Introduction to

World Religions
and Belief Systems
11
Quarter 2
Week 2
1Module1
Module 6
Subdivisions and
Related Issues in
Hinduism
Introduction to World Religions and Belief Systems – Grade 11
Quarter 2 – Module 6: Subdivisions and Related Issues in Hinduism
First Edition, 2020

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 INTRODUCTION TO WORLD
RELIGIONS AND BELIEF
SYSTEMS 11
Quarter 2
Self-Learning Module 6
Subdivisions and Related Issues in
Hinduism

Introductory Message
 For the Facilitator:

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

Learning Module on Subdivisions and Related Issues in Hinduism!

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 in Hinduism!
 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 different denomination with the Hindu faith
 b. Recognize the issues and concern faced by the Hindus because of their
faith
c. Understand the Hindu ways in dealing with the people due to their
belief.

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 is the highest and purest of all castes in the caste
system?
a. Shudra c. Brahmin
b. Kshatriya d. Vaishya
2. Which among the denominations given below does not belong to Hindu
faith?
a. Smartism c. Vaishnavites
b. Casticism d. Shaivism
3. In what way are the people in India classified according to the caste
system?
a. By skill c. by wealth
b. By birth d. by education
4. Who among the following groups is considered as unclean and polluted
people?
a. The Untouchables c. The Vaisyas
b. The Brahmins d. The Kshatriyas
5. Who among the Hindu Leaders is referred to as the “Great Soul”?
a. Ram Mohan Roy c. Dayananda Sarasvati
b. Guru Nanak d. Mohandas Gandhi

RECAP

Directions: Identify what is being asked in the following. Choose your answer
from the box below. Write your answer on the blank.

- Moksha - Dharma - Shiva

- Ramayana - Vedas

1. It is the sacred text of Hinduism.

2. It is the liberation from the cycle of birth and rebirth.
3. It refers to the religious and moral laws governing all people’s action
and lives.
4. It is the Hindu god of destruction.
5. It is an Indian epic which teaches the values of duty and morality.
 LESSON

.
SUBDIVISIONS AND RELATED ISSUES IN
HINDUISM
Presently, there are four principal denominations within the Hindu
faith. Each sect has its own religious leaders, sacred texts, schools, and
temples. While there is indeed variety and key differences among sects,
adherents of these denominations share the pervading beliefs concerning
karma, dharma, reincarnation, and other key. Hindu concepts and
philosophy. These are:

1. SHAIVISM – Lord Shiva, the Compassionate One, is God for the

Saivites. Followers of Shaivism value self-discipline and philosophy.
They worship in temples and practice yoga.
2. SHAKTISM – The Goddess Shakti is supreme for Shaktas. She is the
divine mother and assumes many forms, be it a gentle one or a fierce
deity. Believers use chants, magic, and yoga to summon cosmic forces.
3. VAISHNAVISM - Lord Vishnu is God for the Vaishnavites, especially
in his incarnations Krishna and Rama. Adherents have multitudes of
saints, temples, and sacred texts.
4. SMARTISM – For the Smartans, devotees are left to choose their own
deity in one of six manifestations, namely, Ganesha, Siva, Shakti,
Vishnu, Surya, and Skanda. Smartas are known as liberals as they
embrace all major Hindu gods.

MAJOR ISSUES FACED BY HINDUS

I. The Caste System and Social Inequity
One of the major issues that Hindus deal with is rooted in
the caste system. The word “caste” comes from the Portuguese term casta,
which refers to the various classes of Hindu society. In the caste system,
Hindu society is divided into four groups referred to as the varnas. This
classification traces itself back to the period when the Vedas were being
composed, and the Aryans comprised the majority of the population of ancient
northern India. The role of a Hindu in his society, especially during the
ancient times, was dictated by the varna where he or she belongs. It was
believed, during that time , part of being faithful Hindu is fulfilling the duties
based on one’s particular role in the caste system.

Caste System of Indus Valley

 (Photo source: https://simple.wikipedia.org/wiki/Caste#
/media/File:Indian_Caste_System.jpg)

1. Brahmins – They constitute the highest class in the caste system. Its
members include priests and the scholars and teachers of Hinduism.
They are believed to have the most knowledge of the Vedas, and are
considered the custodians of these scriptures. They are also categorized
as the society’s spiritual elite class.
2. Kshatriyas – they are the traditionally ranked after the Brahmins, and
are made up of the society’s warriors and rulers. According to the caste
system, it is the duty of the Kshatriyas to protect and govern the people,
as well as to lead the sacred rituals in Hindu society. The Kshatriyas are
allowed to be knowledgeable in the Vedas but are prohibited from
teaching it.
3. Vaishyas – This class is traditionally composed of traders and
merchants, and the economy of the ancient Hindu society depended on
them. They also domesticate animals and engage in agriculture.
4. Shudras – They constitute the lowest class in the system. The Shudra
class is composed of the laborers, commoners, peasants, and servants.
Their duty is to serve the other classes, especially the Brahmins. They
cannot acquire power or wealth, and are believed to be afforded respect
only when they reach old age. They are not allowed to study the Vedas
and are considered to have a degree of impurity.
There are also people in Hindu society who are not members of any
of the four classes. They are known as the untouchables, also referred to as
the dalit. It is believed that a Hindu becomes an untouchable due to his or
her failure to pursue his or her dharma in his or her past life, thus resulting
in bad karma. They are generally considered to have a higher degree of
impurity than the Shundras, like those who eat the flesh of cattle, pigs, and
chickens. Because of their supposed impurity, the untouchables are
prohibited from entering temples of worship. They also live far outside the
villages to avoid spreading impurity to the members of the other classes.
The Untouchables are considered unclean, polluted people who enjoy little to no rights
in society. (Photo source: http://asianculture.yolasite.com/india.php)

However, some of the aspects of the caste system remain prevalent in

Hindu societies. One of the discrimination towards the untouchables,
especially in the rural areas, where Hindu beliefs are strongly observed. They
are subjected to “bonded labor,” in which the dalit are forced to work under
highly adverse conditions as a way of paying debts to the higher classes. The
dalits remain the poorest among the social classes in Hindu societies,
particularly in India and Nepal.

II. Gender Inequality

Hindu texts place importance on honoring women and ensuring
that they lead fulfilling lives. But according to scholars, Hindu scriptures also
place emphasis on recognizing women only in relation to men. This perception
towards women is said to have changed immensely over time, with laws
prohibiting practices that promote gender inequality. Such practices include
child marriage and sati, or the tradition of a woman taking her own life after
the death of her husband. In addition, more Hindu women have gained access
to education and employment opportunities in their countries.

A Hindu widow burning herself with the corpse

of her husband, 1820s by the London-based
illustrator Frederic Shoberl from traveller accounts
(Photo source: https://en.wikipedia.org/wiki/Sati_
(practice)#/media/File:A_Hindoo_Widow_Burning_
Herself_with_the_Corpse_of_her_Husband.jpg)

III. Socio-Religious Reformists in Hindu Societies

There have been significant changes in Hindu societies that have

improved the lives of the groups that have experiences discrimination,
particularly the untouchables and Hindu women. This changes are partly a
product of the efforts undertaken by individuals who helped spread beliefs
and advocacies that challenged Hinduism and its doctrines.
1. Ram Mohan Roy - established the Brahmo Samaj Movement in 1828.
This movement challenged some beliefs and practices in Hinduism such
as polytheism, the worship of images representing the Hindu gods, and
the sacrifice of animals during rituals. The movement also advocated
against the caste system and the discrimination towards women and
the untouchables.
 2. Dayananda Sarasvati – criticized the caste system and the practice of
child marriage. He also actively called for the granting of access to
education for more Hindus and equal rights for men and women, as
well as the remarriage of widows. Sarasvati believed that Hindus,
especially in India, needed to once again regard the Vedas as the
ultimate spiritual authority influencing all aspects of society.
3. Mohandas Karamchand Gandhi – commonly referred as “Mahatma”(
“Great Soul”). He is known for leading the resistance against the British
rule over India. Gandhi believed that political resistance should not be
marred with violence, but should instead be performed with
compassion or love. He also advocated against all forms of oppression
and the discrimination against the untouchables. He became popular
for his openness to learning about other religions, including Islam and
Christianity.

Gandhi in 1942, the year he launched the Quit India

Movement (Photo source: https://en.wikipedia.org/
wiki/Mahatma_Gandhi#/media/File:Gandhi_writing
_1942.jpg)

ACTIVITY

Activity 1, Direction: Label the hierarchy of the caste system. Write your
answer on the space provided.
Activity 2, Direction: True or False. Write T if the statement is correct and
F if the statement is false. Write your answer on the space provided.

________ 1. The highest and purest of all castes are the Vaishyas.
_________ 2. Hinduism is a polytheistic religion.
_________3. Ahimsa is founded in Hindu concept embracing non-violence.
_________4. ‘Mahatma” means “Great soul”
_________5. The Brahmins are the lowest rank in caste system.

WRAP-UP

In this module, you have learned about the subdivisions and issues
confronting Hinduism.
a. Enumerate the significant issues they are facing and the
denominations related to Hinduism.
b. Give the significant contributions of the following Hindu Reformist.
 VALUING

ESSAY WRITING. Use the following questions as your guide.

1. Are social and gender inequality still evident in Hindu society? How do
these issues manifest? Discuss.

2. Did you experience such inequality too? What measures can you suggest
to improve the social status of individual at present?

POST TEST

Directions: Read the following questions and choose the letter of the correct
answer. Write your answer before each number.

1. What is Mahatma Gandhi’s concept of Hinduism that promotes a non-

violent concept of it.
a. Sanyasa c. Ahimsa
b. Vedanta d. Puja
2. What is the tradition that speaks about the Hindu woman taking her
own life after the death of her husband?
a. Sati c. Puja
b. Holi d. Diwali
3. Which of the following is not considered as a Brahmin in the caste
system?
a. Priest c. Scholars
b. Teachers d. Soldiers
4. Which of the following are not the issue confronted by Hinduism?
a. Militancy and Terrorism
b. The caste system and Social Inequality
c. Gender Inequality
d. Socio-Religious Reformist in Hindu Societies
5. Which of the following groups of people in Hindu society that are not
members of any of the four classes in the caste system?
a. Shudras c. Vaishyas
b. Untouchables d. Brahmins
KEY TO CORRECTION
 FALSE 5.
TRUE 4.
TRUE 3.
TRUE 2.
FALSE 1.
Activity 2

Activity 1
ACTIVITIES
Ramayana 5.
Shiva 4.
Dharma 3.
Moksha 2.
Vedas 1.
RECAP
5. D 4. A. 3. B. 2. B. 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
“Caste System”. Accessed August 22, 2020, retrieved from
https://simple.wikipedia.org/wiki/Caste#/media/File:Indian_Caste_System
.jpg

“Untouchables”, Accessed August 22, 2020, retrieved from

http://asianculture.yolasite.com/india.php
“Sati”, Accessed August 22, 2020, retrieved from
https://en.wikipedia.org/wiki/Sati_(practice)#/media/File:A_Hindoo_Widow
_Burning_Herself_with_the_Corpse_of_her_Husband.jpg

“Mohandas Gandhi”,Accessed August 22, 2020, retrieved from

https://en.wikipedia.org/
wiki/Mahatma_Gandhi#/media/File:Gandhi_writing_1942.jpg