Buddhism

22 indicative hours
The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of
Buddhism as a living religious tradition. The study of Buddhism is to be of the WHOLE tradition where applicable.
Syllabus Outcomes:

H1
H2
H4
H5
H6
H7
H8
H9

explains aspects of religion and belief systems

describes and analyses the influence of religion and belief systems on individuals and society
describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the life of adherents
organises, analyses and synthesises relevant information about religion from a variety of sources, considering
usefulness, validity and bias
conducts effective research about religion and evaluates the findings from the research
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and
graphic forms.

Incorporating a Catholic emphasis:

In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that:
1. Each lesson would begin with prayer that is meaningful for students and pertinent to current local and global occurrences. Where possible prayer
should incorporate references to Church teachings and lived experience that relates to the content of the unit.
2. At some stage in this unit Catholic teaching regarding interfaith dialogue should be referred to. Catechism of the Catholic Church:
842 The Churchs bond with non-Christian religions is in the first place the common origin and end of the human race: All nations form but one
community. This is so because all stem from the one stock which God created to people the entire earth, and also because all share a common
destiny, namely God. His providence, evident goodness, and saving designs extend to all against the day when the elect are gathered together
in the holy city.
843 The Catholic Church recognises in other religions that search, among shadows and images, for the God who is unknown yet near since he gives
life and breath and all things and wants all men to be saved. Thus the Church considers all goodness and truth found in these religions as
preparation for the Gospel and given by him who enlightens all men that they may at length have life.
856 The missionary task implies a respectful dialogue with those who do not yet accept the Gospel. Believers can profit from this dialogue by
learning to appreciate better those elements of truth and grace which are found among peoples, and which are, as it were, a secret presence
of God.
3. At the conclusion of this unit of study students will complete an activity on how the study of Buddhism has assisted them to reflect on their Catholic
faith in relation to such areas as personal witness, commitment to liturgical practice and awareness of Church teachings on issues of interfaith
dialogue.

Students learn
about:

Students learn to:

Preliminary link: Identify the contributions of the individual or school of thought in regard to beliefs, sacred texts,
core ethical teachings and expression of faith.

Significant People and

Ideas

The contribution
to Buddhism of
ONE significant
person or school
of thought other
than the Buddha
drawn from:
Asoka
Nargajuna
Vasubandhu
Guru Rinpoche
(Padmasambhav
a)
Sister
Dhammadinna
Tenzin Palmo
XIVth Dalia
Lama
Soto Zen
Won Buddhism
Another person
or school of
thought
significant to
Buddhism

Suggested Teaching and Learning Strategies/Resources

Explain the
contribution to the
development and
expression of
Buddhism of ONE
significant person
or school of
thought, other than
the founder, drawn
from:
- Asoka
- Nargajuna
- Vasubandhu
- Guru Rinpoche
(Padmasambhava)
- Sister
Dhammadinna
- Tenzin Palmo
- XIVth Dalai Lama
- Soto Zen
- Won Buddhism
- Another person or
school of thought
significant to
Buddhism

1. Provide details about the life of the individual or the establishment of the school of thought.
(See bibliography for a list of sites relating to the individuals named in the Syllabus)
a. Examine the social, cultural and historical context of the individual or the establishment of the school
of thought
- Students research the social and cultural contexts of the individual using the internet or library
based research. This could be done by dividing the class into three groups and having them
separately research cultural context, social context and historical content
- Use textbooks or Class handout to provide an overview of the principal historical and religious
development of Buddhism up to the time of the individual or school of thought
- Use visual media to inform an understanding of the cultural and historical context
- Outline the initial relationship of the individual or school of thought to Buddhism.
b. Clarify the issues, events, situations which the individual or school of thought addressed
-

List the significant issues of the religious tradition at the time of the individual or school of thought
Align these issues in relation to the characteristics of religion studied in the Preliminary course:
beliefs, sacred texts, ethics and ritual.
Discuss reasons why the issue(s) was seen as significant by the individual or school of thought.

Writing task: Describe the context that gave rise to the teachings/reflection of X.
2. Describe the teachings of the individual or the school of thought.
a. Establish the role of the individual or school of thought within the Buddhism
-

Outline the position held by the individual or school of thought within Buddhism
Discuss the importance of this role in regard to its potential to bring about change.

b. Examine gender issues where applicable in relation to the individual or school of thought
c. Clarify the central teachings of the individual or school of thought.
- Students use a variety of sources to list the main teachings of the individual or school of thought
- Develop a comparison table using two columns, one showing the innovation of the individual or
school of thought and the other the beliefs or practices of Buddhism that were addressed.

3. Examine the contribution/changes made by the individual or school of thought to the development and
expression of Buddhism
-

Students discuss which of the contributions/changes were more significant and analyse why they
this was the case
Students align the changes brought about with the key teachings of the individual or school of
thought
Students examine the use of sacred texts in support of these contributions and changes

Assessment: PowerPoint presentation:

In small groups students synthesis material to complete a ppt summary:
The contribution of X to the expression of belief in Buddhism

The effect of that

person OR
school of thought
on Buddhism

Analyse the
impact of this
person OR
school of
thought on
Buddhism

4. Analyse the impact of this person or school of thought on Buddhism

a. Immediate impact of the individual or school of thought on Buddhism
-

Summarise available resources in regard to the immediate impact

Summarise resources under the headings:
contribution made,
significance at the time of the change,
significance to the development of the tradition

b. Continuing impact today on Buddhism

-

Discuss the boundaries of the individual or school of thoughts impact was it confined to one part
of the tradtion and if so, where? Was it universal in application?
Debate Buddhism was indelibly changed because of X

Affirmative: Individual or school of thought brought change to Buddhism. This may not have been

across the whole tradition but is significant enough to have brought a response from a large sector
of believers. For example it may be confined to one expression (Theravadan, Mahayana and
Vajrayana) or one region.
Negative: Individual or school of thought merely responded to what would have been inevitable
changes in Buddhism. The change was confined to such a small percentage of the Buddhist
population that it did not have far-reaching impact.
Peer assess the debate using a criteria to ascertain what were the strengths and weaknesses of
both sides, indicating what arguments were missed by either side.

Writing task: Analyse the role of X in contributing to the understanding and expression of Buddhism

Ethics

5. Describe the ethical teachings of Buddhism

(See bibliography for a list of sites that will assist the teaching of this component of the Syllabus)
Preliminary link: Review the ethical teachings of Buddhism
- The Five Precepts
- The Vinaya
Preliminary link review task:

ONE of the
following areas
of ethical
teaching in
Buddhism

- bioethics
- environmental
ethics
- sexual ethics

Describe and
explain
Buddhist ethical
teachings on
bioethics OR
environmental
ethics OR
sexual ethics

Writing task: Explain the importance of the Five Precepts in Buddhism

a. A basis for studying the teachings of Buddhism on bioethics, sexual ethics or environmental ethics
-

Define for the class the parameters of the branch of ethics chosen for study
Provide students with excerpts from the Tripitaka which deal with the ethical area chosen for study.
Use these as a source of reference throughout the study of ethics.

b. Identify the teachings of Buddhism in relation to one area of ethics

Examine specific examples which illustrate the central teachings of Buddhism on bioethics.
It is suggested that two areas be studied. For example, cloning, IVF, abortion, euthanasia, stem cell research.
OR
Examine specific examples which illustrate the central teachings of Buddhism on environmental ethics.
It is suggested that two areas be studied. For example, global warming, deforestation, issues of population
(growth, regional shift), salination, alternative energies.
OR
Examine specific examples which illustrate the central teachings of Buddhism on sexual ethics.
It is suggested that three areas be studied. For example, pre-marital sex, homosexuality, gender roles and
discrimination, intimacy, contraception
c Explain the teachings of Buddhism in relation to one area of ethics
With reference to the Tripitaka explain the teachings of Buddhism in relation to the area of study chosen.
Writing task: Describe the ethical teachings of Buddhism in relation to X. Using references from sacred texts

Significant practices
within the life of the
adherents

ONE
significant
practice within
Buddhism
other than daily
prayer drawn
from

6. Significant practice

Describe ONE
significant
practice within
Buddhism
drawn from
- Pilgrimage
- Temple puja
- Wesak

- Pilgrimage
- Temple puja
- Wesak

Where possible refer to variations in practice within differing expressions of Buddhism, for example
Preliminary link Theravada Buddhism, Mahayana Buddhism, Vajrayana Buddhism. This inclusion
should not however be forced.
a. Pilgrimage
- Identify why pilgrimage is important in Buddhism.
- Describe the significant features of pilgrimage. For example:
place
time of year
ritual action
role of bhikus
b. Temple Puja
Describe the significant features of Temple Puja. For example:
Use of sacred text
chant
role of the bhiku
prayer and offerings
temple layout and decoration
c. Wesak

Demonstrate
how the chosen
practice
expresses the
beliefs of
Buddhism

Describe the significant features of Wesak. For example:

Relationship to events in the Buddhas life
Use of symbols eg light or fire
Public ritual
Role of bhiku

7. Expression of belief: Examine one significant practice in relation to the beliefs of Buddhism
a) Demonstrate how particular aspects of Pilgrimage express the beliefs of Buddhism. For example:

Significance of the site

Ritual actions
Role of bhiku

b) Demonstrate how particular aspects of Temple Puja express the beliefs of Buddhism. For example:

Use of sacred text

role of the community

ritual actions
temple layout and decoration
prayers, chant and offerings

c) Demonstrate how particular aspects of Wesak express the beliefs of Buddhism. For example:

ritual actions
prayer, chant and offerings
symbolism
community involvement

8. Significance of the chosen practice for individuals and the Buddhist community

Analyse
the Students work in small groups. Each group develops a response to one of the following areas. In order to do this,
significance of groups must synthesise information in relation to the practice (X) that has been studied as a lived expression of the
this practice for beliefs of Buddhism. After sharing of information in a class forum, students complete the individual writing task.
both
the
a) What purpose does X fulfil in expressing the beliefs of Buddhism?
individual and
b) If X did not exist in Buddhism what difference would it make to the way in which individual believers were
the
Buddhist
able to express their faith?
community.
c) If X did not exist in Buddhism what difference would it make to the way in which the community is able to
express its faith?
Writing Task: X is a essential vehicle for the expression of the beliefs of Buddhism
Analyse this statement with respect to both the individual and the Buddhist community.

Unit Reflection: How has the study of Buddhism assisted me to reflect on my own faith and the
support offered by my membership of the Catholic Church (or other for non-Catholic students)

Significant People
Asoka

http://www.urbandharma.org/udharma/asoka.html

Nargajuna

http://www.iep.utm.edu/n/nagarjun.htm

Vasubandhu http://www.iep.utm.edu/v/vasubandhu.htm
Guru Rinpoche (Padmasambhava) http://www.khandro.net/GuruR_appendix.htm
Sister Dhammadinna http://www.globalbuddhism.org/1/adam001.html
Tenzin Palmo http://www.tenzinpalmo.com/
XIVth Dalai Lama http://nobelprize.org/nobel_prizes/peace/laureates/1989/lama-bio.html
Soto Zen

http://www.sotozen-net.or.jp/kokusai/kokusai.htm

Won Buddhism http://www.geocities.com/ganesha_gate/won.html

Ethics
Journal of Buddhist Ethics http://jbe.gold.ac.uk/3/mcdermot.html
Sexual Ethics

http://buddhism.about.com/cs/ethics/a/Sexuality.htm

Bioethics

http://www.stc.arts.chula.ac.th/Manila-Buddhism.ppt (ppt which may be adapted for student use)

Environmental Ethics

http://www.iop.or.jp/0212/yamamoto.pdf http://www.westernbuddhistreview.com/vol1/green_buddhism.html

Significant Practices
Pilgrimage

http://www.buddhist-temples.com/ http://www.buddhanet.net/e-learning/dharmadata/fdd39.htm

Temple puja http://www.buddhanet.net/festival.htm

http://www.bbc.co.uk/cumbria/faith/virtual_tours/worldpeacetemple_tour.shtml (virtual tour)
Wesak

http://www.bbc.co.uk/religion/religions/buddhism/holydays/wesak2.shtml

Studies of Religion
Religious Tradition Depth Study: Buddhism
OUTCOMES TO BE ASSESSED:
H1
H4
H5
H6
H7
H8

explains aspects of religion and belief systems

describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the lives of adherents
organises, analyses and synthesizes relevant information about religion from a variety of sources, considering
usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic
forms

WEIGHTING:
NATURE OF THE TASK: Oral Presentation: Ethics
Outline and explain the significance of Buddhist teaching in relation to one of the following areas:
Sexual ethics OR bioethics OR environmental ethics
1. Students are to research individually the Buddhist response to one ethical issue within area chosen
for study. For example: Cloning within bioethics.
2. Individuals submit their research paper - 1000 words, including an annotated bibliography and brief
summary of findings to be distributed to class.
3. Students present their oral component in class. 5 minutes.
DATE DUE: _________________
All research papers must be submitted on the due date.
Students will be chosen at random to present orals

ASSESSMENT CRITERIA:
You will be assessed on your ability to:

outline and explain the response of Buddhism to the ethical issue chosen for study

organise, analyse and synthesizes relevant information about religion from a variety of sources,
considering usefulness, validity and bias

apply appropriate terminology and concepts related to religion and belief systems

coherently and effectively communicates complex information, ideas and issues using appropriate
written, oral and graphic forms

CRITERIA
comprehensively explains the Buddhist response to the ethical issue
effectively organises, analyses and synthesizes relevant information about
religion from a variety of sources, considering usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief
systems
coherently and effectively communicates complex information, ideas and
issues using appropriate written, oral and graphic forms in a group
presentation

Mark
17-20

competently explains the Buddhist response to the ethical issue

shows clear organisation, analysis and synthesis of relevant information
about religion from a variety of sources, considering usefulness, validity
and bias
mostly applies appropriate terminology and concepts related to religion
and belief systems
coherently and effectively communicates information, ideas and issues
using appropriate written, oral and graphic forms in a group presentation

13-16

outlines the Buddhist response to the ethical issue

generally organises, analyses and synthesizes relevant information about
religion from a limited number of sources, considering usefulness, validity
and bias
applies appropriate terminology and concepts related to religion and belief
systems
generally communicates information, ideas and issues using appropriate
written, oral and graphic forms in a group presentation

8-12

describes the ethical issue

organises some relevant information about religion from a variety of
sources, considering usefulness, validity and bias
applies limited terminology and concepts related to religion and belief
systems
communicates general information, ideas and issues using appropriate
written, oral and graphic forms in a group presentation

4-7

attempts to describe the ethical issue

little evidence of effective research
communicates some information in a group presentation

1-3

Comment:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___

Mark:

/20