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Humss 11 intro q2 mod11 theravada and mahayana

buddhism
History of Civilization (University of San Carlos)

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Introduction to
World Religions
and Belief
Systems
Quarter 2 – Module 11:
Comparative Analysis of
Theravada and Mahayana
Buddhism

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Introduction to World Religions and Belief Systems – Grade 11

Alternative Delivery Mode
Quarter 2 – Module 11: Comparative Analysis of Theravada and Mahayana
Buddhism
First Edition, 2020

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Published by the Department of Education

Division of Science City of Muñoz

Development Team of the Module

Writer: Elena C. Lanuza

Language Editor: Honey Rocehl V. Sapitan
Reviewer: Nelie D. Sacman, PhD
Layout Artist: Christine Ann C. Buenaventura
Management Team: Dante G. Parungao, CESO VI
Zurex T. Bacay, PhD
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Introduction to
World Religions
and Belief
Systems
Quarter 2 – Module 11:
Comparative Analysis of
Theravada and Mahayana
Buddhism

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Introductory Message
For the facilitator:

Welcome to the Introduction to World Religions and Belief Systems for Grade 11
Alternative Delivery Mode (ADM) Module on Comparative Analysis of Theravada and
Mahayana Buddhism.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
For the learners:

Welcome to the Introduction to World Religions and Belief Systems for Grade 11
Alternative Delivery Mode (ADM) Module on Comparative Analysis of Theravada and
Mahayana Buddhism.

This module will let you know about the brief history, core teachings, fundamental
beliefs, practices, and related issues of Comparative Analysis of Theravada and
Mahayana Buddhism. And it is designed to provide you fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner. Your academic success lies in your own hands!

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be given
Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

This is a list of all the sources used in

References
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you
know the brief history, core teachings, fundamental beliefs, practices, and related
issues of Theravada and Mahayana Buddhism. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module is about the Comparative Analysis of Theravada and Mahayana

Buddhism.

After going through this module, you are expected to:

1. explain the uniqueness and similarities of Mahayana and Theravada
Buddhism; and
2. describe the most popular sect of Buddhism.

What I Know

Part 1 (COMPLETE THE TABLE)

Directions: Make a comparison of Mahayana Buddhism from Theravada Buddhism
by completing the table below:

Mahayana Theravada

1. View on Siddhartha
Gautama/Buddha
2. Concept of
Bodhisattva

3. Sacred Scriptures

4. Worship and
Observances
5. Subdivisions and
Sects

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PART 2 (IDENTIFICATION)
Directions: Indicate the English meanings of the Pali/Sanskrit words found below.
Pali/Sanskrit words English meaning

1. Arhat

2. Buddha

3. Bhikkhuni

4. Dukkha

5. Karma

Lesson Comparative Analysis of

11 Theravada and Mahayana
Buddhism

What’s In

Before we proceed to the new lesson, let us go back to the previous lesson by
answering the following questions below.

Part1 (FILL IN THE BLANKS)

Directions: Fill in the blanks with the correct word to complete the sentence. Use
separate answer sheet in answering.

The central figure in Buddhism is (1) ________________________, known as the

(2) _____________________, meaning the “Enlightened One,” (3)“____________________,”
or (4) “_____________________.” He is also called Buddha (5) __________________
because he hailed from the Shakyan people who resided in the northern parts of
India and Nepal. The Buddha offered a pathway to understand the nature of (6)
_________________ and how it can be overcome.
The (7) _________________ (lit. “Teaching of the Elders’) school in Buddhism
claims to be the oldest living tradition because it follows more closely the teachings
and monastic conduct during the Buddha’s time. Their collection of sacred writings,
called the (8) ___________________ (called such because it was written in the Pali
language), is written in the language spoken by the Buddha himself.
The Theravada school is currently widespread in (9) __________________ and
predominantly Buddhist countries in Southeast Asia – Cambodia, Laos, Myanmar
(Burma), and (10) __________________.

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Part2 (MODIFIED TRUE OR FALSE)

Directions: Read the following statements. Write TRUE if the statement is correct
and change the underlined word or phrase if the statement is incorrect. Use
separate answer sheet in answering.

______________1. The Lotus Sutra is presented as a discourse conveyed by Siddhartha

Gautama before his eventual death

______________2. Siddhartha Gautama, born in the fifth or sixth century C.E. in

present-day Nepal, and is considered the historical Buddha in
Mahayana Buddhism.

______________3. Bodhisattva or “enlightened existence” is the ultimate way for any

Buddhist to live in this world.

______________4. The Maitreya (“Buddha of the Future”) is the only accepted

bodhisattva in Theravada Buddhism.

______________5. Based on the Mahayana tradition, a bodhisattva must pass 9

bhumis before attaining the so-called “Buddha-hood”.

Notes to the Teacher

This Alternative Delivery Mode contains helpful tips or
strategies that will help you in guiding the learners in
learning the Theravada and Mahayana Buddhism.

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What’s New

Concept Map. Surround with the appropriate words and phrases to explain your
understanding of the words Mahayana and Theravada Buddhism by writing concepts
related to them. Use the separate answer sheet in answering.

MAHAYANA THERAVADA
BUDDHISM BUDDHISM

What is It

Comparative Analysis of Theravada and Mahayana Buddhism

ORIGIN
According to Ong and Jose (2016), Buddhism traces its origins in Northern
India around the sixth century B.C.E. as another interpretation of the Hindu belief.
This religion is closely linked to its founder Siddhartha Gautama who is also referred
to as the Buddha or the “Enlightened One.”
Buddha is a son of Kshatriya chief; the once affluent Siddhartha abandoned
the comfort of his palace and family as he set to discover the remedy to universal
suffering he observed in this world. After long periods of abstinence and meditation,
he finally reached enlightenment (nirvana) and became known as the “Buddha” or
the “enlightened one.” He preached mainly in the eastern part of the India
subcontinent such as in Magadha and Kosala.
About 500 years after Buddha’s enlightenment, a schism within the Buddhist
religion resulted in the emergence of the two major branches around the first century
C.E., namely the Theravada and Mahayana schools of tradition. Both schools owe
their fundamental teachings to Buddha whose life has become an inspiration to
millions of followers all over the world.

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Around the third century B.C.E., Buddhism reached neighboring Asian countries as
a result of the missionary zeal of Indian rulers. A different outlook to salvation
attracted many Asian people to embrace the tenets of Buddhism as it reached China,
India, Korea, and Indochina Peninsula.

MORALITY
According to Ong and Jose (2016), Buddha embraced the general framework
of Indian ideas, he radically altered many of them. Similarly, the cycle of rebirth
persists in Buddhism and succeeding lives may be affected by the moral laws of
cause and effect or karma. Until one has achieved enlightenment, one’s deed in the
present lifetime will affect the course of future rebirths.
Buddhist moral thoughts and actions are principally guided by the “Four
Noble Truths” formulated by the Buddha, along with the basic guide called the
“Eightfold Paths” that are divided into three categories, namely, right view, right
conduct, and right practice.
Unhappiness of life (dukkha) is principally caused by people’s unending
desires. People are advised to scrutinize their motivations and ponder upon the
outcome of their actions keeping in mind Buddha’s teachings. Anything harmful to
others, in deed and in thought, must always be avoided. The two major schools of
Buddhism, the Theravada and Mahayana sects, follow the “Four Nobel Truths” and
the “Noble Eightfold Path.”

PURPOSE

In Buddhism, the principal purpose of one’s life is to terminate all forms of

suffering caused by attachment to impermanent entities, such as material things,
friends, and health. All these do not offer enduring happiness but sorrow. When one
recognizes the impermanence of all these things, an individual begins to free one’s
self from attachment thereby reducing suffering and ending the cycle of rebirth.
Buddha’s teachings on the “Four Noble Truths” and the “Noble Eightfold Path” form
the basic tenets of all Buddhist sects.
In Theravada Buddhism, the monastic way of life ensures the path toward
enlightenment. For the Buddhist laity congregation, they must be reborn as monks
for them to be eligible for enlightenment. As members of the laity perform good deed,
positive karma may bring forth a pleasant condition in the next line.
In contrast, Mahayana Buddhism offers enlightenment to anyone not only for
the members of the monastic order, but also for those with families and secular
careers. Moreover, the Mahayana branch of Buddhism attracts followers because it
offers a faster route to enlightenment than the Theravada sects (Jose and Ong, 2016).

DESTINY

Buddhism holds that no soul s being reborn because there is no permanence

in anything. The Buddha preached to his followers to achieve their own salvation
conscientiously because external forces have no control over their life and
circumstances. They control their own fate as they are bound to the law of causality.
Buddhist destiny, therefore, is the direct result of natural law or dharma or one’s

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accumulated deeds or karma. Here lies the glaring difference of Buddhism as a

dharmic religion when compared to other religions that teach the concept of fate or
predestiny. For Buddhist followers, the life and events are not controlled by an all-
powerful creator or universal force.
In Theravada school of Buddhism, the trainings on the development of ethical
conduct, meditation, and insight assist in eradicating all forms of evil in order to
acquire goodness and purity of mind. All worldly things are momentary and
impermanent. By following the “Middle Path” and practicing the basic doctrines of
Buddhism, there is a realization that desire can be terminated and suffering reduced.
In the end, a perfected state of insight can be accomplished. A person who has
attained this position is called an arhat or a “worthy person” who must be emulated
by the Theravada Buddhists. Adherents can reach an enlightened status through
their own ways without any assistance from any divine beings, such as gods or
goddesses. With the help of Buddha’s teachings, the journey toward nirvana becomes
possible.
Meanwhile, the Mahayana sect devotes much attention to the bodhisattvas or
“enlightened beings” who delay their own enlightenment for them to benevolently aid
other beings to reach their ultimate end. All beings can follow the path of the
bodhisattvas which is the ideal way for all Buddhists to live. Well-known
bodhisattvas in the Mahayana sect are Avalokiteshvara, Manjushri, Ksitigarbha, and
Samanthabhadra. The Theravada sect only accepts Maitreya as bodhisattva (Jose
and Ong, 2016).

The bow of bodhisattva is as follows:

“However innumerable sentient beings are, I vow to save them. However,

inexhaustible the defilements are, I vow to extinguish them. However immeasurable
the dharmas are, I vow to master them. However incomparable enlightenment is, I
vow to attain it.”

VIEWS ON WOMEN
Women have enjoyed considerable freedom in their religious life in Buddhism.
The Buddha himself allowed the full participation of women in all major Buddhist
rites and practices. For so long time when women’s duties were confined to
household and kitchen duties, Buddha radically changed this when he allowed
women to join the monastic order and attain the enlightenment in equal footing with
the men. In the past, learned women members of sangha include Dhammadinna,
Khema, and Uppalavanna. Fully ordained Buddhist female monastic members are
bhikkunis.

For the Buddha, men are not always wise and women can also be wise. In
Buddhism, women should not be treated as inferior to men because both are equally
valuable in society. Women as wives and mothers have roles to fulfill in the family
and society. Husbands and wives must equally share responsibilities in the family
with the same zeal. Wives must also familiarize themselves in trade and in business
dealings so that they can also handle these affairs. Men and women have equal
status in Buddhist societies.

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What’s More

Independent Activity 1

FILL IN THE BLANKS. Fill in the blanks with the correct word to complete the
sentences about the worship and observances of Mahayana Buddhism. Use separate
answer sheet in answering.

Women have enjoyed considerable freedom in their religious life in Buddhism.

The (1) ________________ himself allowed the full participation of women in all major
Buddhist rites and practices. For so long time when women’s (2) _______________ were
confined to household and kitchen duties, Buddha radically changed this when he
allowed women to join the (3) __________________ order and attain the (4)
___________________ in equal footing with the men. In the past, learned women
members of (5) _________________ include Dhammadinna, Khema, and Uppalavanna.
Fully ordained Buddhist female monastic members are (6) ____________________.

For the Buddha, men are not always (7) ___________________ and women can
also be wise. In Buddhism, women should not be treated as (8) __________________ to
men because both are equally valuable in society. Women as wives and mothers have
roles to fulfill in the family and society. Husbands and wives must equally share (9)
_______________________ in the family with the same zeal. Wives must also familiarize
themselves in trade and in business dealings so that they can also handle these
affairs. Men and women have (10) ___________________ status in Buddhist societies.

Independent Assessment 1
MODIFIED TRUE OR FALSE. Read the following statements. Write TRUE if the
statement is correct and change the underlined word or phrase if the statement is
incorrect. Use separate answer sheet in answering.

______________1. Buddhism holds that no soul is being reborn because there is no

permanence in anything.
______________2. Buddhist moral thoughts and actions are principally guided by the
“Four Noble Truths” formulated by the Buddha.

______________3. Buddha is a father of Kshatriya chief.

______________4. Unhappiness of life (dukkha) is principally caused by people’s

unending desires.

______________5. In Buddhism, the principal purpose of one’s life is to terminate all

forms of suffering caused by attachment to impermanent entities

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Independent Activity 2
Directions: In 3-5 sentences, Reflect to the bow of bodhisattva. Use other sheet of
paper.

The bow of bodhisattva

“However innumerable sentient beings are, I vow to save them. However,

inexhaustible the defilements are, I vow to extinguish them. However immeasurable the
dharmas are, I vow to master them. However incomparable enlightenment is, I vow to
attain it.”

My reflection:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________________________.

Independent Assessment 2

COMPARE AND CONTRAST!

Directions: Using Venn diagram, compare the Theravada and Mahayana Buddhism.
Fill in at least 3 information in each sect. Use a separate sheet of paper.

Theravada Mahayana

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What I Have Learned

COMPLETE THE SENTENCES. Answer the following by completing the sentences.

Use separate answer sheet for your answer.

After reading this module, I learned that:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

The topic that I like the most is:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

What I value the most is:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

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What I Can Do
ESSAY. Write an essay about the differences in popularity between Theravada and
Mahayana Buddhism. Use separate sheet. You will be graded based on the rubric
below:
CRITERIA DESCRIPTION POINTS POINTS OBTAINED
Organization The concept was clearly and 20
creatively conveyed.
Content Concepts are clearly used and 15
explained.
Presentation The idea was clearly presented 15
based on the words used.
Total = 50

Assessment
TRUE OR FALSE. Read the following statements. Write TRUE if the statement is
correct and FALSE if the statement is incorrect. Use separate answer sheet.

1. Buddha is a son of Kshatriya chief.

2. Siddhartha Gautama is also referred to as the Buddha or the “Enlightened
One.”
3. Around the third century B.C.E., Buddhism reached neighboring Asian
countries as a result of the missionary zeal of Indian rulers.
4. The cycle of rebirth persists in Buddhism and succeeding lives may be affected
by the moral laws of cause and effect or dharma.
5. The “Eightfold Paths” are divided into three categories, namely, right view,
right conduct, and right practice.
6. Unhappiness of life (dukkha) is principally caused by people’s unending
desires.
7. In Theravada Buddhism, the monastic way of life ensures the path toward
enlightenment.
8. The Mahayana branch of Buddhism attracts followers because it offers a faster
route to enlightenment than the Theravada sects.
9. Buddhism holds that no soul is being reborn because there is no
permanence in anything.
10. For Buddhist followers, the life and events are controlled by an all-powerful
creator or universal force.
11. In Theravada school of Buddhism, the trainings on the development of ethical
conduct, meditation, and insight assist in eradicating all forms of evil in order
to acquire goodness and purity of mind.
12. In Theravada sect a person who has attained this position is called an arhat
or a “worthy person” who must be emulated by the Theravada Buddhists.

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13. In Mahayana all beings can follow the path of the bodhisattvas which is the
ideal way for all Buddhists to live.
14. Women have enjoyed considerable freedom in their religious life in Buddhism.
15. Men and women have no equal status in Buddhist societies.

Additional Activities

INFOGRAPHIC Make an infographic showing commonalities among the two

Buddhist sects the Theravada and Mahayana Buddhism. Use separate sheet of
paper.

My Infographic

Your output will be graded based on the rubric below.

CRITERIA DESCRIPTION POINTS

The concept was clearly and creatively
Organization
conveyed. 10

Content The illustrations were appropriate to the theme.

5
Visual The idea was clearly presented based on the
presentation pictures and words used. 5
Total= 20

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What I Know Independent Assessment1 TRUE/FALSE
PART1 - Answers may vary
1. TRUE
PART2 – 2. TRUE
3. FALSE - SON
1. ARHAT – A WORTHY PERSON
4. TRUE
2. DUKKHA – UNHAPPINESS OF LIFE
5. TRUE
3. BUDDHA – ENLIGHTENED ONE
4. DHARMA – NATURAL LAW Independent Activity 2 (Word BOX)
5. KARMA – ACCUMULATED DEEDS ANSWERS MAY VARY
What’s IN Independent Assessment 2
PART 1 ANSWERS MAY VARY
1. SIDDHARTHA GAUTAMA
2. BUDDHA
Assessment
3. AWAKENED ONE
4. ONE WHO KNOWS 1. TRUE
5. SAKYAMUNI 2. TRUE
6. SUFFERING
3. TRUE
7. THERAVADA
4. FALSE
8. PALI CANON
5. TRUE
9. SRI LANKA
6. TRUE
10. THAILAND
PART 2 7. TRUE
1. TRUE 8. TRUE
2. TRUE 9. TRUE
3. TRUE 10. FALSE
4. TRUE 11. TRUE
5. FALSE -10 12. TRUE
What’s More 13. TRUE
(Independent Activity 1) 14. TRUE
FILL IN THE BLANK
15. FALSE
1. BUDDHA
2. DUTIES
3. MONASTIC What I can do
4. ENLIGHTENMENT (Answers may vary)
5. SANGHA
6. BHIKKUNIS
7. WISE Additional Activities
8. INFERIOR (Answers may vary)
9. RESPONSIBILITIES
10. EQUAL
Answer Key
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References
Cornelio, J. S. PhD., et. al., Introduction to World Religions and Belief Systems, for
Senior High School, Rex Bookstore. 2016

Ong, J.A., DL Jose, M.J. Introduction to World Religions and Belief Systems, for Senior
High School, Vibal Group, Inc. 2016

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For inquiries or feedback, please write or call:

Department of Education – Division of Science City of Muñoz,

Nueva Ecija

Office Address: Brgy. Rizal, Science City of Muñoz, Nueva Ecija

Telephone Number: (044) 806 2192

Email address: muñozsciencecity@deped.gov.ph

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