a) Its development and context in the second century BCE and the first century CE.
b) The extension of the concept of the Buddha to include the Buddha and creation. The specific concept of the Buddha as a cosmic presence that influences the world.
c) The Buddha nature in every person. The centrality of Buddha Gautama, especially in their use of images and stupas. The different schools of Mahayana should be explored in the context of the countries in which they developed and are practised.
1 Explore the development of early Mahayana Buddhism in the second century BCE and the first century CE. (8)
1 Explore the context in which the different schools of Mahayana developed and were practised. (8)
1 Explore the extension of the concept of the Buddha to include the Buddha and creation as the Buddha as a cosmic presence that influences the world. (8)
1 Explore the key features of the mahayana teaching about the Buddha nature in every person. (8)
1 Explore the centrality of Buddha Gautama, for Mahayaya Buddhists especially in their use of images and stupas. (8)
1. Explore the different schools of Mahayana in the context of the countries in which they developed and are practised. (8)
1. Explore the distinctive practices and emphases of Mahayana Buddhism and how they shape and express religious identity. (8)
2. Assess the significance of the belief that there is a Buddha nature in everyone (12) 2017 Exam Q
2. Assess the importance of Indian Mahayana in the context of in the second century BCE and the first century CE developments. (12)
2. Assess how far it is the case that the extension of the concept of the Buddha to include the Buddha and creation is valid. (12)
2 Assess how significance is the extension of the concept of the Buddha to include the Buddha and creation. (12)
2. Assess the weaknesses of claiming the concept of the Buddha as a cosmic presence that influences the world. (12)
2 Assess the concept of the Buddha as a cosmic presence that influences the world.
2. Assess the strenghs of the Mahayana view that Buddha nature is in every person (12)
2 Assess the significance of Sunyatta doctrine for Buddhists.
2 Assess the significance of the Trikaya or three body doctrine in Buddhism
2. Assess the view that the Buddha Gautama, in Mahayana use of images and stupas is of no importance today. (12)
2 Assess the importane of the Madyamika teaching of Sunyatta by Nargajuna for Mahayana doctrine. (12)
2 Assess the importance of Yogacara concept of rhe Trikaya or three body doctrine in Tibetian Buddhism. (12)
3b Analyse the weaknesses of the view that Mahayana was a latter development after the second century BCE . (20)
3b Analyse the strengths of the extension of the concept of the Buddha to include the Buddha and creation. (20)
3b Analyse the importance of the concept of the Buddha as a cosmic presence that influences the world. (20)
3b Analyse the weakness of the claim that the Buddha nature is in every person. (20)
3b Analyse implications of the Bodhisttvas in mahayan use of images and stupas. (20)
3b Analyse the success of the centrality of Buddha Gautama, in Mahayana use of images and stupas.. (20)
3b Analyse the view that different schools of Mahayana developed into different religons becuase of the the countries in which they developed and were practised. (20)
3b Analyse the relevance of the context of the differnt countries in which Mahyana developed and was practised (20)
3b Analyse the view that Sunyata or emptiness is common to all the different schools of Mahayana. (20)
3b Analyse the view that the trekeya doctrine is common to all the different schools of Mahayana. (20)
4 Evaluate the claim that that Mahayana was a latter development after the second century BCE. (30)
4. Evaluate the view that ‘The teachings of the Madhyamaka school add nothing to the teaching of the historical Buddha.’
4 Evaluate the significance of extending of the concept of the Buddha to include the Buddha and creation. (30)
4 Evaluate the significance of the concept in Mahayana Buddhism of the Buddha as a cosmic presence that influences the world. (30)
4 Evaluate the status of the concept of the Buddha as a cosmic presence that influences the world. (30)
4 Evaluate the view that an understanding of the concepts of ‘upaya’ and ‘ekayana’ is all that is needed to become enlightened. (30)
4 Evaluate the debate about the claim that the Buddha nature is in every person. (30)
4 Evaluate the claim that the bodhisattva doctrine shows the differences between Theravada and Mahayana Buddhism. (30)
4 Evaluate the view that renunciation is essential to reach nirvana (30)
4 Evaluate the importance of the Bodhisttvas in Mahayana use of images and stupas. (30)
4 Evaluate the opinion that different schools of Mahayana developed into different religons becuase of the the countries in which they developed and were practised. (30)
4 Evaluate the relative importance of the context of the differnt countries in which Mahyana developed and was practised. (30)
4 Evaluate the opinion that Sunyata or emptiness is common to all the different schools of Mahayana . (30)
4. Evaluate the view that the trekeya doctrine is common to all the different schools of Mahayana . (30)