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Buddhism: Social Developments in Religious Thought

  • 4 subtopics
  • 11 things to know
  • A2 Unit 3

What Buddhism: Social Developments in Religious Thought covers

Buddhism: Social Developments in Religious Thought is examined in A2 Unit 3, A Study of Religion — the Buddhism option, studied instead of the other five. It covers pluralism, testing the teachings and the Edicts of Ashoka, heritage and convert Buddhism in Britain, women, equality and feminist approaches and Debating openness, British Buddhism and Buddhist feminism.

Where it is assessed

A2 Unit 3

A Study of Religion — the same religion, in depth.

Check the WJEC specification ↗

The 4 subtopics

Each one has its own page.

What you need to know

Answer each one before you reveal it.

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Key term

Set out the position of women in the sangha and how full ordination was revived.

Key term

Which features are usually judged most important in explaining Buddhism's popularity in Britain, and why is that judgement contested?

Who and when

According to the Kalama Sutta, what should be abandoned and what should be adopted?

Key term

Distinguish heritage Buddhism from convert Buddhism.

Key term

What happened when the Jain layman Upali asked to become a follower of the Buddha?

Key term

Which communities make up most of heritage Buddhism in Britain?

Key term

How was the order of nuns founded, according to the tradition?

Key term

Give the case that Buddhism's openness endangers its identity.

Key term

How does the practice of many convert Buddhists differ in emphasis?

Key term

Why do many scholars question the account of the garudhammas?

Key term

Give the case that openness does not threaten Buddhist identity.

Take Buddhism: Social Developments in Religious Thought further

The same content, four other ways.

Questions from this topic

Each one with the model answer underneath.

  1. 1

    How is the Kalama Sutta used to support Buddhist openness towards other religions?

    Model answer

    Because it makes personal testing rather than allegiance the criterion, it implies that a person should follow what genuinely reduces harm, whoever taught it.

  2. 2

    Who were the Kalamas, and what was their difficulty?

    Model answer

    They were the people of a town visited by many rival teachers, each praising his own doctrine and disparaging the others, and they could not tell which to believe.

  3. 3

    According to the Kalama Sutta, what should be abandoned and what should be adopted?

    Model answer

    What is unwholesome, blameworthy and leads to harm should be abandoned, and what is wholesome and leads to welfare and happiness should be taken up.

  4. 4

    What happened when the Jain layman Upali asked to become a follower of the Buddha?

    Model answer

    The Buddha told him not to convert in haste but to investigate the matter thoroughly, since he was a well-known man whose decision would be noticed.

  5. 5

    What further instruction did the Buddha give Upali once he insisted?

    Model answer

    He told Upali to go on giving alms to the Jain teachers he had long supported, rather than cutting them off.

  6. 6

    Why is the Buddha's instruction that Upali keep supporting the Jain teachers significant for Buddhist attitudes to other religions?

    Model answer

    It shows the Buddha discouraging both hasty conversion and hostility to a rival community, and treating continued generosity to them as fitting.

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Buddhism: Social Developments in Religious Thought revision questions

What does Buddhism: Social Developments in Religious Thought cover in WJEC A-Level Religious Studies?
4 subtopics: pluralism, testing the teachings and the edicts of ashoka, heritage and convert buddhism in britain, women, equality and feminist approaches and debating openness, british buddhism and buddhist feminism. Each one has its own page with questions and model answers.
How is Buddhism: Social Developments in Religious Thought organised?
By the WJEC 603-0277-X specification, subtopic by subtopic, so it matches the order you are taught it in.

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