WJEC A-Level Religious Studies 603-0277-X
Christianity: Religious Figures and Sacred TextsChristianity
Christianity: Key Religious ConceptsChristianity
Christianity: Religious Life and Moral PrinciplesChristianity
Christianity: Practices and Religious IdentityChristianity
Islam: Religious Figures and Sacred TextsIslam
Islam: Key Religious ConceptsIslam
Islam: Religious Life and Moral PrinciplesIslam
Islam: Practices and Religious IdentityIslam
Judaism: Religious Figures and Sacred TextsJudaism
Judaism: Key Religious ConceptsJudaism
Judaism: Religious Life and Moral PrinciplesJudaism
Judaism: Practices and Religious IdentityJudaism
Buddhism: Religious Figures and Sacred TextsBuddhism
Buddhism: Key Religious ConceptsBuddhism
Buddhism: Religious Life and Moral PrinciplesBuddhism
Buddhism: Practices and Religious IdentityBuddhism
Hinduism: Religious Figures and Sacred TextsHinduism
Hinduism: Key Religious ConceptsHinduism
Hinduism: Religious Life and Moral PrinciplesHinduism
Hinduism: Practices and Religious IdentityHinduism
Sikhism: Religious Figures and Sacred TextsSikhism
Sikhism: Key Religious ConceptsSikhism
Sikhism: Religious Life and Moral PrinciplesSikhism
Sikhism: Practices and Religious IdentitySikhism
Ethical Thought: Divine Command, Virtue and Egoism
Aquinas and Natural Law
Fletcher and Situation Ethics
Utilitarianism
Inductive Arguments for the Existence of God
Deductive Arguments for the Existence of God
The Problem of Evil and Suffering
The Nature of Religious Experience
Christianity: Texts, Authority and Key Figures
Christianity: Historical Developments in Religious Thought
Christianity: Social Developments in Religious Thought
Christianity: Movements, Change and Contemporary Issues
Islam: Texts, Authority and Key Figures
Islam: Historical Developments in Religious Thought
Islam: Social Developments in Religious Thought
Islam: Movements, Change and Contemporary Issues
Judaism: Texts, Authority and Key Figures
Judaism: Historical Developments in Religious Thought
Judaism: Social Developments in Religious Thought
Judaism: Movements, Change and Contemporary Issues
Buddhism: Texts, Authority and Key Figures
Buddhism: Historical Developments in Religious Thought
Buddhism: Social Developments in Religious Thought
Buddhism: Movements, Change and Contemporary Issues
Hinduism: Texts, Authority and Key Figures
Hinduism: Historical Developments in Religious Thought
Hinduism: Social Developments in Religious Thought
Hinduism: Movements, Change and Contemporary Issues
Sikhism: Texts, Authority and Key Figures
Sikhism: Historical Developments in Religious Thought
Sikhism: Social Developments in Religious Thought
Sikhism: Movements, Change and Contemporary Issues
Meta-Ethics
Deontological Ethics: Finnis and Proportionalism
Determinism and Predestination
Free Will and Libertarianism
Psychological Challenges and Atheism
Religious Experience and Miracles
Religious Language: Cognitive and Analogical
Religious Language: Symbol, Myth and Language Games
New Testament: ParablesNew Testament
New Testament: MiraclesNew Testament
New Testament: The Letters (1 Peter)New Testament
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.
- Pluralism, testing the teachings and the Edicts of AshokaRecall questions on the Kalamas and their difficulty, the Buddha's instruction to Upali, provisional teaching, the seventh and twelfth Rock Edicts, and the limits of tolerance in practice.Open →
- Heritage and convert Buddhism in BritainOrder founded in Britain specifically for Western practitioners, asian monastic tradition that established itself in Britain and buddhist meditation retreat centre in Denbighshire.Open →
- Women, equality and feminist approachesPosition of women's ordination in the Tibetan tradition and rita Gross's central argument about Buddhism and gender.Open →
- Debating openness, British Buddhism and Buddhist feminismRecall questions on whether openness endangers identity, experience as authority, heritage against convert practice, why the tradition became popular in Britain, and its alignment with feminism.Open →
What you need to know
Answer each one before you reveal it.
Which features are usually judged most important in explaining Buddhism's popularity in Britain, and why is that judgement contested?
According to the Kalama Sutta, what should be abandoned and what should be adopted?
Distinguish heritage Buddhism from convert Buddhism.
What happened when the Jain layman Upali asked to become a follower of the Buddha?
Which communities make up most of heritage Buddhism in Britain?
How was the order of nuns founded, according to the tradition?
Give the case that Buddhism's openness endangers its identity.
How does the practice of many convert Buddhists differ in emphasis?
Why do many scholars question the account of the garudhammas?
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
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
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
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
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
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
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.
What is inside Levo
Six ways to work the same material.
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.
Every question in Buddhism: Social Developments in Religious Thought, on a schedule.
Attempt a question from memory, write the correct version, then attempt it again. Levo records the jump between your first attempt and your last, and brings each question back on the day you are due to forget it.
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