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Introduction To World Religions and Beliefs System Module G-12
Introduction To World Religions and Beliefs System Module G-12
INTRODUCTION TO THE
WORLD RELIGION AND BELIEF
SYSTEM
LEARNING ACTIVITY SHEET WEEK 2
Subject: Introduction to World Religion and Belief System
Reference(s):
Villamor S. Quebral, Ed.D. 2018. Pathways of Devotion: An Introduction to World Great
Religions. Quezon City. Lorimar Publishing Inc,
LEARNING TARGET
1.1. Cite regions or places where specific religions evolved;
1.2. Analyze the culture of the region that gave rise to specific religions; 1.3. Explain how
geography influences religion and how religion affects culture.
• Anthropologist Edward Taylor argued that Religion had its origin in the belief in immaterial souls that
might inhabit objects like stones, trees, animals, or human bodies, but which also could exist
independently from them.
• Edward Taylor coined the term animism from the Greek word anima which means soul.
• Historical evidence show that ancient Filipinos believe in anitos- spirits that dwell in natural objects,
including human bodies, that need to be pleased in order to live in harmony with them and in the
environment.
• Associated with this theory is the fear of mighty things or forces of nature that some people equate
to be acts of supernatural beings.
• Acknowledgement of the existence of spirits and supernatural beings support the formation of
certain belief systems and religion.
• It can be deducted that the origin of the religion came through the acknowledgement of the presence
of the spirits and supernatural beings, and the respect for ancestors that evolved into a certain form
of worship.
3. Revelation
This means that religion is conceived from an assumption that in the beginning, there is a God who
revealed His being to man in different manners the essential truths of religion, such as the existence
of God, the obligation to obey Him, and the hope of immortality.
II. Origin of Major Religions
The table below shows the approximate date when each of the nine major world religions began,
along with the traditional dates for the birth and date of each founder.
Date Near East India East Asia
1000+ B.C.E Judaism Hinduism
Moises: 1500-1350 2, 000 B.C.E
B.C.E
600 B.C.E Buddhism Taoism
Buddha: 563-483 Lao Tzu: 500-380
B.C.E B.C.E
Confucianism
Confucius: 551-479
B.C.E
100 C.E Christianity Jesus 1- Shinto 100
33 C.E C.E
600 C.E Islam
Muhammad: 570632
C.E
The Near East
• The ancient Near East is considered one of the cradles of civilization. It was here that intensive year-
round agriculture was first practiced leading to the rise of first urban settlements and the
development of many familiar institutions of civilization; such as social stratification, centralized
government and empires, organized religion and organized welfare.
• Significantly, most of these lands comprising the Ancient Near East were among the so-called Bible
Lands of the Old Testament.
East Asia
• Major religions include Buddhism, Confucianism, Taoism and some of the indigenous populations
embrace Shamanism.
• The culture of East Asia has been influenced by the civilization of China.
• East Asia shared a Confucian ethical philosophy, Buddhism, political and legal structures, and
historically, a common writing system.
India
• Five thousand years of history have nourished the growth of a great civilization. It has been vitalized
through cross-cultural contact and characterized by unity in diversity of culture, race, caste, religion
and language.
• The great Indian tradition unites the diverse cultural regions, but, equally condones the existence of
different sects and local traditions,
• Civilization typically develop in and around river systems where easy access to water and irrigation
system become possible, which allows them to grow crops and move from the hunter gatherer
lifestyle to farmers.
• As a result, the famous River Ganges, Indus Valley, the Nile and Amazon Rivers became places where
different types of people have developed over time.
• Mountains symbolize the way people in those days perceived reality.
• The physical geography of the land determine how and when people would live in certain places due
to accessibility, resources, and climate, it would seem reasonable to conclude that these people
would regard these aspects of nature as having God-like immortality.
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World Great Religions,
Lorimar Publishing, 2018
LEARNING TARGET
LEARNING CONCEPT
I. Positive Effects of Religion on Individual and Society
1. As a way of devotion. Religion is an individual’s way of devotion and process of connecting with
who he/she believes as divine.
2. As recourse to have mental peace. Many believe that the realization of the Supreme Power above
the human ego is only possible by following the path of religion.
3. Religion encourages social work. Many religious organization engage in social work that
contributes tothe welfare of society.
4. Religion teaches men to be compassionate. Religious people are compassionate towards others as
religion teaches its followers to be benevolent and sympathetic to other human beings.
5. Religion provides wisdom. Holy books like the Bible and the Vedas impart wisdom to the people
which benefits humanity as a whole.
1. Religious as an expansionist tool. Religion was used by groups and even empires to fight wars
with other groups or kingdoms to advance their ideals and expand their territories.
2. Religion tends to have conflict with Science. Scientific rational thinking is discouraged and
people asking questions based on reason are hounded and some were even killed.
3. Religion tends to discriminate. A religious state rarely respects the rights of minority religion and
even some social groups.
4. Religion can be an antidote to progress. Some scholars say religious societies cannot progress as
they do not allow free thinking innovation and scientific inventions.
5. Religion can be used as political tool. Political parties around the world exploit the general
discontentment among people to whip up the religious passion and capture power.
3. Inner strength
6. Selfless service
7. Religious music
8. Religious art
LEARNING ACTIVITY
I. Explain the following historical events in not less than two sentences.
7. Abyssinia-Somali Conflict
8. Nigerian Conflict
9. Buddhist Conflict
II. Cite at least five religiously-inspired pieces of art. Include the information and picture.
LEARNING ACTIVITY SHEET WEEK 4 Subject:
Introduction to World Religion and Belief System
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Recite the Ten Commandments as stated in the Old Testament (Exodus 20)
2. Identify a Jewish custom or tradition
3. Justify the core teaching of Judaism about the covenant of one God with a chosen people vs.
other people with many gods
4. Identify a story from the Old Testament that demonstrates the Jewish belief in one God
LEARNING CONCEPT
I. Judaism at a Glance
• The oldest among the Abrahamic religions is Judaism, the religion of the Jews.
• It traces its origin with the Hebrew people in the Middle East way back 2,000 years ago.
• Abraham, a Hebrew man, is considered the father of Jewish faith because he promoted
the central idea of the Jewish faith- that there is only one God.
II. Beginnings
• The tradition of Judaism arouse around 2000 B.C.E, but it was not until 1 C.E that the
rabbinic religion was established.
• The faith was historically centered in Canaan (modern day Israel and Palestine)
• According to the Jewish tradition, whose history is told in the Old Testament of the
Bible, Rabbinic Judaism began with Moses and his receipt of God’s Ten
Commandments.
• Judaism was centered in King Solomon’s Temple and more specifically, the Ark of the
Covenant, that it housed.
• The Sabbath
It is a weekly day devoted to God through religious activities and it is considered
to be the most important of all Jewish holidays.
A special prayer must be recited over the candle lightning by somebody who is
properly Jewish.
• Rosh Hashanah and Yom Kippur
The two-day Jewish New Year is a period of self-examination and resolution.
A ram’s horn is blown as a call to look into one’s soul and improve one’s ways.
It is a customary at the meal on the eve of Rosh Hashanah to eat apple dipped in
honey and to wish others a good and sweet year.
The ten days beginning with Rosh Hashanah are considered to be the Days of
Awe and repentance, culminating with the Day of Atonement (Yom Kippur),
which is considered to be the most solemn day.
It is a day spent praying and fasting during which garments are worn.
• Succoth
“Lord, the God of Abraham, Isaac, and Israel, let it be known today that you are God in
Israel and that I am your servant and have done all these things at your command.
Answer me, Lord, answer me, so these people may know that you, Lord are God, and
that you are turning their hearts back again.” – I Kings 18:36-37
LEARNING ACTIVITY
1. Which of the following beliefs of Judaism that greatly influence the world? Justify your
answer.
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LEARNING ACTIVITY SHEET WEEK 5
Subject: Introduction to World Religion and Belief System
Reference(s):
LEARNING TARGET
LEARNING CONCEPT
I. Christianity at a Glance
• Christianity is the largest among the world’s major religions at the moment.
• It has over 2 billion followers, who classify themselves under 34,000 denominations.
• Initially, Christianity is believed to be rooted in Judaism, as Jesus Christ was a Jew, as
were His twelve disciples (the Apostles).
• Christianity is based mainly around the life, death and resurrection of Jesus Christ, and is
monotheistic in its world view.
• Jesus was conceived by the Holy Spirit and was born to the Virgin Mary in Betlehem.
3. Death and Resurrection of Jesus Christ
• This is the anchor of Christian faith.
• Christians consider Jesus’ death, resurrection, and ascension to heaven to be the most
important doctrine of the Christian faith.
• Jesus shows His omnipotence over death and ultimately is the most convincing evidence
for Christians that He is truly God.
4. Salvation
• Salvation for the Christians is the freedom from eternal damnation and receiving eternal
life in the new heaven and new earth.
• This can only be attained through Jesus Christ by accepting Him as Savior and be
baptized in His name.
5. Judgment Day
• Christians hold the belief that Jesus will return on Judgment day to fulfill the rest of the
Old Testament prophecies – to judge the living and the dead and establish God’s
Kingdom in the new earth and new heaven.
6. Trinitarian Doctrine
• Christians believe that Jesus was God’s son, and that He and the Holy Spirit are both also
fully God, as well as being separate entities entirely.
• They believe in one God in three persons, the Trinitarian God.
• The Bible does not specifically refer to Trinity, but it is a common doctrine and it is
included in the Nicene Creed which serves to outline the core beliefs of Christianity.
7. Christian Worship
• Christian worship involves praising God in music and speech, readings from the
Scriptures (Bible), prayers of various sorts, a homily/sermon, and various holy
ceremonies.
III. The Bible
• The Bible, which is the very foundation of Christian faith, is not just one book, but an
entire library which includes stories, songs, poetry, letters, and history.
• The Christian Bible has two sections: The Old and the New Testament.
• The Old Testament is the sacred scriptures of the Jewish faith written at different times
between about 1200 and 165 B.C.E.
• The New Testament books were written by the Christians in the first century C.E.
The Old Testament has 39 books and The New Testament has 27 books.
• The Apostles Creed is the oldest creed, and lies as the basis of most others.
It is a venerated Christian prayer that according to the New Testament of the Bible was taught by
Jesus to His Apostles.
VI. The Beatitudes
• The Beatitudes are eight blessings recounted in the Sermon on the Mount in the Gospel
of Matthew.
• Each is a proverb-like proclamation, without narrative, cryptic, precise, and full of
meaning.
for they shall obtain mercy. Prepared by: Mr. Alex M. Antenero
25
“Now his older son was in the field, and as he came and drew near to the house, he heard music
and dancing. 26 And he called one of the servants and asked what these things meant. 27 And he
said to him, ‘Your brother has come, and your father has killed the fattened calf, because he has
received him back safe and sound.’ 28 But he was angry and refused to go in. His father came out
and entreated him, 29 but he answered his father, ‘Look, these many years I have served you, and
I never disobeyed your command, yet you never gave me a young goat, that I might celebrate
with my friends. 30 But when this son of yours came, who has devoured your property with
prostitutes, you killed the fattened calf for him!’ 31 And he said to him, ‘Son, you are always with
me, and all that is mine is yours. 32 It was fitting to celebrate and be glad, for this your brother
was dead, and is alive; he was lost, and is found.’”
LEARNING ACTIVITY (INDIVIDUAL)
I. Interpret the Parable of the Prodigal Son. Write your own personal reflections below:
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II. Explain the meaning of the EIGHT BEATITUDES using the TABLE-GRAPHIC
ORGANIZER below.
THE EIGHT BEATITUDES EXPLANATION
INSTRUCTION: Interview at least ten (10) Christian persons. Ask them the following
questions below. Make a written report of your interview.
Questions:
LEARNING TARGET
1. Read the opening lines of the Qur’an preferably from English Version
2. Retell the life and times of Prophet Muhammad
3. Explain the core teaching of Islam- there is only one God and Mu-hammad is His final and
greatest messenger
LEARNING CONCEPT
I. Islam at a Glance
• A Muslim is defined by Islamic scholars as one who believes in God and strives for the
complete transformation of his life according to God’s revealed guidance and the
teachings of His Prophet.
• The message which was revealed to Prophet Muhammad, according to them, is Islam in
its comprehensive, complete and final form.
• Muhammad is the founder and chief prophet of Islam and the source of the Qu’ran
Muhammad, whose name means ‘highly praised”, was born in Mecca in 570 C.E.
• His father died shortly before his birth, and he lost his mother at the age of six.
Muhammad was then raised primarily by his uncle.
• As a young man, Muhammad worked as a camel driver between Syria and Arabia.
• Muhammad came into contact with people of many nationalities and faiths, including
Jews, Christians and pagans.
• At the age 25, Muhammad was employed by Khadija, a wealthy Meccan widow 15 years
his senior. The two were married.
V. Divine Revelation
• In his late 30’s, Muhammad took to regularly visiting a cave in Mount Hira, on the
outskirts of Mecca, to seek solitude and contemplation.
• In 610, at the age of 40, Muhammad returned from one such visit telling his wife he had
either gone mad or become a prophet, for he had been visited by an angel.
• This initially startled Khadija, became his first convert.
• After receiving Khadija’s support, and additional angelic visits, Muhammad became
confident he had indeed been chosen as the messenger of Allah.
• Muhammad message to his countrymen was to convert from pagan polytheism,
immorality and materialism, repent from evil and worship Allah, the only true God.
• He was not an angel, he did not know the mind of God, and he did not work miracles. He
simply preached what he has received.
• In the first three years of his ministry, Muhammad only gained 40 followers.
• As his teachings threatened the Meccan way of life, both moral and economic, he and his
followers experienced heavy persecution.
• Members of the small movement were stoned, covered in dirt as they prayed, beaten with
sticks, thrown into prison and refused service by merchants.
• In 624, the Muslims won their first battle against the Meccans.
• However, a subsequent battle was not victorious, and Muhammad himself was wounded.
• In 627, the Meccans attacked Medina, and Medina came out on top.
• In 630, Muhammad and his forces marched to Mecca and defeated it.
• The Prophet re-dedicated the Kaaba temple to Allah, witnessed the conversion to Islam of
nearly the entire Meccan population, then returned to Medina.
• Muhammad died in 632, having conquered nearly all Arabia for Islam.
IX. Kaaba
• They are the five obligations that every Muslim must satisfy in order to live a good and
responsible life according to Islam.
1. Shahadah: Sincerely reciting the Muslim profession of Faith.
“Nothing deserves worship except God (Allah) and Muhammad is the Messenger of
God.’
2. Salat: Performing ritual prayers in the proper way five times a day.
3. Zakat: Paying (or giving) of alms (or charity) tax to benefit the poor and the needy.
4. Sawm: Fasting during the month of Ramadan.
“Ramadan is the Muslim Holy month marked by daily fasting from dawn to sunset.
For 30 days, the followers of Islam pray and refrain from smoking and bad behavior”
5. Hajj: Pilgrimage to Mecca
“The Hajj is an annual Islamic pilgrimage to Mecca, the most holy city of the
Muslims, and a mandatory religious duty for Muslims that must be carried out at least
one in their lifetime by all adult Muslims who are physically and financially capable
of undertaking the journey.”
1. Sunni Muslims
• Include 84%-90% of all Muslims.
• Sunni means “tradition” and Sunnis regard themselves as those who emphasize
following the traditions of Muhammad and of the first two generations of the
community of Muslims that followed Muhammad.
2. Shi’ite Muslims
• Comprise 10%-16% of all Muslims.
• Shi’ites are the “party of Ali” who believed that Muhammad’s son-in-law was his
designated successor.
• Muslim community should be headed by a designated descendant of Muhammad.
3. Sufis or Islamic Mystics
Sufis go beyond external requirements of Islamic religion to seek a personal
experience of God through forms of meditation and spiritual growth.
4. Baha’is and Ahmadiyyas
These are 19th century offshoots of Shi’ite and Sunni respectively.
LEARNING ACTIVITY
I. Provide the needed information about the life of Prophet Muhammad on the space
provided before each item below:
II. Briefly explain the Profession of Faith of Islam which states: There is only one God and
Muhammad is his final and greatest messenger”
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LEARNING ACTIVITY SHEET WEEK 7
Subject: Introduction to World Religion and Belief System
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
LEARNING ACTIVITY
Direction: Compare and contrast Judaism, Christianity and Islam by completing the information
in the table below.
RELIGION/BELIEF JUDAISM CHRISTIANITY ISLAM
Origin of the
Universe and
Mankind
Morality
Purpose of Life
Destiny
Views on Women
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
LEARNING CONCEPT
I. Hinduism at a Glance
• It is closely associated with other Indian religions such as Jainism, Buddhism and
Sikhism.
• Religious scholars often refer to Hinduism as a way of life or a family of religions rather
than a single religion.
1. The Vedas
These are the most ancient religious texts which define truth for Hindus.
• They were introduced to India by the Aryans- the early settlers of India.
• Hindus believe that texts were received by scholars direct from God and passed on the
next generations by word of mouth
• For hundreds, or maybe even thousands of years, the texts were passed on orally.
• The Vedas are made up of four compositions, and each Veda in turn has four parts which
are arranged chronologically.
i. Samhitas- the most ancient parts of the Vedas, consisting of hymns or praise to God.
a. Rig Veda Samhita- consists of 1028 hymns praising the ancient gods,
The Upanishads
The Upanishads were so-called because they were taught to those who sat down beside
their teachers. (upa= near; ni= down; shad= sit)
• These texts developed from the Vedic tradition, but largely reshaped Hinduism by
providing believers with philosophical knowledge.
• The major Upanishads were largely composed between 800 and 200 B.C.E.
• The early Upanishads are concerned with understanding the sacrificial rites.
• Central to Upanishads is the concept of Brahman- the sacred power which informs
reality.
• The Bhavagad-Gita takes the form of a dialogue between Arjuna (the warrior prince)
and Krishna, his charioteer.
• Arjuna was about to join his brothers in a war between two branches of the royal family
which would involve killing of his friends and family.
• This made Arjuna quite reluctant to join the war and he planned to withdraw from the
battle.
• Krishna reminded him that he must fulfill his duty in accordance with his class, arguing
that death does not destroy the sould.
• It is one of the most popular Hindu texts and known as “smitri” which means the
remembered tradition.
4. The Ramayana
• It tells the story of Prince Rama who was sent into exile into forest with his wife, Sita,
and his brother Lakshamana.
• Sita was abducted by the demon Ravana but ultimately rescued by Prince Rama with the
help of the monkey god, Hanuman.
• The symbolism of the story has been widely interpreted but basically it is the story of
good overcoming evil.
III. The Story of Creation based on Hindu Tradition There is no single Hindu creation
story.
• One of the most sublime accounts of creation occurs in the Rig Veda 10:129.
• It ponders on the mystery of origins and offers more questions than answer.
• However, there is a common creation story known among the Hindus. Cosmogonists
termed it as the Cosmic Egg Theory of creation.
• The one Supreme God manifests Himself in different beings (human, animal and
nonmaterial) which are also gods themselves.
• Among these gods, there are only four considered by Hindus as major gods,
1. Brahman
2. Brahma
He is the first god in the Hindi Triumvirate called trimurti or triune God.
The Trimurti consists of three gods who are responsible for the creation,
upkeep, and destruction of the world.
3. Vishnu
His role is to return to the earth in troubled times and restore the balance of
good and evil.
According to Hindi belief, he has been incarnated nine times and that he will
be incarnated one last time close to the end of this world.
4. Shiva
Hindu’s believe that his powers of destruction and re-creation are used even
now to destroy the illusion and imperfections of this world paving the way for
beneficial change.
5. Lakshmi
She is one of the most popular goddesses of Hindu mythology and is known
as the goddess of wealth and purity.
1. Concept of Atman
• The concept of atman includes the idea of the self as a spiritual rather than material being
and thus there is a strong dimension of Hinduism which emphasizes detachment from
material world and promotes practices such as asceticism.
2. Concept of Dharma
• It is the power that maintains society, makes the grass grow, the sun to shine, and makes
people moral or gives human the opportunity to act virtuously.
3. Concept of Varna
• This idea gave birth to the Hindi class system or caste system. The four classes are:
Brahmans or Brahmins- the intellectuals and the priestly class who perform
religious rituals.
Vaishyas- the ordinary commoners and merchants who trade and produce
commodities, tend the farms and earn a living.
Shudras- the workers who traditionally served the higher classes, including
laborers, artists, musicians, and clerks.
4. Concept of Karma
• It means “action”.
• It refers to the law that every action has an equal reaction either immediately or at some
point in the future.
• Good or virtual actions will have good reactions or responses while bad actions will bring
negative effects.
• Karma operates not only in this lifetime but across lifetimes- the results of an action
might only be experienced after the present life in a new life.
5. Concept of Samsara
• It is a continuous cycle in which the soul is reborn over and over again according to the
law of karma.
• At death, many Hindus believe that the soul is carried by a subtle body which can be a
human or non-human form (animal or divine being).
6. Concept of Moksha
• This is the goal of liberation or freedom from cycle of action and reaction and from
rebirth.
• The attainment of moksha for a Hindu is for the atman to be completely detached from
the material world and identify itself with the Supreme Spirit.
• This state of liberation can be attained by going through the process of four Yogas.
• Yoga means the realization in direct experience of the pre-existing union between the
individual consciousness and the universal consciousness.
Bhakti Yoga- it is the path of devotion, emotion, love, compassion and service to
God and others. All actions are done in the context of remembering the Divine.
Karma Yoga- it is the path of action, service to others, mindfulness and
remembering the levels of our being while fulfilling our actions or karma in the
world.
7. Doctrine of Parusharta
• It is a doctrine that life has different goals according to a person’s stage of life and
position.
• These goals became codified in the goals of a person or human goals which are called
parushartas.
• According to the Laws of Manu, the three goals of life are expressed as follows:
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
LEARNING CONCEPT
• Buddhism is a spiritual tradition that focuses on a personal spiritual development and the
attainment of deep insight into the true nature of life.
• There are 376 million followers of Buddhism worldwide who were largely influenced by
the teachings of their acknowledged founder.
• The history of Buddhism revolves around the story of one man’s spiritual journey to
enlightenment and of the teachings and ways of living that developed from it.
Opinions differ as to the dates of Siddhartha Gautama's life. Historians have dated his birth and
death as circa 566-486 BCE but more recent research suggests that he lived later than this, from
around 490 BCE until circa 410 BCE.
He was born into a royal family in the village of Lumbini in present-day Nepal, and his
privileged life insulated him from the sufferings of life; sufferings such as sickness, age and
death.
One day, after growing up, marrying and having a child, Siddhartha went outside the royal
enclosure where he lived. When he went outside he saw, each for the first time, an old man, a
sick man, and a corpse.
This greatly disturbed him, and he learned that sickness, age, and death were the inevitable fate
of human beings - a fate no-one could avoid.
Siddhartha had also seen a monk, and he decided this was a sign that he should leave his
protected royal life and live as a homeless holy man.
Siddhartha's travels showed him much more of the the suffering of the world. He searched for a
way to escape the inevitability of death, old age and pain first by studying with religious men.
This didn't provide him with an answer.
Siddhartha encountered an Indian ascetic who encouraged him to follow a life of extreme
selfdenial and discipline.
The Buddha also practised meditation but concluded that in themselves, the highest meditative
states were not enough.
Siddhartha followed this life of extreme asceticism for six years, but this did not satisfy him
either; he still had not escaped from the world of suffering.
He abandoned the strict lifestyle of self-denial and ascetism, but did not return to the pampered
luxury of his early life.
Instead, he pursued the Middle Way, which is just what it sounds like; neither luxury nor
poverty.
Tall tree with flags decorating its branches. Visitors walk past and Buddhists sit in the louts
position beneath it Bodhi tree next to Mahabodhi temple, the spot where Buddha achieved
enlightenment.
One day, seated beneath the Bodhi tree (the tree of awakening) Siddhartha became deeply
absorbed in meditation, and reflected on his experience of life, determined to penetrate its truth.
He finally achieved Enlightenment and became the Buddha. The Mahabodhi Temple at the site
of Buddha's enlightenment, is now a pilgrimage site.
Buddhist legend tells that at first the Buddha was happy to dwell within this state, but Brahma,
king of the gods, asked, on behalf of the whole world, that he should share his understanding
with others.
Buddha set in motion the wheel of teaching: rather than worshipping one god or gods, Buddhism
centres around the timeless importance of the teaching, or the dharma.
For the next 45 years of his life the Buddha taught many disciples, who became Arahants or
'noble ones', who had attained Enlightenment for themselves.
• Obvious kinds of suffering correspond to the first three sights the Buddha saw on his first
journey outside his palace: old age, sickness and death.
• Human beings are subject to desires and cravings, but even when they are able to satisfy
these desires, the satisfaction is only temporary.
• The Buddha taught that the root of all sufferings is desire or tanha.
• The Buddha taught that the way to extinguish desire, which causes suffering, is to liberate
oneself from attachment.
The Buddha was a living example that this is possible in human lifetime.
4. The Truth of the Path to the Cessation of Suffering known as the Eight-fold Path
(Magga)
• The path is a process to help a person remove or move beyond the conditioned responses
that obscure his true nature.
• In this sense the path is ultimately about unlearning rather than learning.
• It liberates emotional intelligence in life and acting from love and compassion.
• It is an ethical foundation for life based on the principle of oneself and others.
5. Samma-Ajiva(Proper Livelihood)
This is a livelihood based on correct action. This is the basis of an ideal society.
• It is developing awareness that ‘if you hold yourself dear, watch yourself well”.
• This could mean being focused which means that the mind is fixed on a single object at a
given time.
• It is considered the ultimate solution to man’s suffering and therefore leads him to the
attainment of Nirvana.
• It is avoiding the extremities of life, and one should live a life of moderation.
1. Concept of Nirvana
Buddhists believe that someone who has attained enlightenment is filled with compassion
for all living things.
2. Concept of Morality
• This means that every action a person takes molds his/her character for the future.
• Both positive and negative traits can become magnified and all of these cause a person to
acquire a karma.
3. Concept of Karma
• It explains that a person’s actions affect him/her, either positively or negatively, and
his/her present actions will affect him/her in the future.
• The great tragedy of existence is that it is both endless and subject to impermanence,
suffering and uncertainty These three are called tilakhana or three signs of existence.
o Only achieving liberation or Nirvana can free a human being from the
cycle of life, death and rebirth.
• Indian Religions often see space and time as cyclical, such that world systems come into being, survive
for a time, are destroyed and then are remade.
• One tale told by the Buddha in the AgannaSutta describes the process of recreation on the grand scale.
o An old world system has just been destroyed, and its inhabitants are reborn in a new
system.
o To begin with, they are spirits, floating happily above the earth, luminescent and
without form, name or sex.
o In early stages, there is no light or land, only water. o Eventually, earth appears and the
o Their greediness caused their eternal bodies to become solid and coarse and
differentiate into male and female, good-looking and ugly.
o As they lose their luminescence the sun and moon came into being.
o Gradually, the beings fall into further wicked habits, causing themselves and the earth
itself to become less pleasant.
o In this way, the Buddha seems to be saying that desire, greed and attachment not only
cause suffering for people but also caused the world to be as it is.
o The physical world, according to the Buddha, with all its imperfections and sufferings is
the product of what he called dependent origination.
LEARNING ACTIVITY SHEET WEEK 10
Subject: Introduction to World Religion and Belief System
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
4. Explain the core teaching of Mahayana Buddhism to seek complete enlightenment for the benefit of all living
beings through insight and compassion
5. Draw insight from the act of generosity of Tzu Chi Foundation that reflect the core teaching ofMahayana
Buddhism
LEARNING CONCEPT
• Followers of Mahayana Buddhism traditionally regarded their doctrine as the full revelation
of the nature and teachings of the Buddha in opposition of the earlier Theravada tradition.
• Mahayana Buddhism is not a single group but a collection of Buddhist traditions such as: Zen
Buddhism, Pure Land Buddhism and Tibetan Buddhism.
• The Mahayana Sutras are a broad genre of Buddhist scriptures that various traditions of
Mahayana Buddhism accept as canonical.
• They are largely preserved in the Chine Buddhist Canon: The Tibetan Buddhist Canon, and
in extant Sanskrit manuscript.
• Around 100 Mahayana Sutras survive in Sanskrit or in Chinese and Tibetan translations.
• Early versions were not written documents but orally preserved teachings said to be verses
that were committed to memory and recited by his disciples.
1. Zen Buddhism
• The essence of Zen is attempting to understand the meaning of life directly, without
being misled by logical thought or language.
• Zen is the way the Chine word ‘ch’an’ is pronounced in Japanese. ‘Ch’an’ is the Chinese
pronunciation of the Sanskrit word Dyana, which means meditation.
• It offers a way to enlightenment for people who can’t handle the subtleties of meditation,
endure long rituals, or just live especially good lives.
• The essential practice in Pure Land Buddhism is the chanting of the name of Amithaba
Buddha with total concentration, trusting that one will be reborn in the Pure Land, a place
where it is much easier for being to work towards enlightenment.
3. Tibetan Buddhism
• It combines the essential teachings of Mahayana Buddhism with Tantric and Shamantic,
and material from an ancient Tibetan religion called Bon.
• It is said that there are three dimensions to Ksanti: the ability to endure personal
hardship, patience with others, and acceptance of truth.
• The perfection of Ksanti begins with the acceptance of the Four Noble Truths, including
the Truth of Suffering.
• He/she engages in spiritual training and then he/she dedicates his/her fearless efforts to
the benefit of others.
• Dyana means concentration, and in this case great concentration is applied to rehearse
clarity and insight.
• Samadhi refers to a single-pointed concentration in which all senses of self falls away.
• Dyana and Samadhi are said to be the foundations of wisdom, which is the next
perfection.
• Wisdom cannot be understood by intellect alone. It can only be understood through the
practice of the other perfections- generosity, morality, patience, energy and meditation.
2. Cultivation of Virtue
• A practitioner of virtue ethics takes his own virtue as his central ethical goal: he is to
develop the skills, habits, and attitudes of mind necessary to be the best agent he can be.
• One who practices virtue ethics, his or her overarching goal in life is to do good which is
understood as virtuous character.
3. Altruistic Conduct
• Love and compassion are components of all forms of Buddhism, and are focused on all
beings equally.
• Love and compassion are defined as the wish that all beings be happy, and compassion is
the wish that all beings are free from sufferings.
4. Dogs know they can come to compassionate monks for food and care.
5. Buddhists are so dedicated with their love of nature by participating in different conservation
practices.
LEARNING ACTIVITY SHEET WEEK 11
Subject: Introduction to World Religion and Belief System
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Identify the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana
Buddhism
2. Provide evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism share
common roots from India
3. Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions,
have largely influenced the world today.
LEARNING ACTIVITY
Direction: Compare and contrast Hinduism, Theravada Buddhism and Mahayana Buddhism by
completing the information in the table below.
RELIGION/BELIEF HINDUISM THERAVADA MAHAYANA
BUDDHISM BUDDHISM
Origin of the
Prepared by: Mr. Alex M. Antenero
Universe and
Mankind
Morality
Purpose of Life
Destiny
Views on Women
LEARNING ACTIVITY SHEET WEEK 12
Subject: Introduction to World Religion and Belief System
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
LEARNING CONCEPT
I. Confucianism at a Glance
• Confucianism is a way of life taught by Confucius in China in the 6th-5th century BCE,
and the rituals and traditions associated with him.
• It spread to East Asian Countries under the influence of Chinese literate culture and has
exerted a profound influence on spiritual and political life.
Confucius’s ancestors were probably members of the aristocracy who had become virtual
poverty-stricken commoners by the time of his birth. His father died when Confucius was only
three years old. Instructed first by his mother, Confucius then distinguished himself as an
indefatigable learner in his teens. He recalled toward the end of his life that at age 15 his heart
was set upon learning. A historical account notes that, even though he was already known as an
informed young scholar, he felt it appropriate to inquire about everything while visiting the
Grand Temple.
Confucius had served in minor government posts managing stables and keeping books for
granaries before he married a woman of similar background when he was 19. It is not known
who Confucius’s teachers were, but he made a conscientious effort to find the right masters to
teach him, among other things, ritual and music. His mastery of the six arts—ritual, music,
archery, charioteering, calligraphy, and arithmetic—and his familiarity with the classical
traditions, notably poetry and history, enabled him to start a brilliant teaching career in his 30s.
Confucius is known as the first teacher in China who wanted to make education broadly
available and who was instrumental in establishing the art of teaching as a vocation, indeed as
a way of life. Before Confucius, aristocratic families had hired tutors to educate their sons in
specific arts, and government officials had instructed their subordinates in the necessary
techniques, but he was the first person to devote his whole life to learning and teaching for the
purpose of transforming and improving society. He believed that all human beings could benefit
from self-cultivation. He inaugurated a humanities program for potential leaders, opened the
doors of education to all, and defined learning not merely as the acquisition of knowledge but
also as character building.
For Confucius the primary function of education was to provide the proper way of training
exemplary persons (junzi), a process that involved constant self-improvement and continuous
social interaction. Although he emphatically noted that learning was “for the sake of the self”
(the end of which was self-knowledge and self-realization), he found public service integral to
true education. Confucius confronted learned hermits who challenged the validity of his desire
to serve the world; he resisted the temptation to “herd with birds and animals,” to live apart
from the human community, and opted to try to transform the world from within. For decades
Confucius tried to be actively involved in politics, wishing to put his humanist ideas into practice
through governmental channels.
IV. Sacred Texts
• The Lun-yu (Analects) is the most revered sacred scriptures in the Confucian tradition.
• The Analects were based primarily on the Master’s sayings preserved in both oral and
written transmissions.
o Shih Ching (Classic of Odes)- collection of 300 poems and songs from the early
Chou Dynasty.
o Ch’un Ching (Spring and Autumn Annals)- extracts from the history of the
State of Lu, 722-484 B.C.E. said to be compiled by Confucius himself.
4. Elder brother to younger brother- an older sibling should be gentle to younger sibling, and
younger siblings should be respectful of their older siblings.
5. Friend to friend- two friends should be considerate and respectful to each other.
• Most Confucian scholars agree that the core teaching of Confucianism is to be gentleman.
• The ultimate purpose of human existence is to reach one’s potential as a human being.
• This is by following the moral way consisting of the virtues of love, righteousness,
wisdom, propriety and loyalty in order to promote harmony in society.
• According to the Analects 4:16 The profound person understands what is moral. The
small person understands what is profitable.
• There are two basic meanings of li: (1) concrete guide to human relationships or rules of
proper action that genuinely embody jen, and (2) general principle of social order or the
general ordering of life.
3. Concept of Yi (yee)
• Yi connotes a moral sense: the ability to recognize what is right and good; the ability to
feel, under the circumstances, what is the right thing to do.
• Once the reverence and respect is understood for parent, Hsiao can be extended by
generalization to family, friends, society, and mankind.
• Chih is added to Confucianism by Mencius who believed that people are basically born
good.
• Chun-tzu is the ideal man; the superior man; a gentle person in the most significant sense.
• To become a chun-tzu is the ultimate goal of a Confucian.
• He is the man that practices the five virtues: kindness, rectitude, decorum, wisdom ad
sincerity.
7. Concept of Te (day)
• Te is the power of which men are ruled; the power of moral example.
• This principle states that the whole art of government consists in the art of being honest.
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Explain that Tao is the origin of all beings whose essence is nothing
2. Give examples of acts showing love and respect of nature and the environment
3. Explain the core teaching of Taoism which is becoming one with Tao
LEARNING CONCEPT
I. Taoism at a Glance
• Taoism is an ancient tradition of philosophy and religious belief that is deeply rooted in
Chinese customs and worldview.
• The Tao is the ultimate creative principle of the universe, which means that all things are
unified and connected in the Tao.
• It emphasizes doing what is natural and going with the flow in accordance with the Tao, a
cosmic force which flows through all things and binds and releases them.
• Zhang Daoling became the first Celestial Master and founder of the first organized Taoist
school of thought.
• This tradition continues to the present day, with the current Celestial Master living in
Taiwan.
• Taoism was first recognized as a religious system during the 4th and 3rd centuries.
• The publication of the Tao Te Ching and other works provided a focus for Taoist thinking
which was rooted in the ideas of the Taoist thinkers, to which were added local religious
rituals and beliefs.
manifestation of the Tao as a God, the human philosopher who wrote the Tao Te Ching, and the
Buddha.
2. Chuang Tzu (Chuangzi)
The other main figure of Taoism is Chuang Tzu (Zhuangzi), who lived around the 3rd century
BCE. Chuang Tzu has a book attributed to him, called the Chuang-Tzu after the practice of
referring to Chinese texts by the names of their authors.
IV. Sacred Texts
1. Tao Te Ching
• It was compiled around 3rd Century BCE, and it was also known as Lao Tzu (the name of
Taoism’s recognized founder)
• This short book of around 5,000 Chinese characters is divided into 81 brief chapters filled
with short, enigmatic paragraphs of advice on life and poetic descriptions of the nature of
the universe.
• It is believed that no one person wrote Tao Te Ching although elementary books usually
say it was written by Lao Tzu.
• The book is classified as a collection of proverbs and sayings of many anonymous people
over a long period of time.
• Taoist regard the Tao Te Ching as an essential guide to living a spiritual and ethical life.
2. Chuang Tzu
• The Tao is not a thing or a substance in the conventional sense of its essence. It cannot
• The Tao is not god and is not worshipped. Taoism does include many deities but
although these are worshipped in Taoist temples, they are part of the universe and depend
on the Tao.
• Yin and Yang is the principle of natural and complementary forces, patterns and things
that depend on one another and do not make sense of their own.
• This could be masculine or feminine, but they could also be darkness and light, wet and
dry or action and inaction.
3. Concept of Wu Wei
• Wu Wei is sometimes translated as non-action but this should not be construed as nothing
at all gets done.
• The Taoist idea is to fulfill that which is naturally so, and the way to do this is Wu Wei.
5. Concept of Te
• Te is translated as virtual.
• Another way of looking at Te is an awareness of the Tao together with the capabilities
that enable a person to follow the Tao.
• The One is the essence of Tao- the essential energy of life, the possession of which
enables things and beings to be truly themselves and in accord with the Tao.
• Taoists texts sometimes refer to the Tao as the Mother and the One as the Son.
• The most important thing about the Tao is how it works in the world, and how human
beings relate to it.
The Tao is considered as a system of guidance and if one does this one can translate
achieving union with the Tao into developing oneself so as to live in complete
conformity with the teachings of the Tao which is easier to understand and closer to the
truth.
VII. Four Principles of Taoism about the Relationship of Human and Nature
1. Follow Earth
• The Tao Te Ching says “Humanity follows the Earth, Earth follows the Heaven, Heaven
follows the Tao, and Tao follows what is natural.
• Taoists therefore obey the Earth which means that they should help everything grows
according to its own way.
• They should cultivate the way of non-action or “wu wei” and let nature be itself.
2. Harmony with nature
• These two forces are in constant struggle within everything. When they reach harmony
the energy if life is created.
• Someone who understands this principle will not exploit nature, but will treat it well and
learn from it.
• It is obvious that in the long run the excessive use of nature will bring about disaster and
even extinction of humanity.
• If the pursuit of development runs counter to the harmony and balance of nature, even if
it is of great and immediate interest and profit, people should restrain themselves from it.
3. Affluence in biodiversity
• Taoism has a unique sense of value in that it judges affluence by the number of different
species.
• If all things in the universe grow well, then a society is a community of affluence. If not
this society is on the decline.
• This view encourages both government and people to take good care of nature.
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
LEARNING CONCEPT
I. Taoism at a Glance
• The word Shinto which literally means the way of Kami. Kami means mystical, superior
or divine.
• Shinto has no specific founder, no official sacred scriptures, in the strict sense of word,
and no fixed dogmas.
• Shinto consists of the traditional Japanese religious practices as well as the beliefs and
life attitudes that are in accord with these practices.
• It remains closely connected with the Japanese value system and the Japanese way of
thinking and acting.
• It has been in existence from the beginning of Japanese history to the present day.
• It constitutes a main current of Shinto traditions and it includes within its structure the
now defunct State Shinto based on the total identity of religion and state, and has close
relations with the Japanese Imperial Family.
• Each sect was organized into a religious body by either a founder or a systematizer.
• It is an aspect of a Japanese folk belief that is closely connected with the other types of
Shinto.
• It is centered on the veneration of small roadside images and in the agricultural rites of
small families.
• Folk Shinto exists as the substructure of Shinto faith, and a Sect Shinto follower is
usually also a parishioner (ujiko) of a particular Shinto Shrine.
• It is in which the Plain of High Heaven (Takama no Hara, the Kami’s world), the Middle
Land (Nakatsukumi, the present world), and the Hades (Yomi no Kuni, the world after
death) were arranged in vertical order.
2. Two-dimensional View
• It is one in which this world and the perpetual country (Tokoyo, a Utopian place far
beyond the sea) existed in horizontal order.
V. Sacred Books of Shinto
Kojiki (Record of Ancient Matters) and Nihongi (Chronicles of Japan)
• By interpreting the myths and religious practices these books describe, it is possible to
construct Shinto doctrines from them.
• At the core of Shinto are beliefs in the mysterious creating and harmonizing power
(musubi) of Kami and the truthful way or will (mokoto) of Kami.
• The nature of kami cannot be fully explained in words, because kami transcends the
cognitive faculty of man.
• Devoted followers are able to understand Kami through faith and usually recognize
various Kamis in polytheistic forms.
• Parishioners of a Shrine belive in the tutelary Kami as the source of human life and
existence.
• The Kami also reveals mokoto to people and guides them to live in accordance with it.
In Shinto, all the deities are said to cooperate with one another.
• A life lived in accordance with a Kami’s will is believed to produce a mystical power that
gains the protection, cooperation, and approval of all the particular Kamis.
• On the contrary, he is regarded as the bearer of long continuous history that comes down
from his ancestors and continues in his descendants.
LEARNING TARGET
LEARNING ACTIVITY
Direction: Compare and contrast Confucianism, Taoism and Shintoism by completing the
information in the table below.
RELIGION/BELIEF CONFUCIANISM TAOISM SHINTOISM
Origin of the
Universe and
Mankind
Morality
Purpose of Life
Destiny
Views on Women