, immortality of the soulThe significance of religious beliefsstabout life and death in the 21 centuryTo what extent the way a person liveslife is influenced by belief in life afterdeathHow far belief in life after death isessential to religionWhether there is adequate evidence forbelief in life after deathSpecific teachings, writings and theoriesabout the nature and purpose of life andlife after deathContent Exemplars1.Religious AuthorityThe following listed aspects offer opportunities for relevant illustrationof the topic but are only examples, are not compulsory and are by nomeans exhaustive.Sources of religious authority and issues concerning authority in atleast one of the following areas:Religion in Contemporary SocietyThe influence of religious authorities in determining attitudes to medical andenvironmental issues; the challenge of religious authorities to representationand portrayal of religion in the media; concept of authority in fundamentalism;the place of religious authority in New Religious Movements.Religion and EthicsThe place of ethical theories and argument as sources of authority; God asthe source of and warrant for the moral beliefs of religious believers; theexistence of moral feelings and beliefs as an authoritative argument for God’sexistence; challenges to the authority of moral absolutism and of religiousconcepts of truth and morality; the place of moral conscience in determiningattitudes and behavior.Philosophy of ReligionDifferent understandings of the authority and relevance of rational argumentand philosophical reasoning for contemporary religious believers, withparticular reference to arguments for the existence of God (including themoral argument); revelation as authoritative for beliefs of religious believers.Old TestamentDifferent understandings of the authority andexamples and religious expressions found incontemporary Jewish and Christian beliefspriests/prophets; effects of various methodologicalof the Old Testament.relevance of teachings,the Old Testament toand practices; role ofcriticisms on the authority
GCE AS/A RELIGIOUS STUDIES 61New TestamentDifferent understandings of the authority and relevance of teachings,examples and religious expressions found in the New Testament tocontemporary Christian beliefs and practices; role of disciples/apostles,charismatic endowment, ecclesial pronouncement; effects of variousmethodological criticisms on the authority of the New Testament.ChristianityThe nature of the Bible, tradition and religious experience as sources ofauthority; different understandings of the nature of Christian leadership andthe way in which it is recognized and exercised; individual conscience as asource of authority; problems associated with different denominational claimsfor the credibility of Christianity; challenges to authority arising fromtheological developments.BuddhismThe variety of sources of authority for Buddhists, including the Buddha, theDhamma, the Sangha, different founders and sacred writings; the role of theDalai Lama and of other leaders; the role of the Lotus Sutra within NichirenBuddhism; the wide tradition of taking refuge.HinduismThe various sources of authority in Hinduism, including sacred writings,dharma and family; the differences between smriti and shruti literature; therole and function of religious leaders (such as A.C. Bhaktivedanta SwamiPrabhupada).SikhismThe ultimate authority of God (Waheguru, Sat Guru); the equality thatcharacterises the Sikh community; the different roles of the human Gurus, theGuru Granth Sahib, the Dasam Granth, the Rahit Maryada, the granthi, theKhalsa and the Panth.IslamDifferent forms of religious authority—the Qur’an, the sunna of Muhammad,shari’a law, the ulama etc; effects of modern scholarship on the status oftraditional sources of authority.JudaismDifferent forms of religious authority, including the Torah, the Talmud, thecodifiers, rabbis and beth din; effects of modern scholarship on the status oftraditional sources of authority.
GCE AS/A RELIGIOUS STUDIES 622.Religious ExperienceThe following listed aspects offer opportunities for relevant illustrationof the topic but are only examples, are not compulsory and are by nomeans exhaustive.The nature and importance of religious experience in at least one of thefollowing areas of study:Religion in Contemporary SocietyExperiencing spirituality outside religious institutions; expression andexperience of religion through television and film; psychological explanationsfor religious experience.Religion and EthicsEffects of experiencing Creation and of reading sacred writing on ethicalattitudes towards the environment; ethics of stimulating religious experiencessuch as conversion and a sense of awe and wonder; the role of religiousexperience in making moral decisions and challenges to the belief thatreligious experience is essential for moral behaviour.Philosophy of ReligionThe nature and diversity of the miraculous, including the question ofcredibility; problems of identifying experiences as distinctly religious, includingquestions of objectivity and reliability; the value of religious experience as abasis for belief in God; characteristics and examples of various types ofreligious experience (such as conversion, mysticism and prayer); challengesto religious experience presented by the existence of evil and suffering.Old TestamentThe Israelites’ concept of being God’s Chosen People and their experiencesof God expressed in Old Testament narratives, prophetic activity and psalms;variety of experiences, such as different forms of God’s presence, propheticcompulsion to deliver ‘the word of God’ and interpretations of historical eventsas being controlled by God.New TestamentThe way the New Testament concentrates on direct experience of God viaIncarnation (how the Gospels describe pre-resurrection and post-resurrectionencounters with Jesus) and on the work of the Holy Spirit in terms ofcharismatic inspiration; individual and communal dimensions of religiousexperience (cf. Paul of Tarsus on road to Damascus and disciples atPentecost); significance of worship (practice and content), including suchissues in the Christian Church today.ChristianityDifferent types of experiences such as conversion, mysticism, healing,ecstatic behaviour; worship, sacraments and rituals as vehicles for religiousexperience; examples of Christian spirituality and recorded experiences ofChristian saints (e.g. Teresa of Avila and Julian of Norwich).BuddhismExperiences reported by the Buddha and other leaders (e.g. the Dalai Lama);experiences found in practising Buddhism (e.g. taking refuge, meditation,mantra and nembutsu); awareness of impermanence and no-self; the widerexperience of nirvana/the Pure Land.
GCE AS/A RELIGIOUS STUDIES 63HinduismExperiences of religious leaders and those reflected in the Bhagavad Gita(e.g. Arjuna’s vision of God); the relationship between god and the devoteeand the notion of moksha or liberation; puja (worship), murti (image) andmeditation; living according to varnashramadharma, and thereby participatingin sanatana dharma.SikhismExperiences recorded in sacred writings and by Guru Nanak and hissuccessors, and those reported by Sikhs in their everyday lives; the key roleplayed by worship in Sikhism; the practice of nam simran.IslamMuslim concepts of God and Muslims’ experience of God as expressed inQur’anic narratives and prophetic activity; varieties of religious experience ofthe prophets, especially those of Muhammad; the Sufi concept of God, ofMuhammad and of religious experience.JudaismJewish concepts of God and Jewish experience of God as expressed in theTenach; varieties of religious experience of the prophets; the mysticaltradition (Kabbalah).
GCE AS/A RELIGIOUS STUDIES 643.Life, Death and Life after DeathThe following listed aspects offer opportunities for relevant illustrationof the topic but are only examples, are not compulsory and are by nomeans exhaustive.Ideas about life, death and life after death in at least one of the followingareas of study:Religion in Contemporary SocietyConcepts of ‘the sanctity of life’ and ‘the quality of life’, with reference toeuthanasia, conservation and animal rights; expression of beliefs about life,death and life after death portrayed in the media; attitude to life, death and lifeafter death evident in New Religious Movements.Religion and EthicsConcepts of ‘the sanctity of life’ and ‘the quality of life’, with reference to suchtopics as euthanasia and suicide; different estimates of the relative worth ofan individual’s life compared with the well-being of the community, as evidentin various ethical theories; the impact of beliefs about life, death and life afterdeath on moral behaviour.Philosophy of ReligionPhilosophical ideas about the nature of humanity, including dualism andmaterialism; nature/nurture debate; determinism/free will debate; strengthsand weaknesses of evidential arguments for life after death; differing views onthe form of individual survival after death; evaluation of arguments for theimmortality of the soul, reincarnation/rebirth and resurrection/reanimation.Old Testament StudiesHebrew ideas about the cause of human mortality (Genesis 3) and the form ofhuman existence after death; the diversity and range of ideas found in the OldTestament and Apocrypha, including those of resurrection, judgement, Sheoland messianic expectation.New TestamentJudaeo-Christian ideas about the nature of human existence and influence ofGreek philosophy in framing such ideas; various ways in which actual postmortem existence is considered in New Testament literature and itsmetaphorical/realised application in terms of describing conversionexperience; key concepts of sin, death, resurrection, judgement, forgiveness,eternal life, Heaven, Hell.ChristianityEffects of Christology and theologies on ideas of life, death and life afterdeath; humans as created beings; concepts of original sin and stewardship;how funeral rites and the mourning period reflect Christian beliefs about deathand life after death; the doctrine of salvation/eternal life as expressed in thebeliever’s relationship with Christ; concepts of heaven, hell and purgatory.BuddhismConcepts of samsara and kamma; idea of rebirth and how continuity afterdeath connects with the notion of anatta; Tibetan beliefs about the dead andbeliefs adhered to by Pure Land/Jodo Shinshu Buddhists.
GCE AS/A RELIGIOUS STUDIES 65HinduismConcepts of samsara and cyclical time; idea of divine element in all things;doctrines of karma and reincarnation; different understandings of the natureof moksha (liberation).SikhismSikh understanding of the soul and the cycle of life; humans as createdbeings; ideas of life, death and life after death in relation to concepts of miriand piri; hope for liberation and union with God (mukti) through the movementfrom self-centredness to God-centredness.IslamMuslim ideas on the nature of humanity; humans as created beings; conceptof qadar; Qur’anic teachings on the last day, judgement and the after-life;variety of views on death and the afterlife in different Islamic traditions,including literal/allegorical interpretations.JudaismJewish ideas on the nature and purpose of humanity; humans as createdbeings; narratives in Tanak on death and life after death; different concepts ofSheol, resurrection and messianic expectation.
Taking account of the differences (and similarities) of Mahayana and Theravada Buddhism— x the Pali Canon: its role in Buddhism as a whole: Buddhism x the teachings of the historical Buddha to be found in the suttas Buddhist communities x the instructions for the sangha to be found in the Vinaya Mahayana and Theravada as
4. As Buddhism began to schism, a new type was formed that stressed meditation and artistic beauty. This type of Buddhism was known as: a. Chan Buddhism b. Zen Buddhism c. Wuzong Buddhism d. Both A and B are correct 5. Confucian scholar-administrators tried to convince Tang rulers that Buddhist monasteries posed
This volume is the outgrowth of a panel on Buddhism and violence at the XIIIth Conference of the International Association of Buddhist Studies, held in Bangkok, December 2002. There is as yet no definitive work on the general topic of Buddhism and violence.1 There are, however, a growing number of studies of specific cases of violence in Buddhism,
Overview Any teacher of World History or Human Geography knows that Buddhism is one of the major “world religions.” We often teach of Buddhism’s origins in India, the historical Buddha’s enlightenment and his basic teachings, but how did Buddhism become a global religion? While this brief lesson cannot answer
August 2020 Living Buddhism, pp. 50–59 . Buddhas Naturally Face Obstacles “The notion that attaining enlightenment means that one will forever be free of obstacles and nega-tive functions is not Buddhism. Rather, the Buddha’s immense state of life provides the inner strength and power to fearlessly confront such onslaughts and bring forth the necessary wisdom and action to triumph .
Esoteric Buddhism which flourished during most of the Koryŏ. There can be little doubt that rituals and beliefs associated with main‐stream Zhenyan Buddhism of Tang China had penetrated Korean Buddhism by the late 9th ce
Chapter Two: “Esoteric Buddhism in Context: Tang Imperial Religion.” Goble is here making much out of Esoteric Buddhism, i.e., Amoghavajra’s Buddhism, and its role as part of formal state support (護國huguo). In a sense, an equation is made between
Buddhism today can broadly be divided into two forms: Tantric (esoteric) and non-Tantric (non-esoteric) Buddhism. Tantric Buddhism‘s answer to the above question is unequivocally positive: it never questioned the possibility of a
not know; am I my brother’s keeper?’ (Genesis 4:9) N NOVEMBER 2014 the Obama administration in the United States announced an extension of relief for immigrant families, prompting one cartoonist to caricature ‘an immigrant family climbing through a window to crash a white family’s Thanksgiving dinner’ with the ‘white father unhappily telling his family, “Thanks to the president .
