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INTRODUCTION TO WORLD RELIGIONS AND

BELIEF SYSTEMS
QUARTER 2 – MODULE 3
DHARMIC RELIGION MAHAYANA
BUDDHISM
(MELC) Most Essential Learning Competency
Analyze the brief history, core teachings, fundamental beliefs, practices, and related
issues of Mahayana Buddhism.

At the end of this module you should be able to;

a. discuss the beginning of Mahayana Buddhism;
b. identify the basic doctrines of Mahayana Buddhism;
c. compare the teaching of Mahayana and Theravada Buddhism.

DISCUSSIONS AND ACTIVITIES

MAHAYANA BUDDHISM
 A later development arose in North India that came to be known as the Mahayana School.
 Mahayana Buddhism widespread in China, Mongolia, Korea, Japan, and Tibet.
 Also known as “Great Vehicles,” Mahayana Buddhism emerged out of monastic rule and
doctrinal differences within the original form of Buddhism.
 It grew slowly during the early years of Buddhism and distinguished itself from the
Theravada School on the basic of certain philosophical refinements of the meaning of
suttas as well as monastic practices.
 The beginning of the Mahayana set of scriptural text date as far back as the 1 st century
B.C.E. At around the 1st Century C.E. a monk by the name Nagarjuga provided a
systematic philosophical articulation of Buddhist doctrine that later became the basic
Mahayana Teaching.
 The most important contribution of Mahayana school is a Philosophical understanding of
the experience of enlightenment, which Nagarjuna expressed in term of Sunya (emptiness)
 This explanation has led Mahayana forms of meditation to emphasize the superfluous
character of all thoughts and concepts.

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  The task of meditation to reach a point of emptiness, where all thought is recognized as
fleeting and impermanent.

HISTORICAL BACKGROUND OF MAHAYANA BUDDHISM

During the third century B.C.E., a number of subtle variations began to take place
in Buddhism at a time when Mauryan king Ashoka was propagating Buddhist gospel
through missionary efforts. (Ong, Jose 2016)

The Mahasamghika (of the Great Sangha), one of the early Buddhist schools, may have
been the source of the initial growth of Mahayana Buddhism, especially during the “Second
Buddhist Council” that occurred a hundred years after parinirvana.
Mahasamgand Sthavira nikaya (“Sect of the Elder”), another major Buddhist school,
transpired during the said council. These new ideas eventually concretized resulting in a new
form of Buddhism quite different from the original teachings taught by Siddhartha Gautama and
to those accepted by Theravada Buddhist. In short, Mahayana Buddhism practically became a
new religion.
These new developments within the newfound Buddhist sect comprise a set of differing
notion pertaining to the original founder and great teacher Siddhartha Gautama himself.
1. Firstly, Mahayana Buddhists believe that Siddhartha secretly taught key principles to
chosen people, to his dedicated disciples, or to the most faithful who could completely
interpret these teaching in time (Hopfe 1983; Losch 2001).
2. Secondly, Mahayana forwarded the concept that Siddhartha Gautama was a benevolent
celestial being, not just a mere human being.
3. Thirdly, Mahayana Buddhist advance the radical idea that Siddhartha Gautama was not
the only Buddha. There were other divine being that came to our world even before
Siddhartha, some of them came after him, and still others will come (Hopfe 1983).
In time, missionaries of Mahayana Buddhism, were able to penetrate new places without
fear of reprisal from native religious since deities or local gods can be treated as manifestation or
incarnation of Buddha. Mahayana Buddhism took a major foothold of China while local belief
was relegated to lesser stature. Korean was the next territory to be influenced by Mahayana
School around the 4th Century C.E. and followed in Japan in the sixth century C.E. Mahayana
Buddhism existed alongside Japan’s native religion Shintoism. Mongolia and Tibet likewise
embraced Mahayana Buddhism. All these places developed their own versions of Mahayana
Buddhism that exist up until the present day.
Ironically, while Buddhism was being propagated and gaining support in other countries,
it was steadily dying in India where it all started. The rising tide of Islam in India resulted in the
forcible conversion of Buddhists to the Muslim faith.

SACRED SCRIPTURES
 Mahayana branch accepts the canonical text of the Theravada school, such as the
Tripitaka, (Sanskrit word for “Three Baskets”) which is collection of Buddha teachings, it
also has a wide array of philosophical and devotional basket, especially since Mahayana
Buddhism initially became more respective to change and to subsequently innovations
even from indigenous culture. (Ong, Jose 2016)
 Mahayana Buddhism include many sacred writings which are nearly identical content
with the Pali Canon of the Theravada Sect. The canon of Mahayana Buddhism also
consists of the Tripitaka, namely,
 Sutras Pitaka – Discourse
 Vinaya Pitaka – Discipline

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  Adhidharma Pitaka – Ultimate Doctrine
 Mahayana Buddhist have teachings or sutras do not present in the Theravada school and
the followers believed they have recovered the original teachings Buddha.
 Mahayana Buddhism adopted the Sanskrit language rather than Pali form of common
terms strictly used in Theravada Buddhism, such as sutra (or sutta in Pali) and dharma
(or dhamma in Pali).
 Buddhist tetxt were also translated in the local vernacular. (Ong, Jose 2016)
 The Mahayana school possess innumerable figure often lacking in the Theravada
literature, including the bodhisattvas, demons, divinities, and other people.
 One of the most popular and prominent Mahayana Buddhist text (or sutra) is the Lotus
Sutra, or the Saddharmapundarika-sutra that literally means “correct dharma white lotus
sutra” or “Sutra of the lotus of the Wonderful law” in Sanksrit.
 A sutra pertains to one of the discourses of the historical buddha that comprise the basic
text of Buddhist sacred writing.
 The Lotus Sutra is presented as a discourse conveyed by Siddhartha Gautama before his
eventual death.
 The lotus sutra contains the most definitive teaching of the Buddha.
 A key idea within influential sutra is that all people equally and inherently possess that so
called “Buddha nature” or “Buddha-hood” which is the condition of complete happiness
and freedom from the fear of illusions.
 In short, the attainment of enlightenment is open to all people regardless of gender, race,
social status, and education.

BELIEFS AND DOCTRINES

The Buddha
 For Theravada Buddhism, only historical Buddha and past Buddha are accepted.
 For Mahayana Buddhism, there are other contemporary and popular Buddhas apart from
the historical Buddha.
 The concept of Trikaya (Three bodies) pertain to the teaching of Mahayana Buddhism
about the nature of Buddha and reality. Theravada Buddhism puts very limited emphasis
on trikaya, this doctrine is very well-mentioned in Mahayana Buddhism which states that
each Buddha has three bodies, namely, dharmakaya, sambhogakaya and nirmanakaya.
(Ong, Jose 2016)

The table below summarizes the nature of the three bodies of Buddha.
The Body Nature or Aspect of “Buddha-hood” Manifestation
Dharmakaya Body of absolute truth, absolute nature of well Buddha is transcendent
beings.
Sambhogakaya Body that experiences bliss of enlightenment. Buddhas body of bliss or
enjoyment body.
Nirmanakaya Body that manifests the world, embodiment of Buddhas earthly body, just like
dharmakaya in human form. any other human beings’ body.
Source:Mahayana Buddhism (The Trikaya-the three bodies of Buddha), “BBC.http://www.bbc.co.uk/religion/religions/Buddhism/subdivisions/mahayana.shtml#hl

 For Mahayana Buddhist, Buddhas are not individuals who actually lived in this world.
 In China, Amitabha is a very popular Budhha
 In Japan, Vairocana is the great Buddha.
Bodhisattvas
 One of the distinct of Mahayana Buddhism concern its teaching about an enlightened
being or bodhisattva (“enlightened existence”) which is the ultimate way for any buddhist
to live in this world.
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  A bodhisattva has generated bodhicitta or the spontaneous desire to achieve the state of
being enlightened.
 The concept of bodhicitta greatly differ between the two main schools of Buddhism.
 The teaching of Theravada places a great emphasis on self-liberation where there is a total
reliance on one’s self to eradicate suffering. (Ong, Jose 2016)

 A bodhisattva, who is already eligible to enter final enlightenment by perfecting himself

through countless incarnations, opt to forego the right to enter nirvana and decides to be
born again into this evil world to assist other in attaining the same state, even descending
to depth of lowest hell to rescue ill-fated victim imprisoned there.
 Bodhisattva has the capacity to determine the state of mind and emotion of each person
thereby facilitating assistance based on the actual needs.
 The concept of bodhisattva helps to explaining the life of Siddhartha Gautama before he
died, as depicted in the jataka tales of birth stories of the historical Buddha.
 Maitreya (“Buddha of the Future”) is the only accepted bodhisattva in Theravada
Buddhism, oriental Mahayana Buddhism has four other principal bodhisattvas namely,
Avalokiteshvara, Manjushri, Ksitigarbha and Samanthabhadra.

Four other Function

Principal
bodhisattvas
1. The most revered and most popular Buddhist deity among all Bodhisattva, being
Avalokiteshvara personification of perfect compassion, probably representing in Buddhism the
sun-god Vishnu of the older Hinduism.
2. Manjushri The embodiment of wisdom, intelligence, and willpower.
3. Ksitigarba The one who help and liberate all sentient being residing in hell.
4. Representation of Love, virtue, and diligence.
Samanthabhadra

 Mahayana Buddhism encourages everyone to pursue the path of a bodhisattva, assume

their vows, and work for the absolute enlightenment of all living beings.
Bhumis and Paramitas
 Based on Mahayana Buddhism tradition, a bodhisattva must past 10 bhumis (“grounds”
of “land”) before attaining the so-called “Buddha-hood.” These are extension of the “Eight
Fold Path”.
 The Bhumis are frequently associated with the paramitas (perfections).
 Translated as “to cross over the other shores,” paramitas imply crossing from the “sea of
suffering” to the “shore of happiness.”
 Mahayana text identify 10 bhumis, but many school list their own path to development
(Ong, Jose 2016).
 The 10 bhumis as lifted from Avatamsaka Sutra or “Flower Garland Sutra,” one of the
most influential sutras of Mahayana Buddhism in East Asia are listed below.

BHUMIS AND PARAMITAS

Bhumi Description Paramita Nature
Pramudita-bhumi The bodhisattva starts Dana Paramita Perfection of giving or
(joyful land) the journey joyful with the inspiration of (Generosity) generosity
enlightenment

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Vimala-bhumi (Land of The bodhisattva is purified of immoral Sila Paramita Perfection of morality
Purity) conduct and disposition (Discipline)
Prabhakari-bhumi The bodhisattva is Ksanti Paramita Perfection of patience
(Luminous or Radiant purified of the “Three (Patience) for forbearance
Land) Poisons”, namely, greed,
hate, and ignorance
Archismati-bhumi (The The bodhisattva burns Virya Paramita Perfection of energy
Brilliant or Blazing away all false conception (Diligence)
Land)
Sudurjaya-bhumi (The The bodhisattva gors Dhyana Perfection of
Land That is Difficult to deeper into Paramita meditation
conquer) (Meditative
Concentration)
Abhimukhi-bhumi (The The bodhisattva sees that all Prajna Paramita Perfection of wisdom
Land Looking Forward phenomena are without self-essence (Wisdom)
to Wisdom) and understands the nature of
dependent origination
Durangama-bhumi (The The bodhisattva acquires the
Far- Reaching Land) power of skilful means (upaya) to help
others realize enlightenment
Achala-bhumi The bodhisattva can no longer be
(The Immovable disturbed because “Buddhahood” is
Land) within sight
Sadhumati-bhumi (The The bodhisattva understands all
Land of dharmas and can teach
Good Thoughts) others
Dharmamegha-bhumi The bodhisattva is confirmed of the
(The “Buddha-hood” and enters “Tushita
Land of Dharma Clouds) Heaven” or the heaven of contended
gods
Source Lifted from the “The Ten Bhumic, “About Religion.http://Buddhism.about.com/od/mahayanabuddhism/fl/The-Ten-Bhumis-of-Buddhism-htm

WORSHIP AND OBSERVANCES

 Buddhism integrates an assortment of religious practices and devotional rituals with the
objective of aiding worshippers in their journey toward enlightenment and in bringing
blessings to each one.
 In Buddhist temples, they pray and chants to pay their respect to the Buddhas and
bodhisattvas, such as Avalokiteshvara, Manjushri, Ksitigarbha and Samanthabhadra.
 They also offer vegetarian food and light incense to pay homage to these important divine
beings.
 Mahayana Temples are sacred spaces.
 Mahayana Rituals can be quite elaborate with addition of other disciples of Siddhartha
Gautama and important bodhisattvas.
 The lotus that symbolized purity, the eight-spoke wheels that represent the dharma, and
the different hand gesture (mudras) are important symbol for Mahayana Buddhism.

SELECTED ISSUES
TIBET INVASION
 For centuries, both China and India have been claiming Tibet as part of their territories.
 In 1950, however, China annexed Tibet and negotiated that so-called “Seventeen Point
Agreement” with the government of the fourteenth Dalai Lama.

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  In 1959, the Dalai Lama failed in his bid to oust China’s puppet rule as the Tibetan
uprising was defeated by the more powerful Chinese force. (Ong, Jose 2016)
 The Dalai Lama together with his followers escaped to India, and now they are living
there as refugee.
 With the implementation of Mao Zedong’s “Great Leap forward” from 1958 to 1961, or
China’s socio-economic campaign to transform the country into a socialist society,
between 200,000 to 1,000,000 Tibetans tragically met their death.
 China’s occupation of Tibet has led to countless death of many Buddhist Monks, Nuns,
and laity who wished to continue their religious practices in their native land.
 Presently, the Dalai Lama has been continuously visiting other countries preaching a
message of hope and peace.
ENGAGED ACTIVISM
 Ritual suicide led by Buddhist monk have transpired in the twentieth century as a form of
protest to governmental actions.
 For example, a crisis occurred between Buddhist and the South Vietnamese government
led by Ngo Dinh Diem in the 1960s that has tremendous effect in politics, militancy, and
religious tolerance.
 As a result of persecutions undertaken by the government against Buddhist, monk began
to lambast the regime that eventually resulted in 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. (Ong,
Jose 2016)

ACTIVITY 1 : Matching Type

Directions: Match the Column A which are English terms in Buddhism to Column B which are
Buddhist concepts. Write your answer in your answer sheet.

COLUMN A COLUMN B
1. Great Vehicle A. Paramitas
2. Enlightened one B. Bhumis
3. Perfections C. Maitreya
4. Buddha of the future D. Mahayana
5. Grounds of Land E. Buddha

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ACTIVITY 2: CROSSWORD PUZZLE
Directions: Fill out the crossword puzzle using the hints in the box for each number. Write your
answer in your answer sheet.
ACROSS
    1
  1. Enlightened One
  2
            2. Prominent Mahayana Buddhist Text
          3. One of the canons of Mahayana
        3     4 Buddhism -Term as Discipline
        5       4. Three Bodies
2
    5. Enlightened Existence
               
DOWN
               
  3 1. Grounds of Land
                  2. Fundamental activities of Buddhism
    4   3. Imply crossing from the sea of
                suffering
    4. One of the early Buddhist school and
  have been the source of initial growth of
  5 Mahayana Buddhism
5. Mahayana Buddhist Text
ACTIVITY 3: COMPARE ME!
Directions: Write a comparison of Mahayana Buddhism from Theravada Buddhism by
completing the table below. Write your answer in your answer sheet.

Mahayana Theravada

View on Buddha/ Siddhartha Gautama

Sacred Scriptures

Concept of Bodhisattva

Worship and Observances

ASSESSMENT
I. Directions: Read carefully and analyze the statement. Write the letter of correct answer in
your answer sheet.
1. It pertains to the teaching of Mahayana Buddhism about the nature of the Buddha and
reality.
A. Sanskrit B. Yasodhara C. Suddhodana Gautama D. Trikaya
2. Which of the following is not a part of Tripitaka?
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 A. Abhidharma Pitaka B. Soka Pitaka C. Sutra Pitaka D. Vinaya Pitaka
3. The Canon of Mahayana Buddhism consist of ___________.
A. Tripitaka B. Sutra C. Soka Gakkai D. Mohandas
4. One of the most popular and prominent Mahayana Buddhist sutras or texts.
A. Sutta B. Vinaya C. Lotus Sutra D. Nirvana
5. Buddhist school which was the original source of the Mahayana.
A. Kameito B. Mahasamghika C. Buddhism D. Trikaya

II. Directions: Write True in your answer sheet if the statement is correct and False if
incorrect.
1. Based on the Mahayana tradition, before attaining Buddha- hood, bodhisattva must pass the
ten bhumis.
2. The concept of Trikaya of Mahayana Buddhism did not pertain to the nature of Buddha and
reality
3. One of distinct features of Mahayana Buddhism concerns its teaching about an enlightened
being who is eligible to enter nirvana.
4. Mahayana Buddhism adopted the Sanskrit usage rather than the Pali form of common terms
strictly used in Theravada Buddhism
5. Mahayana Buddhism advanced the radical idea that Siddhartha Gautama is the only Buddha.
6. Vedas is the most prominent text in Mahayana Buddhism that includes discourses by
Siddharta Gautama before he died.
7. Thich Quang Duc burned himself to death as a protest against the Vietnamese corrupt
government which was implying very demanding and unfair laws on monks.
8. Amitabha contains the most definitive teachings of Buddha.
9. Mudras is an important hand gesture for Mahayana Buddhism.
10. Vairocana is the Japan’s great Buddha.

III. Directions: Read and explain given question below. Observe and follow the given rubrics.
Write your answer in your answer sheet.
1. What are the differences of Mahayana Buddhism and Theravada Buddhism in terms of their
doctrines?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

RUBRICS FOR ESSAY

CRITERIA DESCRIPTION POINTS

Organization The concept was clearly and creatively conveyed. 5

Content The topic was thoroughly explained, and example were provided 5

Presentation The idea was clearly presented based on the words used 5

Total: 15

References:
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 A. Book
Ong, J., Jose, M.D., Government of the Philippines, Department of Education, Introduction to
World Religions and Belief Systems, Textbook-First Edition 2016, Vibal Group, Inc. pp. 150-162

B. Online Resources
https://www.slideshare.net/Hugh_07/buddhism-8990329
https://www.slideshare.net/JastenDomingo/mahayana-buddhism-120362890
https://www.slideshare.net/ryanleblanc/introduction-to-buddhism-49185982
https://www.slideshare.net/studentggs/buddha-50302253?from_action=save

ANSWER:
Activity 1-3

ASSESSMENT I -III