Professional Documents
Culture Documents
Silm Abastar Lesson 10 World Religion Mahayana Buddhism
Silm Abastar Lesson 10 World Religion Mahayana Buddhism
Introduction to World
Religions & Belief
Systems
Quarter 2 – Module 2:
Mahayana Buddhism
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Office Address:
Telefax:
E-mail Address:
What I Need to Know
Hello? How’s your day? Do you want more learnings? In this module, you
will study the teachings and beliefs of Mahayana Buddhism.
Learning objectives:
What I Know
Let’s determine what you already learned by answering these questions. Write
your answer in your test notebook.
I. Direction: Choose the letter of the correct answer.
1. According to Buddha's teaching the beliefs of both Mahayana and Theravada
Buddhists), why do people suffer?
a. People suffer because they desire too many worldly things and self-
satisfaction.
b. People suffer because they are mean.
c. People suffer because they don't go to school.
d. People suffer because they want to.
2. Bodhisattva is:
a. A Thai monk
b. A god
c. An enlightened being dedicated to reincarnating to help others
d. An enlightened being who has entered final nirvana
3. In order to gain more supporters, Mahayana Buddhists tend to:
a. support the four major divisions (castes) of Indian Society.
b. look to India's first centralized empire for guidance
1
c. adhere strictly to the original teachings of Buddha and the Tipitaka
d. embrace popular features of Buddhism and lead missionary efforts
4. The religious ideal as set forth in the Lotus Sutra is the _________.
a. Arhat b. Bodhisattva c. Prajna d. Householder
5. Today the majority of Buddhists are ______.
a. Mahayanists b. Theravadins c. Tantrics d. Vajrayanists
II. Direction: Identify the word being describe in each item. Find the answers
inside the box.
What’s In
2
What’s New
Hint:
1. the practice of training people to obey rules or a code of behavior, using
punishment to correct disobedience.
2. behavior showing high moral standards
3. the manner in which a person behaves, especially on a particular occasion or in
a particular context.
MAHAYANA BUDDHISM
Mahayana Buddhism
- Also known as the “Great Vehicle”
- Emerged out of monastic rule and doctrinal differences
- Mahayana and Theravada originated in the foundational teachings of
Siddhartha Gautama but their methods and search for liberation from the cycle
of reincarnation can be very different
- Mahayana Buddhism aims to extend religious authority to a larger number of
people
- Widespread in China, Mongolia, Korea, Japan, Tibet
- Developed a wide appeal to common people
Buddha was a spiritual leader and teacher whose life serves as the foundation
of Buddhist religion.
i. Historical Background
During the 3rd century, a number of variations began to take place in
Buddhism at a time when the Mauryan king Ashoka was propagating Buddhist
gospels through missionary efforts. Mahasamghika (“of the Great Sangha”), one of
the earliest schools, may have been the source of initial growth of Mahayana
Buddhism, especially during the “Second Buddhist Council”.
These new developments within the newfound Buddhist sect comprise a set of
differing notions:
4
1. Mahayana Buddhist believed that Siddhartha secretly taught key principles to
chosen people who could completely interpret these teachings in time. Any new
teaching can now be added to the emerging Buddhist faith.
2. Mahayana Buddhists forwarded the concept that Siddhartha Gautama was
actually a benevolent celestial king, not just a mere human being. Because of
his love for humankind and zeal to help the people, he came to our world in
human form.
3. Mahayana Buddhists advanced the radical idea that Siddhartha Gautama was
not the only Buddha. There were other divine beings that came before him, after
him and will come in the future. These beings came to earth to help lessen the
people’s sufferings and lead them to salvation.
The table below summarizes the nature of the three bodies of Buddha.
5
For Mahayana Buddhists, Buddhas are not individuals who actually lived in
this world. They are simply expressions of the one Buddha reality, such as that of
Siddhartha Gautama. These great Buddhas are to be found in various heavens
enshrined together with other gods and saints. In China, Amitabha is a very
popular Buddha. In Japan, Vairocana is the great Buddha.
2. Bodhisattvas
One distinct feature of Mahayana Buddhism concerns its teaching about an
enlightened being or bodhisattva (“enlightened existence”) which is the ultimate
way for any Buddhist to live in this world. A bodhisattva has generated bodhicitta
or the spontaneous desire to achieve the state of being enlightened. The concept of
bodhicitta differs between the two main schools of Buddhism. On the other hand,
apart from liberation, Mahayana adherents assist other sentient beings in their
quest for liberation. The attainment of nirvana is not confined to one’s self as an
arhat (“perfect one”) but must be shared to all striving beings.
a. Avalokiteshvara – is the most revered and most popular among all bodhisattvas
being the personification of perfect compassion, representing the sun-god Vishnu of
Hinduism
b. Manjushri – embodiment of wisdom, intelligence and willpower
c. Ksitigarbha – the one who helps and liberates all sentient beings residing in hell
d. Samanthabhadra – representation of love, virtue and diligence
6
Based on the Mahayana tradition, a bodhisattva must pass 10 bhumis
(“grounds” of “land”) before attempting the so-called “Buddha-hood”. These are
extensions of the “Eightfold Path”.
v. Subdivisions
Mahayana Buddhism consists of a variety of schools and family of religions.
When the teachings of Mahayana Buddhism spread in many Asian nations, it
acquired new concepts from these localities. Indian Mahayana Buddhism developed
within the context of the two major schools:
Madhyamika (“Intermediate”) – adherents stress the transformation of
human perception to handle the truth of that which is ultimately real beyond any
duality
Yogachara (“Practice of Yoga”) thinkers emphasize that the truth a human
being perceives does not exist
8
This concept entered China from India, and then Korea to Japan. In China, it came
to be known as Ch’an. Ch’an Buddhism has close affinity with Taoist philosophy
because both are kinds of mysticism. In Japan, it reached its peak with the
development of Zen which is a blend of Indian Mahayana Buddhism and Daoism.
Followers of this school are called meditative Buddhists. Focusing on meditation
as the path to liberation, Zen Buddhism is basically a monastic discipline. The
word “meditation” in India is dhyana, ch’an in China, and zen in Japan.
5. Tibetan Buddhism
Buddhism was officially introduced to Tibet around the 7 th century CE
during the reign of Songtsan Gampo, considered the founder of the Tibetan Empire.
He was influenced by his Chinese and Indian wives who were both Buddhist
followers. Buddhism became a dominant force in the region toward the end of the
8th century CE when the king Trisong Detsen decreed it as the official state
religion. While the theological foundation of Tibetan Buddhism is similar to that
of Mahayana Buddhism, the isolation of the region allowed for the development of
many features. Tibetan Buddhism borrowed tantric and shamanic attributes, as
well as elements from Tibet’s native religion called Bon. Bon was a kind of
shamanism where spirits and deities were revered. Ancient Bon rituals were
concerned with the performance of magic, incantations, and spells and in the
protection of people from unwanted demons prowling in the dark.
Tibetan Buddhism has its own set of clergy (lamas) and they commonly
senior members of the monastic community. The term lama means “the superior
one” and lamas are frequently the reincarnations of previous lamas. The Dalai
9
Lama is the most prominent face of Tibetan Buddhism who has been living in exile
in India since he fled Chinese occupation of Tibet in 1959. The term dalai means
“ocean” in Mongol referring to the vastness and depth of the person. The current
and fourteenth Dalai Lama is Tenzin Gyatso who is the leader of the Gelug school
and is believed to be the reincarnation of Avalokiteshvara. Until 1959, the chief
residence of the Dalai Lama was a 13-storey structure called Potala Palace located
at the Red Hill in Lhasa, Tibet. It is now a UNESCO World Heritage Site which has
been transformed into a museum but remains a sacred place for many Tibetans.
1. Tibet Invasion
For centuries, both China and India have been claiming Tibet as part of their
territories. Tibet practically enjoyed some degree of independence as none of the
claimants pressed their claim. In 1950, China annexed Tibet and negotiated the so-
called “Seventeen Point Agreement” with the government of the 14 th Dalai Lama.
Rejected repeatedly by the Dalai Lama, this document confirmed China’s authority
over Tibet, but the area was granted autonomy. In 1959, the Dalai Lama failed in
his bid to oust China’s puppet rule as the Tibetan uprising was defeated by the
more powerful Chinese force. Dalai Lama, together with his followers, escaped to
India and are now living there as refugees.
With the implementation of Mao Zedong’s “Great Leap Forward” from
1958 to 1961, or China’s socio-economic campaign to transform the country into a
socialist society, between 200,000 to 1,000,000 Tibetans tragically met their death.
During Mao Zedong’s “Cultural Revolution”, from 1966 to 1976, around 6,000
monasteries were destroyed. From 1959 to 1977, almost all elements of Tibetan
Buddhism were obliterated. Presently, the Dalai Lama has been continuously
visiting other countries preaching a message of hope and peace.
2. Engaged Activism
Ritual suicides led by Buddhist monks have transpired in the 20 th century
as a form of protest to governmental actions. For example, a crisis occurred
between Buddhists and the South Vietnamese government led by Ngo Dinh Diem in
the 1960s that had tremendous effect in politics, militancy and religious tolerance.
As a result of persecutions undertaken by the government against
Buddhists, monks began to lambast the regime that eventually resulted in the self-
immolation of Thich Quang Duc, a Vietnamese Mahayana Buddhist monk. He
voluntarily burned himself to death in a busy Saigon road intersection in 1963.
Later on, several other monks followed his example. The regime tried in vain to
suppress Buddhist resistance through massive retaliation and nation-wide assaults
in Buddhist pagodas. Temples were defaced, monks were beaten, and Quang Duc’s
cremated remains were confiscated. Eventually, the regime lost support from the
US and an army coup brought down Diem. Amid religious protests and non-violent
struggle, Diem was assassinated in 1963.
3. Tzu Chi Foundation
The Tzu Chi Foundation (“Compassionate Relief”) was established by a
Buddhist nun Cheng Yen in 1966 in Taiwan. - It was a charity organization
anchored on the teachings of the Buddha. Tzu Chi Foundation that principally
advocates the four endeavors of Charity, Medicine, Education, & Humanity, as
emphasized by the official motto, or concept of "Four endeavors, eight footprints".
10
The eight footprints are charity causes, medical contributions, education
development, humanities, international disaster assistance, bone-marrow donation,
community volunteerism, and environmental protection. Tzu Chi Foundation’s
variety of causes include case management, medical, educational and disaster
relief. The organization builds and operates many hospitals and schools, with
outreach efforts that range from visits to nursing homes to providing bone marrow
surgery, as well as offering items such as washing machines to struggling single
mothers.
Tzu Chi is an exceptional NGO not only because of its size and scope of services
all over the world, but also because of its efficient management style and
philosophy to evoke the compassion in every human being. According to O’Neill,
Tzu Chi is run like a multi-national company to ensure effective use of money and
thus has earned the trust from donors and patrons all over the world with annual
donations of $300 million and an endowment of over $780 million. Moreover, the
aid materials are delivered person-to-person by Tzu Chi members as Master Cheng
Yen believes that this will bring as much blessing to the donors and to the
recipients, and more importantly, will spread the seeds of love to the suffering
people. It is therefore no surprise to find the Tzu Chi members in white and blue
uniforms helping out in natural disasters or battle zones in various corners of the
globe. Master Cheng Yen believes that we are all capable to take the Bodhisattva
vows and practice the Buddhist teachings by working to ease the suffering of
others.
What’s More
11
What I Have Learned
Let us determine if you can now explain the core teaching of Mahayana
Buddhism.
Activity 4. Direction: Explain the statement below. Write your answers in your
activity notebook.
Rubrics:
Score Description
10 Answers are on point. All are grammatically correct and neat.
7 There are 1-2 misleading answers. 1-2 are grammatically incorrect and
erasures.
4 There are 3 or more misleading answers. 3 or more grammatically
incorrect and erasures.
What I Can Do
Let’s find out if you know how to apply the insight from the acts of
generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana
Buddhism. Do this in your activity notebook.
Activity 5. Select one out of four endeavors and draw how you want to advocate it
as a youth of the nation.
Rubrics:
Score Description
7 Follows some of the instructions correctly. Some are unclear and has
12
erasures.
4 Did not follow instructions. All are unclear and has erasures.
Assessment
Now, let’s evaluate what you have learned in this module. Good luck!
I. Enumeration
A. State the three levels of perfection of Mahayana Buddhism.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
B. Give at least two examples of acts of generosity of Mahayana Buddhists.
4. _____________________________________________
5. _____________________________________________
III. Draw one of the acts of generosity of Tzu Chi Foundation that reflect the core
teaching of Mahayana Buddhism.
Rubrics:
Score Description
4 Did not follow instructions. All are unclear and has erasures.
13
Additional Activities
14
References:
Ong, J., et. al. Introduction to World Religions & Belief Systems. 2016. Vibal Group,
Inc. Quezon City.
gofile:///C:/Users/KYCIE/Downloads/mahayanabuddhism-
181023005248%20(1).pdf
https://www.scribd.com/upload-document?
archive_doc=429926636&escape=false&metadata=%7B%22context%22%3A
%22archive_view_restricted%22%2C%22page%22%3A%22read%22%2C
%22action%22%3A%22download%22%2C%22logged_in%22%3Atrue%2C
%22platform%22%3A%22web%22%7D
https://ourhappyschool.com/religion/acts-generosity-tzu-chi-foundation
https://www.buddhistdoor.net/features/a-great-insight-into-the-charity-of-tzu-chi
Answers Key
What I Know
I.
1. a
2. d
3. d
4. b
5. a
II.
6. Mahayana
7. Bodhisattva
8. Perfection of Wisdom
9. Prajna
10. Lotus Sutra
What’s New
1. discipline
15
2. virtue
3. conduct
What Is It
1. Mahayana Buddhism is appealing to a vast majority of followers because even
an ordinary person can aspire to achieve spiritual liberation so it gained popularity
among Asian countries, the arrival of Mahayana Buddhism in Asian countries
paved the way for the establishment and development of a variety of Buddhist
schools
2. Mahayana Buddhism’s concept of bodhisattva contributed to being one of the
most successful missionary religions in the world by seeing the world as one family
and everyone who is suffering as worthy of help”, and that “this is Buddhism is
action, not a religion confined to temples and monasteries.”
What’s More
1. appreciation
2. listen
3. gratitude
4. compassion
5. acceptance
What I Have Learned
Scores may vary according to the rubrics.
What I Can Do
Scores may vary according to the rubrics.
Assessment
I. A.
1. moral discipline
2. cultivation of virtue
3. altruistic conduct
I.B.
4-5. Any of the ff: acceptance, appreciation, compassion, gratitude, listen
II. Scores may vary according to the rubrics.
III. Scores may vary according to the rubrics.
16