Introduction to

World Religions
and Belief Systems
11
Quarter 2
Week 4
1Module1
Module 12
Subdivisions and
Related Issues on
Mahayana Buddhism
Introduction to World Religions and Belief Systems – Grade 11
Quarter 2 – Module 12: Subdivisions and Related Issues on Mahayana Buddhism
First Edition, 2020

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 INTRODUCTION TO
WORLD RELIGIONS AND
BELIEF SYSTEMS
11
Quarter 2
Self-Learning Module 12
Subdivisions and Related Issues
on Mahayana Buddhism

Introductory Message
 For the Facilitator:

Welcome to the Introduction to World Religions and Belief Systems 11 Self-

Learning Module on Subdivisions and Related Issues on Mahayana Buddhism!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

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. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the Learner:

Welcome to the Introduction to World Religions and Belief Systems 11 Self-

Learning Module on Subdivisions and Related Issues on Mahayana Buddhism!
 This module was designed to provide you with 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 material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

EXPECTATIONS

In this module, the students are expected to:

a. Identify the offshoots of Mahayana Buddhism
 b. Recognize the issues and concern faced by Mahayana Buddhists
because of their faith
c. Understand the Mahayana Buddhists way of life in the community
where they belong.

PRETEST

Directions: Read the following questions and choose the letter of the correct
answer. Write your answer before each number.
1. Which of the following countries practices Pure Land Buddhism?
a. Tibet and China c. China and Japan
b. China and Korea d. China and Taiwan
2. Which of the following is not the offshoot of Mahayana Buddhism?
a. Nepal Buddhism c. Tibetan Buddhism
b. Pure Land Buddhism d. Zen Buddhism
3. What do you call the spiritual and political leader of Tibet?
a. King of Tibet c. President of Tibetan
b. Dalai Lama d. none of the choices
4. Which is not the manifestations of Engaged Buddhism below?
a. Protest actions reacting to social and political issues
b. Voluntary efforts to help the marginalized sectors in society
c. Initiate civil disobedience
d. Make an effort to educate others about political issues and
encourage them to act those problems
5. What do you call the Japanese flower arrangement?
a. Kimono c. Origami
b. Obi d. Ikebana

RECAP

Directions: Identify what is being described in the following. Write your

answer on the space provided.
1. The sacred text of Mahayana Buddhism ____________________________
2. It is the state when one reaches “enlightenment” ____________________
3. It pertains to the teaching about the nature of Buddha and reality
______________________________
4. It refers to the Perfection in Mahayana Buddhism__________________
5. An enlightened being who is already eligible to enter nirvana but opts
to forego their right to assist others to attain the same state is called
_________________________
 LESSON

.
SUBDIVISIONS AND RELATED ISSUES ON
MAHAYANA BUDDHISM
OFFSHOOTS OF MAHAYANA BUDDHISM
As Mahayana Buddhism spread throughout Asia and other parts of
the world, it has developed a number of offshoots. They each have their own
unique interpretations of the Mahayana doctrine. They are the following:

1. TIBETAN BUDDHISM – developed in Tibet. Tibetan Buddhism is known

for its high regard for the Dalai Lama, who is considered a Bodhisattva. It
is also influenced by some elements of Bon, an indigenous religion in
Tibet. It was a kind of shamanism where spirits and deities were revered.
One major distinguishing feature of Tibetan Buddhism is the use of magic
as a coping mechanism in the Tibetan way of life. The use of chant and
yoga is also part of Tibetan Buddhism.
Tibetan Buddhism has its own set of clergy, the lamas, and they are
commonly senior members of the monastic community. The term lama
means “the superior one” and lamas are quite frequently the
reincarnations of previous lamas. The Dalai 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 current fourteenth Dalai
Lama is Tenzin Gyatso who is the leader of the Gelug school of Tibetan
Buddhism and is believed to be the reincarnation of Avalokisteshvara.

Tenzin Gyatso, the 14th Dalai Lama

(Photo source: n.wikipedia.org/wiki/14 th
_Dalai_Lama#/media/File:Dalai_Lama_in_
2012_02.jpg)

2. PURE LAND BUDDHISM – which is mostly practiced in China and

Japan. The most important figure in Pure Land Buddhism is Amitabha.
According to the followers of this offshoot of Mahayana, Amitabha lives in
the Pure land, and an individual can reach this place through calling on
Amitabha’s name. By simply reciting the name of Amitabha with utmost
attentiveness many times during the day, they may be reborn in this
Paradise where they can work to achieve enlightenment much easier.
Amitabha, the god who supervises over a western paradise, is the focus of
 this sect. Once in Sukhavati (“Pure Land of the West”), people can
experience the delight in hearing Amitabha teach the dharma in
preparation for their entry to nirvana. Aside from meditations, this
Buddhist sect utilizes chants and recitations to focus on helpful thoughts.

Statue of Amitābha Buddha seated in meditation. Borobudur, Java, Indonesia. (Photo

source:https://en.wikipedia.org/wiki/Pure_Land_Buddhism#/media/File:Seated_Buddha_A
mitabha_statue.jpg)

3. ZEN BUDDHISM (“Chan” in Chinese) which is found popular among

Chinese and Japanese. Zen Buddhism incorporates aspects of Taoism in
it beliefs and practices. Unlike the Buddhist schools which believe that
enlightenment is attained gradually, Zen Buddhists believe that
enlightenment can be attained in an instant. However, they also believe
that this enlightenment cannot be attained easily, and can only be
achieved through meditating, reading philosophical texts, and performing
rituals. Zen Buddhism has significantly influenced mainstream culture
that the word “Zen” has now become associated with certain Japanese
traditions such as the Ikebana (flower arrangement) and tea ceremonies.
These traditions are seen to embody a sense of order and focus, which are
two important features of Zen Buddhism.
Illustration from the Kaō irai no Kadensho, believed to be the oldest extant manuscript
of Ikebana teaching, dating from a time shortly after that of Ikenobō Senkei. It shows
various arranging styles of tatebana (ogibana) wide-mouth (right) and upright styles
(Photo source:
https://en.wikipedia.org/wiki/Ikebana#/media/File:%E8%8A%B1%E7%8E%8B%E4%BB%A5
%E6%9D%A5%E3%81%AE%E8%8A%B1%E4%BC%9D%E6%9B%B8_02.jpg)

MAJOR ISSUES FACED BY MAHAYANA BUDDHISTS

1. The Chinese Invasion of Tibet
One of the major challenges that Mahayana Buddhists have
faced particularly the Tibetan Buddhism sect is the Chinese invasion of
Tibet. With this event, not only did Tibet become a part of Chinese
territory; since 1950, Tibetan Buddhists have also continuously faced
threats to their religious freedom. The Chinese invasion of Tibet took
place when Britain and China signed the so called Seventeen Point
Agreement in 1906, giving the Chinese government authority over Tibet.
During that time, Tibet was under the spiritual and political leadership
of Dalai Lama and enjoyed independence from China. However, the
Chinese communist government invaded and annexed Tibet in 1950.
The Dalai Lama and many of his followers were then forced into exile.
At present, Tibet is still under the control of the Chinese government.
China has not only exerted firm political control over the region, but
has also exercised great influence in spiritual affairs. The government
has placed restrictions on the activities of Tibetan monks. The Chinese
government was also accused of several human rights violations,
particularly the arrest and torture of Tibetans who have led protests
against China. They also accused of attempting to unduly influence the
selection of Tibetan religious leaders.
Presently, the Dalai Lama has been continuously visiting other
countries preaching a message of hope and peace. He has been given
numerous citations for various international advocacies and teaching
activities, such as the Ramon Magsaysay Award for Community
Leadership (1959), Nobel Peace Prize (1989), U.S. Congressional Gold
Medal (2007), and Templeton Prize (2012).

2. Engaged Activism
 Ritual suicides led by Buddhist monks have transpired in the
twentieth 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
Quanc Duc’s cremated remains were confiscated.

Journalist Malcolm Browne's photograph of Quảng Đức during his self-

immolation; a similar photograph won the 1963 World Press Photo of the Year.
(Photo source:
https://en.wikipedia.org/wiki/Th%C3%ADch_Qu%E1%BA%A3ng_%C4%90%E1%BB%
A9c#/media/File:Th%C3%ADch_Qu%E1%BA%A3ng_%C4%90%E1%BB%A9c_self-
immolation.jpg)

In Japan, a militant and missionary form of Buddhism was

founded in 1930 called the Soka Gakkai, a religious movement based
on the teachings of Nichiren Buddhism. During the second World War,
the group temporarily disbanded only to emerge mightily after the war.
After its hiatus, the members of this group grew rapidly while employing
hard-line and contentious recruitment methods, including coercion,
fear, intimidation, and the use of threats. A political party was even
formed by Soka Gakkai, the Komeito, that became the third most
powerful in Japan.

3. Engaged Buddhism
Engaged Buddhism can be understood as the application of the
principles of the Mahayana faith in dealing with social issues. It is
founded in the Mahayana Buddhist concepts of love, generosity, and
freedom from the unending cycle of suffering. Engaged Buddhism has
been a vital force in addressing the challenges that Tibetan and
Mahayana Buddhists have encountered throughout the decades. It is
 also considered to have made significant contributions to addressing
global issues such as poverty, war, and social inequality. There are
several manifestations of Engaged Buddhism. These include protest
actions reacting to social and political issues such as wars and human
rights violations. It is also seen in voluntary efforts to help the
marginalized sectors in society. Finally, engaged Buddhists make an
effort to educate others about political issues and encourage them to
act upon these problems. The practice and popularity of engaged
Buddhism has led to the formation of humanitarian organizations from
the Mahayana sect, one of which is the Tzu Chi Foundation.

4. Tzu Chi Foundation as an Engaged Buddhist Organization

The Tzu Chi Foundation is a voluntary, non-profit organization
established in 1966 by Dharma Master Cheng Yen in Taiwan. The
founding of the organization was rooted in the principle of love for
others, an important tenet of Mahayana Buddhism. Master Cheng Yen
claimed that the absence of compassion is the reason behind the
prevalence of social ills. The Tzu Chi foundation has devoted its efforts
in conducting charity work, providing alternative access to education,
and advocating for environmental conservation, among others. The
foundation has also extended its efforts to other countries. For
instance, in 2006, volunteers from the foundation helped provide
medical assistance to those contributed to the efforts in the country to
help those affected by the super typhoon Yolanda. The foundation
provided financial and medical aid, and helped rebuild classrooms.

ACTIVITY

Activity 1, Direction: Complete the graphic organizer below to show the

offshoots of Mahayana Buddhism.

Activity 2, Directions: Identify what is being asked in the following

statements. Choose your answer from the box below. Write your answer on
the space provided.

AMITABHA, DALAI LAMA, THICH QUANG DUC,

LAMAS,
SEVENTEEN POINT AGREEMENT
 1. What is the document that confirmed China’s authority over Tibet?
___________________________
2. Who is the Vietnamese Mahayana Buddhist monk who voluntary
burned himself? ___________________________
3. Who is considered as senior member in the monastic community
Tibetan Buddhism set of clergy? ____________________________
4. Who is the political and spiritual leader in Tibet before the Chinese
invasion? _______________________
5. Who is considered as the god of the western paradise in Pure Land
Buddhism? _______________________

WRAP-UP

In this lesson, you have learned about the subdivisions and issues
related to Mahayana Buddhism. To sum up the lesson, do the following:
a. Differentiate the offshoots of Mahayana Buddhism
b. Explain each of the major issues faced by the Mahayana Buddhism

VALUING

ESSAY WRITING: Use the following questions as your guide.

1. Are the goals and desires of the Tzu Chi Foundation relevant to our
present need? Explain your answer.
2. What are the values in life that you can learn from them that you would
like to emulate?

POST TEST

Directions: Read the following questions and choose the letter of the correct
answer. Write your answer before each number.
1. Which of the following is not a manifestation of Engaged Buddhism?
a. Protest actions reacting to social and political issues
b. Voluntary efforts to help the marginalized sectors in society
c. Initiate civil disobedience
d. Make an effort to educate others about political issues and
encourage them to act those problems
2. How is enlightenment achieved according to Zen Buddhism?
a. Meditation c. Reading of philosophical texts
b. Performing rituals d. Dancing and singing
3. What was the major issue faced by the Tibetan since 1950?
a. Japanese Invasion to Tibet
b. Chinese Invasion to Tibet
c. Korean Invasion to Tibet
d. Great Britain invasion to Tibet
4. Which among the good works given below does not tell the effort devoted
by the Tzu Chi Foundation?
a. Conducting charity work
b. Conduct seminars and symposium
c. Advocate of environmental conservation
d. Provide alternative access to education
5. Who was the Vietnam President who persecuted the Buddhists in
1960s?
a. Park Chung Hi c. Kim Yoo Suk
b. Thich Quang Duc d. Ngo Dinh Diem

KEY TO CORRECTION
 Amitabha 5.
Dalai Lamas 4.
Lamas 3.
Thich Quang Duc 2.
Seventeen Point Agreement 1.
Activity 2

Activity 1
ACTIVITIES
Bodhisattva 5.
Paramita 4.
Trikaya 3.
Nirvana 2.
Sutra 1.
RECAP
5. D 4. C. 3. B. 2. A. 1. C.
PRE-TEST

References
Books
Ong, Jerome & Mary Dorothy, 2016, Introduction to World Religion
and Belief Systems. Quezon City: VIBAL Group, Inc.
Corral Victoria &Genevie Kupang, 2016, Introduction to world
Religion and Belief Systems.Quezon City:C & E Publishing Inc.
Illustrations
“Tenzin Gyatso, the 14th Dalai Lama”, Accessed August 27, 2020, retrieved
from
n.wikipedia.org/wiki/14th_Dalai_Lama#/media/File:Dalai_Lama_in_2012_0
2.jpg

“Amitābha”, Accessed August 27, 2020, retrieved from

https://en.wikipedia.org/wiki/Pure_Land_Buddhism#/media/File:Seated_B
uddha_Amitabha_statue.jpg

“Ikebana”, Accessed August 27, 2020, retrieved from

https://en.wikipedia.org/wiki/Ikebana#/media/File:%E8%8A%B1%E7%8E
%8B%E4%BB%A5%E6%9D%A5%E3%81%AE%E8%8A%B1%E4%BC%9D%
E6%9B%B8_02.jpg

“Thich Quảng Đức self-immolation”, Accessed August 27, 2020, retrieved from
https://en.wikipedia.org/wiki/Th%C3%ADch_Qu%E1%BA%A3ng_%C4%90
%E1%BB%A9c#/media/File:Th%C3%ADch_Qu%E1%BA%A3ng_%C4%90%
E1%BB%A9c_self-immolation.jpg)