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    • Gloucestershire Agreed Syllabus & SACRE
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    • Year 8
      • Knowledge Organisers Yr 8
    • Islam
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    • Christianity
    • Sikhism
    • Buddhism
    • Other Worldviews
    • Recommended Reading
  • GCSE Eduqas RS
    • Specification Tick Sheets-SCGCSE
    • Key Words-SCGCSE
      • Christian Key Words
        • The Nature of God
        • Creation
        • Jesus Christ
          • Beliefs and teachings about the incarnation of Jesus
          • Gospel of Mark
        • Eschatological Beliefs
        • Apostles Creed and Nicene Creed
        • Salvation and Atonement
      • Islamic Key words (shia)
        • Tawhid (Oneness)
        • Al-Adalat (Divine Justice)
        • Al-Nubuwwah (Prophethood)
        • Al-Imamah (Divine Leadership)
        • Al-Ma’ad (Hereafter)
        • Shi'a beliefs about Kutub (holy books), Malaikah (angels) and Al-Qadr (pred
          • Kutub (holy books)
          • Malaikah (angels)
          • Al-Qadr
      • Islamic practices Key Words
      • Relationships
      • Life and Death Issues
    • Knowledge Organisers-Eduqas-GCSE
      • Christian Beliefs and Teachings KO SC
      • Christian Practices KO
      • Islamic Beliefs and Teachings KO
      • Islamic Practices KO
      • Relationships KO
      • Life and Death Issues KO
      • Good and Evil KO
      • Human Rights KO
    • Topic on a Page GCSE
      • Christain Beliefs and Teachings ToaP
      • Christian Practices ToaP
      • Islamic Beliefs and teachings ToaP
      • Islamic Practices (TOAP)
      • Relationships ToaP
      • Life and Death Issues ToaP
      • Human Rights ToaP
      • Good and Evil ToaP
    • Quizs Review / Recall / Revision SC
    • Quotes-SCGCSE
      • Christian Teaching-Quotes
      • Muslim Teaching-Quotes
      • Relationships -Quotes
      • Life and Death Issues-Quotes
    • Videos-SCGCSE
      • Christain Teachings and Beliefs-SCGCSE
      • Islamic Teachings and Beliefs-SCGCSE
      • Life And Death Issues-SCGCSE
      • Relationships-SCGCSE
    • Practice Questions-GCSE-RS
      • Christian Teachings Practice Questions
      • Christian Practices Practice Questions
      • Muslim Teachings Practice Questions
      • Christian Practices Model Answers
      • Muslim Practices
      • Relationships
      • Life and Death Issues
      • Good and Evil Practice Questions
      • Human Rights Practice Questions
    • Mark Schemes + Model Essay Answers SC
      • Example Christian Belief Answers
      • Example Muslim Belief Answers
      • Example Relationships Answers
      • Example Good and Evil Answers
      • Example Life + Death Answers
      • Example Human Rights Answers
      • Example Christian Practices Essay Answers
      • Example Islamic Practices Model Essay Answers
      • 2024 Mod-Ans GCSE RS
      • 2023 Mk-Sch GCSE RS
      • 2023 Mod-Ans GCSE RS
      • 2022 Mod-Ans GCSE RS
      • 2022 Mk-Sch GCSE RS
      • 2021 Mod-Ans GCSE RS
      • 2020 Mk-Schm GCSE RS
      • 2020 Mod-Ans GCSE RS
      • 2019 Mk-Schm GCSE RS
      • 2019 Mod-Ans GCSE RS
      • 2018 Mk-Schm GCSE RS
      • 2018 Mod-Ans GCSE RS
      • 2016 Mk-Schm GCSE RS
      • 2016 Mod-Ans GCSE RS
    • SAMPLE EXAM PAPERS SC
      • Christian Teachings Practice Papers
      • Muslim Teachings Practice Papers
      • Relationships Practice Papers
      • Life and death Issues Practice Papers
    • GCSE Express Revision Notes-SCGCSE
    • Learning Mats / Posters-SCGCSE
      • Christian Beliefs and Teachings
      • Christian Practices LMAPS
      • Islamic Beliefs and Teachings LMAP
      • Islamic Practices LMAPS
      • Relationships
      • Life and Death Issues
      • Good and Evil LMAPS
      • Human Rights LMAPS
    • Revision Guides + PPTS-GCSE
      • Christian Teachings
      • Christian Practices
      • Muslim Teachings
      • Muslim Pratices Rev
      • Good and Evil
      • Human Rights
      • Relationships
      • Life and Death Issues
    • Advice on Answering Questions
    • Practice Papers
    • Topic Tests
      • Islamic T+B Topic Test
      • Christian Beliefs + Teachings
      • Relationships Topic Test
      • Life And Death Topic Test
    • Topic Content for SC RE Learn Jourrney Review Booklets
      • ANSWERS: Christian B+T SC RE GCSE Learning Jourrney Review Booklets
      • QUESTIONS Christian B+T SC RE GCSE Learning Jourrney Review Booklets
      • ANSWERS: Islamic B+T SC RE GCSE Learning Jourrney Review Booklets
      • ANSWERS: Relationships SC RE GCSE Learning Jourrney Review Booklets
      • ANSWERS: Life + Death SC RE GCSE Learning Jourrney Review Booklets
    • Homework
  • GCSE Other
    • Specification Tick Sheets- FC GCSE
    • Key Words-FC GCSE
    • Knowledge Organisors FC GCSE
      • Buddhist Beliefs and Teachings KO
      • Buddhist Practices KO
      • Relationships KO
      • Life and Death Issues KO
      • Christian Beliefs and Teachings KO
    • Topic on a Page FC
      • Buddhist Beliefs and Teachings Toap
      • Buddhist Practices ToaP
    • Quotes- FC
      • Christian Practices Quotes
      • Buddhist Teachings Quotes
        • Dream + Birth Import + Other Quotes
        • 4 Sights Imp + Orther Quotes
        • Ascetic Life- The Buddha – Imp + Other Quotes
        • Enlightenment and Teaching- The Buddha–Imp + Other Quotes
        • The Dhamma//Dharma–Imp + Other Quotes
        • Nirvana – Imp + Other Quotes
        • Four noble truths– Imp + Other Quotes
        • Eightfold path- Importance + Other Quotes
        • Dependent origination/conditionality- Importance + Other Quotes
        • Three Marks of Existence – Imp + Other Quotes
        • 5 Skandhas –Human Personality – Imp + Other Quotes
        • Sunyata + Buddha Nature - Human Imp + Other Quotes
        • arhat and bodhisattva- Human Destiny -Imp + Other Quotes
        • Mahayana Imp + Other Quotes
        • Pureland - Human Destiny – Imp + Other Quotes Land
        • Karma The Five Precepts and 6 Perfections Imp + Other Quotes
      • Buddhist Practices Quotes
      • Good and Evil Quotes
      • Human Rights Quotes
    • Videos-FC GCSE
    • Practice Questions FC
      • Buddhist Teachings Questions
      • Buddhist Practices Practice Questions
    • Model Answers FC
      • Buddhist Teachings Model Answers
      • Buddhist Pratices Model Answers
    • FC Revision Guides + PPTs
      • Buddhist Teachings
      • Buddhist Practices
    • Podcasts
  • ALEVEL
    • Summer Transition Work
    • Philosophy -GCE
      • SPEC PHIL
      • DICTIONARY -P
        • Unit 1.1 The Design Argument-D
        • Unit 1.2 The First Cause Argument-D
        • Unit 1.3 The Ontological Argument-D
        • Anthology 1 Copleston and Russel-D
        • Unit 2.1 Religious Experience-D
        • Unit 2.2 The Argument from Religious Experience-D
        • Unit 3.1 The Problem of Evil-D
        • Unit 3.2 Theodicies as solutions to the Problem of Evil-D
      • Personal Learning Checkers -P
      • Knowledge Organisers -P
        • KO Unit 1.1 The Design Argument -P
        • KO Unit 1.2 The First Cause Argument -P
        • KO Anthology 1 Copleston and Russel -P
        • KO Unit 1.3 The Ontological Argument -P
        • KO Unit 2.1 Religious Experience -P
        • KO Unit 2.2 The Argument from Religious Experience-P
        • KO Unit 3.1 The Problem of Evil -P
        • KO Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • KO Anthology 2 JL Mackie -P
        • KO Unit 4.1 Analogy and Symbol -P
        • KO Unit 4.2 Verification and Falsification-P
        • KO Unit 4.3 Language Games-P
        • KO Unit 5.1 Critiques of Religion-P
        • KO Unit 5.2 Work of Scholars-P
        • KO Unit 6.1 Life after Death-P
        • KO 6.2 Points for discussion about life after death-P
        • KO 6.3 Science and Religion-P
      • Topic On a Page GCE -P
        • ToaP-Unit 1.1 The Design Argument-P
        • ToaP-Unit 1.2 The First Cause Argument-P
        • ToaP-Unit 1.3 The Ontological Argument-P
        • ToaP-Unit 2.1 Religious Experience-P
        • ToaP-Unit 2.2 The Argument from Religious Experience -P
        • ToaP-Unit 3.1 The Problem of Evil-P
        • ToaP-Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • ToaP-Unit 4.1 Analogy and Symbol-P
        • ToaP-Unit 4.2 Verification and Falsification-P
        • ToaP-Unit 4.3 Language Games-P
        • ToaP-Unit 5.1 Critiques of Religion-P
        • ToaP-Unit 5.2 Work of Scholars-P
        • ToaP-Unit 6.1 Life after Death-P
        • ToaP-6.2 Points for discussion about life after death-P
        • ToaP-6.3 Science and Religion-P
      • SELF STUDY -P
        • Unit 1.1 The Design Argument-SSP
        • Unit 1.2 The First Cause Argument-SSP
        • Anthology 1 Coplestone and Russel
        • Unit 1.3 The Ontological Argument
        • Unit 2.1 Religious Experience
        • Unit 2.2 The Argument from Religious Experience
        • Unit 3.1 The Problem of Evil
        • Unit 3.2 Theodicies as solutions to the Problem of Evil
        • Anthology 2 JL Mackie
        • Unit 4.1 Analogy and Symbol
        • Unit 4.2 Verification and Falsification
        • Anthology 3 Flew and Hare
        • Anthology 4 Mitchel and Flew
        • Unit 4.3 Language Games
        • Unit 5.1 Critiques of Religion
        • Unit 5.2 Work of Scholars
        • Unit 6.1 Life after Death
        • Unit 6.2 Points for discussion about life after death
        • Unit 6.3 Science and Religion
      • Revision-P
        • Unit 1.1 Design Arg Revision GCE RS -P
        • Unit 1.2 The First Cause Arg Revision GCE RS -P
        • Anthology 1 Copleston and Russel Revision GCE RS -P
        • Unit 1.3 The Ontological Arg Revision GCE RS -P
        • Unit 2.1 Rel Exp Revision GCE RS -P
        • Unit 2.2 The Arg from Rel Exp Revision GCE RS -P
        • Unit 3.1 The Problem of Evil Revision GCE RS -P
        • Unit 3.2 Theodicies as sol to the Prob of Evil Revision GCE RS -P
        • Anthology 2 JL Mackie Revision GCE RS -P
        • Unit 4.1 Analogy and Symbol Revision GCE RS -P
        • Unit 4.2 Verification and Falsification Revision GCE RS -P
        • Anthology 3 Anthony Flew and RM Hare Revision GCE RS -P
        • Anthology 4 Basil Michel and Anthony Flew Revision GCE RS -P
        • Unit 4.3 Language Games Revision GCE RS -P
        • Unit 5.1 Critiques of Religion Revision GCE RS -P
        • Unit 5.2 Work of Scholars Revision GCE RS -P
        • Unit 6.1 Life after Death Revision GCE RS -P
        • Unit 6.2 Points for discussion about life after death Revision GCE RS -P
        • Unit 6.3 Science and Religion Revision GCE RS -P
      • PEQs + Model Essays Phil
        • Unit 1.1 The Design Arg PEQs + Model Essays -P
          • 8 Mk Model Answers Unit 1.1 The Design Argument -P
          • 12 Mk Model Answers Unit 1.1 The Design Argument -P
          • 20 Mk Model Answers Unit 1.1 The Design Argument -P
          • 30 Mk Model Answers Unit 1.1 The Design Argument -P
        • Unit 1.2 The First Cause Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 12 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 20 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 30 Mk Model Essays Unit 1.2 The First Cause Arg -P
        • Anthology 1 PEQs + Model Ans -P
        • Unit 1.3 The Ontological Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 12 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 20 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 30 Mk Model Essays Unit 1.3 The Ontological Arg -P
        • Unit 2.1 The Nat of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 12 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 20 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 30 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
        • Unit 2.2 The Sig of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 12 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 20 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 30 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
        • Unit 3.1 The Prob of E+S PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 12 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 20 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 30 Mk Model Essays Unit 3.1 The Prob of Evil -P
        • Unit 3.2 Theodices PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 12 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 20 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 30 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
        • Anthology 2 PEQs + Model Ans -P
        • Unit 4.1 Reg Lang Analogy + Symbol PEQs + Model Essays-P
          • 8 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 12 Mk Model Answers Unit 4.1 PEQs Unit 4.1 Analogy + Symbol -P
          • 20 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 30 Mk Model Answers Unit 4.1 Analogy + Symbol -P
        • Unit 4.2 Reg Lang Ver + Fal PEQs + Model Essays-P
          • 8 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 12 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 20 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 30 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
        • Anthology 3 -P
        • Anthology 4 -P
        • PEQs + Model Essays Unit 4.3 Reg Lang Lang Games -P
          • 8 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 12 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 20 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 30 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
        • PEQs + Model Essays Unit 5.1 Scholars Critiques + Postmod -P
          • 8 Mk Unit 5.1 Critiques + Postmodernism
          • 12 Mk Unit 5.1 Critiques + Postmodernism
          • 20 Mk Unit 5.1 Critiques + Postmodernism
          • 30 Mk Unit 5.1 Critiques + Postmodernism
        • PEQs + Model Essays Unit 5.2 Scholars Cop + Rus -P
          • 8 Mks Unit 5.2 Cop and Russel-P
          • 12 Mks Unit 5.2 Cop and Russel-P
          • 20 Mks Unit 5.2 Cop and Russel-P
          • 30 Mks Unit 5.2 Cop and Russel-P
        • PEQs + Model Essays Unit 6.1 Life After Death -P
          • 8 Mks Unit 6.1 Nat of Life After Death
          • 12 Mks Unit 6.1 Nat of Life After Death
          • 20 Mks Unit 6.1 Nat of Life After Death
          • 30 Mks Unit 6.1 Nat of Life After Death
        • PEQs + Model Essays Unit 6.2 Arguments 4 LaD -P
          • 8 Mks Unit 6.2 Arg about LAD
          • 12 Mks Unit 6.2 Arg about LAD
          • 20 Mks Unit 6.2 Arg about LAD
          • 30 Mks Unit 6.2 Arg about LAD
        • PEQs + Model Essays Unit 6.3 Science and Religion -P
          • 8 Mks Unit 6.3 Science and Religion
          • 12 Mks Unit 6.3 Science and Religion
          • 20 Mks Unit 6.3 Science and Religion
          • 30 Mks Unit 6.3 Science and Religion
      • Topic Tests Phil
        • Unit 1.1 TT Design Arg -P
          • Unit 1 TT Answers Design Arg
        • Unit 1.2 TT 1st Casue Arg -P
        • TT Anthology 1 Copleston and Russel
        • Unit 1.3 TT Onto Arg -P
        • Unit 3.1 TT Problem of Evil
        • Unit 2.1 TT Nat of Rel Exp
        • Unit 2.2 TT Arg from Rel Exp
        • Unit 3.1 TT The Prob of Evil
        • Unit 3.2 TT Sol to the Prob of Evil
        • TT Anthology 2 JL Mackie
        • Unit 4.1 TT Analogy and Symbol
        • Unit 4.2 TT Verification and Falsification
        • TT Anthology 3 Anthony Flew and RM Hare
        • TT Anthology 4 Basil Michel and Anthony Flew
        • Unit 4.3 TT Language Games
        • Unit 5.1 TT Critiques of Religion
        • Unit 5.2 TT Work of Scholars
        • Unit 6.1 TT Life after Death
        • Unit 6.2 TT Points for discussion about LAD
        • Unit 6.3 TT Science and Religion
      • SAMs EG Ans-P
        • 2022-P
        • 2022 Exemplars-E
        • 2019-P
        • 2018 AS-P
        • 2018-P
        • 2017 AS-P
        • SAMS-P
      • Rec Reading -P
      • Philosophy Podcasts
      • Weblinks -P
    • Ethics -GCE
      • DICTIONARY -E
        • Unit 1.1 Environmental Ethics-D
        • Unit 1.2 Equality-D
        • Unit 2.1 Utilitarianism-D
        • Unit 2.2 Situation ethics-D
        • Anthology 1 Situation Ethics-D
        • Unit 2.3 The Natural Moral law-D
        • Unit 3.1 War and Peace-D
        • Unit 3.2 Sexual Ethics-D
        • Anthology 4 Virtue Ethics-D
        • Unit 4.1 Meta-ethics-D
        • Unit 4.2 The relationship between religion and morality -D
        • Anthology 3 Kant-D
        • Unit 6.1a Issues in medical ethics with a focus on beginning + end-D
      • SPEC ETHICS
      • Knowledge Organisers -E
        • KO Unit 1.1 Environmental -E
        • KO Unit 1.2 Equality-E
        • KO Unit 2.1 Utilitarianism-E
        • KO Unit 2.2 Situation Ethics-E
        • KO Unit 2.3 The natural Moral law-E
        • KO Unit 3.1 War and Peace -E
        • KO Unit 3.2 Sexual Ethics -E
        • KO Unit 4.1 Meta-ethics -E
        • KO Unit 4.2 Religion and Morality -E
        • KO Unit 5.1a Kant -E
        • KO Unit 5.1b Aristotle -E
        • KO Unit 6.1a Beginning of life Issues -E
        • KO Unit 6.1b End of life Issues -E
      • Topic On a Page GCE -E
        • ToaP-Unit 1.1 Environmental Ethics-E
        • ToaP-Unit 1.2 Equality-E
        • ToaP-Unit 2.1 Utilitarianism-E
        • ToaP-Unit 2.2 Situation Ethics-E
        • ToaP-Unit 2.3 The Natural Moral law-E
        • ToaP-Unit 3.1 War and Peace-E
        • ToaP-Unit 3.2 Sexual Ethics-E
        • ToaP-Unit 4.1 Meta-ethics_E
        • Unit 4.2 The relationship between religion and morality
        • ToaP-Unit 5.1 A comparison of the work of Scholars-E
        • ToaP-Unit 6.1 Beginning of life Medical Issues-E
      • Ethics Personal Learning Checkers
      • SELF STUDY -E
        • Work Booklets
        • SS Environmental Ethics -E
        • SS Equality -E
        • SS Utilitarianism -E
        • SS Natural Moral Law -E
        • SS Situation Ethics -E
        • SS Anthology 1 Situation Ethics -E
        • SS Sexual Ethics -E
        • SS War and Peace -E
        • SS Anthology 2 Aristotle Virtue Ethics -E
        • SS Meta-ethics -E
        • SS Religion and Morality -E
        • SS Virtue Ethics + Kant -E
        • SS Anthology 3 Kantian Deontology -E
        • SS Medical Ethics -E
        • Anthology 4 Euthanasia Michel Wilcockson
      • Topic Tests -E
        • TT Unit 1.1 Environmental -E
        • TT Unit 1.2 Equality-E
        • TT Unit 2.1 Utilitarianism-E
        • TT Unit 2.2 Situation Ethics-E
        • TT Unit 2.3 The natural Moral law-E
        • TT Unit 3.1 War and Peace -E
        • TT Unit 3.2 Sexual Ethics -E
        • TT Unit 4.1 Meta-ethics -E
        • TT Unit 4.2 Religion and Morality -E
        • TT Unit 5.1a Kant -E
        • TT Unit 5.1b Aristotle -E
        • TT Unit 6.1a Beginning of life Issues -E
        • TT Unit 6.1b End of life Issues -E
      • PEQs + Model Essays -E
        • PEQs Unit 1.1 Environmental Ethics
          • 8 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 12 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 20 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 30 Mk Model Essays Unit 1.1 Environmental Ethics -E
        • PEQs Unit 1.2 Equality -E
          • 8 Mk Model Essays Unit 1.2 Equality -E
          • 12 Mk Model Essays Unit 1.2 Equality -E
          • 20 Mk Model Essays Unit 1.2 Equality -E
          • 30 Mk Model Essays Unit 1.2 Equality -E
        • PEQs Unit 2.1 Utilitarianism -E
          • 8 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 12 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 20 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 30 Mk Model Essays Unit 2.1 Utilitarianism -E
        • PEQs Unit 2.2 Situation Ethics -E
          • 8 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 12 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 20 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 30 Mk Model Essays Unit 2.2 Situation Ethics -E
        • PEQs Unit 2.3 The Natural Moral law -E
          • 8 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 12 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 20 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 30 Mk Model Essays Unit 2.3 The Natural Moral law -E
        • Anthology 1 Situation Ethics -E
        • PEQs Unit 3.1 War and Peace -E
          • 8 Mk Model Essays Unit 3.1 War and Peace -E
          • 12 Mk Model Essays Unit 3.1 War and Peace -E
          • 20 Mk Model Essays Unit 3.1 War and Peace -E
          • 30 Mk Model Essays Unit 3.1 War and Peace -E
        • PEQs Unit 3.2 Sexual Ethics
          • 8 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 12 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 20 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 30 Mk Model Essays Unit 3.2 Sexual Ethics -E
        • Anthology 2 Aristotle VE -E
        • PEQs Unit 4.1 Meta-ethics
          • 8 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 12 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 20 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 30 Mk Model Essays Unit 4.1 Meta-ethics -E
        • PEQs Unit 4.2 The relationship between religion and morality -E
          • 8 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 12 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 20 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 30 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
        • PEQs Unit 5.1 Kant + Aristotle
          • 8 Mk Model Answers Unit 5.1 Kant and Aristotle -E
          • 12 Mk Model Answers Unit 5.1 -E
          • 20 Mk Model Answers Unit 5.1 -E
          • 30 Mk Model Answers Unit 1.1 -E
        • Anthology 3 Kant PEQs
        • PEQs Unit 6.1Medical Ethics Beginning + End of life
          • 8 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 12 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 20 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 30 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
        • Anthology 4 Wilcockson -E
      • Revision E
        • 1.1 Environmental Ethics R
        • 1.2 Equality R
        • 2.1 Utilitarianism R
        • 2.3 Natural Moral Law R
        • 2.3 Situation Ethics R
        • Anthology 1 Situation Ethics R
        • 3.1 War and Pacifism R
        • 3.2 Sexual Ethics R
        • 6 Medical Ethics R
        • 4.1 Meta Ethics R
        • 4.2 Religion and Morality R
        • 5a Virtue Ethics R
        • 5b Kantian Ethics R
        • 6.1-2 Medical Ethics R
      • Rec Reading + Web Links -E
      • Ethics Podcasts
      • SAMs EG Ans-E
        • 2022-E
        • 2022 Ex-E
        • 2019-E
        • 2018 AS-E
        • 2018-E
        • 2017 AS-E
        • SAMS 2016-E
    • Buddhism -GCE
      • SPEC BUD
      • PLCs -B
      • Knowledge Organisers -B
        • KO-Unit 1.1 The 4 Noble Truths-B
          • EXT KO-Unit 1.1 The 4 Noble Truths-B
        • KO-Unit 1.2 3 marks + 5 khandas
        • KO-Unit 1.3 3 refuges
        • KO-Unit 1.4 Moral Principles
        • KO-Unit 2.1 Buddh
          • EXTD KO-Unit 2.1 Buddh
        • KO-Anthology 1 Armstrong
        • KO-Unit 2.2 The sig of the Tipitka
          • EXTD KO-Unit 2.2 The sig of the Tipitka
        • KO-Unit 3.1 Theravada
        • KO-Unit 3.2 Mahayana
        • KO-Anthology 2 Basham -B
        • KO-Unit 3.3 Meditation
        • KO-Unit 4.1 Spread of Bud
        • KO-Unit 4.2 Triratna
        • KO-Unit 4.3 Gender
        • KO-Unit 5.1 Work of Scholars
          • EXT KO-Unit 5.1 Work of Scholars
        • KO-Anthology 3 Rahula -B
        • KO-Unit 6.1 Ahimsa
        • KO-Unit 6.2 Cntmry Scty + Bud
      • Revision-B
        • Unit 1.1 The 4 Noble Truths - R
        • Unit 1.2 3 Marks + 5 Khandas -R
        • Unit 1.3 3 Refuges -R
        • Unit 1.4 Moral Principles -R
        • Unit 2.1 Buddha -R
        • Anthology 1 Armstrong -R
        • Unit 2.2 The sig of the Tipitka -R
        • Unit 3.1 Theravada-R
        • Unit 3.2 Mahayana-R
        • Anthology 2 Basham -R
        • Unit 3.3 Meditation-R
        • Unit 4.1 Spread of Bud-R
        • Unit 4.2 Triratna-R
        • Unit 4.3 Gender-R
        • Unit 5.1 Work of Scholars-R
        • Anthology 3 Rahula-R
        • Unit 6.1 Ahimsa-R
        • Unit 6.2 Cntmry Scty + Bud-R
      • Dictionary
        • Unit 1.1 The Four Noble Truths Dictionary
        • Unit 1.2 The three marks and the Five khandas Dictionary
        • Unit 1.3 The three refuges Dictionary
        • Unit 1.4 Key Moral principles Dictionary
        • Unit 2.1 The Buddha Dictionary
        • Unit 2.2 The significance of the Tipitka Dictionary
        • Unit 3.1 Theravada Dictionary
        • Unit 3.2 Mahayana Buddhism Dictionary
        • Unit 3.3 Meditation Dictionary
        • Unit 4.1 The Spread of Buddhism Dictionary
        • Unit 4.2 Triratna Dictionary
        • Unit 4.3 Gender and Buddhism Dictionary
        • Unit 5.1 The Work of Scholars Dictionary
        • Unit 6.1 Buddhism and Ahimsa Dictionary
        • 6.2 Buddhism and Science.
      • Dictionary Express
      • Buddhism PEQs + Model Answers
        • Mod Ans Unit 1.1 The 4 Noble Truths
          • 8 Mk Model Answers Unit 1.1
          • 12 Mk Model Answers Unit 1.1
          • 20 Mk Model Answers Unit 1.1
          • 30 Mk Model Answers Unit 1.1
        • Mod Ans Unit 1.2 3 marks + 5 khandas
          • 8 Mk Q Unit 1.2 Buddhism
          • 12 Mk Q Unit 1.2 Buddhism
          • 20 Mk Model Answers Unit 1.2 Buddhism
          • 30 Mk Model Answers Unit 1.2 Buddhism
        • Mod Ans Unit 1.3 3 refuges
          • 8 Mk Answers Unit 1.3 Buddhism
          • 12 Mk Answers Unit 1.3 Buddhism
          • 20 Mk Model Answers Unit 1.3 Buddhism
          • 30 Mk Model Answers Unit 1.3 Buddhism
        • Mod Ans Unit 1.4 Moral Prin
          • 8 Mk Q Model Answer Unit 1.4 Buddhism
          • 12 Mk Q Model Answer Unit 1.4 Buddhism
          • 20 Mk Q Model Answers Unit 1.4 Buddhism
          • 30 Mk Q Model Answers UNit 1.4 Buddhism
        • Mod Ans Unit 2.1 Buddha
          • 8 Mk Q Model Answers Unit 2.1 Buddhism
          • 12 Mk Model Answers Unit 2.1 Buddhism
          • 20 Mk Q Model Answers Unit 2.1 Buddhism
          • 30 Mk Q Model Answers Unit 2.1 Buddhism
        • Mod Ans Anthology 1 Armstrong
        • Mod An Unit 2.2 The sig of the Tipitka
          • 8 Mk Q Model An Unit 2.1 Bud
          • 12 Mk Q Model An Bud Unit 2.2
          • 20 Mk Q Model An Unit 2.2 Bud
          • 30 Mk Q Model An UNit 2.2 Bud
        • Mod Ans Unit 3.1 Theravada
          • 8 Mk Q Model An Unit 3.1 Bud
          • 12 Mk Q Model An UNit 3.1 Bud
          • 20 Mk Q Mdoel An Unit 3.1 Bud
          • 30 Mk Q Mdoel An Unit 3.1 Bud
        • Mod Ans Unit 3.2 Mahayana
          • 8 Mk Q Model An Unit 3.2 Bud
          • 12 Mk Q Model An Unit 3.2 Bud
          • 20 Mk Q Model An Unit 3.2 Bud
          • 30 Mk Q Model An Unit 3.2 Bud
        • Mod Ans Anthology 2 Mahayana -B
        • Mod Ans Unit 3.3 Meditation
          • 8mk Q Model Answers Buddhism Unit 3.3
          • 12 Mk Q Model Answers Buddhism Unit 3.3
          • 20 MK Model Answers Buddhism Unit 3.3
          • 30 mk answers Buddhism Unit 3.3
        • Mod Ans Unit 4.1 Spread of Bud
          • 8 Mk Q Model An Unit 4.1 Bud
          • 12 Mk Q Model An Unit 4.1 Bud
          • 20 Mk Q Model An Unit 4.1 Bud
          • 30 Mk Q Model An Unit 4.1 Bud
        • Mod Ans Unit 4.2 Triratna
          • 8 Mk Q Model An Unit 4.2 Bud
          • 12 Mk Q Model An Unit 4.2 Bud
          • 20 Mk Q Model An Unit 4.2 Bud
          • 30 Mk Q Model An Unit 4.2 Bud
        • Mod Ans Unit 4.3 Gender
          • 8 Mk Q Model An Unit 4.3 Bud
          • 12 Mk Q Model An Unit 4.3 Bud
          • 20 Mk Q Model An Unit 4.3 Bud
          • 30 Mk Q Model An Unit 4.3 Bud
        • Mod Ans Unit 5.1 Work of Scholars
          • 8 Mk Q Model An Unit 5.1 Work of Scholars
          • 12 Mk Q Model An Unit 5.1 Work of Scholars
          • 20 Mk Q Model An Unit 5.1 Work of Scholars
          • 30 Mk Q Model An Unit 5.1 Bud
        • Mod Ans Anthology 3 Rahula -B
        • Mod Ans Unit 6.1 Ahimsa
          • 8 Mk Q Model An Unit 6.1 Ahimsa
          • 12 Mk Q Model An Unit 6.1 Ahimsa
          • 20 Mk Q Model An Unit 6.1 Ahimsa
          • 30 Mk Q Model An Unit 6.1 Ahimsa
        • Mod Ans Unit 6.2 Cntmry Scty + Bud
          • 8 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 12 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 20 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 30 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
        • Anthology 4 Yodhjiva Sutta -B
      • Self Study -B
        • Unit 1.1 The Four Noble Truths -SS
        • Unit 1.2 The three marks and the Five khandas -SS
        • Unit 1.3 The three refuges -SS
        • Unit 1.4 Key Moral principles-SS
        • Unit 2.1 The Life of the Buddha -SS
        • Anthology 1 Armstrong - The Enl of The B -SS
        • Unit 2.2 The significance of the Tipitka -SS
        • Unit 3.1 Theravada Buddhism -SS
        • Unit 3.2 Mahayana Buddhism -SS
        • Anthology 2 A.L.Basham -SS
        • Unit 3.3 Meditation -SS
        • Unit 4.1 The spread of Buddhism -SS
        • Unit 4.2 Tritratna -SS
        • Unit 4.3 Gender and Buddhism -SS
        • Unit 5.1 Work of Scholars -SS
        • Anthology 3 Rahula --SS
        • Unit 6.1 Buddhism and Ahimsa. -SS
        • Anthology 4 Yodhajiva Sutta --SS
        • Unit 6.2 Buddhism and Contemporary Society -SS
        • Revision Booklets
        • Exam Guidance & Tips
      • Topic Tests -B
        • Unit 1.1 The 4 Noble Truths -TT
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        • Anthology 1 Armstrong -TT
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        • Unit 3.1 Theravada-TT
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        • Anthology 2 Basham-TT
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        • Unit 4.1 Spread of Bud-TT
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      • SAMs EG Ans-B
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  • ALEVEL
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    • Philosophy -GCE
      • SPEC PHIL
      • DICTIONARY -P
        • Unit 1.1 The Design Argument-D
        • Unit 1.2 The First Cause Argument-D
        • Unit 1.3 The Ontological Argument-D
        • Anthology 1 Copleston and Russel-D
        • Unit 2.1 Religious Experience-D
        • Unit 2.2 The Argument from Religious Experience-D
        • Unit 3.1 The Problem of Evil-D
        • Unit 3.2 Theodicies as solutions to the Problem of Evil-D
      • Personal Learning Checkers -P
      • Knowledge Organisers -P
        • KO Unit 1.1 The Design Argument -P
        • KO Unit 1.2 The First Cause Argument -P
        • KO Anthology 1 Copleston and Russel -P
        • KO Unit 1.3 The Ontological Argument -P
        • KO Unit 2.1 Religious Experience -P
        • KO Unit 2.2 The Argument from Religious Experience-P
        • KO Unit 3.1 The Problem of Evil -P
        • KO Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • KO Anthology 2 JL Mackie -P
        • KO Unit 4.1 Analogy and Symbol -P
        • KO Unit 4.2 Verification and Falsification-P
        • KO Unit 4.3 Language Games-P
        • KO Unit 5.1 Critiques of Religion-P
        • KO Unit 5.2 Work of Scholars-P
        • KO Unit 6.1 Life after Death-P
        • KO 6.2 Points for discussion about life after death-P
        • KO 6.3 Science and Religion-P
      • Topic On a Page GCE -P
        • ToaP-Unit 1.1 The Design Argument-P
        • ToaP-Unit 1.2 The First Cause Argument-P
        • ToaP-Unit 1.3 The Ontological Argument-P
        • ToaP-Unit 2.1 Religious Experience-P
        • ToaP-Unit 2.2 The Argument from Religious Experience -P
        • ToaP-Unit 3.1 The Problem of Evil-P
        • ToaP-Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • ToaP-Unit 4.1 Analogy and Symbol-P
        • ToaP-Unit 4.2 Verification and Falsification-P
        • ToaP-Unit 4.3 Language Games-P
        • ToaP-Unit 5.1 Critiques of Religion-P
        • ToaP-Unit 5.2 Work of Scholars-P
        • ToaP-Unit 6.1 Life after Death-P
        • ToaP-6.2 Points for discussion about life after death-P
        • ToaP-6.3 Science and Religion-P
      • SELF STUDY -P
        • Unit 1.1 The Design Argument-SSP
        • Unit 1.2 The First Cause Argument-SSP
        • Anthology 1 Coplestone and Russel
        • Unit 1.3 The Ontological Argument
        • Unit 2.1 Religious Experience
        • Unit 2.2 The Argument from Religious Experience
        • Unit 3.1 The Problem of Evil
        • Unit 3.2 Theodicies as solutions to the Problem of Evil
        • Anthology 2 JL Mackie
        • Unit 4.1 Analogy and Symbol
        • Unit 4.2 Verification and Falsification
        • Anthology 3 Flew and Hare
        • Anthology 4 Mitchel and Flew
        • Unit 4.3 Language Games
        • Unit 5.1 Critiques of Religion
        • Unit 5.2 Work of Scholars
        • Unit 6.1 Life after Death
        • Unit 6.2 Points for discussion about life after death
        • Unit 6.3 Science and Religion
      • Revision-P
        • Unit 1.1 Design Arg Revision GCE RS -P
        • Unit 1.2 The First Cause Arg Revision GCE RS -P
        • Anthology 1 Copleston and Russel Revision GCE RS -P
        • Unit 1.3 The Ontological Arg Revision GCE RS -P
        • Unit 2.1 Rel Exp Revision GCE RS -P
        • Unit 2.2 The Arg from Rel Exp Revision GCE RS -P
        • Unit 3.1 The Problem of Evil Revision GCE RS -P
        • Unit 3.2 Theodicies as sol to the Prob of Evil Revision GCE RS -P
        • Anthology 2 JL Mackie Revision GCE RS -P
        • Unit 4.1 Analogy and Symbol Revision GCE RS -P
        • Unit 4.2 Verification and Falsification Revision GCE RS -P
        • Anthology 3 Anthony Flew and RM Hare Revision GCE RS -P
        • Anthology 4 Basil Michel and Anthony Flew Revision GCE RS -P
        • Unit 4.3 Language Games Revision GCE RS -P
        • Unit 5.1 Critiques of Religion Revision GCE RS -P
        • Unit 5.2 Work of Scholars Revision GCE RS -P
        • Unit 6.1 Life after Death Revision GCE RS -P
        • Unit 6.2 Points for discussion about life after death Revision GCE RS -P
        • Unit 6.3 Science and Religion Revision GCE RS -P
      • PEQs + Model Essays Phil
        • Unit 1.1 The Design Arg PEQs + Model Essays -P
          • 8 Mk Model Answers Unit 1.1 The Design Argument -P
          • 12 Mk Model Answers Unit 1.1 The Design Argument -P
          • 20 Mk Model Answers Unit 1.1 The Design Argument -P
          • 30 Mk Model Answers Unit 1.1 The Design Argument -P
        • Unit 1.2 The First Cause Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 12 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 20 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 30 Mk Model Essays Unit 1.2 The First Cause Arg -P
        • Anthology 1 PEQs + Model Ans -P
        • Unit 1.3 The Ontological Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 12 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 20 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 30 Mk Model Essays Unit 1.3 The Ontological Arg -P
        • Unit 2.1 The Nat of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 12 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 20 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 30 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
        • Unit 2.2 The Sig of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 12 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 20 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 30 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
        • Unit 3.1 The Prob of E+S PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 12 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 20 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 30 Mk Model Essays Unit 3.1 The Prob of Evil -P
        • Unit 3.2 Theodices PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 12 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 20 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 30 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
        • Anthology 2 PEQs + Model Ans -P
        • Unit 4.1 Reg Lang Analogy + Symbol PEQs + Model Essays-P
          • 8 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 12 Mk Model Answers Unit 4.1 PEQs Unit 4.1 Analogy + Symbol -P
          • 20 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 30 Mk Model Answers Unit 4.1 Analogy + Symbol -P
        • Unit 4.2 Reg Lang Ver + Fal PEQs + Model Essays-P
          • 8 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 12 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 20 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 30 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
        • Anthology 3 -P
        • Anthology 4 -P
        • PEQs + Model Essays Unit 4.3 Reg Lang Lang Games -P
          • 8 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 12 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 20 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 30 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
        • PEQs + Model Essays Unit 5.1 Scholars Critiques + Postmod -P
          • 8 Mk Unit 5.1 Critiques + Postmodernism
          • 12 Mk Unit 5.1 Critiques + Postmodernism
          • 20 Mk Unit 5.1 Critiques + Postmodernism
          • 30 Mk Unit 5.1 Critiques + Postmodernism
        • PEQs + Model Essays Unit 5.2 Scholars Cop + Rus -P
          • 8 Mks Unit 5.2 Cop and Russel-P
          • 12 Mks Unit 5.2 Cop and Russel-P
          • 20 Mks Unit 5.2 Cop and Russel-P
          • 30 Mks Unit 5.2 Cop and Russel-P
        • PEQs + Model Essays Unit 6.1 Life After Death -P
          • 8 Mks Unit 6.1 Nat of Life After Death
          • 12 Mks Unit 6.1 Nat of Life After Death
          • 20 Mks Unit 6.1 Nat of Life After Death
          • 30 Mks Unit 6.1 Nat of Life After Death
        • PEQs + Model Essays Unit 6.2 Arguments 4 LaD -P
          • 8 Mks Unit 6.2 Arg about LAD
          • 12 Mks Unit 6.2 Arg about LAD
          • 20 Mks Unit 6.2 Arg about LAD
          • 30 Mks Unit 6.2 Arg about LAD
        • PEQs + Model Essays Unit 6.3 Science and Religion -P
          • 8 Mks Unit 6.3 Science and Religion
          • 12 Mks Unit 6.3 Science and Religion
          • 20 Mks Unit 6.3 Science and Religion
          • 30 Mks Unit 6.3 Science and Religion
      • Topic Tests Phil
        • Unit 1.1 TT Design Arg -P
          • Unit 1 TT Answers Design Arg
        • Unit 1.2 TT 1st Casue Arg -P
        • TT Anthology 1 Copleston and Russel
        • Unit 1.3 TT Onto Arg -P
        • Unit 3.1 TT Problem of Evil
        • Unit 2.1 TT Nat of Rel Exp
        • Unit 2.2 TT Arg from Rel Exp
        • Unit 3.1 TT The Prob of Evil
        • Unit 3.2 TT Sol to the Prob of Evil
        • TT Anthology 2 JL Mackie
        • Unit 4.1 TT Analogy and Symbol
        • Unit 4.2 TT Verification and Falsification
        • TT Anthology 3 Anthony Flew and RM Hare
        • TT Anthology 4 Basil Michel and Anthony Flew
        • Unit 4.3 TT Language Games
        • Unit 5.1 TT Critiques of Religion
        • Unit 5.2 TT Work of Scholars
        • Unit 6.1 TT Life after Death
        • Unit 6.2 TT Points for discussion about LAD
        • Unit 6.3 TT Science and Religion
      • SAMs EG Ans-P
        • 2022-P
        • 2022 Exemplars-E
        • 2019-P
        • 2018 AS-P
        • 2018-P
        • 2017 AS-P
        • SAMS-P
      • Rec Reading -P
      • Philosophy Podcasts
      • Weblinks -P
    • Ethics -GCE
      • DICTIONARY -E
        • Unit 1.1 Environmental Ethics-D
        • Unit 1.2 Equality-D
        • Unit 2.1 Utilitarianism-D
        • Unit 2.2 Situation ethics-D
        • Anthology 1 Situation Ethics-D
        • Unit 2.3 The Natural Moral law-D
        • Unit 3.1 War and Peace-D
        • Unit 3.2 Sexual Ethics-D
        • Anthology 4 Virtue Ethics-D
        • Unit 4.1 Meta-ethics-D
        • Unit 4.2 The relationship between religion and morality -D
        • Anthology 3 Kant-D
        • Unit 6.1a Issues in medical ethics with a focus on beginning + end-D
      • SPEC ETHICS
      • Knowledge Organisers -E
        • KO Unit 1.1 Environmental -E
        • KO Unit 1.2 Equality-E
        • KO Unit 2.1 Utilitarianism-E
        • KO Unit 2.2 Situation Ethics-E
        • KO Unit 2.3 The natural Moral law-E
        • KO Unit 3.1 War and Peace -E
        • KO Unit 3.2 Sexual Ethics -E
        • KO Unit 4.1 Meta-ethics -E
        • KO Unit 4.2 Religion and Morality -E
        • KO Unit 5.1a Kant -E
        • KO Unit 5.1b Aristotle -E
        • KO Unit 6.1a Beginning of life Issues -E
        • KO Unit 6.1b End of life Issues -E
      • Topic On a Page GCE -E
        • ToaP-Unit 1.1 Environmental Ethics-E
        • ToaP-Unit 1.2 Equality-E
        • ToaP-Unit 2.1 Utilitarianism-E
        • ToaP-Unit 2.2 Situation Ethics-E
        • ToaP-Unit 2.3 The Natural Moral law-E
        • ToaP-Unit 3.1 War and Peace-E
        • ToaP-Unit 3.2 Sexual Ethics-E
        • ToaP-Unit 4.1 Meta-ethics_E
        • Unit 4.2 The relationship between religion and morality
        • ToaP-Unit 5.1 A comparison of the work of Scholars-E
        • ToaP-Unit 6.1 Beginning of life Medical Issues-E
      • Ethics Personal Learning Checkers
      • SELF STUDY -E
        • Work Booklets
        • SS Environmental Ethics -E
        • SS Equality -E
        • SS Utilitarianism -E
        • SS Natural Moral Law -E
        • SS Situation Ethics -E
        • SS Anthology 1 Situation Ethics -E
        • SS Sexual Ethics -E
        • SS War and Peace -E
        • SS Anthology 2 Aristotle Virtue Ethics -E
        • SS Meta-ethics -E
        • SS Religion and Morality -E
        • SS Virtue Ethics + Kant -E
        • SS Anthology 3 Kantian Deontology -E
        • SS Medical Ethics -E
        • Anthology 4 Euthanasia Michel Wilcockson
      • Topic Tests -E
        • TT Unit 1.1 Environmental -E
        • TT Unit 1.2 Equality-E
        • TT Unit 2.1 Utilitarianism-E
        • TT Unit 2.2 Situation Ethics-E
        • TT Unit 2.3 The natural Moral law-E
        • TT Unit 3.1 War and Peace -E
        • TT Unit 3.2 Sexual Ethics -E
        • TT Unit 4.1 Meta-ethics -E
        • TT Unit 4.2 Religion and Morality -E
        • TT Unit 5.1a Kant -E
        • TT Unit 5.1b Aristotle -E
        • TT Unit 6.1a Beginning of life Issues -E
        • TT Unit 6.1b End of life Issues -E
      • PEQs + Model Essays -E
        • PEQs Unit 1.1 Environmental Ethics
          • 8 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 12 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 20 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 30 Mk Model Essays Unit 1.1 Environmental Ethics -E
        • PEQs Unit 1.2 Equality -E
          • 8 Mk Model Essays Unit 1.2 Equality -E
          • 12 Mk Model Essays Unit 1.2 Equality -E
          • 20 Mk Model Essays Unit 1.2 Equality -E
          • 30 Mk Model Essays Unit 1.2 Equality -E
        • PEQs Unit 2.1 Utilitarianism -E
          • 8 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 12 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 20 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 30 Mk Model Essays Unit 2.1 Utilitarianism -E
        • PEQs Unit 2.2 Situation Ethics -E
          • 8 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 12 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 20 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 30 Mk Model Essays Unit 2.2 Situation Ethics -E
        • PEQs Unit 2.3 The Natural Moral law -E
          • 8 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 12 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 20 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 30 Mk Model Essays Unit 2.3 The Natural Moral law -E
        • Anthology 1 Situation Ethics -E
        • PEQs Unit 3.1 War and Peace -E
          • 8 Mk Model Essays Unit 3.1 War and Peace -E
          • 12 Mk Model Essays Unit 3.1 War and Peace -E
          • 20 Mk Model Essays Unit 3.1 War and Peace -E
          • 30 Mk Model Essays Unit 3.1 War and Peace -E
        • PEQs Unit 3.2 Sexual Ethics
          • 8 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 12 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 20 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 30 Mk Model Essays Unit 3.2 Sexual Ethics -E
        • Anthology 2 Aristotle VE -E
        • PEQs Unit 4.1 Meta-ethics
          • 8 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 12 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 20 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 30 Mk Model Essays Unit 4.1 Meta-ethics -E
        • PEQs Unit 4.2 The relationship between religion and morality -E
          • 8 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 12 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 20 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 30 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
        • PEQs Unit 5.1 Kant + Aristotle
          • 8 Mk Model Answers Unit 5.1 Kant and Aristotle -E
          • 12 Mk Model Answers Unit 5.1 -E
          • 20 Mk Model Answers Unit 5.1 -E
          • 30 Mk Model Answers Unit 1.1 -E
        • Anthology 3 Kant PEQs
        • PEQs Unit 6.1Medical Ethics Beginning + End of life
          • 8 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 12 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 20 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 30 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
        • Anthology 4 Wilcockson -E
      • Revision E
        • 1.1 Environmental Ethics R
        • 1.2 Equality R
        • 2.1 Utilitarianism R
        • 2.3 Natural Moral Law R
        • 2.3 Situation Ethics R
        • Anthology 1 Situation Ethics R
        • 3.1 War and Pacifism R
        • 3.2 Sexual Ethics R
        • 6 Medical Ethics R
        • 4.1 Meta Ethics R
        • 4.2 Religion and Morality R
        • 5a Virtue Ethics R
        • 5b Kantian Ethics R
        • 6.1-2 Medical Ethics R
      • Rec Reading + Web Links -E
      • Ethics Podcasts
      • SAMs EG Ans-E
        • 2022-E
        • 2022 Ex-E
        • 2019-E
        • 2018 AS-E
        • 2018-E
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        • SAMS 2016-E
    • Buddhism -GCE
      • SPEC BUD
      • PLCs -B
      • Knowledge Organisers -B
        • KO-Unit 1.1 The 4 Noble Truths-B
          • EXT KO-Unit 1.1 The 4 Noble Truths-B
        • KO-Unit 1.2 3 marks + 5 khandas
        • KO-Unit 1.3 3 refuges
        • KO-Unit 1.4 Moral Principles
        • KO-Unit 2.1 Buddh
          • EXTD KO-Unit 2.1 Buddh
        • KO-Anthology 1 Armstrong
        • KO-Unit 2.2 The sig of the Tipitka
          • EXTD KO-Unit 2.2 The sig of the Tipitka
        • KO-Unit 3.1 Theravada
        • KO-Unit 3.2 Mahayana
        • KO-Anthology 2 Basham -B
        • KO-Unit 3.3 Meditation
        • KO-Unit 4.1 Spread of Bud
        • KO-Unit 4.2 Triratna
        • KO-Unit 4.3 Gender
        • KO-Unit 5.1 Work of Scholars
          • EXT KO-Unit 5.1 Work of Scholars
        • KO-Anthology 3 Rahula -B
        • KO-Unit 6.1 Ahimsa
        • KO-Unit 6.2 Cntmry Scty + Bud
      • Revision-B
        • Unit 1.1 The 4 Noble Truths - R
        • Unit 1.2 3 Marks + 5 Khandas -R
        • Unit 1.3 3 Refuges -R
        • Unit 1.4 Moral Principles -R
        • Unit 2.1 Buddha -R
        • Anthology 1 Armstrong -R
        • Unit 2.2 The sig of the Tipitka -R
        • Unit 3.1 Theravada-R
        • Unit 3.2 Mahayana-R
        • Anthology 2 Basham -R
        • Unit 3.3 Meditation-R
        • Unit 4.1 Spread of Bud-R
        • Unit 4.2 Triratna-R
        • Unit 4.3 Gender-R
        • Unit 5.1 Work of Scholars-R
        • Anthology 3 Rahula-R
        • Unit 6.1 Ahimsa-R
        • Unit 6.2 Cntmry Scty + Bud-R
      • Dictionary
        • Unit 1.1 The Four Noble Truths Dictionary
        • Unit 1.2 The three marks and the Five khandas Dictionary
        • Unit 1.3 The three refuges Dictionary
        • Unit 1.4 Key Moral principles Dictionary
        • Unit 2.1 The Buddha Dictionary
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        • Unit 3.1 Theravada Dictionary
        • Unit 3.2 Mahayana Buddhism Dictionary
        • Unit 3.3 Meditation Dictionary
        • Unit 4.1 The Spread of Buddhism Dictionary
        • Unit 4.2 Triratna Dictionary
        • Unit 4.3 Gender and Buddhism Dictionary
        • Unit 5.1 The Work of Scholars Dictionary
        • Unit 6.1 Buddhism and Ahimsa Dictionary
        • 6.2 Buddhism and Science.
      • Dictionary Express
      • Buddhism PEQs + Model Answers
        • Mod Ans Unit 1.1 The 4 Noble Truths
          • 8 Mk Model Answers Unit 1.1
          • 12 Mk Model Answers Unit 1.1
          • 20 Mk Model Answers Unit 1.1
          • 30 Mk Model Answers Unit 1.1
        • Mod Ans Unit 1.2 3 marks + 5 khandas
          • 8 Mk Q Unit 1.2 Buddhism
          • 12 Mk Q Unit 1.2 Buddhism
          • 20 Mk Model Answers Unit 1.2 Buddhism
          • 30 Mk Model Answers Unit 1.2 Buddhism
        • Mod Ans Unit 1.3 3 refuges
          • 8 Mk Answers Unit 1.3 Buddhism
          • 12 Mk Answers Unit 1.3 Buddhism
          • 20 Mk Model Answers Unit 1.3 Buddhism
          • 30 Mk Model Answers Unit 1.3 Buddhism
        • Mod Ans Unit 1.4 Moral Prin
          • 8 Mk Q Model Answer Unit 1.4 Buddhism
          • 12 Mk Q Model Answer Unit 1.4 Buddhism
          • 20 Mk Q Model Answers Unit 1.4 Buddhism
          • 30 Mk Q Model Answers UNit 1.4 Buddhism
        • Mod Ans Unit 2.1 Buddha
          • 8 Mk Q Model Answers Unit 2.1 Buddhism
          • 12 Mk Model Answers Unit 2.1 Buddhism
          • 20 Mk Q Model Answers Unit 2.1 Buddhism
          • 30 Mk Q Model Answers Unit 2.1 Buddhism
        • Mod Ans Anthology 1 Armstrong
        • Mod An Unit 2.2 The sig of the Tipitka
          • 8 Mk Q Model An Unit 2.1 Bud
          • 12 Mk Q Model An Bud Unit 2.2
          • 20 Mk Q Model An Unit 2.2 Bud
          • 30 Mk Q Model An UNit 2.2 Bud
        • Mod Ans Unit 3.1 Theravada
          • 8 Mk Q Model An Unit 3.1 Bud
          • 12 Mk Q Model An UNit 3.1 Bud
          • 20 Mk Q Mdoel An Unit 3.1 Bud
          • 30 Mk Q Mdoel An Unit 3.1 Bud
        • Mod Ans Unit 3.2 Mahayana
          • 8 Mk Q Model An Unit 3.2 Bud
          • 12 Mk Q Model An Unit 3.2 Bud
          • 20 Mk Q Model An Unit 3.2 Bud
          • 30 Mk Q Model An Unit 3.2 Bud
        • Mod Ans Anthology 2 Mahayana -B
        • Mod Ans Unit 3.3 Meditation
          • 8mk Q Model Answers Buddhism Unit 3.3
          • 12 Mk Q Model Answers Buddhism Unit 3.3
          • 20 MK Model Answers Buddhism Unit 3.3
          • 30 mk answers Buddhism Unit 3.3
        • Mod Ans Unit 4.1 Spread of Bud
          • 8 Mk Q Model An Unit 4.1 Bud
          • 12 Mk Q Model An Unit 4.1 Bud
          • 20 Mk Q Model An Unit 4.1 Bud
          • 30 Mk Q Model An Unit 4.1 Bud
        • Mod Ans Unit 4.2 Triratna
          • 8 Mk Q Model An Unit 4.2 Bud
          • 12 Mk Q Model An Unit 4.2 Bud
          • 20 Mk Q Model An Unit 4.2 Bud
          • 30 Mk Q Model An Unit 4.2 Bud
        • Mod Ans Unit 4.3 Gender
          • 8 Mk Q Model An Unit 4.3 Bud
          • 12 Mk Q Model An Unit 4.3 Bud
          • 20 Mk Q Model An Unit 4.3 Bud
          • 30 Mk Q Model An Unit 4.3 Bud
        • Mod Ans Unit 5.1 Work of Scholars
          • 8 Mk Q Model An Unit 5.1 Work of Scholars
          • 12 Mk Q Model An Unit 5.1 Work of Scholars
          • 20 Mk Q Model An Unit 5.1 Work of Scholars
          • 30 Mk Q Model An Unit 5.1 Bud
        • Mod Ans Anthology 3 Rahula -B
        • Mod Ans Unit 6.1 Ahimsa
          • 8 Mk Q Model An Unit 6.1 Ahimsa
          • 12 Mk Q Model An Unit 6.1 Ahimsa
          • 20 Mk Q Model An Unit 6.1 Ahimsa
          • 30 Mk Q Model An Unit 6.1 Ahimsa
        • Mod Ans Unit 6.2 Cntmry Scty + Bud
          • 8 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 12 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 20 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 30 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
        • Anthology 4 Yodhjiva Sutta -B
      • Self Study -B
        • Unit 1.1 The Four Noble Truths -SS
        • Unit 1.2 The three marks and the Five khandas -SS
        • Unit 1.3 The three refuges -SS
        • Unit 1.4 Key Moral principles-SS
        • Unit 2.1 The Life of the Buddha -SS
        • Anthology 1 Armstrong - The Enl of The B -SS
        • Unit 2.2 The significance of the Tipitka -SS
        • Unit 3.1 Theravada Buddhism -SS
        • Unit 3.2 Mahayana Buddhism -SS
        • Anthology 2 A.L.Basham -SS
        • Unit 3.3 Meditation -SS
        • Unit 4.1 The spread of Buddhism -SS
        • Unit 4.2 Tritratna -SS
        • Unit 4.3 Gender and Buddhism -SS
        • Unit 5.1 Work of Scholars -SS
        • Anthology 3 Rahula --SS
        • Unit 6.1 Buddhism and Ahimsa. -SS
        • Anthology 4 Yodhajiva Sutta --SS
        • Unit 6.2 Buddhism and Contemporary Society -SS
        • Revision Booklets
        • Exam Guidance & Tips
      • Topic Tests -B
        • Unit 1.1 The 4 Noble Truths -TT
        • Unit 1.2 3 marks + 5 khandas -TT
        • Unit 1.3 3 refuges -TT
        • Unit 1.4 Moral Principles -TT
        • Unit 2.1 Buddha -TT
        • Anthology 1 Armstrong -TT
        • Unit 2.2 The sig of the Tipitka -TT
        • Unit 3.1 Theravada-TT
        • Unit 3.2 Mahayana-TT
        • Anthology 2 Basham-TT
        • Unit 3.3 Meditation-TT
        • Unit 4.1 Spread of Bud-TT
        • Unit 4.2 Triratna-TT
        • Unit 4.3 Gender-TT
        • Unit 5.1 Work of Scholars-TT
        • Unit 6.1 Ahimsa-TT
        • Unit 6.2 Cntmry Scty + Bud-TT
      • SAMs EG Ans-B
        • 2022 Ex-B
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      • Philosophy -GCE
        • SPEC PHIL
        • DICTIONARY -P
          • Unit 1.1 The Design Argument-D
          • Unit 1.2 The First Cause Argument-D
          • Unit 1.3 The Ontological Argument-D
          • Anthology 1 Copleston and Russel-D
          • Unit 2.1 Religious Experience-D
          • Unit 2.2 The Argument from Religious Experience-D
          • Unit 3.1 The Problem of Evil-D
          • Unit 3.2 Theodicies as solutions to the Problem of Evil-D
        • Personal Learning Checkers -P
        • Knowledge Organisers -P
          • KO Unit 1.1 The Design Argument -P
          • KO Unit 1.2 The First Cause Argument -P
          • KO Anthology 1 Copleston and Russel -P
          • KO Unit 1.3 The Ontological Argument -P
          • KO Unit 2.1 Religious Experience -P
          • KO Unit 2.2 The Argument from Religious Experience-P
          • KO Unit 3.1 The Problem of Evil -P
          • KO Unit 3.2 Theodicies as solutions to the Problem of Evil -P
          • KO Anthology 2 JL Mackie -P
          • KO Unit 4.1 Analogy and Symbol -P
          • KO Unit 4.2 Verification and Falsification-P
          • KO Unit 4.3 Language Games-P
          • KO Unit 5.1 Critiques of Religion-P
          • KO Unit 5.2 Work of Scholars-P
          • KO Unit 6.1 Life after Death-P
          • KO 6.2 Points for discussion about life after death-P
          • KO 6.3 Science and Religion-P
        • Topic On a Page GCE -P
          • ToaP-Unit 1.1 The Design Argument-P
          • ToaP-Unit 1.2 The First Cause Argument-P
          • ToaP-Unit 1.3 The Ontological Argument-P
          • ToaP-Unit 2.1 Religious Experience-P
          • ToaP-Unit 2.2 The Argument from Religious Experience -P
          • ToaP-Unit 3.1 The Problem of Evil-P
          • ToaP-Unit 3.2 Theodicies as solutions to the Problem of Evil -P
          • ToaP-Unit 4.1 Analogy and Symbol-P
          • ToaP-Unit 4.2 Verification and Falsification-P
          • ToaP-Unit 4.3 Language Games-P
          • ToaP-Unit 5.1 Critiques of Religion-P
          • ToaP-Unit 5.2 Work of Scholars-P
          • ToaP-Unit 6.1 Life after Death-P
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        • SELF STUDY -P
          • Unit 1.1 The Design Argument-SSP
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          • Anthology 1 Coplestone and Russel
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          • Unit 2.2 The Argument from Religious Experience
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          • Unit 3.2 Theodicies as solutions to the Problem of Evil
          • Anthology 2 JL Mackie
          • Unit 4.1 Analogy and Symbol
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          • Anthology 3 Flew and Hare
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          • Unit 2.1 Rel Exp Revision GCE RS -P
          • Unit 2.2 The Arg from Rel Exp Revision GCE RS -P
          • Unit 3.1 The Problem of Evil Revision GCE RS -P
          • Unit 3.2 Theodicies as sol to the Prob of Evil Revision GCE RS -P
          • Anthology 2 JL Mackie Revision GCE RS -P
          • Unit 4.1 Analogy and Symbol Revision GCE RS -P
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          • Anthology 3 Anthony Flew and RM Hare Revision GCE RS -P
          • Anthology 4 Basil Michel and Anthony Flew Revision GCE RS -P
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        • PEQs + Model Essays Phil
          • Unit 1.1 The Design Arg PEQs + Model Essays -P
            • 8 Mk Model Answers Unit 1.1 The Design Argument -P
            • 12 Mk Model Answers Unit 1.1 The Design Argument -P
            • 20 Mk Model Answers Unit 1.1 The Design Argument -P
            • 30 Mk Model Answers Unit 1.1 The Design Argument -P
          • Unit 1.2 The First Cause Arg PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 1.2 The First Cause Arg -P
            • 12 Mk Model Essays Unit 1.2 The First Cause Arg -P
            • 20 Mk Model Essays Unit 1.2 The First Cause Arg -P
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          • Anthology 1 PEQs + Model Ans -P
          • Unit 1.3 The Ontological Arg PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 1.3 The Ontological Arg -P
            • 12 Mk Model Essays Unit 1.3 The Ontological Arg -P
            • 20 Mk Model Essays Unit 1.3 The Ontological Arg -P
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          • Unit 2.1 The Nat of Rel Exp PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
            • 12 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
            • 20 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
            • 30 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • Unit 2.2 The Sig of Rel Exp PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
            • 12 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
            • 20 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
            • 30 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • Unit 3.1 The Prob of E+S PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 3.1 The Prob of Evil -P
            • 12 Mk Model Essays Unit 3.1 The Prob of Evil -P
            • 20 Mk Model Essays Unit 3.1 The Prob of Evil -P
            • 30 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • Unit 3.2 Theodices PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
            • 12 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
            • 20 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
            • 30 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • Anthology 2 PEQs + Model Ans -P
          • Unit 4.1 Reg Lang Analogy + Symbol PEQs + Model Essays-P
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PEQs + Mod Ans Unit Anthology 1 Armstrong

List of extracts for Paper 4A: Buddhism

Students are expected to study a range of texts that support and underpin their knowledge and understanding. The assessment will include two extended-response questions on an excerpt, sourced from this extracts list. The following texts are not exclusive to the topic areas under which they appear; students will need to be able to apply these texts across any suitable topic area. These are published in the A Level Religious Studies Anthology: Paper 4A – Buddhism, which can be downloaded from our website qualifications.pearson.com 

Suggested translation of the Tipitaka is by Thanissaro Bhikkhu.

(1) Armstrong K – Buddha, Chapter 3 Enlightenment, pp. 60–88 (Phoenix, 2002) ISBN 9780753813409

(2) de Bary W T et al – The Buddhist Tradition in India, China and Japan, Chapter 3 The Bodhisattva, pp. 81–109 (Knopf Doubleday Publishing Group, 2011) ISBN 9780307778796

(3) Rahula W – Gems of Buddhist Wisdom, Chapter 27 Bodhisattva Ideal in Buddhism, pp. 461–471 (Kuala Lumpur, Malaysia: Buddhist Missionary Society, 1996) ISBN 9789679920673

(4) www.accesstoinsight.org/tipitaka/index.html (Samyutta Nikaya 42.3 Yodhajiva Sutta: To Yodhajiva (The Warrior))

Armstrong Anthology  Section 1  10 marks

The legends indicate that Gotama’s childhood had been spent in an unawakened state, locked away from that knowledge of suffering which alone can bring us to spiritual maturity, but in later years he recalled that there had been one moment which had given him intimations of another mode of being. His father had taken him to watch the ceremonial ploughing of the fields before the planting of the next year’s crop. All the men of the villages and townships took part in this annual event, so Suddhodana had left his small son in the care of his nurses under the shade of a rose-apple tree while he went to work. But the nurses decided to go and watch the ploughing, and, finding himself alone, Gotama sat up. In one version of this story, we are told that when he looked at the field that was being ploughed, he noticed that the young grass had been torn up and that insects and the eggs they had laid in these new shoots had been destroyed. The little boy gazed at the carnage and felt a strange sorrow, as though it were his own relatives that had been killed. But it was a beautiful day, and a feeling of pure joy rose up unbidden in his heart. We have all experienced such moments, which come upon us unexpectedly and without any striving on our part. Indeed, as soon as we start to reflect upon our happiness, ask why we are so joyful and become self-conscious, the experience fades. When we bring self into it, this unpremeditated joy cannot last: it is essentially a moment of ecstasy, a rapture which takes us outside the body and beyond the prism of our own egotism. Such exstasis, a word that literally means “to stand outside the self,” has nothing to do with the craving and greed that characterize so much of our waking lives. As Gotama reflected later, it ‘existed apart from objects that awaken tanhā’ The child had been taken out of himself by a moment of spontaneous compassion, when he had allowed the pain of creatures that had nothing to do with him personally to pierce him to the heart. This surge of selfless empathy had brought him a moment of spiritual release.  

3a Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage. 


The passage describes a significant event in the life of the Buddha, which serves as an illustration of the essence of Buddhist teachings about enlightenment. According to the legend, as a young child, the Buddha (then known as Gotama) had an experience of pure joy and compassion while sitting under a rose-apple tree and watching the ploughing of fields. This moment of spontaneous joy, which was characterized by a feeling of ecstasy and a sense of selflessness, was an early indication of the potential for enlightenment that lay within him.

This passage highlights several key teachings in Buddhism regarding enlightenment, including the idea that enlightenment is not a future event but a present reality that can be realized. The Buddha's experience of compassion and joy, which took him "outside the self" and beyond the bounds of craving and greed, is a clear illustration of the Buddhist teaching of selflessness and detachment from material desires. This moment of exstasis also suggests that enlightenment can be reached through a moment of profound insight and empathy, rather than through years of arduous spiritual practice. Sangharakshita, argues perhaps in a more pychological way "The path to enlightenment begins with the cultivation of compassion, which allows us to transcend the limitations of our ego and experience the world from a broader perspective."

The passage speaks of greed and ego or Tanah. In Buddhism, the term 'tanhā' refers to craving and desire, which are seen as the root cause of suffering. The passage states that the moment of exstasis experienced by Gotama existed apart from objects that awaken tanhā, indicating that true joy and peace can only be achieved by letting go of one's desires and cravings. This idea is in line with the Buddhist teaching of the Four Noble Truths, which state that suffering arises from craving and attachment, and that the elimination of craving and attachment is the path to the end of suffering.  Bhante Gunaratana says "In Buddhism, tanhā is seen as the root of all evil and the main obstacle to enlightenment. The practice of mindfulness and meditation is aimed at reducing and eventually eliminating tanhā."  Bikkhu Bodhi says in The Four Noble Truths "Tanhā is a central concept in Buddhist philosophy, representing the insatiable thirst for things and experiences that fuels our desires and ambitions." Thich Nhat Hanh says  "The word 'tanhā' in Buddhism refers to the craving and clinging that drive the cycle of birth, death and rebirth and cause suffering in life."

The passage also touches upon the idea that enlightenment can be realized in the present moment. Thich Nhat Hanh says  "Enlightenment is not a distant goal to be attained in the future, but a reality that can be experienced in the present moment."  The Buddha's experience of joy and compassion as a child suggests that enlightenment is not something that we must wait for but is an available reality that can be discovered in the here and now. This idea is supported by Buddhist teachings that emphasize the importance of mindfulness and the cultivation of awareness in the present moment as a means of attaining enlightenment.

In conclusion, this passage highlights several key teachings in Buddhism regarding enlightenment, including the idea of "the path of great antiquity", the notion that enlightenment can be realized in the present moment, and the importance of selflessness and compassion in the quest for spiritual liberation. These teachings are central to the Buddhist tradition and continue to influence and inspire practitioners of Buddhism to this day.

References:

  • The Heart of the Buddha's Teaching, by Thich Nhat Hanh

  • Awakening the Buddha Within: Eight Steps to Enlightenment, by Lama Surya Das

  • The Art of Power, by Thich Nhat Hanh

  • The Heart Sutra: A Comprehensive Guide to the Classic of Mahayana Buddhism, by Red Pine

  • The Essence of Buddhism, by Sangharakshita, page 47. 

  • "Mindfulness in Plain English" by Bhante Gunaratana 

  • "The Four Noble Truths" by Bhikkhu Bodhi

  • "The Heart of the Buddha's Teaching" by Thich Nhat Hanh 

Armstrong Anthology  Section 2 10 marks

Instinctively, the boy composed himself and sat in the āsana position, with straight back and crossed legs. A natural yogin, he entered into the first jhāna, a trance in which the meditator feels a calm happiness but is still able to think and reflect. Nobody had taught him the techniques of yoga, but for a few moments, the child had a taste of what it might be like to leave himself behind. The commentary tells us that the natural world recognized the spiritual potential of the young Gotama. As the day wore on, the shadows of the other trees moved, but not the shade of the rose-apple tree, which continued to shield the boy from the blazing sun. When the nurses came back, they were stunned by the miracle and fetched Suddhodana, who paid homage to the little boy. These last elements are certainly fictional, but the story of the trance, historical or not, is important in the Pāli legend and is said to have played a crucial role in Gotama’s enlightenment.


3a Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage. 


This passage describes the story of the young Prince Gotama's awakening to the spiritual world, which played a crucial role in his eventual enlightenment. According to the legend, Gotama was left alone in a field and sat down in the meditation posture, entering into a trance in which he experienced a moment of calm happiness. This experience is said to have revealed the spiritual potential of the young boy to the world, with the shade of the rose-apple tree symbolizing his spiritual presence.

This story highlights the importance of moments of spiritual release in the journey towards enlightenment. In Buddhism, the term "jhāna" refers to a state of deep meditation and concentration, in which the meditator experiences a calm happiness and a sense of release from the self. This state is said to bring the practitioner closer to enlightenment, as it provides a glimpse of the peace and wisdom that lies beyond the suffering of ordinary life.   Jhāna is considered to be a necessary step in the development of mindfulness and insight, and is seen as a key aspect of the Buddhist path to enlightenment.  Bhikkhu Buddhaghosa says

"Jhāna is a mental state of deep concentration and absorption that leads to profound joy, tranquility, and happiness. It is a state in which the mind becomes detached from external stimuli and is absorbed in a single object of focus. The jhānas are considered to be a powerful tool for the development of mindfulness and insight, and they are often seen as a key aspect of the path to enlightenment." 

In Buddhism, the idea of entering into a state of trance or meditation is seen as a key aspect of the path to enlightenment. By letting go of distractions and focusing the mind, one can experience moments of spiritual release and greater understanding. The experience of the young Gotama highlights this idea, as he entered into a state of jhāna without any formal training or instruction. Buddhist teachings emphasize the importance of mindfulness and meditation in the path to enlightenment. As the Buddha himself said, "Mindfulness is the path to the deathless. It is the path to enlightenment" (Udana, 8.3). This passage highlights the idea that enlightenment is not just a future event, but can be realized in the present moment through mindfulness and meditation practices.

In the Buddhist tradition, jhāna is often considered to be the foundation of meditation practice, as it provides the necessary stability and focus required for deeper states of concentration and insight. The jhānas are said to be states of mind in which the meditator experiences a sense of unity with the object of focus, and is free from distractions, worries, and negative emotions. 

The story of Prince Gotama's trance also highlights the idea that enlightenment is not something that can be taught, but rather something that is discovered within oneself.  Thich Nhat Hanh, Vietnamese Zen Master and teacher. says  "Enlightenment is not something that can be handed down by another, nor is it something that can be grasped through one's own effort. It is a state of being that one must discover within oneself."  Further  Bhante Henepola Gunaratana, Sri Lankan Buddhist monk and author "Enlightenment is not a destination that one can reach, but a state of mind that can be discovered in the present moment. It is a realization that one is already whole, already complete, and does not need anything to make oneself complete." Gotama did not learn the techniques of meditation from anyone, but instead entered into the trance naturally, demonstrating that the path to enlightenment is an innate part of the human experience.

In conclusion, the story of Prince Gotama's trance highlights the central teachings of Buddhism about enlightenment, including the importance of spiritual release, the role of meditation in the journey towards enlightenment, and the idea that enlightenment is something that is discovered within oneself, rather than taught.

Reference:

  • "The Life of the Buddha" by Bhikkhu Nanamoli and Bhikkhu Bodhi.

  • "The Buddha's Teachings on Prosperity: At Home, At Work, in Society" by Bhikkhu Bodhi.

  • "The Heart of the Buddha's Teaching" by Thich Nhat Hanh, p. 47. 

  • "The Path of Purification" (Visuddhimagga), by Bhikkhu Buddhaghosa

  • "A Comprehensive Manual of Abhidhamma" by Bhikkhu Bodhi

  • "Mindfulness, Bliss, and Beyond: A Meditator's Handbook" by Ajahn Brahm.

  • "The Path of Serenity and Insight: An Explanation of the Buddhist Jhanas." Bhante Henepola Gunaratana,

  • The Buddhist Path to Simplicity, Christina Feldman also  Awakening the Buddha Within: Eight Steps to Enlightenment, by Lama Surya Das, page 19. 

Armstrong Anthology  Section 3

 Years later, just after he had cried, with mingled optimism and despair, “Surely there must be another way to enlightenment!”, Gotama recalled this childhood experience. At that moment – again, unpremeditated and unsought – the memory of that childhood ecstasy rose to the surface of his mind. Emaciated, exhausted and dangerously ill, Gotama remembered the ‘cool shade of the rose-apple tree,’ which, inevitably, brought to mind the ‘coolness’ of Nibbāna. Most yogins could only achieve the first jhāna after years of study and hard work, but it had come to him without any effort on his part and given him a foretaste of Nibbāna. Ever since he had left Kapilavatthu, he had shunned all happiness as part of his campaign against desire. During his years as an ascetic, he had almost destroyed his body, hoping that he could thereby force himself into the sacred world that was the inverse of humanity’s usual suffering existence. Yet as a child he had attained that yogic ecstasy without any trouble at all, after an experience of pure joy. As he reflected on the coolness of the rose-apple tree, he imagined, in his weakened state, the relief of being convalescent (nibbuta), after a lifetime of fever. Then he was struck by an extraordinary idea. ‘Could this,’ he asked himself, ‘possibly be the way to enlightenment?’ Had the other teachers been wrong? Instead of torturing our reluctant selves into the final release, we might be able to achieve it effortlessly and spontaneously. Could Nibbāna be built into the structure of our humanity? If an untrained child could reach the first jhāna and have intimations of Nibbāna without even trying, then yogic insight must be profoundly natural to human beings. Instead of making yoga an assault upon humanity, perhaps it could be used to cultivate innate tendencies that led to ceto-vimutti, the ‘release of the mind’ that was a synonym for the supreme enlightenment?


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.


Armstrong Anthology  Section 3


As soon as he had mulled over the details of that childhood experience, Gotama became convinced that his hunch was correct. This was indeed the way to Nibbāna. Now all he had to do was prove it. What had produced that mood of calm happiness that had modulated so easily into the first jhāna?

An essential element had been what Gotama called ‘seclusion.’ He had been left alone; he could never have entered the ecstatic state if his nurses had distracted him with their chatter. Meditation required privacy and silence. But this seclusion went beyond physical solitude. Sitting under the rose-apple tree, his mind had been separated from desire for material things and from anything unwholesome and unprofitable. Since he had left home six years before, Gotama had been fighting his human nature and crushing its every impulse. He had come to distrust any kind of pleasure. But he now asked himself, why should he be afraid of the type of joy he had experienced on that long-ago afternoon? That pure delight had had nothing to do with greedy craving or sensual desire. Some joyful experiences could actually lead to an abandonment of egotism and to the achievement of an exalted yogic state. Again, as soon as he had posed the question to himself, Gotama responded with his usual, confident decisiveness: ‘I am not afraid of such pleasures,’ he said. The secret was to reproduce the seclusion that had led to his trance, and foster such wholesome (kusala) states of mind as the disinterested compassion that had made him grieve for the insects and the shoots of young grass. At the same time, he would carefully avoid any state of mind that would not be helpful or would impede his enlightenment.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 4

He had, of course, already been behaving along these lines by observing the ‘five prohibitions’ which had forbidden such ‘unhelpful’ (akusala) activities as violence, lying, stealing, intoxication and sex. But now, he realized, this was not enough. He must cultivate the positive attitudes that were the opposite of these five restraints. Later, he would say that a person seeking enlightenment must be ‘energetic, resolute and persevering’ in pursuing those ‘helpful,’ ‘wholesome’ or ‘skillful’ (kusala) states that would promote spiritual health. Ahimsā (harmlessness) could only take one part of the way: instead of simply avoiding violence, an aspirant must behave gently and kindly to everything and everybody; he must cultivate thoughts of loving-kindness to counter any incipient feelings of ill will. It was very important not to tell lies, but it was also crucial to engage in ‘right talk’ and make sure that whatever you said was worth saying: ‘reasoned, accurate, clear, and beneficial.’ Besides refraining from stealing, a bhikkhu should positively rejoice in taking whatever alms he was given, expressing no personal preference, and should take delight in possessing the bare minimum. The yogins had always maintained that avoiding the five prohibitions would lead to ‘infinite happiness,’ but by deliberately cultivating these positive states of mind, such exstasis could surely be redoubled. Once this ‘skillful’ behavior became so habitual that it was second nature, the aspirant, Gotama believed, would ‘feel within himself a pure joy,’ similar to if not identical with the bliss that he had felt as a boy under the roseapple tree.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 5

This almost Proustian recollection was, according to the texts, a turning point for Gotama. He resolved from then on to work with human nature and not fight against it – amplifying states of mind that were conducive to enlightenment and turning his back on anything that would stunt his potential. Gotama was developing what he called a ‘Middle Way,’ which shunned physical and emotional selfindulgence on the one hand, and extreme asceticism (which could be just as destructive) on the other. He decided that he must immediately abandon the punitive regime that he had followed with his five companions, which had made him so ill that there was no way he could experience the ‘pure joy’ that was a prelude to liberation. For the first time in months, he took solid food, starting with what the texts call kummāsa, a soothing milky junket or rice pudding. When the five bhikkhus saw him eating, they were horrified and walked away in disgust, convinced that Gotama had abandoned the struggle for enlightenment.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 6

But this, of course, was not the case. Gotama must have nursed himself slowly back to health, and during this time he probably started to develop his own special kind of yoga. He was no longer hoping to discover his eternal Self, since he was beginning to think that this Self was just another one of the delusions that held people back from enlightenment. His yoga was designed to help him become better acquainted with his human nature, so that he could make it work for him in the attainment of Nibbāna. First, as a preliminary to meditation, came the practice that he called ‘mindfulness’ (sati), in which he scrutinized his behaviour at every moment of the day. He noted the ebb and flow of his feelings and sensations, together with the fluctuations of his consciousness. If sensual desire arose, instead of simply crushing it, he took note of what had given rise to it and how soon it faded away. He observed the way his senses and thoughts interacted with the external world, and made himself conscious of his every bodily action. He would become aware of the way he walked, bent down or stretched his limbs, and of his behaviour while ‘eating, drinking, chewing, and tasting, in defecating, walking, standing, sitting, sleeping, waking, speaking and keeping silent.’ He noticed the way ideas coursed through his mind and the constant stream of desires and irritations that could plague him in a brief half-hour. He became ‘mindful’ of the way he responded to a sudden noise or a change in the temperature, and saw how quickly even a tiny thing disturbed his peace of mind. This ‘mindfulness’ was not cultivated in a spirit of neurotic introspection. Gotama had not put his humanity under the microscope in this way in order to castigate himself for his ‘sins.’ Sin had no place in his system, since any guilt would simply be ‘unhelpful’: it would imbed an aspirant in the ego that he was trying to transcend. Gotama’s use of the words kusala and akusala are significant. Sex, for example, was not listed among the five yama because it was sinful, but because it would not help a person reach Nibbāna; sex was emblematic of the desire that imprisoned human beings in samsara; it expended energy that would be better employed in yoga. A bhikkhu refrained from sex as an athlete might abstain from certain foods before an important competition. Sex had its uses, but it was not ‘helpful’ to one engaged in the ‘noble quest.’ Gotama was not observing his human nature in order to pounce on his failings, but was becoming acquainted with the way it worked in order to exploit its capacities. He had become convinced that the solution to the problem of suffering lay within himself, in what he called ‘this fathom-long carcass, this body and mind.’ Deliverance would come from the refinement of his own mundane nature, and so he must investigate it and get to know it as intimately as an equestrian learns to know the horse he is training.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 7

But the practice of mindfulness also made him more acutely aware than ever of the pervasiveness of both suffering and the desire that gave rise to it. All these thoughts and longings that crowded into his consciousness were of such short duration. Everything was impermanent (anicca). However intense a craving might be, it soon petered out and was replaced by something quite different. Nothing lasted long, not even the bliss of meditation. The transitory nature of life was one of the chief causes of suffering, and as he recorded his feelings, moment by moment, Gotama also became aware that the dukkha of life was not confined to the major traumas of sickness, old age and death. It happened on a daily, even hourly basis, in all the little disappointments, rejections, frustrations and failures that befall us in the course of a single day: ‘Pain, grief and despair are dukkha,’ he would explain later, ‘being forced into proximity with what we hate is suffering, being separated from what we love is suffering, not getting what we want is suffering.’ True, there was pleasure in life, but once Gotama had subjected this to the merciless scrutiny of mindfulness, he noticed how often our satisfaction meant suffering for others. The prosperity of one person usually depends upon the poverty or exclusion of somebody else; when we get something that makes us happy, we immediately start to worry about losing it; we pursue an object of desire, even when we know in our heart of hearts that it will make us unhappy in the long run.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 8

But the practice of mindfulness also made him more acutely aware than ever of the pervasiveness of both suffering and the desire that gave rise to it. All these thoughts and longings that crowded into his consciousness were of such short duration. Everything was impermanent (anicca). However intense a craving might be, it soon petered out and was replaced by something quite different. Nothing lasted long, not even the bliss of meditation. The transitory nature of life was one of the chief causes of suffering, and as he recorded his feelings, moment by moment, Gotama also became aware that the dukkha of life was not confined to the major traumas of sickness, old age and death. It happened on a daily, even hourly basis, in all the little disappointments, rejections, frustrations and failures that befall us in the course of a single day: ‘Pain, grief and despair are dukkha,’ he would explain later, ‘being forced into proximity with what we hate is suffering, being separated from what we love is suffering, not getting what we want is suffering.’ True, there was pleasure in life, but once Gotama had subjected this to the merciless scrutiny of mindfulness, he noticed how often our satisfaction meant suffering for others. The prosperity of one person usually depends upon the poverty or exclusion of somebody else; when we get something that makes us happy, we immediately start to worry about losing it; we pursue an object of desire, even when we know in our heart of hearts that it will make us unhappy in the long run.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 9

Mindfulness also made Gotama highly sensitive to the prevalence of the desire or craving that is the cause of this suffering. The ego is voracious and continually wants to gobble up other things and people. We almost never see things as they are in themselves, but our vision is colored by whether we want them or not, how we can get them, or how they can bring us profit. Our view of the world is, therefore, distorted by our greed, and this often leads to ill will and enmity, when our desires clash with the cravings of others. Henceforth, Gotama would usually couple ‘desire’ (tanhā) with ‘hatred’ (dosa). When we say ‘I want,’ we often find ourselves filled with envy, jealousy and rage if other people block our desires or succeed where we have failed. Such states of mind are ‘unskillful’ because they make us more selfish than ever. Desire and hatred, its concomitant, are thus the joint cause of much of the misery and evil in the world. On the one hand, desire makes us ‘grab’ or ‘cling’ to things that can never give lasting satisfaction. On the other, it makes us constantly discontented with our present circumstances. As Gotama observed the way one craving after another took possession of his mind and heart, he noticed how human beings were ceaselessly yearning to become something else, go somewhere else, and acquire something they do not have. It is as though they were continually seeking a form of rebirth, a new kind of existence. Craving (tanhā) manifests itself even in the desire to change our physical position, go into another room, have a snack or suddenly leave work and go find somebody to talk to. These petty cravings assail us hour by hour, minute by minute, so that we know no rest. We are consumed and distracted by the compulsion to become something different. ‘The world, whose very nature is to change, is constantly determined to become something else,’ Gotama concluded. ‘It is at the mercy of change, it is only happy when it is caught up in the process of change, but this love of change contains a measure of fear, and this fear itself is dukkha.’


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 10

But when Gotama reflected upon these truths, he was not doing so in an ordinary, discursive manner. He brought the techniques of yoga to bear upon them, so that they became more vivid and immediate than any conclusion arrived at by normal ratiocination. Every day, after he had collected enough alms for his daily meal, which he usually took before noon, Gotama would seek out a secluded spot, sit down in the āsana posture and begin the yogic exercises of ekāgratā or concentration. He would practice this mindfulness in a yogic context and, as a result, his insights gained a new clarity. He could see them ‘directly,’ enter into them and learn to observe them without the filter of self-protecting egotism that distorts them. Human beings do not usually want to realize the pervasiveness of pain, but now Gotama was learning, with the skill of a trained yogin, to ‘see things as they really are.’ He did not, however, stop at these more negative truths; he was also fostering the ‘skillful’ states with the same intensity. A person, he explained later, could purify his or her mind by cultivating these positive and helpful states while performing the yogic exercises, sitting cross-legged and, by means of the respiratory discipline of prānāyamā, inducing an alternative state of consciousness.

Once he has banished malevolence and hatred from his mind, he lives without ill will and is also full of compassion, desiring the welfare of all living beings. . . . Once he has banished the mental habits of laziness and indolence, he is not only free of laziness and indolence but has a mind that is lucid, conscious of itself and completely alert; . . . Once he has banished anxiety and worry, he lives without anxiety and his mind becomes calm and still; . . . Once he has banished uncertainty, he lives with a mind that has outgrown debilitating doubt and is no longer plagued by unprofitable [akusala] mental states.

In this way, a yogin “purifies his mind” of hatred, indolence, anxiety and uncertainty. The brahmins had believed that they achieved this kind of spiritual purification by means of the ritual kamma of animal sacrifice. But now Gotama realized that anybody could cultivate this purity, without the agency of a priest, by means of the mental kamma of meditation, which could, he believed, if performed at sufficient depth in the yogic manner, transform the restless and destructive tendencies of the conscious and unconscious mind.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 11

In later years, Gotama claimed that the new yogic method he had developed brought to birth a wholly different kind of human being, one who was not dominated by craving, greed and egotism. It was, he explained, like a sword being drawn from its scabbard or a snake from its slough: “the sword and the snake were one thing; the slough and scabbard had been something quite different.” In his system, meditation would take the place of sacrifice; at the same time, the discipline of compassion would take the place of the old punitive asceticism (tapas). Compassion, he was convinced, would also give the aspirant access to hitherto-unknown dimensions of his humanity. When Gotama had studied yoga with Alara Kalama, he had learned to ascend to a higher state of consciousness through the four successive jhdna states: each trance had brought the yogin greater spiritual insight and refinement. Now Gotama transformed these four jhanas by fusing them with what he called “the immeasurables” (appamana). Every day in meditation he would deliberately evoke the emotion of love-”that huge, expansive and immeasurable feeling that knows no hatred”-and direct it to each of the four corners of the world. He did not omit a single living thing-plant, animal, demon, friend or foe-from this radius of benevolence. In the first “immeasurable,” which corresponded to the first jhana, he cultivated a feeling of friendship for everybody and everything. When he had mastered this, he progressed to the cultivation of compassion with the second jhana, learning to suffer with other people and things and to empathize with their pain, as he had felt the suffering of the grass and the insects under the rose-apple tree. When he reached the third jhdna, he fostered a “sympathetic joy” which rejoices at the happiness of others, without reflecting upon how this might redound upon himself. Finally, when he attained the fourth jhana, in which the yogin was so immersed in the object of his contemplation that he was beyond pain or pleasure, Gotama aspired to an attitude of total equanimity toward others, feeling neither attraction nor antipathy. This was a very difficult state, since it required the yogin to divest himself completely of that egotism which always looks to see how other things and people can be of benefit or detriment to oneself; it demanded that he abandon all personal preference and adopt a wholly disinterested benevolence. Where traditional yoga had built up in the yogin a state of impervious autonomy, so that the yogin became increasingly heedless of the world, Gotama was learning to transcend himself in an act of total compassion toward all other beings, infusing the old disciplines with loving-kindness.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 12

The purpose of both mindfulness and the immeasurables was to neutralize the power of that egotism that limits human potential. Instead of saying “I want,” the yogin would learn to seek the good of others; instead of succumbing to the hatred that is the result of our self-centered greed, Gotama was mounting a compassionate offensive of benevolence and goodwill. When these positive, skillful states were cultivated with yogic intensity, they could root themselves more easily in the unconscious impulses of our minds and become habitual. The immeasurables were designed to pull down the barricades we erect between ourselves and others in order to protect the fragile ego; they sought a larger reach of being and enhanced horizons. As the mind broke free of its normal, selfish constriction and embraced all beings, it was felt to have become “expansive, without limits, enhanced, without hatred or petty malevolence.” The consciousness now felt as infinite as the sound made by an expert conch-blower, which was thought to pervade all space. If taken to a very high level, this yoga of compassion (karuna) yielded a “release of the mind” (ceto-vimutti), a phrase which, in the Pali texts,

is used of enlightenment itself. Through the discipline of mindfulness too, Gotama began to experience a deepening calm, especially when this was accompanied by pranayama. He was beginning to discover what it was like to live without the selfish cravings that poison our lives and our relations with others, imprisoning us within the petty confines of our own needs and desires. He was also becoming less affected by these unruly yearnings. It has been found that this habit of attentive self-scrutiny has helped Buddhist practitioners to monitor the distractions that deprive us of peace; as the meditator becomes aware of the ephemeral nature of those invasive thoughts and cravings, it becomes difficult to identify with them or to see them in any way as “mine.” Consequently they become less disturbing.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 13

We do not know how long it took Gotama to recover his health after his years of asceticism. The scriptures speed up the process to make it more dramatic, and give the impression that Gotama was ready for the final struggle with himself after one bowl of junket. This cannot have been true. The effects of mindfulness and the cultivation of skillful states take time. Gotama himself said that it could take at least seven years, and stressed that the new self developed imperceptibly over a long period. ‘Just as the ocean slopes gradually, falls away gradually, and shelves gradually with no sudden incline,’ he later warned his disciples, ‘so in this method, training, discipline and practice take effect by slow degrees, with no sudden perception of the ultimate truth.’ The texts show Gotama attaining his supreme enlightenment and becoming a Buddha in a single night, because they are less concerned with historical fact than with tracing the general contours of the process of achieving release and inner peace.

Thus in one of the oldest portions of the scriptures, we read that after Gotama had been deserted by his five companions and had been nourished by his first meal, he set off toward Uruvelā, walking there by easy stages. When he reached Senānigāma beside the Nerañjarā river, he noticed ‘an agreeable plot of land, a pleasant grove, a sparkling river with delightful and smooth banks, and, nearby, a village whose inhabitants would feed him.’ This, Gotama thought, was just the place to undertake the final effort that would bring him enlightenment. If he was to reproduce the calm content that had modulated so easily into the first jhāna under the rose-apple tree, it was important to find a congenial spot for his meditation. He sat down, tradition has it, under a bodhi tree, and took up the āsana position, vowing that he would not leave this spot until he had attained Nibbāna. This pleasant grove is now known as Bodh Gayā and is an important site of pilgrimage, because it is thought to be the place where Gotama experienced the yathabhuta, his enlightenment or awakening. It was in this spot that he became a Buddha.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 14


It was late spring. Scholars have traditionally dated the enlightenment of Gotama at about the year 528 B.C.E., though recently some have argued for a later date in the first half of the fifth century. The Pali texts give us some information about what happened that night, but nothing that makes much sense to an outsider who has not been through the Buddhist regimen. They say that Gotama mused upon the deeply conditional nature of all life as we know it, saw all his past lives, and recovered that ‘secluded’ and solitary state he had experienced as a child. He then slipped easily into the first jhāna, and progressed through ever higher states of consciousness until he gained an insight that forever transformed him and convinced him that he had freed himself from the round of samsāra and rebirth. But there seems little new about this insight, traditionally known as the Four Noble Truths and regarded as the fundamental teaching of Buddhism. The first of these verities was the noble truth of suffering (dukkha) that informs the whole of human life. The second truth was that the cause of this suffering was desire (tanhā). In the third noble truth, Gotama asserted that Nibbana existed as a way out of this predicament and finally, he claimed that he had discovered the path that leads from suffering and pain to its cessation in the state of Nibbāna.

There seems nothing strikingly original about these truths. Most of the monks and ascetics of North India would have agreed with the first three, and Gotama himself had been convinced of them since the very beginning of his quest. If there is anything novel, it was the fourth truth, in which Gotama proclaimed that he had found a way to enlightenment, a method which he called the Noble Eightfold Path. Its eight components have been rationalized still further into a three-fold plan of action, consisting of morality, meditation and wisdom:

 

[1] Morality (sila), which consists of right speech, right action and right livelihood. This essentially comprises the cultivation of the ‘skillful’ states in the way we have discussed.

[2] Meditation (sāmadhi), which comprises Gotama’s revised yoga disciplines, under the headings of right effort, mindfulness and concentration.

[3] Wisdom (paññā): the two virtues of right understanding and right resolve enable an aspirant, by means of morality and meditation, to understand the Buddha’s Dhamma, enter into it ‘directly’ and integrate it into his or her daily life in the way that we shall discuss in the following chapter.



(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 15 10 Marks

If there is any truth to the story that Gautama gained Enlightenment at Bodh Gaya in a single night, it could be that he acquired a sudden, absolute certainty that he really had discovered a method that would, if followed energetically, bring an earnest seeker t Nibbana. He had not made this up; it was not a new creation or an invention of his own. On the contrary, he always insisted that he had simply discovered ‘a path of great antiquity, an ancient trail, travelled by human beings in a far-off, distant era.’ The other Buddhas, his predecessors, had taught this path an immeasurably long time ago, but this ancient knowledge had faded over the years and had been entirely forgotten.

3a Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage. 

This passage is discussing Buddhist teachings about the enlightenment of Gautama Buddha. The author suggests that the story of Gautama's enlightenment at Bodh Gaya in a single night is based in truth and that this enlightenment was not a new creation or invention, but rather a rediscovery of an ancient path to enlightenment.

The author quotes the Buddha as saying that he had discovered "a path of great antiquity, an ancient trail, travelled by human beings in a far-off, distant era." This quote supports the idea that the path to enlightenment is not something new or created by Gautama, but rather something that has existed for a long time and was rediscovered by him. This idea is consistent with the Buddhist concept of the "wheel of dharma," which refers to the idea that the teachings of the Buddha are timeless and have been taught by previous Buddhas throughout history.  This concept is known as the "Doctrine of the Buddhas" and is central to the Buddhist understanding of the historical context of the Buddha's teachings. The Heart Sutra says "The doctrine of the Buddhas is a vast and profound teaching, capable of leading all beings to the ultimate goal of enlightenment." The doctrine of the Buddhas encompasses a wide range of ideas and practices, including the Four Noble Truths, the Eightfold Path, the Three Universal Truths, the Three Universal Characteristics of existence, the Three Jewels (the Buddha, the Dharma, and the Sangha), and many other key concepts and practices that are central to Buddhist thought and tradition. According to Buddhist teachings, the doctrine of the Buddhas has been passed down from teacher to student for over 2,500 years, and has been preserved in the form of scripture and tradition. The Buddhist scriptures, including the Pali Canon, the Mahayana Sutras, and the Tibetan Canon, are considered the authoritative sources of the doctrine of the Buddhas, and are widely studied and revered by Buddhists around the world. The doctrine of the Buddhas has been further developed and interpreted by Buddhist scholars and practitioners throughout history, and has been the subject of much debate and discussion within the Buddhist community. Some of the most influential Buddhist thinkers, including Nagarjuna, Asanga, and Vasubandhu, have made significant contributions to the development of the doctrine of the Buddhas, and their writings have been widely studied and respected within the Buddhist tradition.

Similarly, in the Mahayana Buddhist tradition, the Buddha is seen as a teacher who has rediscovered the eternal path to liberation and has revealed it to the world. The Mahayana teachings emphasize the idea of the "Buddha-nature" within all beings and the potential for all beings to achieve enlightenment. 

The idea that the Buddha's teachings are not new but a rediscovery of an ancient path is also reflected in the Buddhist concept of the "Three Turnings of the Wheel of Dharma." According to this teaching, the Buddha taught the Dharma, or the path to enlightenment, three times during his lifetime. The first turning was the teaching of the Four Noble Truths and the Noble Eightfold Path, the second turning was the teaching of the Perfection of Wisdom Sutras, and the third turning was the teaching of the Tathagatagarbha Sutras.

In his book, "The Heart of the Buddha's Teaching," Buddhist teacher and scholar Thich Nhat Hanh writes, "The Buddha is not the only one who has attained enlightenment. There have been many other Buddhas in the past, and there will be many more in the future." This quote supports the idea that the path to enlightenment is not a new creation or invention, but rather an ancient path that has been taught and rediscovered by multiple Buddhas throughout history.

Similarly, in his book, "The Buddhist Path to Simplicity," author and scholar Christina Feldman writes, "The Buddha's teachings are not the invention of one individual, but the expression of a timeless wisdom that has been handed down through generations of awakened beings." This quote further emphasizes the idea that the path to enlightenment is not a new creation, but rather a timeless wisdom that has been passed down through generations of awakened beings.

The author also suggests that Gautama's enlightenment was characterized by a sudden, absolute certainty that he had discovered a method that would lead an earnest seeker to Nibbana. This idea is consistent with the Buddhist concept of "satori," or sudden awakening, which refers to a transformative experience in which the individual gains a deep understanding of the nature of reality.

Buddhist teacher Thich Nhat Hanh has written about the importance of this sudden awakening in the process of enlightenment, saying, "Enlightenment is not a future event that we must wait for. It is an available reality that can be realized in the present moment." This idea supports the author's suggestion that Gautama's enlightenment was a sudden experience that gave him a deep understanding of the path to enlightenment.

Another Buddhist teacher, the Dalai Lama, has written about the importance of the rediscovery of the ancient path to enlightenment, saying, "The essence of Buddha's teachings is the path to enlightenment, which leads to a state of pure peace and wisdom beyond all suffering." This quote supports the author's suggestion that Gautama's enlightenment was a rediscovery of an ancient path that had been taught by previous Buddhas but forgotten over time.

In conclusion, the ideas illustrated in this passage about Buddhist teachings about enlightenment are consistent with key Buddhist concepts such as the "wheel of dharma," "satori," and the rediscovery of an ancient path to enlightenment. These ideas emphasize the importance of a sudden awakening and the discovery of a path to enlightenment that leads to a state of pure peace and wisdom beyond suffering. Further the passage suggests that the path to enlightenment is not a new creation or invention, but rather an ancient path that has been rediscovered by Gautama Buddha. This ancient path has been taught by multiple Buddhas throughout history and is considered a timeless wisdom that has been passed down through generations of awakened beings. These ideas are supported by quotes from Buddhist teachers and scholars such as Thich Nhat Hanh and Christina Feldman.  This idea is reflected in the core Buddhist teachings, the concept of the Wheel of Dharma, and the Three Turnings of the Wheel of Dharma.

References: 

The Heart Sutra: A Comprehensive Guide to the Classic of Mahayana Buddhism, by Red Pine, page 19.

The Heart of the Buddha's Teaching, by Thich Nhat Hanh, page 11. 

The Art of Power, by Thich Nhat Hanh, page 15. 

The Buddhist Path to Simplicity, Christina Feldman also  Awakening the Buddha Within: Eight Steps to Enlightenment, by Lama Surya Das, page 19. 

Armstrong Anthology  Section 16

Gotama insisted that this insight was simply a statement of things ‘as they really are’; the path was written into the very structure of existence. It was, therefore, the Dhamma, par excellence, because it elucidated the fundamental principles that govern the life of the cosmos. If men, women, animals and gods kept to this path, they could all attain an enlightenment that would bring them peace and fulfilment, because they were no longer struggling against their deepest grain.

But it must also be understood that the Four Noble Truths do not present a theory that can be judged by the rational intellect alone; they are not simply notional verities. The Buddha’s Dhamma was essentially a method, and it stands or falls not by its metaphysical acuity or its scientific accuracy, but by the extent to which it works. The truths claim to bring suffering to an end, not because people subscribe to a salvific creed and to certain beliefs, but because they adopt Gotama’s program or way of life. Over the centuries, men and women have indeed found that this regimen has brought them a measure of peace and insight. The Buddha’s claim, echoed by all the other great sages of the Axial Age, was that by reaching beyond themselves to a reality that transcends their rational understanding, men and women become fully human. The Buddha ever claimed that his knowledge of the Four Noble Truths was unique, but that he was the first person, in this present era, to have ‘realized’ them and made them a reality in his own life. He found that he had extinguished the craving, hatred and ignorance that hold humanity in thrall. He had attained Nibbāna, and even though he was still subject to physical ailments and other vicissitudes, nothing could touch his inner peace or cause him serious mental pain. His method had worked. ‘The holy life has been lived out to its conclusion!’ he cried out triumphantly at the end of that momentous night under the Bodhi tree. ‘What had to be done has been accomplished; there is nothing else to do!’



(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 17

Those of us who do not live according to the Buddhist program of morality and meditation have, therefore, no means of judging this claim. The Buddha was always quite clear that his Dhamma could not be understood by rational thinking alone. It only revealed its true significance when it was apprehended ‘directly,’ according to yogic methods, and in the right ethical context. The Four Noble Truths do make logical sense, but they do not become compelling until an aspirant has learned to identify with them at a profound level and has integrated them with his own life. Then and only then will he experience the ‘exultation,’ ‘joy’ and ‘serenity’ which, according to the Pāli texts, come to us when we divest ourselves of egotism, liberate ourselves from the prison of self-centeredness, and see the Truths ‘as they really are.’ Without the meditation and morality prescribed by the Buddha, the Truths remain as abstract as a musical score, which for most of us cannot reveal its true beauty on the page but needs to be orchestrated and interpreted by a skilled performer.

Even though the Truths make rational sense, the texts emphasize that they did not come to Gotama by means of discursive reasoning. As he sat meditating under the Bodhi tree, they ‘rose up’ in him, as from the depths of his being. He apprehended them within himself by the kind of ‘direct knowledge’ acquired by a yogin who practices the disciplines of yoga with ‘diligence, ardor and self-control.’Gotama was so absorbed in these Truths, the object of his contemplation, that nothing interposed itself between them and his own mind and heart. He had become their human embodiment. When people observed the way he behaved and responded to events, they could see what the Dhamma was like; they could see Nibbāna in human form. In order to share Gotama’s experience, we have to approach the Truths in a spirit of total self-abandonment. We have to be prepared to leave our old unregenerate selves behind. The compassionate morality and yoga devised by Gotama only brought liberation if the aspirant was ready to lay aside all egotism. It is significant that at the moment he achieved Nibbāna under the Bodhi tree, Gotama did not cry ‘I am liberated,’ but ‘It is liberated!’ He had transcended himself, achieved an exstasis, and discovered an enhanced ‘immeasurable’ dimension of his humanity that he had not known before. 

(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 18

What did the new Buddha mean when he claimed to have reached Nibbāna on that spring night? Had he himself, as the word implied, been ‘snuffed out,’ extinguished like a candle flame? During his six-year quest, Gotama had not masochistically courted annihilation but had sought enlightenment. He had wanted to wake up to his full potential as a human person, not to be wiped out. Nibbāna did not mean personal extinction: what had been snuffed out was not his personality but the fires of greed, hatred and delusion. As a result, he enjoyed a blessed ‘coolness’ and peace. By tamping out the ‘unhelpful’ states of mind, the Buddha had gained the peace which comes from selflessness; it is a condition that those of us who are still enmeshed in the cravings of egotism, which make us hostile toward others and distort our vision, cannot imagine. That is why the Buddha always refused, in the years following his enlightenment, to define or describe Nibbāna: it would, he said, be ‘improper’ to do so, because there are no words to describe such a state to an unenlightened person. The attainment of Nibbāna did not mean that he Buddha would never experience any more suffering. He would grow old, get sick and die like everybody else and would experience pain while doing so. Nibbāna does not give an awakened person trancelike immunity, but an inner haven which enables a man or woman to live with pain, to take possession of it, affirm it, and experience a profound peace of mind in the midst of suffering. Nibbāna, therefore, is found within oneself, in the very heart of each person’s being. It is an entirely natural state; it is not bestowed by grace nor achieved for us by a supernatural savior; it can be reached by anybody who cultivates the path to enlightenment as assiduously as Gotama did. Nibbāna is a still center; it gives meaning to life. People who lose touch with this quiet place and do not orient their lives toward it can fall apart. Artists, poets and musicians can only become fully creative if they work from this inner core of peace and integrity. Once a person has learned to access this nucleus of calm, he or she is no longer driven by conflicting fears and desires, and is able to face pain, sorrow and grief with equanimity. An enlightened or awakened human being has discovered a strength within that comes from being correctly centered, beyond the reach of selfishness.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 19

Once he had found this inner realm of calm, which is Nibbāna, Gotama had become a Buddha. He was convinced that, once egotism had been snuffed out, there would be no flames or fuel to spark a new existence, because the desire (tanhā) which bound him to samsāra had been finally quenched. When he died, he would attain his paranibbāna, his final rest. Again, this did not mean total extinction, as Westerners sometimes assume. The paranibbāna was a mode of existence that; we cannot conceive unless we have become enlightened ourselves. There are no words or concepts for it, because our language is derived from the sense data of our unhappy, mundane existence; we cannot really imagine a life in which there is no egotism of any kind. But that does not mean that such an existence is impossible; it became a Buddhist heresy to maintain that an enlightened person would cease to exist after death. In the same way, monotheists have insisted that there are no words that can adequately describe the reality they call ‘God.’ ‘He who has gone to his final rest cannot be defined by any measure,’ the Buddha would tell his followers in later life. ‘There are no words capable of describing him. What thought might comprehend has been canceled out, and so has every mode of speech.’ In purely mundane terms, Nibbāna was ‘nothing,’ not because it did not exist, but because it corresponded to nothing that we know. But those who had, by dint of the disciplines of yoga and compassionate morality, managed to access this still center within found that they enjoyed an immeasurably richer mode of being, because they had learned to live without the limitations of egotism.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 20

The account of the Buddha’s attainment of enlightenment under the bodhi tree in the Pāli texts can leave the modern reader feeling baffled and frustrated. It is one of the places where these Theravādin scriptures become opaque to people who are not expert yogins, since they dwell in such detail on meditative technicalities. More helpful to an outsider is the story told in the later scripture, the Nidāna Kathā, which makes the notion of enlightenment more accessible to ordinary mortals. As with its version of Gotama’s ‘Going Forth,’ this story explores the psychological and spiritual implications of enlightenment in a way that a lay person or Buddhist beginner can understand, because it has no yogic jargon but gives us a wholly mythological account of the enlightenment. The author is not attempting to write history in our sense, but draws instead on timeless imagery to show what is involved in the discovery of Nibbāna. He uses motifs common in mythology, which has been aptly described as a pre-modern form of psychology, tracing the inner paths of the psyche and making clearer the obscure world of the unconscious mind. Buddhism is an essentially psychological religion, so it is not surprising that the early Buddhist authors made such skillful use of mythology. Again, we must recall that none of these texts is concerned with telling us what actually happened, but rather is intended to help the audience gain their own enlightenment.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 20

The Nidāna Kathā emphasizes the need for courage and determination: it shows Gotama engaged in a heroic struggle against all those forces within himself which militate against the achievement of Nibbāna. We read that after Gotama had eaten his dish of junket, he strode as majestically as a lion toward the bodhi tree to make his last bid for liberation, determined to reach his goal that very night. First, he circled the tree, trying to find the place where all the previous Buddhas had sat when they had won through to Nibbāna, but wherever he stood, ‘the broad earth heaved and sunk, as though it was a huge cartwheel lying on its hub, and somebody was treading on its rim.’ Eventually, Gotama approached the eastern side of the tree, and when he stood there, the ground remained still. Gotama decided that this must be the ‘immovable spot’ on which all the previous Buddhas had positioned themselves, so he sat down in the āsana position facing the east, the region of the dawn, in the firm expectation that he was about to begin a new era in the history of humanity. ‘Let my skin and sinews and bones dry up, together with all the flesh and blood of my body! I will welcome it!’ Gotama vowed. ‘But I will not move from this spot until I have attained the supreme and final wisdom.’

The text emphasizes the fantastic shuddering of the earth as Gotama circled the bodhi tree to remind us not to read this story literally. This is not a physical location: the world-tree, standing at the axis of the cosmos, is a common feature of salvation mythology. It is the place where the divine energies pour into the world, where humanity encounters the Absolute and becomes more fully itself. We need only recall the cross of Jesus, which, according to Christian legend, stood on the same spot as the Tree of Knowledge of Good and Evil in the Garden of Eden. But in Buddhist myth, Gotama the man sits in this pivotal place, not a man-God, because human beings must save themselves without supernatural aid. The texts make it clear that Gotama had come to this axis of the universe, the mythological center that holds the whole of the cosmos together.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 21

The “immovable spot” is that psychological state which enables us to see the world and ourselves in perfect balance. Without this psychological stability and this correct orientation, enlightenment is impossible: that is why all the Buddhas had to sit in this place-or achieve this state of mind-before they were able to attain Nibbana. It is the Axis Mundi, the still point of calm where human beings, in many world myths, encounter the Real and the Unconditioned; it is the “place” where things that seem diametrically opposed in the profane world come together in that coincidentia oppositorum that constitutes an experience of the Sacred. Life and death, emptiness and plenitude, physical and spiritual merge and conjoin, like the spokes of a wheel at its hub, in a way that is unimaginable to normal consciousness. When Gotama had reached the state of perfect equilibrium that he had glimpsed as a child under the rose-apple tree, when his faculties were concentrated and his egotism under control, he was, he believed, ready to sit in the “immovable spot.” He was at last in a position to receive the supreme insight.

But the struggle was not yet over. Gotama still had to fight those residual forces within himself which clung to the unregenerate life and did not want the ego to die. Māra, Gotama’s shadow-self, appeared before him, decked out like a cakkavatti, a World Ruler, with a massive army. Māra himself was mounted on anelephant that was 150 leagues high. He had sprouted 1,000 arms, each of which brandished a deadly weapon. Māra’s name means ‘delusion.’ He epitomized the ignorance which holds us back from enlightenment, since, as a cakkavatti, he could only envisage a victory achieved by physical force. Gotama was still not fully enlightened, so he tried to respond in kind, seeing the virtues he had acquired as defensive weapons, as a word or a shield that would destroy this deadly army. But, our author continues, despite Māra’s power, Gotama was sitting in the ‘unconquerable position,’ proof against such vulgar coercion. When Māra hurled nine fearful storms against him, Gotama remained unmoved. The gods, who had gathered around to witness Gotama’s attainment of Nibbāna, fled in terror, leaving him alone. When men and women seek salvation, in the Buddhist view, they can expect no divine support.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 22

At this point, Māra approached Gotama and engaged him in a strange conversation. He told Gotama to ‘arise from this seat; it does not belong to you, but to me.’ Gotama, Māra thought, had transcended the world; he was invulnerable to all external opposition. But Māra was the Lord of this world, and it was he, the cakkavatti, who should sit at its pivotal center. He did not realize that the rage, hatred and violence that he had just exhibited disqualified him from taking up his position under the bodhi tree, which belongs only to the man who lives by compassion. Gotama pointed out that Māra was quite unprepared for enlightenment; he had never made any spiritual efforts, had never given alms, had never practiced yoga. So, Gotama concluded, ‘this seat does not belong to you but to me.’ He went on to add that in his previous lives he had given away all his possessions and had even laid down his life for others. What had Māra done? Could he produce witnesses to testify that he had performed such compassionate deeds? At once, Māra’s soldiers cried as one man: ‘I am his witness!’ And Māra turned triumphantly to Gotama and asked him to validate his own claims.

 

But Gotama was alone; he had no human being or god on his side who could act as his witness to his long preparation for enlightenment. He therefore did something that no cakkavatti would ever do: he asked for help. Reaching out with his right hand to touch the ground, he begged the earth to testify to his past acts of compassion. With a shattering roar, the earth replied: ‘I bear you witness!’ In terror, Māra’s elephant fell to its knees and his soldiers deserted, running in fear in all directions. The earth-witnessing posture, which shows the Buddha sitting in the cross-legged āsana position, touching the ground with his right hand, is a favorite icon in Buddhist art. It not only symbolizes Gotama’s rejection of Māra’s sterile machismo, but makes the profound point that a Buddha does indeed belong to the world. The Dhamma is exacting, but it is not against nature. There is a deep affinity between the earth and the selfless human being, something that Gotama had sensed when he recalled his trance under the rose-apple tree. The man or woman who seeks enlightenment is in tune with the fundamental structure of the universe. Even though the world seems to be ruled by the violence of Māra and his army, it is the compassionate Buddha who is most truly in tune with the basic laws of existence.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 23

After this victory over Māra, which was really a victory over himself, there was nothing to hold Gotama back. The gods returned from the heavens and waited breathlessly for him to achieve his final release, for they needed his help as much as did any human being. Now Gotama entered the first jhāna and penetrated the inner world of his psyche; when he finally reached the peace of Nibbāna all the worlds of the Buddhist cosmos were convulsed, the heavens and hells shook, and the bodhi tree rained down red florets on the enlightened man. Throughout all the worlds, the flowering trees bloomed; the fruit trees were weighed down by the burden of their fruit; the trunk lotuses bloomed on the trunks of trees . . . The system of ten thousand worlds was like a bouquet of flowers sent whirling through the air.

The ocean lost its salty taste, the blind and the deaf were able to see and hear; cripples could walk and the fetters of prisoners fell to the ground. Everything suddenly glimpsed new freedom and potency; for a few moments, each form of life was able to become more fully itself.

But the new Buddha could not save the world vicariously. Every single creature would have to put Gotama’s program into practice to achieve its own enlightenment; he could not do it for them. Yet at first, it seemed that the Buddha, as we must now call Gotama, had decided against preaching the Dhamma that alone could save his fellow creatures. He would often be known as Sakyamūni, the Silent One from the republic of Sakka, because the knowledge he had acquired was ineffable and could not be described in words. Yet throughout the Ganges region, people were longing for a new spiritual vision, especially in the cities. This became clear, the Pali texts tell us, almost immediately after the Buddha’s enlightenment, when two passing merchants, called Tapussa and Bhalluka, who had been informed of the great event by one of the gods, came to the Buddha and paid homage to him. They became his first lay followers. Yet despite this initial success, the Buddha was still reluctant. His Dhamma was too difficult to explain, he told himself; the people would not be prepared to undergo the arduous yogic and moral disciplines that it required. Far from wishing to renounce their craving, most people positively relished their attachments and would not want to hear his message of self-abandonment. ‘If I taught the Dhamma,’ the Buddha decided, ‘people would not understand it and that would be exhausting and disappointing for me.’


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 24

But then the god Brahma intervened; he had watched Gotama’s enlightenment with close attention, and was devastated to hear this decision. If the Buddha refused to teach his Dhamma, Brahma cried in dismay, “the world will be lost, the world will not have a chance!” He decided to intervene. The Pali texts introduce the gods into their narrative quite unselfconsciously. The gods were part of their universe, and these legends, which show Mara and Brahma contributing to the Buddha’s story, illustrate the tolerant partnership that would exist between the new religion of Buddhism and the older cults. Unlike the Hebrew prophets, who poured scorn on the rival deities of their pagan neighbors, the early Buddhists felt no need to stamp out the traditional worship still enjoyed by vast numbers of people. Instead, the Buddha is shown allowing the gods to help him at certain key moments of his life. Like Mara, Brahma may also have represented an aspect of the Buddha’s own personality. This was, perhaps, a way of suggesting that the gods were projections of subconscious human forces. The story of Brahma’s intervention may indicate that there was a conflict within theBuddha’s mind, and that while one part of him wanted to retire into solitude and enjoy the peace of

Nibbana undisturbed, there was another part of him that realized that he simply could not neglect his fellow creatures in this way.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 25

But then the god Brahma intervened; he had watched Gotama’s enlightenment with close attention, and was devastated to hear this decision. If the Buddha refused to teach his Dhamma, Brahma cried in dismay, “the world will be lost, the world will not have a chance!” He decided to intervene. The Pali texts introduce the gods into their narrative quite unselfconsciously. The gods were part of their universe, and these legends, which show Mara and Brahma contributing to the Buddha’s story, illustrate the tolerant partnership that would exist between the new religion of Buddhism and the older cults. Unlike the Hebrew prophets, who poured scorn on the rival deities of their pagan neighbors, the early Buddhists felt no need to stamp out the traditional worship still enjoyed by vast numbers of people. Instead, the Buddha is shown allowing the gods to help him at certain key moments of his life. Like Mara, Brahma may also have represented an aspect of the Buddha’s own personality. This was, perhaps, a way of suggesting that the gods were projections of subconscious human forces. The story of Brahma’s intervention may indicate that there was a conflict within theBuddha’s mind, and that while one part of him wanted to retire into solitude and enjoy the peace of

Nibbana undisturbed, there was another part of him that realized that he simply could not neglect his fellow creatures in this way.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 26

In a complete reversal of their usual roles, Brahma left his heaven, descended to earth, and knelt before the new Buddha. “Lord,” he prayed, “please preach the Dhamma… there are people with only a little desire left within them who are pining for lack of this method; some of them will understand it.” He pleaded with the Buddha to “look down at the human race which is drowning in pain and to travel far and wide to save the world.” Compassion had been an essential component of the Buddha’s enlightenment. One legend has it that Gotama was born from his mother’s side at the level of her heart. It is a parable-not, of course, to be taken literally-of the birth of the spiritual human being. Only when we learn to live from the heart and to feel the suffering of others as if it were our own do we become truly human. Where a bestial man or woman puts self-interest first, a spiritual person learns to recognize and seeks to alleviate the pain of others. Many of us maintain ourselves in a state of deliberate heartlessness, a condition similar to the young Gotama’s heavily defended pleasure-palace. But during his meditations and long preparation for Buddhahood, Gotama had opened his whole self to the fact of dukkha and allowed the reality of suffering to resonate within the deepest recesses of his being. He had made himself realize the Noble Truth of Suffering with “direct knowledge,” until he had become one with it and integrated it wholly. He could not remain locked away safely in his private Nibbana; he would thus be entering a new kind of pleasure-palace. Such a withdrawal would violate the essential dynamic of the Dhamma: the Buddha could not practice the four “immeasurables,” sending out benevolent feelings to the four corners of the earth simply for his own spiritual benefit, while his fellow creatures languished in a world gone awry. One of the chief ways in which he had gained ceto-vimutti, the release of enlightenment, had been through the cultivation of loving-kindness and selfless empathy. The Dhamma demanded that he return to the marketplace and involve himself in the affairs of a sorrowing world.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

Armstrong Anthology  Section 27

To his great credit, the god Brahma (or the higher part of the Buddha’s personality) realized this. The Buddha listened carefully to his plea and, the Pali text tells us, “out of compassion, he gazed upon the world with the eye of a Buddha.”This is an important remark. A Buddha is not one who has simply attained his own salvation, but one who can sympathize with the suffering of others, even though he himself has won an immunity to pain. Now the Buddha realized that the gates of Nibbana were “wide open” to everybody; how could he close his heart to his fellows? An essential part of the truth he had “realized” under the bodhi tree was that to live morally was to live for others. He would spend the next forty-five years of his life tramping tirelessly through the cities and towns of the Ganges plain, bringing his Dhamma to gods, animals, men and women. There could be no limits to this compassionate offensive.

But who should be first to hear the message? The Buddha thought at once of his former teachers Ālāra Kālāma and Uddaka Rāmaputta, but some gods, who were waiting nearby, told him that they had both recently died. This was a great grief. His teachers had been good men who would certainly have understood his Dhamma; now, through no fault of their own, they had missed their chance and were condemned to yet another life of pain. This news could have given the Buddha a new sense of urgency. He next recalled the five bhikkhus who had practiced the penitential disciplines of tapas with him. They had fled from him in horror when he had taken his first meal, but he could not allow this rejection to cloud his judgment. He remembered how helpful and supportive they had been during their time together, and set out directly to find them. Hearing that they were now living in the Deer Park outside Vārānasī (the modern Benares), he began his journey, determined to set the Wheel of the Dhamma in motion and, as he put it, ‘to beat the drum of the deathless Nibbāna.’ He did not expect much. The Buddha mistakenly believed that his teaching would only be followed for a few hundred years. But people had to be rescued, and the Buddha was compelled, by the very nature of the enlightenment that he had achieved, to do what he could for them.


(Source: Quote from Karen Armstrong The Buddha Ch 4 The Enlightenment of the Buddha)

 

3 (a) Clarify the ideas illustrated in this passage about Buddhist teachings about enlightenment with reference to this passage.

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