Introduction to

World Religions
and Belief
Systems
Quarter 2 – Module 11:
Comparative Analysis of
Theravada and Mahayana
Introductory Message
For the learners:

Welcome to the Introduction to World Religions and Belief Systems for Grade 11
Alternative Delivery Mode (ADM) Module on Comparative Analysis of Theravada and
Mahayana Buddhism.

This module will let you know about the brief history, core teachings, fundamental
beliefs, practices, and related issues of Comparative Analysis of Theravada and
Mahayana Buddhism. And it is designed to provide you fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner. Your academic success lies in your own hands!

In addition to the material in the main text, you will also see this box in the body of
the module:

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you know the brief history, core teachings, fundamental beliefs, practices, and
related issues of Theravada and Mahayana Buddhism. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

This module is about the Comparative Analysis of Theravada and Mahayana

Buddhism.

After going through this module, you are expected to:

1. explain the uniqueness and similarities of Mahayana and Theravada
Buddhism; and
2. describe the most popular sect of Buddhism.

What I Know

Part 1 (COMPLETE THE TABLE)

Directions: Make a comparison of Mahayana Buddhism from Theravada Buddhism
by completing the table below:

Mahayana Theravada

1. View on Siddhartha
Gautama/Buddha
2. Concept of
Bodhisattva

3. Sacred Scriptures

4. Worship and
Observances
5. Subdivisions and
Sects

PART 2 (IDENTIFICATION)
Directions: Indicate the English meanings of the Pali/Sanskrit words found below.

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 Lesson Comparative Analysis of
11 Theravada and Mahayana
Buddhism

present-day Nepal, and is considered the historical Buddha in

Mahayana Buddhism.

______________3. Bodhisattva or “enlightened existence” is the ultimate way for any

Buddhist to live in this world.

______________4. The Maitreya (“Buddha of the Future”) is the only accepted

bodhisattva in Theravada Buddhism.

______________5. Based on the Mahayana tradition, a bodhisattva must pass 9

bhumis before attaining the so-called “Buddha-hood”.

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 What’s New

Concept Map. Surround with the appropriate words and phrases to explain your
understanding of the words Mahayana and Theravada Buddhism by writing
concepts related to them. Use the separate answer sheet in answering.

MAHAYANA THERAVADA
BUDDHISM BUDDHISM

What is It

Comparative Analysis of Theravada and Mahayana Buddhism

ORIGIN
According to Ong and Jose (2016), Buddhism traces its origins in Northern India
around the sixth century B.C.E. as another interpretation of the Hindu belief. This
religion is closely linked to its founder Siddhartha Gautama who is also referred to
as the Buddha or the “Enlightened One.”
Buddha is a son of Kshatriya chief; the once affluent Siddhartha abandoned the
comfort of his palace and family as he set to discover the remedy to universal
suffering he observed in this world. After long periods of abstinence and meditation,
he finally reached enlightenment (nirvana) and became known as the “Buddha” or
the “enlightened one.” He preached mainly in the eastern part of the India
subcontinent such as in Magadha and Kosala.
About 500 years after Buddha’s enlightenment, a schism within the Buddhist
religion resulted in the emergence of the two major branches around the first
century C.E., namely the Theravada and Mahayana schools of tradition. Both
schools owe their fundamental teachings to Buddha whose life has become an
inspiration to millions of followers all over the world.
Around the third century B.C.E., Buddhism reached neighboring Asian countries as
a result of the missionary zeal of Indian rulers. A different outlook to salvation

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attracted many Asian people to embrace the tenets of Buddhism as it reached
China, India, Korea, and Indochina Peninsula.

MORALITY
According to Ong and Jose (2016), Buddha embraced the general framework
of Indian ideas, he radically altered many of them. Similarly, the cycle of rebirth
persists in Buddhism and succeeding lives may be affected by the moral laws of
cause and effect or karma. Until one has achieved enlightenment, one’s deed in the
present lifetime will affect the course of future rebirths.
Buddhist moral thoughts and actions are principally guided by the “Four
Noble Truths” formulated by the Buddha, along with the basic guide called the
“Eightfold Paths” that are divided into three categories, namely, right view, right
conduct, and right practice.
Unhappiness of life (dukkha) is principally caused by people’s unending
desires. People are advised to scrutinize their motivations and ponder upon the
outcome of their actions keeping in mind Buddha’s teachings. Anything harmful to
others, in deed and in thought, must always be avoided. The two major schools of
Buddhism, the Theravada and Mahayana sects, follow the “Four Nobel Truths” and
the “Noble Eightfold Path.”

PURPOSE

In Buddhism, the principal purpose of one’s life is to terminate all forms of

suffering caused by attachment to impermanent entities, such as material things,
friends, and health. All these do not offer enduring happiness but sorrow. When
one recognizes the impermanence of all these things, an individual begins to free
one’s self from attachment thereby reducing suffering and ending the cycle of
rebirth. Buddha’s teachings on the “Four Noble Truths” and the “Noble Eightfold
Path” form the basic tenets of all Buddhist sects.
In Theravada Buddhism, the monastic way of life ensures the path toward
enlightenment. For the Buddhist laity congregation, they must be reborn as monks
for them to be eligible for enlightenment. As members of the laity perform good
deed, positive karma may bring forth a pleasant condition in the next line.
In contrast, Mahayana Buddhism offers enlightenment to anyone not only for the
members of the monastic order, but also for those with families and secular
careers. Moreover, the Mahayana branch of Buddhism attracts followers because it
offers a faster route to enlightenment than the Theravada sects (Jose and Ong,
2016).

DESTINY

Buddhism holds that no soul s being reborn because there is no permanence in

anything. The Buddha preached to his followers to achieve their own salvation
conscientiously because external forces have no control over their life and
circumstances. They control their own fate as they are bound to the law of
causality. Buddhist destiny, therefore, is the direct result of natural law or dharma
or one’s accumulated deeds or karma. Here lies the glaring difference of Buddhism
as a dharmic religion when compared to other religions that teach the concept of

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fate or predestiny. For Buddhist followers, the life and events are not controlled by
an allpowerful creator or universal force.
In Theravada school of Buddhism, the trainings on the development of ethical
conduct, meditation, and insight assist in eradicating all forms of evil in order to
acquire goodness and purity of mind. All worldly things are momentary and
impermanent. By following the “Middle Path” and practicing the basic doctrines of
Buddhism, there is a realization that desire can be terminated and suffering
reduced. In the end, a perfected state of insight can be accomplished. A person who
has attained this position is called an arhat or a “worthy person” who must be
emulated by the Theravada Buddhists. Adherents can reach an enlightened status
through their own ways without any assistance from any divine beings, such as
gods or goddesses. With the help of Buddha’s teachings, the journey toward
nirvana becomes possible.
Meanwhile, the Mahayana sect devotes much attention to the bodhisattvas
or “enlightened beings” who delay their own enlightenment for them to benevolently
aid other beings to reach their ultimate end. All beings can follow the path of the
bodhisattvas which is the ideal way for all Buddhists to live. Well-known
bodhisattvas in the Mahayana sect are Avalokiteshvara, Manjushri, Ksitigarbha, and
Samanthabhadra. The Theravada sect only accepts Maitreya as bodhisattva (Jose
and Ong, 2016).

The bow of bodhisattva is as follows:

“However innumerable sentient beings are, I vow to save them. However,

inexhaustible the defilements are, I vow to extinguish them. However immeasurable
the dharmas are, I vow to master them. However incomparable enlightenment is, I
vow to attain it.”

VIEWS ON WOMEN
Women have enjoyed considerable freedom in their religious life in Buddhism. The
Buddha himself allowed the full participation of women in all major Buddhist rites
and practices. For so long time when women’s duties were confined to household
and kitchen duties, Buddha radically changed this when he allowed women to join
the monastic order and attain the enlightenment in equal footing with the men. In
the past, learned women members of sangha include Dhammadinna, Khema, and
Uppalavanna. Fully ordained Buddhist female monastic members are bhikkunis.

For the Buddha, men are not always wise and women can also be wise. In
Buddhism, women should not be treated as inferior to men because both are
equally valuable in society. Women as wives and mothers have roles to fulfill in the
family and society. Husbands and wives must equally share responsibilities in the
family with the same zeal. Wives must also familiarize themselves in trade and in
business dealings so that they can also handle these affairs. Men
and women have equal status in Buddhist societies.
What’s More
Independent Activity 1

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FILL IN THE BLANKS. Fill in the blanks with the correct word to complete the
sentences about the worship and observances of Mahayana Buddhism. Use
separate answer sheet in answering.

Women have enjoyed considerable freedom in their religious life in Buddhism. The
(1) ________________ himself allowed the full participation of women in all major
Buddhist rites and practices. For so long time when women’s (2) _______________
were confined to household and kitchen duties, Buddha radically changed this
when he allowed women to join the (3) __________________ order and attain the (4)
___________________ in equal footing with the men. In the past, learned women
members of (5) _________________ include Dhammadinna, Khema, and Uppalavanna.
Fully ordained Buddhist female monastic members are (6) ____________________.

For the Buddha, men are not always (7) ___________________ and women can also
be wise. In Buddhism, women should not be treated as (8) __________________ to
men because both are equally valuable in society. Women as wives and mothers
have roles to fulfill in the family and society. Husbands and wives must equally
share (9) _______________________ in the family with the same zeal. Wives must also
familiarize themselves in trade and in business dealings so that they can also
handle these affairs. Men and women have (10) ___________________ status in
Buddhist societies.

Independent Assessment 1
MODIFIED TRUE OR FALSE. Read the following statements. Write TRUE if the
statement is correct and change the underlined word or phrase if the statement
is incorrect. Use separate answer sheet in answering.

______________1. Buddhism holds that no soul is being reborn because there is no

permanence in anything.
______________2. Buddhist moral thoughts and actions are principally guided by
the “Four Noble Truths” formulated by the Buddha.

______________3. Buddha is a father of Kshatriya chief.

______________4. Unhappiness of life (dukkha) is principally caused by people’s

unending desires.

______________5. In Buddhism, the principal purpose of one’s life is to terminate all

forms of suffering caused by attachment to impermanent entities

Independent Activity 2

What I Have Learned

COMPLETE THE SENTENCES. Answer the following by completing the sentences.

Use separate answer sheet for your answer.
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 1. After reading this module, I learned that:
2. The topic that I like the most is:
3. What I value the most is:

What I Can Do

ESSAY. Write an essay about the differences in popularity between Theravada and
Mahayana Buddhism. Use separate sheet. You will be graded based on the rubric
below:
CRITERIA DESCRIPTION POINTS POINTS OBTAINED
Organization The concept was clearly and 20
creatively conveyed.
Content Concepts are clearly used and 15
explained.
Presentation The idea was clearly presented 15
based on the words used.
Total = 50

Assessment
TRUE OR FALSE. Read the following statements. Write TRUE if the statement is
correct and FALSE if the statement is incorrect. Use separate answer sheet.

1. Buddha is a son of Kshatriya chief.

2. Siddhartha Gautama is also referred to as the Buddha or the “Enlightened
One.”
3. Around the third century B.C.E., Buddhism reached neighboring Asian
countries as a result of the missionary zeal of Indian rulers.
4. The cycle of rebirth persists in Buddhism and succeeding lives may be
affected by the moral laws of cause and effect or dharma.
5. The “Eightfold Paths” are divided into three categories, namely, right view,
right conduct, and right practice.
6. Unhappiness of life (dukkha) is principally caused by people’s unending
desires.
7. In Theravada Buddhism, the monastic way of life ensures the path toward
enlightenment.
8. The Mahayana branch of Buddhism attracts followers because it offers a
faster route to enlightenment than the Theravada sects.
9. Buddhism holds that no soul is being reborn because there is no
permanence in anything.
10.For Buddhist followers, the life and events are controlled by an all-powerful
creator or universal force.

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 11.In Theravada school of Buddhism, the trainings on the development of
ethical conduct, meditation, and insight assist in eradicating all forms of evil
in order to acquire goodness and purity of mind.
12.In Theravada sect a person who has attained this position is called an arhat
or a “worthy person” who must be emulated by the Theravada Buddhists.
13.In Mahayana all beings can follow the path of the bodhisattvas which is the
ideal way for all Buddhists to live.
14.Women have enjoyed considerable freedom in their religious life in
Buddhism.
15.Men and women have no equal status in Buddhist societies.

Module 8- & 9
review about
Theravada and
Mahayana
Buddhism
Theravada (Pali: thera "elders" + vada "word, doctrine"), the "Doctrine of the Elders,"
is the name for the school of Buddhism that draws its scriptural inspiration from
the Pali Canon, or Tipitaka, which scholars generally accept as the oldest record of
the Buddha's teachings. For many centuries, Theravada has been the predominant
religion of Sri Lanka, Burma, and Thailand.
FOUNDER: SIDDHARTHA GAUTAMA

Sakya tribe in Lumbini (in present day Nepal) near the town of Kapilavastu (the
capital city of Sakya state) in the foothills of the Nepalese Himalayas (Kulananda
2001). Born into the Kshartriya caste, his father was Suddhodana, an aristocratic
Hindu chieftain, and his mother was Mahamaya, a Koliyan princess. When
Siddhartha was born Also known as the Buddha “the awakened one”, he was the
leader and founder of Buddhism. Siddhartha means “He Who Achieves His Goal”.
He entered a transcendent state known as nirvana where there is no suffering
desire nor sense of self, this is the final goal of Buddhism. He entered a
transcendent state known as nirvana where there is no suffering desire nor sense of
self, this is the final goal of Buddhism.

THERAVADA BELIEFS

The Noble Virtues of Theravada Buddhism are loving kindness, understanding,

serenity and satisfaction for others’ well-being.
Theravada Buddhism doctrine stresses the three principal aspects of existence:
1.dukkha -stress, suffering, pursuit of desire, disease, impurity
2. anicca-impermanence, transience and temporary state of all things
3. annatta-the illusion and non-essentiality of reality and the non-existence of a
permanent ‘soul’
Merit is earned by giving alms to monks and making donations and offerings at
temples. Buddhist believe by gaining merit they will improve their station in the
next life.
The Triranta, or Triple Gems, respected by Theravada Buddhists are Buddha
(teacher), Dharma (teachings), & Sangha (the Buddhist brotherhood, monks)

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 Shortly after his awakening, Buddha began teaching others of his concept of
human condition and how to liberate oneself. He did so by establishing a
framework of thought called the Four noble truths.

FOUR NOBLE TRUTHS

1. The Noble Truth of dukkha (suffering, unsatisfactoriness, stress): life is

fundamentally fraught with unsatisfactoriness and disappointment of every
description;
2. The Noble Truth of the cause of dukkha: the cause of this dissatisfaction is
tanha (craving) in all its forms;
3. The Noble Truth of the cessation of dukkha: an end to all that
unsatisfactorinesscan be found through the relinquishment and
abandonment of craving;
4. The Noble Truth of the path leading to the cessation of dukkha: there is a
method of achieving the end of all unsatisfactoriness, namely the Noble
Eightfold Path

The Eightfold Path is describe as walking in the Middle Way between complete pleasure
and complete mortification, this relates to the origin of Siddhartha Gautama because he
wasn’t able to find peace in high status or as lowly monk, only when he gathered enough
wisdom from both ends of spectrum then reached nirvana.
EIGHTFOLD PATH WHAT ONE MUST DO

RIGHT VIEW Understand the “Four Noble Truths”

RIGHT INTENTION Free one’s self from ill-will, cruelty and

RIGHT SPEECH Abstain from untruthfulness, tale-bearing, harsh lang

RIGHT ACTION Abstain from killing, stealing, and sex

RIGHT LIVELIHOOD Earn a living in a way not harmful to a

RIGHT EFFORT Avoid evil thoughts and overcome them

RIGHT MINDFULNESS Pay vigilant attention to every state of

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 RIGHT CONCENTRATION Concentrate on a single object so as to

MAHAYANA BUDDHISM ( The Great Vehicle)

A religious schism between the Mahasamghika and Sthavira nikaya (“Sect of

the Elders”) transpired during the said council. These new ideas eventually
concretized resulting in a new form of Buddhism quite different from the original
teachings taught by Siddhartha Gautama.

These new developments within the newfound Buddhist sect comprise a set of
differing notions:
1. Mahayana Buddhist believed that Siddhartha secretly taught key principles to
chosen people who could completely interpret these teachings in time. Any new
teaching can now be added to the emerging Buddhist faith.
2. Mahayana Buddhists forwarded the concept that Siddhartha Gautama was
actually a benevolent celestial king, not just a mere human being. Because of
his love for humankind and zeal to help the people, he came to our world in
human form.
3. Mahayana Buddhists advanced the radical idea that Siddhartha Gautama was
not the only Buddha. There were other divine beings that came before him, after
him and will come in the future. These beings came to earth to help lessen the
people’s sufferings and lead them to salvation

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

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

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

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Answer
Key

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References
Cornelio, J. S. PhD., et. al., Introduction to World Religions and Belief Systems, for
Senior High School, Rex Bookstore. 2016

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Ong, J.A., DL Jose, M.J. Introduction to World Religions and Belief Systems, for
Senior High School, Vibal Group, Inc. 2016

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For inquiries or feedback, please write or call:

Department of Education– Division of Science City of Muñoz,

Nueva Ecija

Office Address:Brgy. Rizal, Science City of Muñoz, Nueva Ecija

Telephone Number: (044) 806 2192

Email address: muñ[email protected]

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