Introduction to World Religions & Belief Systems-Senior High School

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Week 10-Lesson 10 Mahayana Buddhism
Quarter 1 – Module 10: Mahayana Buddhism

What I Need to Know

Hello? How’s your day? Do you want more learnings? In this module, you
will study the teachings and beliefs of Mahayana Buddhism.

Learning objectives:

1. Analyze the brief history, core teachings, fundamental beliefs, practices,

and related issues of Mahayana Buddhism. (MELC)
a. State the three levels of perfection of Mahayana Buddhism.
b. Give examples of acts of generosity of Mahayana Buddhists.

What I Know

Let’s determine what you already learned by answering these questions. Write
your answer in your test notebook.
I. Direction: Choose the letter of the correct answer.

1. Why do people need suffer based on Buddha’s teaching? 

A. People suffer because they want to. 
B. People suffer because they are mean. 
C. People suffer because they don't go to school. 
D. People suffer because they desire too many worldly things and self-
satisfaction. 
2. Bodhisattva is a/an ___________________.
A. God
B. Thai monk
C. enlightened being who has entered final nirvana
D. enlightened being dedicated to reincarnating to help others
3. In order to gain more supporters, Mahayana Buddhists tend to _______________.

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 A. adhere strictly to the original teachings of Buddha and the Tipitaka.
B. embrace popular features of Buddhism and lead missionary efforts.
C. look to India's first centralized empire for guidance.
D. support the four major divisions (castes) of Indian Society.
4. The religious ideal as set forth in the Lotus Sutra is the _________.
A. Arhat B. Bodhisattva C. Householder D. Prajna
5. Today the majority of Buddhists are ______.
A. Mahayanists B. Tantrics C. Theravadins d. Vajrayanists

II. Direction: Identify the word being describe in each item. Find the answers
inside the box.

Lotus Sutra Mahayana Prajna

Bodhisattva Perfection of Wisdom

6. "The Great Vehicle"; one of the great divisions of Buddhism.

7. Anyone who has taken a vow to become a Buddha, who will attain that
goal, and who compassionately engages in assisting others; i.e. Buddha
Gautama before his enlightenment.
8. Prajnaparamita" understanding of reality required to achieve
Buddhahood. This also describes a genre of Mahayana sutras devoted to the
exposition of emptiness and the bodhisattva path.
9. "Wisdom" is an understanding of the true nature of reality; one of the
paramitas.
10. One of the most popular and prominent Mahayana Buddhist texts.

What’s In

In previous lesson, you have learned what Theravada Buddhism is about,

and how its followers’ belief of salvation is attained without the assistance of any
supreme or supernatural being. We have also cited the life story of Siddhartha
Gautama and its influence on the teachings of Buddhism. In this lesson, we will
discuss another version of Buddhism called Mahayana Buddhism which sprang
out from monastic rule and doctrinal differences within the original form of
Buddhism.

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 What’s New

Are you excited? Try this in your activity notebook.

Activity 1. State the three levels of perfection of Mahayana Buddhism by completing
the puzzle using the clue below.

Hint:
1. the practice of training people to obey rules or a code of behavior, using
punishment to correct disobedience.
2. behavior showing high moral standards
3. the manner in which a person behaves, especially on a particular occasion or in
a particular context.
Congratulations!

What Is It

Let us learn more! Good luck!

Activity 2. Direction: Answer the following questions in your activity notebook.

1. Why is Mahayana Buddhism appealing to a vast majority of followers?
__________________________________________________________________________________
__________________________________________________________________________________
2. How do you think Mahayana Buddhism’s concept of bodhisattva contributed to
it being one of the most successful missionary religions in the world?
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__________________________________________________________________________________
__________________________________________________________________________________

MAHAYANA BUDDHISM

Believing itself as the more

genuine version of Buddha’s teachings,
Mahayana Buddhism has diverged into
numerous schools with each developing
its own canon and rituals since its
founding more than 2000 years ago.

Mahayana Buddhism
- Also known as the “Great Vehicle”
- Emerged out of monastic rule and
doctrinal differences
- Mahayana and Theravada originated in the foundational teachings of
Siddhartha Gautama but their methods and search for liberation from the cycle
of reincarnation can be very different
- Mahayana Buddhism aims to extend religious authority to a larger number of
people
- Widespread in China, Mongolia, Korea, Japan, Tibet
- Developed a wide appeal to common people
Buddha was a spiritual leader and teacher whose life serves as the foundation
of Buddhist religion.

i. Sacred Scriptures
Mahayana branch accepts the canonical texts of the Theravada school, such
as the Tripitaka (Sanskrit word for “Three Baskets”) which is the collection of
Buddha’s teachings. Mahayana also has a wide array of philosophical and
devotional texts. Mahayana Buddhism includes many sacred writings which are
nearly identical in content with the Pali Canon of the Theravada sect. Meanwhile,
Mahayana Buddhists have teachings or sutras not present in the Theravada school
and the followers believed they have recovered the original teachings of the
Buddha. In fact, the principal scriptures of the Mahayana sect have no parallels in
the Pali Canon. Mahayana Buddhism adopted the Sanskrit form of terms rather
than Pali.

Lotus Sutra (“Saddharmapundarika-sutra”) is one of the most popular and

prominent Mahayana Buddhist texts (or sutra) that literally means “Sutra of the
Lotus of the Wonderful Law” or “correct dharma white lotus sutra” in Sanskrit.
Sutra – pertains to one of the discourses of the historical Buddha that comprise
the basic texts of Buddhist sacred writing. The teachings of Siddhartha Gautama
are generally recorded in a wide corpus of sutras and often taking the form of
dialogues instead of analytically explicating a certain viewpoint.

ii. Belief and Doctrines

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1. The Buddha
The concept of trikaya (“three bodies”) pertains to the teaching of Mahayana
Buddhism about the nature of the Buddha and reality. Each Buddha has three
bodies, namely, dharmakaya, sambhogakaya, and nirmanakaya.

The table below summarizes the nature of the three bodies of Buddha.

For Mahayana Buddhists, Buddhas are not individuals who actually lived in
this world. They are simply expressions of the one Buddha reality, such as that of
Siddhartha Gautama. These great Buddhas are to be found in various heavens
enshrined together with other gods and saints. In China, Amitabha is a very
popular Buddha. In Japan, Vairocana is the great Buddha.

2. Bodhisattvas
One distinct feature of Mahayana Buddhism concerns its teaching about an
enlightened being or bodhisattva (“enlightened existence”) which is the ultimate
way for any Buddhist to live in this world. A bodhisattva has generated bodhicitta
or the spontaneous desire to achieve the state of being enlightened. The concept of
bodhicitta differs between the two main schools of Buddhism. On the other hand,
apart from liberation, Mahayana adherents assist other sentient beings in their
quest for liberation. The attainment of nirvana is not confined to one’s self as an
arhat (“perfect one”) but must be shared to all striving beings.

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

himself through countless incarnations, opts to forego the right to enter nirvana
and decides to be born again into this evil world to assist others in attaining the
same state, even descending to the depths of lowest hells to rescue ill-fated victims
imprisoned there. Through skillful ways, a bodhisattva has the capacity to
determine the state of mind and emotion of each person thereby facilitating
assistance based on actual needs. The path of the bodhisattva can also be taken by
any ordinary person, which is a way of selflessness. Frequently depicted as
celestial beings who answer the prayers of those who need help, bodhisattvas are
embodiment of great compassion.

3. Bhumis and Paramitas

Based on the Mahayana tradition, a bodhisattva must pass 10 bhumis
(“grounds” of “land”) before attempting the so-called “Buddha-hood”. These are
extensions of the “Eightfold Path”.

The bhumis are frequently associated with the paramitas (“perfections”).

Translated as “to cross over the other shore”, paramitas imply crossing from the

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“sea of suffering” to the “shore of happiness”. A bodhisattva vow is stated as “May I
attain Buddhahood for the benefit of all sentient beings”.

Bhumi Description Paramita Nature

Pramudita-bhumi The bodhisattva starts the Dana Perfection of
(joyful land) journey joyful with the Paramita giving or
inspiration of (Generosity) generosity
enlightenment.
Vimala-bhumi The bodhisattva is purified Sila Paramita Perfection of
(Land of Purity) of immoral conduct and (Discipline) morality
disposition.
Prabhakari-bhumi The bodhisattva is purified Ksanti Perfection of
(Luminous or of the “Three Poisons”, Paramita patience for
Radiant Land) namely, greed, hate, and (Patience) forbearance
ignorance

Archismati-bhumi The bodhisattva burns away Virya Perfection of

(The Brilliant or all false conception. Paramita energy
Blazing Land) (Diligence)

Sudurjaya-bhumi The bodhisattva goes deeper

Dhyana Perfection of
(The Land That is into concentration. Paramita meditation
Difficult to (Meditative
conquer) Concentration)
Abhimukhi-bhumi The bodhisattva sees that all Prajna Perfection of
(The Land Looking phenomena are without self Paramita Wisdom
Forward toessence and understands (Wisdom)
Wisdom) the nature of dependent
origination.
Durangama-bhumi The bodhisattva acquires the
(The FarReaching power of skilful means
Land) (upaya) to help others realize
enlightenment.
Achala-bhumi (The The bodhisattva can no
Immovable Land) longer be disturbed because
“Buddhahood” is within
sight
Sadhumati-bhumi The bodhisattva
(The Land of Good understands all dharmas
Thoughts) and is able to teach others

Dharmamegha- The bodhisattva is confirmed

bhumi (The Land of of the “Buddha-hoof” and
Dharma Clouds) enters “Tushita Heaven” or
the heaven of contended
gods

iii. Worship and Observances

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 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 and every one. In Buddhist
temples, they pray and chant to pay their respect to the Buddhas and
bodhisattvas, such as Avalokiteshvara, Manjushri, and Amitabha. They also offer
vegetarian food and light incense.
Worshippers also recite chants and undertake pilgrimage to sites of
Buddhist importance. Meditational activities are fundamental in almost all forms of
Buddhism. The lotus that symbolizes purity, the eight-spoke wheels that represent
the dharma, and the different hand gestures (mudras) are important symbols for
Mahayana Buddhism.

iv. Subdivisions

1. The Pure Land Sect

Pure Land Buddhism began in India around the 2 nd century BCE, spread to
China by the 2nd century CE and reached Japan during 6 th century CE. When
believers die, it is their objective to live in the “Pure Land of the West” or
Sukhavati. By simply reciting the name of the 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 and is the focus of this sect. Once in Sukhavati, 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.

2. The Intuitive Sects

The establishment of this sect can be traced to the work of an Indian monk
named Bodhidharma whose life stories are with mysteries and numerous legends.
This concept entered China from India, and then Korea to Japan. In China, it came
to be known as Ch’an. Ch’an Buddhism has close affinity with Taoist philosophy
because both are kinds of mysticism. In Japan, it reached its peak with the
development of Zen which is a blend of Indian Mahayana Buddhism and Daoism.
Followers of this school are called meditative Buddhists. Focusing on meditation
as the path to liberation, Zen Buddhism is basically a monastic discipline. The
word “meditation” in India is dhyana, ch’an in China, and zen in Japan.

3. The Rationalist Sect

A rationalist Buddhist school of thought called T’ien-t’ai with its name
originating from a mountain in southeastern China where its founder Chih-I or
Zhiyi lived. Apart from the meditational practices, this sect taught that one must
utilize one reason and study the scriptures and doctrines to discover Buddhist
truths. Chiyi emphasized that acts of studying and contemplation were both vital
for spiritual enlightenment. There is a need to integrate Buddhist sacred writings to
know the truth, with the Lotus Sutra being revered as its ultimate writing. The
teachings of Chih-I were introduced in Japan by the monk Saicho that came to be
known as Tendai. The Buddhist monk Uicheon established the Cheontae
Buddhist school in Korea.

4. The Socio-political Sect

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 A Japanese Buddhist monk by the name of Nichiren Daishonin who lived
during the 13th period during the Kamakura period began to teach that the path
towards attaining enlightenment rested solely on the devotion to the Lotus Sutra.
Nichiren (“sun lotus”) Buddhism, which is purely a Japanese phenomenon,
perceives itself as the only rightful version of Buddhism. Nichiren Buddhism
teaches that individuals must take responsibility to enhance themselves, or what is
called “human revolution.” Enlightenment is accessible to every individual on
earth simply by opening one’s inherent Buddha-nature in this world. A scripture
scholar and activist, Nichiren himself is considered a Buddha.

5. Tibetan Buddhism
Buddhism was officially introduced to Tibet around the 7 th century CE
during the reign of Songtsan Gampo, considered the founder of the Tibetan Empire.
He was influenced by his Chinese and Indian wives who were both Buddhist
followers. Buddhism became a dominant force in the region toward the end of the
8th century CE when the king Trisong Detsen decreed it as the official state
religion. While the theological foundation of Tibetan Buddhism is similar to that
of Mahayana Buddhism, the isolation of the region allowed for the development of
many features. Tibetan Buddhism borrowed tantric and shamanic attributes, as
well as elements from Tibet’s native religion called Bon. Bon was a kind of
shamanism where spirits and deities were revered. Ancient Bon rituals were
concerned with the performance of magic, incantations, and spells and in the
protection of people from unwanted demons prowling in the dark.
Tibetan Buddhism has its own set of clergy (lamas) and they commonly
senior members of the monastic community. The term lama means “the superior
one” and lamas are 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 term dalai means
“ocean” in Mongol referring to the vastness and depth of the person. The current
and fourteenth Dalai Lama is Tenzin Gyatso who is the leader of the Gelug school
and is believed to be the reincarnation of Avalokiteshvara. Until 1959, the chief
residence of the Dalai Lama was a 13-storey structure called Potala Palace located
at the Red Hill in Lhasa, Tibet. It is now a UNESCO World Heritage Site which has
been transformed into a museum but remains a sacred place for many Tibetans.

v. Selected Issues

1. Tibet Invasion
For centuries, both China and India have been claiming Tibet as part of their
territories. Tibet practically enjoyed some degree of independence as none of the
claimants pressed their claim. In 1950, China annexed Tibet and negotiated the so-
called “Seventeen Point Agreement” with the government of the 14 th Dalai Lama.
Rejected repeatedly by the Dalai Lama, this document confirmed China’s authority
over Tibet, but the area was granted autonomy. 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. Dalai Lama, together with his followers, escaped to
India and are now living there as refugees.
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
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socialist society, between 200,000 to 1,000,000 Tibetans tragically met their death.
During Mao Zedong’s “Cultural Revolution”, from 1966 to 1976, around 6,000
monasteries were destroyed. From 1959 to 1977, almost all elements of Tibetan
Buddhism were obliterated. Presently, the Dalai Lama has been continuously
visiting other countries preaching a message of hope and peace.

2. Engaged Activism
Ritual suicides led by Buddhist monks have transpired in the 20 th 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 Quang Duc’s
cremated remains were confiscated. Eventually, the regime lost support from the
US and an army coup brought down Diem. Amid religious protests and non-violent
struggle, Diem was assassinated in 1963.

3. Tzu Chi Foundation

The Tzu Chi Foundation (“Compassionate Relief”) was established by a
Buddhist nun Cheng Yen in 1966 in Taiwan. - It was a charity organization
anchored on the teachings of the Buddha. Tzu Chi Foundation that principally
advocates the four endeavors of Charity, Medicine, Education, & Humanity, as
emphasized by the official motto, or concept of "Four endeavors, eight footprints".
The eight footprints are charity causes, medical contributions, education
development, humanities, international disaster assistance, bone-marrow donation,
community volunteerism, and environmental protection. Tzu Chi Foundation’s
variety of causes include case management, medical, educational and disaster
relief. The organization builds and operates many hospitals and schools, with
outreach efforts that range from visits to nursing homes to providing bone marrow
surgery, as well as offering items such as washing machines to struggling single
mothers.

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 What’s More

Let us determine if you can now give examples of acts of generosity

of Mahayana Buddhism. Use the words inside the box. Do this in your activity
notebook.
Activity 3. Complete the following statement to give examples of acts of generosity.

acceptance gratitude
appreciation listen

compassion

1. Showing ________to people begins with having a positive attitude toward others
and recognizing them for their value, for who they are, and what they contribute to
the world.
2. To ________ genuinely with the intention to understand and know another person
is how we establish true mutual respect.
3. The act of ________ begins with simply saying “thank you.”
4. The generosity of ________ is intimately tied to the giving of empathy and
sympathy.
5. ________ acknowledges our differences as a natural outgrowth of our likenesses
and what we all have in common.

What I Have Learned

Let us determine if you can now explain the core teaching of Mahayana
Buddhism.

Activity 4. Direction: Explain the statement below. Write your answers in your
activity notebook.

“To seek complete enlightenment for the benefit of all

living beings through insight and compassion.”

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 RUBRIC

Score Description
10 Answers are on point. All are grammatically correct and neat.
7 There are 1-2 misleading answers. 1-2 are grammatically incorrect and
erasures.
4 There are 3 or more misleading answers. 3 or more grammatically
incorrect and erasures.

What I Can Do

Let’s find out if you know how to apply the insight from the acts of
generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana
Buddhism. Do this in your activity notebook.

Activity 5. Select one out of four endeavors inside the box below. Draw in your
activity notebook. How do you want to advocate it as a youth of the nation?

Charity Medicine Education Humanity

RUBRIC
Score Description

10 Follows instructions correctly. Clear and neat.

7 Follows some of the instructions correctly. Some are unclear and has
erasures.

4 Did not follow instructions. All are unclear and has erasures.

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 Assessment

Now, let’s evaluate what you have learned in this module. Good luck!
I. Enumeration
A. State the three levels of perfection of Mahayana Buddhism.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
B. Give at least two examples of acts of generosity of Mahayana Buddhists.
4. _____________________________________________
5. _____________________________________________

II. Essay (5 points)

For items 6-10, explain how insight and compassion can benefit all living
beings.
RUBRIC
Score Description

10 Answers are on point. All are grammatically correct and neat.

7 There are 1-2 misleading answers. 1-2 are grammatically incorrect

and erasures.

4 There are 3 or more misleading answers. 3 or more grammatically

incorrect and erasures.

III. Draw one of the acts of generosity of Tzu Chi Foundation that reflect the core
teaching of Mahayana Buddhism.
RUBRIC
Score Description

10 Follows instructions correctly. Clear and neat.

7 Follows some of the instructions correctly. Some are unclear and

has erasures.

4 Did not follow instructions. All are unclear and has erasures.

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 Additional Activities

Make a comparison of Mahayana Buddhism from Theravada Buddhism by

completing the table below.

Mahayana Theravada
View of Buddha
Concept of Bodhisattva
Sacred Scriptures
Worship & Observances
Subdivisions/Sects

References:
Ong, J., et. al. Introduction to World Religions & Belief Systems.
2016. Vibal Group, Inc. Quezon City.
gofile:///C:/Users/KYCIE/Downloads/mahayanabuddhism-
181023005248%20(1).pdf
https://www.scribd.com/upload-document?
archive_doc=429926636&escape=false&metadata=%7B%22context
%22%3A%22archive_view_restricted%22%2C%22page%22%3A
%22read%22%2C%22action%22%3A%22download%22%2C
%22logged_in%22%3Atrue%2C%22platform%22%3A%22web
%22%7D
https://ourhappyschool.com/religion/acts-generosity-tzu-chi-found
ation
https://www.buddhistdoor.net/features/a-great-insight-into-the-ch
arity-of-tzu-chi

Answers Key
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What I Know
I.
1. A.
2. C.
3. B.
4. B.
5. A.
II.
6. Mahayana
7. Bodhisattva
8. Perfection of Wisdom
9. Prajna
10. Lotus Sutra
What’s New
1. discipline
2. virtue
3. conduct
What Is It
1. Mahayana Buddhism is appealing to a vast majority of followers because even
an ordinary person can aspire to achieve spiritual liberation so it gained popularity
among Asian countries, the arrival of Mahayana Buddhism in Asian countries
paved the way for the establishment and development of a variety of Buddhist
schools
2. Mahayana Buddhism’s concept of bodhisattva contributed to being one of the
most successful missionary religions in the world by seeing the world as one family
and everyone who is suffering as worthy of help”, and that “this is Buddhism is
action, not a religion confined to temples and monasteries.”  

What’s More
1. appreciation
2. listen
3. gratitude
4. compassion
5. acceptance
What I Have Learned
Scores may vary according to the rubrics.

What I Can Do
Scores may vary according to the rubrics.

Assessment
I. A.
1. moral discipline
2. cultivation of virtue
3. altruistic conduct
I.B.
4-5. Any of the ff: acceptance, appreciation, compassion, gratitude, listen
II. Scores may vary according to the rubrics.
III. Scores may vary according to the rubrics.
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Writer: KYCIE BEB G. ABASTAR
Dualing High School
Aleosan, Cotabato Province

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