LEARNER’S ACTIVITY SHEET
INTRODUCTION TO THE WORLD
RELIGION AND BELIEF SYSTEM
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Different Worldviews, Different Religions
Reference(s):
Villamor S. Quebral, Ed.D. 2018. Pathways of Devotion: An
Introduction to World Great Religions. Quezon City. Lorimar
Publishing Inc,
LEARNING TARGET
1.1. Define worldview, belief system and religion;
1.2. Differentiate religion from spirituality, theology and philosophy of
religion;
1.3. Characterize a person who is religious but not spiritual, and a person
who is spiritual but
not religious.
LEARNING CONCEPT
I. Definition of Terms
 Worldview. It is the basic assumption about reality which lies beyond the beliefs
and behavior of a certain culture. It is a particular philosophy of life or
conception of the world.
 Belief System. Faith based on a series of beliefs but not formalized into a
religion. Also a coherent set of beliefs prevalent to a community of society.
 Religion. The belief in and worship of a superhuman controlling power, especially
a person God or gods.
 Spirituality. The quality of being concerned with the human spirit or soul,
as opposed to material or physical things.
 Theology. The study of the nature of God and religious beliefs.
 Philosophy of Religion. It is the philosophical study of the meaning and nature of
religion. It includes the analyses of religious concepts, beliefs, terms,
arguments, and practices of religions adherents.
II. Elements of Religion
 To fully understand what a religion is, it is important to know its
different elements. These are the following:
SOCIAL SCIENCE DEPARTMENT
1. An effort to elevate the whole self to a higher dimension of existence;
2. A framework of transcendent beliefs;
3. Text or scriptures;
4. Rituals; and
5. Sacred spaces.
III.
Worldview of Major World’s Religions
 Understanding the worldview of each of the major religions is critical in
appreciating their rituals and practices. These worldviews are the following:
1. Monistic. a belief that all is one.
2. Polytheistic. a belief that there are many gods.
3. Monotheistic. a belief that there is only one God.
4. Atheistic. a belief that there is no god.
IV. Elements of Spirituality
 The elements of spirituality are the following:
1. Holistic a fully integrated view of life;
2. Quest for meaning including the purpose of life;
3. Quest for the sacred. Beliefs about God; and
4. Suggests a self-reflective existence.
V. Religion and Spirituality
 Religion can be defined as a belief in God or gods to be worshipped, usually
expressed in conducts and rituals.
 Spirituality is the quality or fact of being spiritual, non-physical.
SOCIAL SCIENCE DEPARTMENT
 Religion is a set of beliefs and rituals that put a person in a right relationship
with God or gods, while spirituality is more of a character focused on
spiritual things.
LEARNING ACTIVITY SHEET WEEK 2
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: How World’s Great Religions Began
Reference(s):
Villamor S. Quebral, Ed.D. 2018. Pathways of Devotion: An
Introduction to World Great Religions. Quezon City. Lorimar
Publishing Inc,
LEARNING TARGET
1.1. Cite regions or places where specific religions evolved;
1.2. Analyze the culture of the region that gave rise to specific religions;
1.3. Explain how geography influences religion and how religion affects
culture.
LEARNING CONCEPT
I. Basic Concepts on the Origin of Religion
1. Animism
 Anthropologist Edward Taylor argued that Religion had its origin in the belief in
immaterial souls that might inhabit objects like stones, trees, animals, or
human bodies, but which also could exist independently from them.
 Edward Taylor coined the term animism from the Greek word anima which means
soul.
 Historical evidence show that ancient Filipinos believe in anitos- spirits that
dwell in natural objects, including human bodies, that need to be pleased in
order to live in harmony with them and in the environment.
2. Respect given to the ancestors
 Associated with this theory is the fear of mighty things or forces of nature
that some people equate to be acts of supernatural beings.
 Acknowledgement of the existence of spirits and supernatural beings support the
formation of certain belief systems and religion.
 It can be deducted that the origin of the religion came through the
acknowledgement of the presence of the spirits and supernatural beings, and the
respect for ancestors that evolved into a certain form of worship.
3. Revelation
 This means that religion is conceived from an assumption that in the beginning,
there is a God who revealed His being to man in different manners the essential
truths of religion, such as the existence of God, the obligation to obey Him, and
the hope of immortality.
II. Origin of Major Religions
 The table below shows the approximate date when each of the nine major
world religions began, along with the traditional dates for the birth and date of
each founder.
Date
1000+ B.C.E
600 B.C.E
Near East
Judaism
Moises: 15001350 B.C.E
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India
Hinduism
2, 000 B.C.E
Buddhism
Buddha: 563483 B.C.E
East Asia
Taoism
Lao Tzu: 500380 B.C.E
100 C.E
Christianity
Jesus 1-33 C.E
Islam
Muhammad: 570632 C.E
600 C.E
Confucianism
Confucius: 551479 B.C.E
Shinto
100 C.E
The Near East
 The ancient Near East is considered one of the cradles of civilization. It was
here that intensive year-round agriculture was first practiced leading to the rise
of first urban settlements and the development of many familiar institutions of
civilization; such as social stratification, centralized government and empires,
organized religion and organized welfare.
 Significantly, most of these lands comprising the Ancient Near East were among
the so-called Bible Lands of the Old Testament.
East Asia
 Major religions include Buddhism, Confucianism, Taoism and some of
the indigenous populations embrace Shamanism.
 The culture of East Asia has been influenced by the civilization of China.
 East Asia shared a Confucian ethical philosophy, Buddhism, political and legal
structures, and historically, a common writing system.
India
 Five thousand years of history have nourished the growth of a great civilization.
It has been vitalized through cross-cultural contact and characterized by unity
in diversity of culture, race, caste, religion and language.
 The great Indian tradition unites the diverse cultural regions, but,
equally condones the existence of different sects and local traditions,
III.
How Does Geography Influence Religion
SOCIAL SCIENCE DEPARTMENT
 Civilization typically develop in and around river systems where easy access to
water and irrigation system become possible, which allows them to grow crops
and move from the hunter gatherer lifestyle to farmers.
 As a result, the famous River Ganges, Indus Valley, the Nile and Amazon Rivers
became places where different types of people have developed over time.
 Mountains symbolize the way people in those days perceived reality.
 The physical geography of the land determine how and when people would live
in certain places due to accessibility, resources, and climate, it would seem
reasonable to conclude that these people would regard these aspects of nature
as having God-like immortality.
IV. Relationship between Religion and Culture
 Some cultures identified themselves by their religion.
 All common events in cultures like home, farming, relationships, marriage,
birth and death are influenced by their religious beliefs.
 Central to the very purpose of religion is the attainment of goal in life.
 Religion often gives codes of behavior for society and culture, such as the
Ten Commandments.
 All religions have values. Values are guides to behavior such as do good;
avoid wrong doings.
 All religions have the Five Basic Human Values such as: truth, right, love,
peace and non-violence.
SOCIAL SCIENCE DEPARTMENT
LEARNING ACTIVITY SHEET WEEK 3
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Positive and Negative Effects of Religion
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
3.1. Identify the positive and negative effects of religions
3.2. Provide evidence that religion brought about an event in history
3.3. Justify that religion can have positive or negative effects on society
3.4. Gather print or web-based articles, photos, editorials, etc. showing the positive or negative
effects of religion
LEARNING CONCEPT
I. Positive Effects of Religion on Individual and Society
1. As a way of devotion. Religion is an individual’s way of devotion and process of connecting with who
he/she believes as divine.
2. As recourse to have mental peace. Many believe that the realization of the Supreme Power above the
human ego is only possible by following the path of religion.
3. Religion encourages social work. Many religious organization engage in social work that contributes to
the welfare of society.
4. Religion teaches men to be compassionate. Religious people are compassionate towards others as
religion teaches its followers to be benevolent and sympathetic to other human beings.
5. Religion provides wisdom. Holy books like the Bible and the Vedas impart wisdom to the people
which benefits humanity as a whole.
II. Negative Effects of Religion on Individual and Society
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1. Religious as an expansionist tool. Religion was used by groups and even empires to fight wars with
other groups or kingdoms to advance their ideals and expand their territories.
2. Religion tends to have conflict with Science. Scientific rational thinking is discouraged and people
asking questions based on reason are hounded and some were even killed.
3. Religion tends to discriminate. A religious state rarely respects the rights of minority religion and even
some social groups.
4. Religion can be an antidote to progress. Some scholars say religious societies cannot progress as they
do not allow free thinking innovation and scientific inventions.
5. Religion can be used as political tool. Political parties around the world exploit the general
discontentment among people to whip up the religious passion and capture power.
III. Great Benefits from Religion
1. Teachings of good will and the Golden Rule
2. Role in promoting ethics in political life
3. Inner strength
4. The Message of forgiveness
5. Man’s thirst for the unknowable
6. Selfless service
7. Religious music
8. Religious art
LEARNING ACTIVITY
I. Explain the following historical events in not less than two sentences.
1. The Battle of Tours in 732 C.E
2. Battle of Hattin, 1187
3. The Trial of Galileo
SOCIAL SCIENCE DEPARTMENT
4. The Trial of Joan of Arc
5. Palestine and Israel Conflict
6. Pakistan and India Conflict
7. Abyssinia-Somali Conflict
8. Nigerian Conflict
9. Buddhist Conflict
10. Chinese Conflict
11. Lebanese Civil War
12. Yugoslav Wars
II. Cite at least five religiously-inspired pieces of art. Include the information and picture.
SOCIAL SCIENCE DEPARTMENT
LEARNING ACTIVITY SHEET WEEK 4
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Judaism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Recite the Ten Commandments as stated in the Old Testament (Exodus 20)
2. Identify a Jewish custom or tradition
3. Justify the core teaching of Judaism about the covenant of one God with a chosen people vs.
other people with many gods
4. Identify a story from the Old Testament that demonstrates the Jewish belief in one God
LEARNING CONCEPT
I. Judaism at a Glance
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The oldest among the Abrahamic religions is Judaism, the religion of the Jews.
It traces its origin with the Hebrew people in the Middle East way back 2,000 years ago.
Abraham, a Hebrew man, is considered the father of Jewish faith because he promoted
the central idea of the Jewish faith- that there is only one God.
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II. Beginnings
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The tradition of Judaism arouse around 2000 B.C.E, but it was not until 1 C.E that the
rabbinic religion was established.
The faith was historically centered in Canaan (modern day Israel and Palestine)
According to the Jewish tradition, whose history is told in the Old Testament of the
Bible, Rabbinic Judaism began with Moses and his receipt of God’s Ten
Commandments.
Judaism was centered in King Solomon’s Temple and more specifically, the Ark of the
Covenant, that it housed.
III. Core Beliefs of Judaism
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The belief in God as the one and only God.
Torah is the most important Jewish text.
Judaism believes that God gave the Torah and the oral Torah to Moses and that his
promise must be true.
IV. Basic Teachings of Judaism
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Three main principles of faith in Judaism:
o Belief in a single and eternal God who created the entire universe
o A set of moral principles that require people to treat one another with dignity and
love
o Worship of a single God in prayer, study and adherence to the commandments set
out in the Torah.
V. The Thirteen Principles of Jewish Faith (Sheloshah- Asar Ikkarim)
1.
2.
3.
4.
5.
6.
7.
God alone is the creator
God is unique and one
God is incorporeal
God is first and last
We are to pray to God alone
The words of the (Hebrew) Prophets are true
Moses is the Chief Prophet
SOCIAL SCIENCE DEPARTMENT
8. The Torah has been dively preserved
9. Torah cannot be changed
10. God rewards the righteous
11. The Messiah will come
12. God knows the deeds and thoughts of man
13. The belief in the resurrection of the dead
VI. Sacred Writings
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The sacred writings of Judaism are found in the Torah, the first five books of the Hebrew
Bible (Genesis, Exodus, Leviticus, Numbers and Deuteronomy).
The Jews believe the writings were first given to Moses by God roughly 3000 years ago
and commonly refer to them as the Five Books of Moses.
The Torah lists 613 laws about how to worship God and lead a moral life.
Followers are encouraged to pass on this Jewish tradition to their families.
VII. Jewish Tradition: Sabbath, Festivals and Holy Day
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The Sabbath
 It is a weekly day devoted to God through religious activities and it is considered
to be the most important of all Jewish holidays.
 A special prayer must be recited over the candle lightning by somebody who is
properly Jewish.
Rosh Hashanah and Yom Kippur
 The two-day Jewish New Year is a period of self-examination and resolution.
 A ram’s horn is blown as a call to look into one’s soul and improve one’s ways.
 It is a customary at the meal on the eve of Rosh Hashanah to eat apple dipped in
honey and to wish others a good and sweet year.
 The ten days beginning with Rosh Hashanah are considered to be the Days of
Awe and repentance, culminating with the Day of Atonement (Yom Kippur),
which is considered to be the most solemn day.
 It is a day spent praying and fasting during which garments are worn.
Succoth
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 It is an eight day period of rejoicing on which temporary booths covered with
branches are built on porches, terraces, or roofs of yards.
 Succoth commemorates the years that the Jews spent in the desert on their way to
the Promised Land.
 It also celebrates the way in which God protected them under difficult desert
conditions.
 It is also known as Feast of Tabernacle or the feast of booths.
Shemini Atzaret/Simchat Torah
 It corresponds to the final day of Succoth, but is a separate and complete holiday
in itself that is usually marked by a festival meal.
 Simchat Torah, the annual reading of the entire Pentateuch and initiation of the
next year’s reading is joyfully conducted.
 It is also characterized by dancing with Torah Scrolls in the synagogue.
Purim
 This commemorates the saving from the massacre of the Jewish community under
Persian rule in 450 B.C.E, as recalled in the Book of Esther that is publicly read
on this day with much flourish.
 A festival meal is required and it is traditional to east pastries shaped in the
triangular form of the hat of the villain in the Persian Story.
Pesach (Passover)
 It recalls the deliverance of the Jews from slavery in Egypt during Biblical times.
 No products containing any leavening can be consumed during this period.
Shavuot
 The two-day festival commemorates God’s gift of Torah to the Jews at Mount
Sinai, at which time they formally became a nation.
 It is customary for adult males (those over 13 of age) to stay up all night and
study the Torah.
 Consuming a dairy product is also traditional during this festival
Tisha B’Av
 The ninth day of the month of Av is the final day of the three weeks of mourning
the destruction of the Holy Temple.
 Work is discouraged during 25-hour fast day.
VIII. The Oneness of the True God
SOCIAL SCIENCE DEPARTMENT
“Lord, the God of Abraham, Isaac, and Israel, let it be known today that you are God in
Israel and that I am your servant and have done all these things at your command.
Answer me, Lord, answer me, so these people may know that you, Lord are God, and that
you are turning their hearts back again.” – I Kings 18:36-37
LEARNING ACTIVITY
I. Answer the following question precisely in three sentences.
1. Which of the following beliefs of Judaism that greatly influence the world? Justify your
answer.
2. How does Judaism view God? Explain your answer.
LEARNING ACTIVITY SHEET WEEK 5
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Christianity
Reference(s):
SOCIAL SCIENCE DEPARTMENT
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World Great Religions,
Lorimar Publishing, 2018
LEARNING TARGET
1. Explain the core teaching of Christianity
2. Recite the Apostle’s Creed, the Lord’s prayer and the Beatitudes
3. Interpret the Parable of the Prodigal Son
LEARNING CONCEPT
I. Christianity at a Glance
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Christianity is the largest among the world’s major religions at the moment.
It has over 2 billion followers, who classify themselves under 34,000 denominations.
Initially, Christianity is believed to be rooted in Judaism, as Jesus Christ was a Jew, as
were His twelve disciples (the Apostles).
Christianity is based mainly around the life, death and resurrection of Jesus Christ, and is
monotheistic in its world view.
II. Christian Major Beliefs and Principles
1. Jesus Christ as the Messiah
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Jesus Christ is the founder of the original form of Christianity.
Christians believe that Christ is the Anointed Savior of the world and that His presence
on earth was the fulfillment of the prophecies made in the Old Testament.
2. Virgin Birth of Jesus
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Jesus was conceived by the Holy Spirit and was born to the Virgin Mary in Betlehem.
3. Death and Resurrection of Jesus Christ
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This is the anchor of Christian faith.
Christians consider Jesus’ death, resurrection, and ascension to heaven to be the most
important doctrine of the Christian faith.
SOCIAL SCIENCE DEPARTMENT
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Jesus shows His omnipotence over death and ultimately is the most convincing evidence
for Christians that He is truly God.
4. Salvation
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Salvation for the Christians is the freedom from eternal damnation and receiving eternal
life in the new heaven and new earth.
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This can only be attained through Jesus Christ by accepting Him as Savior and be
baptized in His name.
5. Judgment Day
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Christians hold the belief that Jesus will return on Judgment day to fulfill the rest of the
Old Testament prophecies – to judge the living and the dead and establish God’s
Kingdom in the new earth and new heaven.
6. Trinitarian Doctrine
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Christians believe that Jesus was God’s son, and that He and the Holy Spirit are both also
fully God, as well as being separate entities entirely.
They believe in one God in three persons, the Trinitarian God.
The Bible does not specifically refer to Trinity, but it is a common doctrine and it is
included in the Nicene Creed which serves to outline the core beliefs of Christianity.
7. Christian Worship
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Christian worship involves praising God in music and speech, readings from the
Scriptures (Bible), prayers of various sorts, a homily/sermon, and various holy
ceremonies.
SOCIAL SCIENCE DEPARTMENT
III. The Bible
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The Bible, which is the very foundation of Christian faith, is not just one book, but an
entire library which includes stories, songs, poetry, letters, and history.
The Christian Bible has two sections: The Old and the New Testament.
The Old Testament is the sacred scriptures of the Jewish faith written at different times
between about 1200 and 165 B.C.E.
The New Testament books were written by the Christians in the first century C.E.
The Old Testament has 39 books and The New Testament has 27 books.
IV. The Apostles Creed
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The Apostles Creed is the oldest creed, and lies as the basis of most others.
I believe in God, the Father almighty,
creator of heaven and earth.
I believe in Jesus Christ, his only Son, our Lord,
who was conceived by the Holy Spirit
and born of the virgin Mary.
He suffered under Pontius Pilate,
was crucified, died, and was buried;
he descended to hell.
The third day he rose again from the dead.
He ascended to heaven
and is seated at the right hand of God the Father almighty.
From there he will come to judge the living and the dead.
I believe in the Holy Spirit,
the holy catholic* church,
the communion of saints,
the forgiveness of sins,
the resurrection of the body,
and the life everlasting. Amen.
SOCIAL SCIENCE DEPARTMENT
V. The Lord’s Prayer
It is a venerated Christian prayer that according to the New Testament of the Bible was taught by
Jesus to His Apostles.
VI. The Beatitudes
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The Beatitudes are eight blessings recounted in the Sermon on the Mount in the Gospel
of Matthew.
Each is a proverb-like proclamation, without narrative, cryptic, precise, and full of
meaning.
"Blessed are the poor in spirit,
for theirs is the kingdom of heaven.
Blessed are they who mourn,
for they shall be comforted.
Blessed are the meek,
for they shall inherit the earth.
Blessed are they who hunger and thirst for righteousness,
for they shall be satisfied.
Blessed are the merciful,
for they shall obtain mercy.
Blessed are the pure of heart,
for they shall see God.
SOCIAL SCIENCE DEPARTMENT
VII. The Parable of the Prodigal Son
Luke 15:11-32 (English Standard Version)
And he said, “There was a man who had two sons. 12 And the younger of them said to his
father, ‘Father, give me the share of property that is coming to me.’ And he divided his property
between them. 13 Not many days later, the younger son gathered all he had and took a journey
into a far country, and there he squandered his property in reckless living.14 And when he had
spent everything, a severe famine arose in that country, and he began to be in need. 15 So he went
and hired himself out to[a] one of the citizens of that country, who sent him into his fields to feed
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pigs. 16 And he was longing to be fed with the pods that the pigs ate, and no one gave him
anything.
“But when he came to himself, he said, ‘How many of my father's hired servants have more
than enough bread, but I perish here with hunger! 18 I will arise and go to my father, and I will
say to him, “Father, I have sinned against heaven and before you. 19 I am no longer worthy to be
called your son. Treat me as one of your hired servants.”’ 20 And he arose and came to his father.
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But while he was still a long way off, his father saw him and felt compassion, and ran
and embraced him and kissed him. 21 And the son said to him, ‘Father, I have sinned against
heaven and before you. I am no longer worthy to be called your son.’[b]22 But the father said to his
servants,[c] ‘Bring quickly the best robe, and put it on him, and put a ring on his hand, and shoes
on his feet. 23 And bring the fattened calf and kill it, and let us eat and celebrate. 24 For this my
son was dead, and is alive again; he was lost, and is found.’ And they began to celebrate.
SOCIAL SCIENCE DEPARTMENT
“Now his older son was in the field, and as he came and drew near to the house, he heard music
and dancing. 26 And he called one of the servants and asked what these things meant. 27 And he
said to him, ‘Your brother has come, and your father has killed the fattened calf, because he has
received him back safe and sound.’ 28 But he was angry and refused to go in. His father came out
and entreated him, 29 but he answered his father, ‘Look, these many years I have served you, and
I never disobeyed your command, yet you never gave me a young goat, that I might celebrate
with my friends. 30 But when this son of yours came, who has devoured your property with
prostitutes, you killed the fattened calf for him!’ 31 And he said to him, ‘Son, you are always with
me, and all that is mine is yours. 32 It was fitting to celebrate and be glad, for this your
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brother was dead, and is alive; he was lost, and is found.’”
LEARNING ACTIVITY (INDIVIDUAL)
I. Interpret the Parable of the Prodigal Son. Write your own personal reflections below:
II. Explain the meaning of the EIGHT BEATITUDES using the TABLE-GRAPHIC
ORGANIZER below.
THE EIGHT BEATITUDES
1. Blessed are the poor in spirit,
for theirs is the kingdom of heaven.
SOCIAL SCIENCE DEPARTMENT
EXPLANATION
2. Blessed are they who mourn,
for they shall be comforted.
3. Blessed are the meek,
for they shall inherit the earth.
4. Blessed are they who hunger and thirst for
righteousness,
for they shall be satisfied.
5. Blessed are the merciful,
for they shall obtain mercy.
6. Blessed are the pure of heart,
for they shall see God.
7. Blessed are the peacemakers,
for they shall be called children of God.
8. Blessed are they who are persecuted for the
sake of righteousness,
for theirs is the kingdom of heaven."
LEARNING ACTIVITY (GROUP)
INSTRUCTION: Interview at least ten (10) Christian persons. Ask them the following
questions below. Make a written report of your interview.
Questions:
1. Why you choose Christianity? Explain your answer.
SOCIAL SCIENCE DEPARTMENT
2. What specific beliefs and practices you adhere to?
3. How do you live your life as a Christian? Justify your answer.
LEARNING ACTIVITY SHEET WEEK 6
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Islam
Reference(s): Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Read the opening lines of the Qur’an preferably from English Version
2. Retell the life and times of Prophet Muhammad
3. Explain the core teaching of Islam- there is only one God and Mu-hammad is His final and
greatest messenger
LEARNING CONCEPT
I. Islam at a Glance
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The Arabic word ‘Islam’ means peace, submission and obedience.
The religion of Islam is the complete acceptance of the teachings and guidance of God as
revealed to his Prophet, Muhammad.
SOCIAL SCIENCE DEPARTMENT
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A Muslim is defined by Islamic scholars as one who believes in God and strives for the
complete transformation of his life according to God’s revealed guidance and the
teachings of His Prophet.
The message which was revealed to Prophet Muhammad, according to them, is Islam in
its comprehensive, complete and final form.
II. The Qu’ran
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The Qu’ran is believed as the last revealed word of God.
It is primary source of every Muslim’s faith and practice.
It deals with all subjects which concerns human beings: wisdom, doctrine, worship,
transactions, laws, etc.
It provides guidelines and detailed teachings for a just society, proper human conduct,
and an equitable economic system.
III. Sura Al-Fatiha- ‘The Opening
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Sura Al-Fatiha is the first chapter of the Qu’ran, the sacred book of Islam.
Its verses are a prayer for God’s guidance and stress the lordship and mercy of God
(Allah in Arabic)
SOCIAL SCIENCE DEPARTMENT
IV. The Life of Muhammad
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Muhammad is the founder and chief prophet of Islam and the source of the Qu’ran
Muhammad, whose name means ‘highly praised”, was born in Mecca in 570 C.E.
His father died shortly before his birth, and he lost his mother at the age of six.
Muhammad was then raised primarily by his uncle.
As a young man, Muhammad worked as a camel driver between Syria and Arabia.
Muhammad came into contact with people of many nationalities and faiths, including
Jews, Christians and pagans.
At the age 25, Muhammad was employed by Khadija, a wealthy Meccan widow 15 years
his senior. The two were married.
V. Divine Revelation
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In his late 30’s, Muhammad took to regularly visiting a cave in Mount Hira, on the
outskirts of Mecca, to seek solitude and contemplation.
In 610, at the age of 40, Muhammad returned from one such visit telling his wife he had
either gone mad or become a prophet, for he had been visited by an angel.
This initially startled Khadija, became his first convert.
After receiving Khadija’s support, and additional angelic visits, Muhammad became
confident he had indeed been chosen as the messenger of Allah.
Muhammad message to his countrymen was to convert from pagan polytheism,
immorality and materialism, repent from evil and worship Allah, the only true God.
He was not an angel, he did not know the mind of God, and he did not work miracles. He
simply preached what he has received.
In the first three years of his ministry, Muhammad only gained 40 followers.
As his teachings threatened the Meccan way of life, both moral and economic, he and his
followers experienced heavy persecution.
Members of the small movement were stoned, covered in dirt as they prayed, beaten with
sticks, thrown into prison and refused service by merchants.
SOCIAL SCIENCE DEPARTMENT
VI. The Hejira




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



Persecution continued to increase until Muhammad received some welcome news: He
had gained followers in the city of Yathrib, 280 miles north of Mecca.
The City was in need of a strong leader, and a delegation from Yathrib proposed that
Muhammad take the job.
In return, they pledged to worship Allah only, obey Muhammad and defend him and his
followers to death.
Muhammad made plans to escape to Yathrib.
The leaders in Mecca heard of the planned escape, and attempted to prevent it.
Muhammad and his close friend Abu Bakr managed to make a narrow escape north out
of the city, evading a Meccan search party and arriving safely in Yathrib.
This event is celebrated by Muslims as the Hejira.
The year in which it occurred, 622, is the date at which the Muslim calendar begins.
Yathrib was named Medina al-Nabi, “City of the Prophet”, and is now known simply as
Medina, “the City”.
VII. Muhammad in Medina



Muhammad proved himself as an able politician and statesman as well as prophet.
Exercising superb statescraft, he welded the five heterogenous and conflicting tribes of
the city, three of which were Jewish, into an orderly confederation.
His reputation spread and people began to flock from every part of Arabia to see the man
who had wrought this miracle.
VIII. Battle for Mecca
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In 624, the Muslims won their first battle against the Meccans.
However, a subsequent battle was not victorious, and Muhammad himself was wounded.
In 627, the Meccans attacked Medina, and Medina came out on top.
In 630, Muhammad and his forces marched to Mecca and defeated it.
The Prophet re-dedicated the Kaaba temple to Allah, witnessed the conversion to Islam of
nearly the entire Meccan population, then returned to Medina.
Muhammad died in 632, having conquered nearly all Arabia for Islam.
SOCIAL SCIENCE DEPARTMENT
IX. Kaaba


The Kaaba also referred as Al Kaaba Al Musharrafah, is a building at the center of
Islam’s most sacred mosque, Al-Masjid al-Haram, in Mecca, al-Hejaz, Saudi Arabia.
It is the most sacred site in Islam.
X. The Five Pillars of Islamic Faith

They are the five obligations that every Muslim must satisfy in order to live a good and
responsible life according to Islam.
1. Shahadah: Sincerely reciting the Muslim profession of Faith.
“Nothing deserves worship except God (Allah) and Muhammad is the Messenger of
God.’
2. Salat: Performing ritual prayers in the proper way five times a day.
3. Zakat: Paying (or giving) of alms (or charity) tax to benefit the poor and the needy.
4. Sawm: Fasting during the month of Ramadan.
“Ramadan is the Muslim Holy month marked by daily fasting from dawn to sunset.
For 30 days, the followers of Islam pray and refrain from smoking and bad behavior”
5. Hajj: Pilgrimage to Mecca
“The Hajj is an annual Islamic pilgrimage to Mecca, the most holy city of the
Muslims, and a mandatory religious duty for Muslims that must be carried out at least
one in their lifetime by all adult Muslims who are physically and financially capable
of undertaking the journey.”
XI. Concept of Worship



Islam does not teach or accept mere ritualism.
It emphasizes intention and action.
To worship God is to know Him and love Him; act upon His law in every aspect of life;
to enjoin goodness and forbid wrongdoings and oppression; to practice charity and justice
and to serve God by serving mankind.
XII. Different Islamic Sects
1. Sunni Muslims
 Include 84%-90% of all Muslims.
SOCIAL SCIENCE DEPARTMENT

Sunni means “tradition” and Sunnis regard themselves as those who emphasize
following the traditions of Muhammad and of the first two generations of the
community of Muslims that followed Muhammad.
2. Shi’ite Muslims
 Comprise 10%-16% of all Muslims.
 Shi’ites are the “party of Ali” who believed that Muhammad’s son-in-law was his
designated successor.
 Muslim community should be headed by a designated descendant of Muhammad.
3. Sufis or Islamic Mystics
 Sufis go beyond external requirements of Islamic religion to seek a personal
experience of God through forms of meditation and spiritual growth.
4. Baha’is and Ahmadiyyas
 These are 19th century offshoots of Shi’ite and Sunni respectively.
LEARNING ACTIVITY
General Direction: Answer the following questions respectively.
I. Provide the needed information about the life of Prophet Muhammad on the space
provided before each item below:
Meaning of the name “Muhammad”
Place of birth
Year of birth
His uncle whom he worked as a shepherd
His wife
The angel who appeared to him
The term applied to his escape from Mecca to Medina
The Old name for Medina
Muhammad’s close friend who joined him in his escape
SOCIAL SCIENCE DEPARTMENT
Muhammad’s year of death
II. Briefly explain the Profession of Faith of Islam which states: There is only one God and
Muhammad is his final and greatest messenger”
LEARNING ACTIVITY SHEET WEEK 7
Subject: Introduction to World Religion and Belief System
SOCIAL SCIENCE DEPARTMENT
LEARNING CONTENT: Comparative Analysis (Judaism, Christianity and Islam)
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Identify the uniqueness and similarities of Judaism, Christianity and Islam
2. Provide evidence that Judaism, Christianity and Islam share common roots from Patriarch
Abraham
3. Justify that Judaism, Christianity and Islam, as monotheistic religions, have largely influenced
the world today
LEARNING ACTIVITY
Direction: Compare and contrast Judaism, Christianity and Islam by completing the information
in the table below.
RELIGION/BELIEF
Origin of the
Universe and
Mankind
Morality
Purpose of Life
Destiny
Views on Women
JUDAISM
SOCIAL SCIENCE DEPARTMENT
CHRISTIANITY
ISLAM
LEARNING ACTIVITY SHEET WEEK 8
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Hinduism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Recite the creation story in Rig Veda
2. Identify the names of the major Hindu deities as well as their corresponding functions or
powers
3.Explain the core teaching of Hinduism as the attainment of liberation in the identification of
Atman and Brahman through the Four Yogas
4. Simulate a particular yoga and write a reflection paper or insights on Hinduism
LEARNING CONCEPT
I. Hinduism at a Glance

Hinduism is the oldest living religion in the world.

It is closely associated with other Indian religions such as Jainism, Buddhism and
Sikhism.

Hinduismhas no single founder, no single scripture, and no commonly agreed set of
teachings.

Religious scholars often refer to Hinduism as a way of life or a family of religions rather
than a single religion.
II. Hindu Scriptures
1. The Vedas
SOCIAL SCIENCE DEPARTMENT

These are the most ancient religious texts which define truth for Hindus.

They got their present form between 1200-200 B.C.E.

They were introduced to India by the Aryans- the early settlers of India.

Hindus believe that texts were received by scholars direct from God and passed on the
next generations by word of mouth

Vedic texts are sometimes called shruti, which means hearing.

For hundreds, or maybe even thousands of years, the texts were passed on orally.
A. Contents of the Vedas

The Vedas are made up of four compositions, and each Veda in turn has four parts which
are arranged chronologically.
i.
Samhitas- the most ancient parts of the Vedas, consisting of hymns or praise to God.
a. Rig Veda Samhita- consists of 1028 hymns praising the ancient gods,
b. Yajur-Veda Samhita- used as a handbook by priests performing the Vedic
scriptures.
c. Sama-Veda Samhita- consist of hymns and tunes for singing at the sacrifices.
d. Athava-Veda Samhita- preserves many traditions which predate the Aryan
influence and consists of spells, charms and magical formulae.
ii.
Brahmanas- rituals and prayers to guide the priests in their duties.
iii.
Aranyakas- contain worship and meditation.
iv.
Upanishad- consists of the mystical and philosophical teachings of Hinduism.
2. The Upanishads
SOCIAL SCIENCE DEPARTMENT

The Upanishads were so-called because they were taught to those who sat down beside
their teachers. (upa= near; ni= down; shad= sit)

These texts developed from the Vedic tradition, but largely reshaped Hinduism by
providing believers with philosophical knowledge.

The major Upanishads were largely composed between 800 and 200 B.C.E.

They are partly prose and partly verse.

The early Upanishads are concerned with understanding the sacrificial rites.

Central to Upanishads is the concept of Brahman- the sacred power which informs
reality.
3. The Bhagavad-Gita and Mahabharata

The Bhavagad-Gita takes the form of a dialogue between Arjuna (the warrior prince)
and Krishna, his charioteer.

Arjuna was about to join his brothers in a war between two branches of the royal family
which would involve killing of his friends and family.

This made Arjuna quite reluctant to join the war and he planned to withdraw from the
battle.

Krishna reminded him that he must fulfill his duty in accordance with his class, arguing
that death does not destroy the sould.

Bhavagad-Gita or Song of the Lord is part of the sixth book of Mahabharata.

Mahabharata is the world’s longest poem.

Mahabharata is an account of the house of Bharata.

It is one of the most popular Hindu texts and known as “smitri” which means the
remembered tradition.
4. The Ramayana
SOCIAL SCIENCE DEPARTMENT

Ramayana is one of India’s best known tales.

It tells the story of Prince Rama who was sent into exile into forest with his wife, Sita,
and his brother Lakshamana.

Sita was abducted by the demon Ravana but ultimately rescued by Prince Rama with the
help of the monkey god, Hanuman.

The symbolism of the story has been widely interpreted but basically it is the story of
good overcoming evil.

Many Hindus believe that Ramayana is a story about dharma or duty.
III. The Story of Creation based on Hindu Tradition

There is no single Hindu creation story.

One of the most sublime accounts of creation occurs in the Rig Veda 10:129.

It ponders on the mystery of origins and offers more questions than answer.
“Who really knows, and who can swear,
How creation came, when or where!
Even gods came after creation’s day,
Who really knows who can truly say;
When and how did creation start?
Did He do it? Or Did He not?
Only He up there, knows maybe;
Or perhaps not even He.”
(Rig Veda 10:129)

However, there is a common creation story known among the Hindus. Cosmogonists
termed it as the Cosmic Egg Theory of creation.
The Creation Story in the Upanishads
“The Chandongya Upanishad 3:19:1-4 relates how the world which was then non-
SOCIAL SCIENCE DEPARTMENT
existent became existent and then became an egg. After a year the egg broke open and
silver part and gold part emerged. The silver part became the earth and the golden part
became the sky. The various parts of the egg became the features of the heavens and the
earth. The sun, which in this myth is equated with Brahmin, was born from the egg along
with all beings who arose.”
IV. Major Hindu Deities

Hinduism is considered polytheistic because of its concept God.

The one Supreme God manifests Himself in different beings (human, animal and nonmaterial) which are also gods themselves.

In fact on records, Hinduism has a total of 33 million gods,

Among these gods, there are only four considered by Hindus as major gods,
1. Brahman
 He is Hinduism’s concept of Supreme God.
 It is a Sanskrit word which refers to a transcendent power beyond the
universe.
 Some Hindus regard a particular deity as manifestations of Brahman and they
are the ones whom they offer and became their object of worship.
2. Brahma
 He is the first god in the Hindi Triumvirate called trimurti or triune God.
 The Trimurti consists of three gods who are responsible for the creation,
upkeep, and destruction of the world.
 Brahma’s job was creation of the world and all creatures.
 Brahma is the least worshipped god in Hinduism today.
SOCIAL SCIENCE DEPARTMENT
 There are only two temples in the whole India devoted to Him.
3. Vishnu
 Vishnu is the second god in the Hindi Triumvirate or trimuti.
 He is the preserver and the protector of the universe.
 His role is to return to the earth in troubled times and restore the balance of
good and evil.
 According to Hindi belief, he has been incarnated nine times and that he will
be incarnated one last time close to the end of this world.
4. Shiva
 Shiva is the third god in the Hindu triumvirate.
 Shiva’s role is to destroy the universe in order to re-create it.
 Hindu’s believe that his powers of destruction and re-creation are used even
now to destroy the illusion and imperfections of this world paving the way for
beneficial change.
5. Lakshmi
 Lakshmi is the consort of the god Vishnu.
 She is one of the most popular goddesses of Hindu mythology and is known
as the goddess of wealth and purity.
 She is commonly portrayed as a beautiful woman with four arms, standing on
a lotus flower.
V. Key Concepts of Hinduism
1. Concept of Atman

It means “eternal self”.
SOCIAL SCIENCE DEPARTMENT

It is often referred to as “spirit” or “soul” and indicates the true self or essence which
underlies man’s existence.

The concept of atman includes the idea of the self as a spiritual rather than material being
and thus there is a strong dimension of Hinduism which emphasizes detachment from
material world and promotes practices such as asceticism.
2. Concept of Dharma

It means “duty”, “virtue”, “morality”, even “religion”.

It refers to the power which upholds the universe or society.

It is the power that maintains society, makes the grass grow, the sun to shine, and makes
people moral or gives human the opportunity to act virtuously.

It is universal but is also particular and operates within particular circumstances.
3. Concept of Varna

This idea gave birth to the Hindi class system or caste system. The four classes are:
 Brahmans or Brahmins- the intellectuals and the priestly class who perform
religious rituals.
 Kshatriya- the class of nobles or warriors who traditionally had power.
 Vaishyas- the ordinary commoners and merchants who trade and produce
commodities, tend the farms and earn a living.
 Shudras- the workers who traditionally served the higher classes, including
laborers, artists, musicians, and clerks.
4. Concept of Karma

It means “action”.
SOCIAL SCIENCE DEPARTMENT

It refers to the law that every action has an equal reaction either immediately or at some
point in the future.

Good or virtual actions will have good reactions or responses while bad actions will bring
negative effects.

Karma operates not only in this lifetime but across lifetimes- the results of an action
might only be experienced after the present life in a new life.
5. Concept of Samsara

It is the process of rebirth or reincarnation.

It is a continuous cycle in which the soul is reborn over and over again according to the
law of karma.

At death, many Hindus believe that the soul is carried by a subtle body which can be a
human or non-human form (animal or divine being).
6. Concept of Moksha

It is the ultimate goal of Hindu believers.

This is the goal of liberation or freedom from cycle of action and reaction and from
rebirth.

The attainment of moksha for a Hindu is for the atman to be completely detached from
the material world and identify itself with the Supreme Spirit.

This state of liberation can be attained by going through the process of four Yogas.

Yoga means the realization in direct experience of the pre-existing union between the
individual consciousness and the universal consciousness.
 Jnana Yoga- it is the path of knowledge, wisdom, introspection and
contemplation. It involves deep exploration of the nature of our being by
systematically exploring and setting aside false identities.
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 Bhakti Yoga- it is the path of devotion, emotion, love, compassion and service to
God and others. All actions are done in the context of remembering the Divine.
 Karma Yoga- it is the path of action, service to others, mindfulness and
remembering the levels of our being while fulfilling our actions or karma in the
world.
 Raja Yoga- it is the comprehensive method that emphasizes meditation while
encompassing the whole of Yoga. It directly deals with the encountering and
transcending thoughts of mind.
7. Doctrine of Parusharta

It is a doctrine that life has different goals according to a person’s stage of life and
position.

These goals became codified in the goals of a person or human goals which are called
parushartas.

According to the Laws of Manu, the three goals of life are expressed as follows:
 Virtuous living or dharma
 Profit or worldly success
 Pleasure, especially sexual pleasure but within the bound of marriage.
LEARNING ACTIVITY SHEET WEEK 9
Subject: Introduction to World Religion and Belief System
SOCIAL SCIENCE DEPARTMENT
LEARNING CONTENT: Theravada Buddhism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. State the Four Noble Truth and the Eight-fold Path
2. Give examples of situations that demonstrate the craving which may lead to suffering
according to Theravada Buddhism
3. Explain the core teaching of Theravada Buddhism
4. Evaluate the Eight-fold Path in terms of how it achieves the Middle Way
LEARNING CONCEPT
I. Theravada Buddhism at a Glance

Buddhism is a spiritual tradition that focuses on a personal spiritual development and the
attainment of deep insight into the true nature of life.

There are 376 million followers of Buddhism worldwide who were largely influenced by
the teachings of their acknowledged founder.

The history of Buddhism revolves around the story of one man’s spiritual journey to
enlightenment and of the teachings and ways of living that developed from it.
II. Siddharta Gautama- The Buddha (www.bbc.co.uk/religion/Buddha)
Opinions differ as to the dates of Siddhartha Gautama's life. Historians have dated his birth and
death as circa 566-486 BCE but more recent research suggests that he lived later than this, from
around 490 BCE until circa 410 BCE.
He was born into a royal family in the village of Lumbini in present-day Nepal, and his
privileged life insulated him from the sufferings of life; sufferings such as sickness, age and
death.
SOCIAL SCIENCE DEPARTMENT
One day, after growing up, marrying and having a child, Siddhartha went outside the royal
enclosure where he lived. When he went outside he saw, each for the first time, an old man, a
sick man, and a corpse.
This greatly disturbed him, and he learned that sickness, age, and death were the inevitable fate
of human beings - a fate no-one could avoid.
Siddhartha had also seen a monk, and he decided this was a sign that he should leave his
protected royal life and live as a homeless holy man.
Siddhartha's travels showed him much more of the the suffering of the world. He searched for a
way to escape the inevitability of death, old age and pain first by studying with religious men.
This didn't provide him with an answer.
Siddhartha encountered an Indian ascetic who encouraged him to follow a life of extreme selfdenial and discipline.
The Buddha also practised meditation but concluded that in themselves, the highest meditative
states were not enough.
Siddhartha followed this life of extreme asceticism for six years, but this did not satisfy him
either; he still had not escaped from the world of suffering.
He abandoned the strict lifestyle of self-denial and ascetism, but did not return to the pampered
luxury of his early life.
Instead, he pursued the Middle Way, which is just what it sounds like; neither luxury nor
poverty.
Tall tree with flags decorating its branches. Visitors walk past and Buddhists sit in the louts
position beneath it Bodhi tree next to Mahabodhi temple, the spot where Buddha achieved
enlightenment.
One day, seated beneath the Bodhi tree (the tree of awakening) Siddhartha became deeply
absorbed in meditation, and reflected on his experience of life, determined to penetrate its truth.
He finally achieved Enlightenment and became the Buddha. The Mahabodhi Temple at the site
of Buddha's enlightenment, is now a pilgrimage site.
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Buddhist legend tells that at first the Buddha was happy to dwell within this state, but Brahma,
king of the gods, asked, on behalf of the whole world, that he should share his understanding
with others.
Buddha set in motion the wheel of teaching: rather than worshipping one god or gods, Buddhism
centres around the timeless importance of the teaching, or the dharma.
For the next 45 years of his life the Buddha taught many disciples, who became Arahants or
'noble ones', who had attained Enlightenment for themselves.
III. The Four Noble Truths
1. The Truth of Suffering (Dukkha)

Obvious kinds of suffering correspond to the first three sights the Buddha saw on his first
journey outside his palace: old age, sickness and death.

Human beings are subject to desires and cravings, but even when they are able to satisfy
these desires, the satisfaction is only temporary.

This feeling of non-contentment or non-satisfaction is the truth of suffering according to
Buddha.
2. The Truth of the Origin of Suffering (Samudaya)

The Buddha taught that the root of all sufferings is desire or tanha.

Three roots of evil:
o
Greed and desire- represented in art by a rooster
o
Ignorance and delusion- represented by a pig
o
Hatred and destructive urges- represented by a snake
3. The Truth of the Cessation of Suffering (Nirodha)

The Buddha taught that the way to extinguish desire, which causes suffering, is to liberate
oneself from attachment.
SOCIAL SCIENCE DEPARTMENT

The Buddha was a living example that this is possible in human lifetime.
4. The Truth of the Path to the Cessation of Suffering known as the Eight-fold Path
(Magga)

The path is a process to help a person remove or move beyond the conditioned responses
that obscure his true nature.

In this sense the path is ultimately about unlearning rather than learning.
IV. The Eight-fold Path
1. Samma-Ditthi (Complete or Perfect Vision)

It is translated as right view.

It is the vision of the nature of reality and the path of transformation.
2. Samma-Sankappa (Perfected Emotion or Aspiration)

It is translated as right intention.

It liberates emotional intelligence in life and acting from love and compassion.
3. Samma-Vaca (Perfected or Whole Speech)

It is translated as right speech.

It is clear, truthful, uplifting and non-harmful communication.
4. Samma-Kammanta (Integral Action)

It is translated as right action.

It is an ethical foundation for life based on the principle of oneself and others.
5. Samma-Ajiva(Proper Livelihood)

It is translated as right livelihood.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT

This is a livelihood based on correct action. This is the basis of an ideal society.
6. Samma-Vayama (Complete or Full Effort, Energy and Vitality)

It is translated as right effort.

It means consciously directing one-life energy to the transformative path of creative
healing actions that fosters wholeness.
7. Samma-Sati (Complete or Thorough Awareness)

It is translated asright mindfulness.

It is developing awareness that ‘if you hold yourself dear, watch yourself well”.
8. Samma-Samadhi (Full, Integral, or Holistic Samadhi)

It is translated as right concentration.

This could mean being focused which means that the mind is fixed on a single object at a
given time.

V. The Middle Way

It is considered the ultimate solution to man’s suffering and therefore leads him to the
attainment of Nirvana.

It is a life that is neither in extreme luxury nor in extreme poverty.

It is avoiding the extremities of life, and one should live a life of moderation.
VI. Key Concepts of Buddhism
1. Concept of Nirvana

It is a state of enlightenment which means that a person’s individual desires and
sufferings are extinguished.

It is a state of profound spiritual joy, without negative emotions and fears.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT

Buddhists believe that someone who has attained enlightenment is filled with compassion
for all living things.
2. Concept of Morality
 Karmic conditioning- it is a process by which a person’s nature is shaped by his moral
actions.
 This means that every action a person takes molds his/her character for the future.
 Both positive and negative traits can become magnified and all of these cause a person to
acquire a karma.
3. Concept of Karma
 It explains that a person’s actions affect him/her, either positively or negatively, and
his/her present actions will affect him/her in the future.
4. Concept of the Great Tragedy of Existence
 The great tragedy of existence is that it is both endless and subject to impermanence,
suffering and uncertainty These three are called tilakhana or three signs of existence.
o
Existence is endless because individuals are reincarnated over and over again,
experiencing suffering throughout many lives.
o
It is impermanent because no state, good or bad, lasts forever. Peoples’ mistaken
belief that things can last is the chief cause of suffering.
o
It is uncertain because when people examine their experience, no knower can be
defined and no enduring essence of experience can be located.
o
Only achieving liberation or Nirvana can free a human being from the cycle of
life, death and rebirth.
5. Concept on the Origin of the Universe
 Buddhism has no creator god to explain the origin of the universe.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
 It teaches that everything depends on everything else- present events are caused by past
events and become the cause of future events.
 Indian Religions often see space and time as cyclical, such that world systems come into
being, survive for a time, are destroyed and then are remade.
 In Buddhism, this happens naturally without the intervention of gods.
 One tale told by the Buddha in the AgannaSutta describes the process of recreation on the
grand scale.
o
An old world system has just been destroyed, and its inhabitants are reborn in a
new system.
o
To begin with, they are spirits, floating happily above the earth, luminescent and
without form, name or sex.
o
In early stages, there is no light or land, only water.
o
Eventually, earth appears and the spirits came to taste and enjoy it.
o
Their greediness caused their eternal bodies to become solid and coarse and
differentiate into male and female, good-looking and ugly.
o
As they lose their luminescence the sun and moon came into being.
o
Gradually, the beings fall into further wicked habits, causing themselves and the
earth itself to become less pleasant.
o
In this way, the Buddha seems to be saying that desire, greed and attachment not
only cause suffering for people but also caused the world to be as it is.
o
The physical world, according to the Buddha, with all its imperfections and
sufferings is the product of what he called dependent origination.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
LEARNING ACTIVITY SHEET WEEK 10
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Mahayana Buddhism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. State the six levels of perfection of Mahayana Buddhism
2. Define the meaning of: moral discipline, cultivation of virtue, and altruistic conduct
3. Give examples of acts of generosity of Mahayana Buddhists
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SOCIAL SCIENCE DEPARTMENT
4. Explain the core teaching of Mahayana Buddhism to seek complete enlightenment for the
benefit of all living beings through insight and compassion
5. Draw insight from the act of generosity of Tzu Chi Foundation that reflect the core teaching of
Mahayana Buddhism
LEARNING CONCEPT
I. Mahayana Buddhism at a Glance

Mahayana originated in India and subsequently spread in East Asia.

Followers of Mahayana Buddhism traditionally regarded their doctrine as the full
revelation of the nature and teachings of the Buddha in opposition of the earlier
Theravada tradition.

Mahayana Buddhism is not a single group but a collection of Buddhist traditions such as:
Zen Buddhism, Pure Land Buddhism and Tibetan Buddhism.
II. Sacred Texts: Mahayana Sutras

The Mahayana Sutras are a broad genre of Buddhist scriptures that various traditions of
Mahayana Buddhism accept as canonical.

They are largely preserved in the Chine Buddhist Canon: The Tibetan Buddhist Canon,
and in extant Sanskrit manuscript.

Around 100 Mahayana Sutras survive in Sanskrit or in Chinese and Tibetan translations.

Early versions were not written documents but orally preserved teachings said to be
verses that were committed to memory and recited by his disciples.
III. Brief Description of the Three Mahayana Buddhist Traditions
1. Zen Buddhism

It is a mixture of Indian Mahayana Buddhism and Taoism.
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SOCIAL SCIENCE DEPARTMENT

It began in China, spread to Korea and Japan, and became very popular in the West from
the mid 20th century.

The essence of Zen is attempting to understand the meaning of life directly, without
being misled by logical thought or language.

Zen is the way the Chine word ‘ch’an’ is pronounced in Japanese. ‘Ch’an’ is the Chinese
pronunciation of the Sanskrit word Dyana, which means meditation.
2. Pure Land Buddhism

It offers a way to enlightenment for people who can’t handle the subtleties of meditation,
endure long rituals, or just live especially good lives.

The essential practice in Pure Land Buddhism is the chanting of the name of Amithaba
Buddha with total concentration, trusting that one will be reborn in the Pure Land, a place
where it is much easier for being to work towards enlightenment.
3. Tibetan Buddhism

It combines the essential teachings of Mahayana Buddhism with Tantric and Shamantic,
and material from an ancient Tibetan religion called Bon.
IV. The Six Perfections of Mahayana Buddhism
1. Dana Paramita: Perfection of Generosity

It is a true generosity of spirit.

It is giving from sincere desire to benefit others, without expectation of reward or
recognition.

There must be no selfishness attached.
2. Sila Paramita: Perfection of Morality

It guides a Buddhist until he finds his own balance.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT

An enlightened being is said to respond correctly to all situations without having to
consult a list of rules.
3. Ksanti Paramita: Perfection of Patience

It is patience, tolerance, endurance, and composure.

It is said that there are three dimensions to Ksanti: the ability to endure personal hardship,
patience with others, and acceptance of truth.

The perfection of Ksanti begins with the acceptance of the Four Noble Truths, including
the Truth of Suffering.
4. Virya Paramita: Perfection of Energy

It comes from an Indian-Iranian word that means “hero”.

It is about making courageous or heroic effort to realize enlightenment.

A Buddhist must first develop his own character and courage.

He/she engages in spiritual training and then he/she dedicates his/her fearless efforts to
the benefit of others.
5. Dyana Paramita: Perfection of Meditation

It is a discipline intended to cultivate the mind.

Dyana means concentration, and in this case great concentration is applied to rehearse
clarity and insight.

Samadhi refers to a single-pointed concentration in which all senses of self falls away.

Dyana and Samadhi are said to be the foundations of wisdom, which is the next
perfection.
6. Prajna Paramita: Perfection of Wisdom
 Wisdom is the direct and intimate realization of sunyata, or emptiness.
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SOCIAL SCIENCE DEPARTMENT
 Wisdom cannot be understood by intellect alone. It can only be understood through the
practice of the other perfections- generosity, morality, patience, energy and meditation.
V. Some Concepts of Mahayana Buddhism
1. Moral Discipline

It is the perfection which aims to renounce every bodhisattva flaw.

It is defined as the mental decision to renounce all non-virtuous actions or employing a
mental strategy that blocks the vicious act.
2. Cultivation of Virtue

It is not act-centered but agent-centered.

A practitioner of virtue ethics takes his own virtue as his central ethical goal: he is to
develop the skills, habits, and attitudes of mind necessary to be the best agent he can be.

One who practices virtue ethics, his or her overarching goal in life is to do good which is
understood as virtuous character.
3. Altruistic Conduct

It is the principle or practice of concern for the welfare of others.

Love and compassion are components of all forms of Buddhism, and are focused on all
beings equally.

Love and compassion are defined as the wish that all beings be happy, and compassion is
the wish that all beings are free from sufferings.
VI. Random Acts of Generosity of Mahayana Buddhists
1. Giving alms to monks is a common practice among Buddhists believers knowing that monks
do not labor for their own material needs but for the spiritual needs of their followers.
2. Buddhist monks pray as construction of single family houses for tsunami victims begins.
3. The monks and nuns leave offerings of rice which pigeons and other birds will happily feed
on.
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SOCIAL SCIENCE DEPARTMENT
4. Dogs know they can come to compassionate monks for food and care.
5. Buddhists are so dedicated with their love of nature by participating in different conservation
practices.
LEARNING ACTIVITY SHEET WEEK 11
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Comparative Analysis: Hinduism, Theravada Buddhism and
Mahayana Buddhism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Identify the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana
Buddhism
2. Provide evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism share
common roots from India
3. Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions,
have largely influenced the world today.
LEARNING ACTIVITY
Direction: Compare and contrast Hinduism, Theravada Buddhism and Mahayana Buddhism by
completing the information in the table below.
RELIGION/BELIEF
HINDUISM
THERAVADA
BUDDHISM
MAHAYANA
BUDDHISM
Origin of the
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
Universe and
Mankind
Morality
Purpose of Life
Destiny
Views on Women
LEARNING ACTIVITY SHEET WEEK 12
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Confucianism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Describe the five basic relationships
2. Give examples of acts showing filial piety in the family, the community, and the society
3. Explain the core teaching of Confucianism
4. Present a character sketch of a person who personifies the Confucian virtues
LEARNING CONCEPT
I. Confucianism at a Glance

Confucianism is a way of life taught by Confucius in China in the 6th-5th century BCE,
and the rituals and traditions associated with him.

Confucianism has deeply influenced spiritual and political life in China.

Its influence has also extended in Korea, Japan and Vietnam.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT

Both the theory and practice of Confucianism have indelibly marked the patterns of
government and society, education and family of East Asia.
II. Influence of Confucianism

It spread to East Asian Countries under the influence of Chinese literate culture and has
exerted a profound influence on spiritual and political life.

Confucian ethical values served as an inspiration for human interaction among
individuals, communities, and nations in the East Asian region.
III. The Life of Confucius (www.britanica.com/biography/confucius)
Confucius was born in Qufu in the small feudal state of Lu in what is now Shandong province,
which was noted for its preservation of the traditions of ritual and music of the Zhou civilization.
His family name was Kong and his personal name Qiu, but he is referred to as either Kongzi or
Kongfuzi (Master Kong) throughout Chinese history. The adjectival “Confucian,” derived from
the Latinized Confucius, is not a meaningful term in Chinese, nor is the term Confucianism,
which was coined in Europe as recently as the 18th century.
Confucius’s ancestors were probably members of the aristocracy who had become virtual
poverty-stricken commoners by the time of his birth. His father died when Confucius was only
three years old. Instructed first by his mother, Confucius then distinguished himself as an
indefatigable learner in his teens. He recalled toward the end of his life that at age 15 his heart
was set upon learning. A historical account notes that, even though he was already known as an
informed young scholar, he felt it appropriate to inquire about everything while visiting the
Grand Temple.
Confucius had served in minor government posts managing stables and keeping books for
granaries before he married a woman of similar background when he was 19. It is not known
who Confucius’s teachers were, but he made a conscientious effort to find the right masters to
teach him, among other things, ritual and music. His mastery of the six arts—ritual, music,
archery, charioteering, calligraphy, and arithmetic—and his familiarity with the classical
traditions, notably poetry and history, enabled him to start a brilliant teaching career in his 30s.
Confucius is known as the first teacher in China who wanted to make education broadly
available and who was instrumental in establishing the art of teaching as a vocation, indeed as a
way of life. Before Confucius, aristocratic families had hired tutors to educate their sons in
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
specific arts, and government officials had instructed their subordinates in the necessary
techniques, but he was the first person to devote his whole life to learning and teaching for the
purpose of transforming and improving society. He believed that all human beings could benefit
from self-cultivation. He inaugurated a humanities program for potential leaders, opened the
doors of education to all, and defined learning not merely as the acquisition of knowledge but
also as character building.
For Confucius the primary function of education was to provide the proper way of training
exemplary persons (junzi), a process that involved constant self-improvement and continuous
social interaction. Although he emphatically noted that learning was “for the sake of the self”
(the end of which was self-knowledge and self-realization), he found public service integral to
true education. Confucius confronted learned hermits who challenged the validity of his desire
to serve the world; he resisted the temptation to “herd with birds and animals,” to live apart
from the human community, and opted to try to transform the world from within. For decades
Confucius tried to be actively involved in politics, wishing to put his humanist ideas into practice
through governmental channels.
IV. Sacred Texts

The Lun-yu (Analects) is the most revered sacred scriptures in the Confucian tradition.

It was probably compiled by the second generation of Confucius’ disciples.

The Analects were based primarily on the Master’s sayings preserved in both oral and
written transmissions.

It consists of the Five Classics and the Four Books.

Five classics are:
o
Shu Ching (Classic of History)- collection of documents and speeches dating
from the later Han Dynasty.
o
Shih Ching (Classic of Odes)- collection of 300 poems and songs from the early
Chou Dynasty.
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SOCIAL SCIENCE DEPARTMENT

o
I Ching (Classic of Changes)- collection of texts on divination on a set of 64
hexagrams that reflects the relationship between Yin and Yang in nature and
society.
o
Ch’un Ching (Spring and Autumn Annals)- extracts from the history of the
State of Lu, 722-484 B.C.E. said to be compiled by Confucius himself.
o
Li Ching (Classic of Rites)- consists of three books on the Li (Rites of
Propriety).
Four books are:
o
Lun Yu (Analects of Confucius)
o
Chang Yung (Doctrine of the Mean)
o
Ta Hsueh (Great Learning)
o
Meng Tzu (Mencius)
V. Doctrine of Filial Piety

It is the fist step toward moral excellence, which he believed is essential in the attainment
of the cardinal virtue “ren” (humanity).

It does not demand unconditional submissiveness to parental authority but recognition of
and reverence for the source of life.

It enables both parent and child to flourish.

Confucians see this virtue as an essential of learning to be human.
VI. The Five Basic Relationships
1. King to subject- a good ruler is benevolent and the ruler’s subjects are loyal.
2. Father to son- a father is loving to his son, and the son demonstrates reverence to his father.
3. Husband to wife- a husband should be good to his wife, and his wife should turn be obedient.
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SOCIAL SCIENCE DEPARTMENT
4. Elder brother to younger brother- an older sibling should be gentle to younger sibling, and
younger siblings should be respectful of their older siblings.
5. Friend to friend- two friends should be considerate and respectful to each other.
VII. The Core Teaching of Confucianism

Most Confucian scholars agree that the core teaching of Confucianism is to be gentleman.

The ultimate purpose of human existence is to reach one’s potential as a human being.

This is by following the moral way consisting of the virtues of love, righteousness,
wisdom, propriety and loyalty in order to promote harmony in society.

Through a rigorous process of self-cultivation which last a lifetime, Confucians believe
that one may eventually become a “perfected person” or “junzi” or a “profound man”.

According to the Analects 4:16 The profound person understands what is moral. The
small person understands what is profitable.
VII. Key Concepts of Confucianism
1. Concept of Jen (wren)
 Jen means human-heartedness, goodness, benevolence, man-toman-ness.
 It is what makes man distinctively human.
 It is the ultimate guide to human action.
2. Concept of Li (lee)
 There are two basic meanings of li: (1) concrete guide to human relationships or rules of
proper action that genuinely embody jen, and (2) general principle of social order or the
general ordering of life.
3. Concept of Yi (yee)
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SOCIAL SCIENCE DEPARTMENT
 Yi connotes a moral sense: the ability to recognize what is right and good; the ability to
feel, under the circumstances, what is the right thing to do.
4. Concept of Hsiao (showe)
 It means filial piety or reverence.
 The beginnings of jen are found in Hsiao (family life).
 Once the reverence and respect is understood for parent, Hsiao can be extended by
generalization to family, friends, society, and mankind.
5. Concept of Chih (chee)
 Chih means moral wisdom.
 The source of this virtue is knowledge of right and wrong.
 Chih is added to Confucianism by Mencius who believed that people are basically born
good.
6. Concept of Chun-tzu (choon dzu)
 Chun-tzu is the ideal man; the superior man; a gentle person in the most significant sense.
 To become a chun-tzu is the ultimate goal of a Confucian.
 He is the man that practices the five virtues: kindness, rectitude, decorum, wisdom ad
sincerity.
7. Concept of Te (day)
 Te is the power of which men are ruled; the power of moral example.
 This principle states that the whole art of government consists in the art of being honest.
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SOCIAL SCIENCE DEPARTMENT
ACTIVITY SHEET WEEK 13
Subject: Introduction to World Religion and Belief System
LEARNING
LEARNING CONTENT: Taoism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Explain that Tao is the origin of all beings whose essence is nothing
2. Give examples of acts showing love and respect of nature and the environment
3. Explain the core teaching of Taoism which is becoming one with Tao
LEARNING CONCEPT
I. Taoism at a Glance

Taoism is an ancient tradition of philosophy and religious belief that is deeply rooted in
Chinese customs and worldview.

Taoism is also referred to as “Daoism”.

Taoism is about the Tao. This is usually translated as The Way.

The Tao is the ultimate creative principle of the universe, which means that all things are
unified and connected in the Tao.
II. Origin of Taoism
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SOCIAL SCIENCE DEPARTMENT

Taoism is a Chinese philosophy attributed to an ancient philosopher in the name of Lao
Tzu which contributed to the folk religion of the people primarily in the rural areas of
China and became the official religion of the country under the Tang Dynasty.

It has no founder and no exact founding date.

It emphasizes doing what is natural and going with the flow in accordance with the Tao, a
cosmic force which flows through all things and binds and releases them.

Zhang Daoling became the first Celestial Master and founder of the first organized Taoist
school of thought.

This tradition continues to the present day, with the current Celestial Master living in
Taiwan.

Taoism was first recognized as a religious system during the 4th and 3rd centuries.

The publication of the Tao Te Ching and other works provided a focus for Taoist thinking
which was rooted in the ideas of the Taoist thinkers, to which were added local religious
rituals and beliefs.
III. Key Figures of Taoism
1. Lao Tzu (Laozi) (www.bbc.co.uk/religion/religions/taoism)
Lao Tzu (Laozi) is traditionally described as the founder of Taoism, but modern writers think he
is a legendary figure, and that the book attributed to him - the Tao Te Ching - is actually a
collection of writings by many different wise people. In that way it's like the Biblical Book of
Proverbs.
The term Lao Tzu may not be the name of a person, but a reference to 'the old master', meaning
the accumulated wisdom of the elders, the wise old men and women of the culture in which
Taoism originated.
However, at the time the Tao Te Ching was written down there may have been sound political
reasons to give it the prestige of being a philosophical treatise by a master philosopher, one who
could give lessons to Confucius (as he appears to do at points in the text.)
Over the centuries the legend of Lao Tzu developed. The first biography appeared around the 1st
century BCE. Later mythological developments cast Lao Tzu in three roles - the original pure
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
manifestation of the Tao as a God, the human philosopher who wrote the Tao Te Ching, and the
Buddha.
2. Chuang Tzu (Chuangzi)
The other main figure of Taoism is Chuang Tzu (Zhuangzi), who lived around the 3rd century
BCE. Chuang Tzu has a book attributed to him, called the Chuang-Tzu after the practice of
referring to Chinese texts by the names of their authors.
IV. Sacred Texts
1. Tao Te Ching

It means the way and its power.

It is the key book of Taoism.

It was compiled around 3rd Century BCE, and it was also known as Lao Tzu (the name of
Taoism’s recognized founder)

This short book of around 5,000 Chinese characters is divided into 81 brief chapters filled
with short, enigmatic paragraphs of advice on life and poetic descriptions of the nature of
the universe.

It is believed that no one person wrote Tao Te Ching although elementary books usually
say it was written by Lao Tzu.

The book is classified as a collection of proverbs and sayings of many anonymous people
over a long period of time.

Taoist regard the Tao Te Ching as an essential guide to living a spiritual and ethical life.
2. Chuang Tzu

It is classified as a collection of wisdom put in writing by many different people.
V. Key Concepts of Taoism
1. Concept of Tao

The Tao is not a thing or a substance in the conventional sense of its essence.

It cannot be perceived but it can be observed in the things of the world.
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SOCIAL SCIENCE DEPARTMENT

It gives rise to all beings, it does not itself have being.

It might be more helpful to regard Tao as a system of guidance.

The Tao is not god and is not worshipped. Taoism does include many deities but although
these are worshipped in Taoist temples, they are part of the universe and depend on the
Tao.

This Tao includes several concepts in one word:
o
The source of creation
o
The ultimate
o
The inexpressible and indefinable
o
The unnamable
o
The natural universe as a whole
o
The way of nature as a whole
2. Concept of Yin and Yang
 Yin and Yang is the principle of natural and complementary forces, patterns and things
that depend on one another and do not make sense of their own.
 This could be masculine or feminine, but they could also be darkness and light, wet and
dry or action and inaction.
3. Concept of Wu Wei
 It is the method of following the Tao.
 This can be translated as unconditional action or natural intervention.
 Wu Wei is sometimes translated as non-action but this should not be construed as nothing
at all gets done.
4. Concept of Tzu Jan
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SOCIAL SCIENCE DEPARTMENT
 Tzu Jan is translated as naturalness or spontaneity, but this is rather misleading.
 It is the condition that something will be in if it is permitted to exist and develop naturally
and without interference or conflict.
 The Taoist idea is to fulfill that which is naturally so, and the way to do this is Wu Wei.
5. Concept of Te
 Te is translated as virtual.
 Another way of looking at Te is an awareness of the Tao together with the capabilities
that enable a person to follow the Tao.
 Professor Victor Mair suggests that a better translation for Te is integrity.
6. Concept of Wu and Yu
 Wu and Yu are non-being and being, or not having and having.
 Wu implies inexhaustibly or timeliness.
 Some writers suggest that Wu can be directly experienced by human beings.
7. Concept of The One

The One is the essence of Tao- the essential energy of life, the possession of which
enables things and beings to be truly themselves and in accord with the Tao.

Taoists texts sometimes refer to the Tao as the Mother and the One as the Son.
VI. Relating to the Tao

The Tao cannot be described in words.

The most important thing about the Tao is how it works in the world, and how human
beings relate to it.
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SOCIAL SCIENCE DEPARTMENT

The Tao is considered as a system of guidance and if one does this one can translate
achieving union with the Tao into developing oneself so as to live in complete conformity
with the teachings of the Tao which is easier to understand and closer to the truth.
VII. Four Principles of Taoism about the Relationship of Human and Nature
1. Follow Earth

The Tao Te Ching says “Humanity follows the Earth, Earth follows the Heaven, Heaven
follows the Tao, and Tao follows what is natural.

Taoists therefore obey the Earth which means that they should help everything grows
according to its own way.

They should cultivate the way of non-action or “wu wei” and let nature be itself.
2. Harmony with nature

In Taoism, everything is composed of two opposite forces as Yin and Yang.

These two forces are in constant struggle within everything. When they reach harmony
the energy if life is created.

Someone who understands this principle will not exploit nature, but will treat it well and
learn from it.

It is obvious that in the long run the excessive use of nature will bring about disaster and
even extinction of humanity.
3. Too much success

If the pursuit of development runs counter to the harmony and balance of nature, even if
it is of great and immediate interest and profit, people should restrain themselves from it.

Insatiable human desire leads to the over-exploitation of natural resources.

To Taoist followers, to be too successful to be on the path of defeat.
3. Affluence in biodiversity
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
Taoism has a unique sense of value in that it judges affluence by the number of different
species.

If all things in the universe grow well, then a society is a community of affluence. If not
this society is on the decline.

This view encourages both government and people to take good care of nature.

This thought is a special contribution of Taoism in the conservation of nature.
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SOCIAL SCIENCE DEPARTMENT
LEARNING ACTIVITY SHEET WEEK 14
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Shintoism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Explain why it is important for Japanese people to worship gods
2. Evaluate the core teaching of Shintoism
3. Interpret the Kojiki Story creatively
LEARNING CONCEPT
I. Taoism at a Glance

Shinto is the indigenous religious belief system of Japan.

The word Shinto which literally means the way of Kami. Kami means mystical, superior
or divine.

Shinto has no specific founder, no official sacred scriptures, in the strict sense of word,
and no fixed dogmas.
II. Shinto Influence to Japanese Way of Life

Shinto consists of the traditional Japanese religious practices as well as the beliefs and
life attitudes that are in accord with these practices.

It remains closely connected with the Japanese value system and the Japanese way of
thinking and acting.
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SOCIAL SCIENCE DEPARTMENT
III. Three Major Types of Shinto
1. Shinto Shrine (Jinjo Shinto)

It has been in existence from the beginning of Japanese history to the present day.

It constitutes a main current of Shinto traditions and it includes within its structure the
now defunct State Shinto based on the total identity of religion and state, and has close
relations with the Japanese Imperial Family.
2. Sect Shinto (Kyoka Shinto)

It is a relatively new movement consisting of 13 major sects that originated in Japan
around the 19th century and of several others that emerged after World War II.

Each sect was organized into a religious body by either a founder or a systematizer.
3. Folk Shinto (Miuzoku Shinto)

It is an aspect of a Japanese folk belief that is closely connected with the other types of
Shinto.

It is centered on the veneration of small roadside images and in the agricultural rites of
small families.

Folk Shinto exists as the substructure of Shinto faith, and a Sect Shinto follower is
usually also a parishioner (ujiko) of a particular Shinto Shrine.
IV. Two Worldviews of Shinto
1. Three-dimensional View

It is in which the Plain of High Heaven (Takama no Hara, the Kami’s world), the Middle
Land (Nakatsukumi, the present world), and the Hades (Yomi no Kuni, the world after
death) were arranged in vertical order.
2. Two-dimensional View

It is one in which this world and the perpetual country (Tokoyo, a Utopian place far
beyond the sea) existed in horizontal order.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
V. Sacred Books of Shinto
Kojiki (Record of Ancient Matters) and Nihongi (Chronicles of Japan)

These are regarded in a sense as sacred books of Shinto.

They were written in 712 and 720 C.E., respectively.

These two sacred books are not only compilations of ancient traditions of ancient Shinto
but they are also books about the history, topography and literature of ancient Japan.

By interpreting the myths and religious practices these books describe, it is possible to
construct Shinto doctrines from them.
VI. The Importance of Worshipping gods or Kamis

At the core of Shinto are beliefs in the mysterious creating and harmonizing power
(musubi) of Kami and the truthful way or will (mokoto) of Kami.

The nature of kami cannot be fully explained in words, because kami transcends the
cognitive faculty of man.

Devoted followers are able to understand Kami through faith and usually recognize
various Kamis in polytheistic forms.

Parishioners of a Shrine belive in the tutelary Kami as the source of human life and
existence.

Each Kami has a divine personality and responds to truthful prayers.

The Kami also reveals mokoto to people and guides them to live in accordance with it.

Mokoto is not an abstract ideology. It can be recognized every moment in every
individual thing in the encounter between man and kami.
VII. The Core Teaching of Shintoism
“Worship the ancestors and forces of nature to achieve harmony in all dimensions.”

In Shinto, all the deities are said to cooperate with one another.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT

A life lived in accordance with a Kami’s will is believed to produce a mystical power that
gains the protection, cooperation, and approval of all the particular Kamis.

Shinto is also described as a religion of “tsunagari” (continuity or communion).

The Japanese, while recognizing each man as an individual or personality he/she does not
take him as a solitary being separated from others.

On the contrary, he is regarded as the bearer of long continuous history that comes down
from his ancestors and continues in his descendants.

It is imperative to Shinto believers to worship their ancestors to perpetuate their
relationships with them, and pay respect to the forces of nature as perceived
manifestations of the mystical powers of the different Kamis in order to achieve harmony
in all life dimensions.
LEARNING ACTIVITY SHEET WEEK 15
Subject: Introduction to World Religion and Belief System
LEARNING CONTENT: Comparative Analysis: Confucianism, Taoism and Shintoism
Reference(s):
Quebral, Villamor S., Ed.D, Pathways of Devotion, An Introduction to World
Great Religions, Lorimar Publishing, 2018
LEARNING TARGET
1. Identify the uniqueness and similarities of Confucianism, Taoism and Shintoism
2. Provide evidence that Confucianism, Taoism and Shintoism as East Asian
religions/philosophies have largely influenced the world today
3. Justify that Confucianism, Taoism and Shintoism as East Asian religions/philosophies have
largely influenced the world today.
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT
LEARNING ACTIVITY
Direction: Compare and contrast Confucianism, Taoism and Shintoism by completing the
information in the table below.
RELIGION/BELIEF
CONFUCIANISM
TAOISM
SHINTOISM
Origin of the
Universe and
Mankind
Morality
Purpose of Life
Destiny
Views on Women
Prepared by: Mr. Alex M. Antenero
SOCIAL SCIENCE DEPARTMENT