Introduction to World Religions and Belief
Systems
Course Description: This course revolves around two central questions: how has the world
shaped religion(s), and how have religions shaped the world? As we move through an
introductory survey of some of the world’s major religious traditions, including indigenous
religious traditions, Hinduism, Buddhism, Judaism, Christianity, Islam, and selected new religious
movements, we will pay special attention to the ways in which these traditions have been
shaped by historical, political, and geographical changes in the world—and will also consider
how these traditions and their communities have influenced these changes. Over the course of
the semester, we will seek both to understand the significance and relevance of religion in world
history and to begin to grapple with some of the important philosophical questions addressed
within religious communities as well as by those who study them.
CHAPTER 1: WORLD RELIGION IN FOCUS
LESSON 1: UNDERSTANDING THE NATURE OF RELIGIONS
I. Pre-Test
Activity 1 PICTURES CONCEPTUALIZATION:
Directions: Ask the learners to give an idea about the pictures projected on the wall.
Activity 2:
Directions: Read the following statements about belief systems. Write AGREE or DISAGREE
_________1. The largest religion in the world is Christianity?
_________2. The country of China is officially an atheist country.
_________3. Saudi Arabia has the largest number of Muslims in the world.
_________4. The world’s most shoplifted book is the Bible.
_________5. Muslims believe in Reincarnation
_________6. Brazil is the country with the largest number of Catholics in the world.
_________7. More Americans “regularly” attend church than any other country in the world.
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_________8. The Torah is the official book for the Jewish religion.
_________9. Some religions believe that rocks have souls.
_________10. The Pope is the head of the Hindus.
Activity 3:
Name all the religions/belief systems that you know.
Do you have a religion or belief?
What do you want to know?
What do you know about it?
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I. MOTIVATION
Activity 4 VENN DIAGRAM
Directions: Present the similarities and
Spiritu
ality
differences of spirituality, theology, and
religion using the expanded Venn
diagram below.
Theology
Religion
Activity 5
List down 10 things that you believe in
by completing the following statements. What have you observed in your belief system?
1. I believe in/that ____________________________________
2. I believe in/that ____________________________________
3. I believe in/that ____________________________________
4. I believe in/that ____________________________________
5. I believe in/that ____________________________________
6. I believe in/that ____________________________________
7. I believe in/that ____________________________________
8. I believe in/that ____________________________________
9. I believe in/that ____________________________________
10. I believe in/that ____________________________________
II. Discussion
Why is there a need to study religion?
Religion has existed since the beginning of
human history. Religion can be found wherever
humans live. We are currently witnessing how
religion continues to play critical roles in world
politics in the twenty-first century, as evidenced
by the various political conflicts rooted in religious
differences. This chapter will introduce you to
various religious concepts, expound on the origins
of religion, and evaluate the many roles religion
plays in people's daily lives. Religious ideas have
fueled animosity and discord in all parts of the
world, shaping conflicts and giving rise to
oppression and tyranny. Religious traditions, on
the other hand, have created a strong backbone
that has helped shape the importance of peace,
justice, equality, toleration, and brotherhood.
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Kinds
Monism
Polytheism
Monotheism
Atheism
Agnosticism
Description
There is no real distinction between god and the universe
The belief and worship of many gods
The doctrine or belief in one supreme god
Disbelief in or denial of the existence of a personal god
God cannot be known
Spirituality is derived from the Latin word spiritus, its verb root is spirare which means “to
breathe” literally. There is an impression that people are surrounded by a “divine reality as
pervasive, intimate, necessary, and invisible as the air we breathe” which is similar to Hindu
prana and Chinese chi. (Grassie 2010).
While religions are frequently viewed as a set of ideals practiced and followed by organized
groups, “spirituality is something an individual can have without being implicated in the
ambivalent complexity of human societies and institutions” (Grassie 2010.
Although traditional spirituality is frequently associated with religiosity, many people assert
that personal spirituality can grow separately from religion. One may find inner peace,
satisfaction, and contentment in life that are truly independent of religious dogmas and tenets.
In the study of Religion, there are basic concepts that need to be understood such as
theology, philosophy of religion, and spirituality. While religion refers to any set of attitudes,
beliefs, and practices concerning a supernatural power—theology involves the systematic study
of the existence and nature of the divine. It deals with the study of the nature and purpose of
God that may be undertaken using a particular perspective. Theology is a study, not a
formulation of religious beliefs.
On the other hand, the philosophy of religion deals primarily with issues concerning
religion, which includes analysis of the existence of a divine being or on sacred texts. It may
involve studying the “concepts and belief systems of the religions as well as the prior
phenomena of religious experience and the activities of worship and meditation on which these
belief systems rest and out of which they have arisen” (Hick 1990). It seeks to analyze various
concepts such as god, spirit, karma, creation, immortality, heaven, hell, and purgatory among
others. Philosophy of religion is not a branch of theology but a branch of philosophy. It is said
that this particular study need not be undertaken from a religious perspective at all because
atheists, agnostics, and the person of faith can and do philosophize about religion (Hick 1990).
ESSENTIAL QUESTION
How do religions come about?
How does religion differ from spirituality?
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III. Application
Directions: Explain the difference between a person who is spiritual but not religious from a
person who is religious but not spiritual through a 300-word essay. Consider the quotation
below as an anchorage of your ideas.
“Spirituality begins when religion ends’’
-Sr. Joan Chitister, OSB
CRITERIA
DESCRIPTION
CONTENT
The content was well-thought-of;
questions were thoroughly answered
ORGANIZATION
The paper was well-written with ideas easily
conveyed to readers.
7
Points are thoroughly developed
6
DEVELOPMENT
POINTS
guide
POINTS
OBTAINED
7
TOTAL:20
points
V. Generalization
1. How does your conception of a divine or supreme being compared with the supernatural
beings found in other religious beliefs?
2. Do you agree with a specific theory of religion? Defend your answer.
3. Do you consider yourself religious, or spiritual? Explain.
VI. Evaluation
Direction: Match Column A with Column B. Write the letter of the correct answer on the blanks
provided.
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LESSON 2: HOW WORLD RELIGIONS BEGAN
I. Pre-Test
Activity 1: Picture Analysis
Direction: Each picture symbolizes a type of religion. Identify the religion that each picture tries
to depict. Write a brief explanation on why you identified religion with one of the given pictures
II.
Motivation
Activity 2: Directions: Supply the missing relevant information in the matrix below.
RELIGION OR
PLACE OF
IMPACT OF
EFFECTS TO ONE’S WAY
BELIEF SYSTEM
ORIGIN
GEOGRAPHICAL
OF LIFE ( socioFACTORS
economic, social
mobility, marriage,
birth, death, right of
passage)
HINDUISM
BUDDHISM
JAINISM
CHRISTIANITY
JUDAISM
ISLAM
CONFUCIANISM
SHINTOISM
TAOISM
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II. Discussion
HISTORICAL BACKGROUND
Religion,
according
to
scholars, is universal and can be
found in all known contemporary
societies (Ember & Ember 1997).
Even the most fundamental of
belief systems can be found to
varying degrees in all religions
(Hopfe 1983). Several theories have
been proposed to explain the
origins of religion. Even prehistoric
humans, such as the Neanderthals
and Cro-Magnons, practiced a
variety of belief systems, such as
burying their dead, painting on
cave walls, and carving images
from stones.
Humankind's long existence
has resulted in the development of
religion and belief systems. Many
religions may have gone unrecorded in the past. Others may have died out gradually. This lesson
will focus primarily on religions that are still active today. The table that follows depicts some
significant dates in the history of the establishment of various world religions.
Important Dates on the Origin of World Religions
Judaism
The Jewish people, an ethnic and religious nation descended from the historic peoples
of Israel and Judah, practice Judaism, a strictly monotheistic religion. Although certain religious
traditions or beliefs can be traced back much further, Judaism, as it is known today, originated
in the Middle East in at least the 500s BCE. Its adherents have long faced persecution at the
hands of dominant religious groups. The Roman Empire destroyed the Second Temple, the
center of Judaism, scattering the nation. Throughout history, Jews have been the target of
intense violence and discrimination. Nonetheless, Judaism has survived and continues to be one
of the world's most visible and widely practiced religions.
Christianity
Christianity is a monotheistic religion centered on the figure of Jesus of Nazareth, also
known as Jesus Christ. In the 30s–50s CE, Christianity arose as a religious offshoot of Judaism
based on the teachings of Jesus, who was Jewish himself. Many of Judaism's social, cultural, and
religious institutions were rejected by early Christianity, which pursued radically different strains
of spiritual thought. Within a century, a discernible Church was established. In the 300s CE, the
texts of the faith and its most important creeds were codified. Despite persecution, Christianity
became the state religion of the Roman Empire and all of its inheritors, and the various Christian
denominations have collectively become the world's largest faith by a wide margin in the time
since.
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Islam
Islam is a monotheistic faith founded by the prophet Muhammad in present-day Saudi
Arabia in the year 607. His teachings, as compiled in the Quran, claim ancestry with many Jewish
and Christian beliefs. Despite opposition from local polytheists, Muhammad preached his faith
in Mecca and quickly established a religious community of early Muslims. After being forced to
relocate to Medina in 622, the community codified and began its expansion across the Arabian
Peninsula. By 632, the year of Muhammad's death, nearly all of Arabia had converted to Islam,
and it has since grown to become the world's second-largest religion, centered primarily in the
Middle East and Southeast Asia.
Zoroastrianism
Zoroastrianism, founded by the Persian prophet Zoroaster, is possibly the world's oldest
monotheistic religion. It was first mentioned in the 500s BCE, but many historians believe it was
established as early as the 900s BCE. Zoroastrianism became the dominant religion of Persia's
vast Achaemenid Empire, and it remained influential in the region until the rise of Islam in the
700s CE. Many people believe that Zoroastrianism influenced the development of other major
religions. Zoroastrianism declined throughout the medieval era, and according to the most
recent reputable survey, there are fewer than 200,000 Zoroastrians today. There are some
indications, however, that many Kurds are converting to Zoroastrianism, which they see as an
ancestral religion, which may reverse the long-term population decline.
Shinto
Shinto is Japan's traditional religion, which incorporates a wide range of regional beliefs
and customs. Although the various beliefs predate this, these traditions were collected and
described as something akin to Shinto in the 800s CE. Shinto is not, for the most part, a religion,
but rather the foundation of many cultural practices in Japan. Similarly, it is difficult to produce
a large number of Shinto adherents; according to membership in Shinto organizations, only 4%
of Japan adheres to the religion. However, up to 80% of Japanese people (including those who
claim no religious belief) maintain shrines and perform Shinto prayers. Shinto's intimate cultural
quality means that it is almost entirely limited to Japan.
Hinduism
Hinduism is widely regarded as the world's oldest religion, with roots in Vedic beliefs dating
back to the 1500s BCE. There is no founder of the religion, which is a synthesis of many different
Indian religious traditions. Throughout Indian history, the religion waxed and waned in
competition with Jainism and Buddhism, before experiencing a massive resurgence after the
medieval period. Following that, it grew to become the dominant religion on the Indian
subcontinent. Hinduism is one of the most geographically concentrated major world religions,
with 1.07 billion Hindus living in India and Nepal. However, due to the sheer number of adherents,
Hinduism is the world's third-largest religion.
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Buddhism
Buddhism is a religious tradition founded in the early 400s BCE by Gautama Buddha,
drawing from (or opposing) many of the same Vedic traditions that inform Hinduism. For
centuries, Buddhists engaged Hindus and Jains in religious dialogue, developing mutually
competing traditions and beliefs. Buddhism flourished in India, with the support of several
powerful rulers, before declining during the medieval period. Buddhism continued to grow and
develop in East Asia, having a significant impact on the region's cultural landscape. Buddhism
is now the world's fourth-largest religion, with nearly 200 million practitioners in China and being
the majority religion in many Southeast Asian countries.
Jainism
Jainism is an ancient Indian religious tradition; according to its adherents, Jainism is
eternal, or at least older than Hinduism, but many historical estimates place it contemporaneous
with Buddhism as a Classical offshoot of old Vedic tradition. Jainism, like Buddhism, received
varying degrees of support or opposition from powerful sponsors and was constantly in dialogue
with India's other religious traditions. Unlike Buddhism, Jainism did not spread far beyond its
native India, and the vast majority of the world's 4-5 million Jains still reside there. The Jain
community, on the other hand, has a high profile due to its high literacy rates and Mohandas
Gandhi's respect for Jain teachings and beliefs.
Confucianism
It must be stated that Confucianism is not a religion in the strictest sense. It is a philosophy based
on Chinese folk religion. During China's Spring and Autumn period in the 500s BCE, the Chinese
philosopher Kǒng Qiū (孔丘), also known as Master Kǒng or Kǒngzǐ (孔子), founded Confucianism
as a school of thought. It quickly rose to prominence among the "Hundred Schools of Thought"
and served as the foundation for China's later imperial government. Confucianism draws on
Chinese folk religion, which is still concentrated in China, but its teachings are spread throughout
East Asia. Note: Kǒngzǐ or the more honorific Kǒng Fūzǐ (孔夫子) was Latinized as Confucius by
Jesuit missionaries in the 1600s.
Taoism
Taoism is a philosophy and religion originating in China around the same time as
Confucianism and was the primary rival to Confucian thought out of the Hundred Schools.
Taoism claims descent from the (perhaps mythical) figure Lǎozǐ (老子), which means "Old Master."
Taoism shares some common elements with Chinese folk religion, but the core teachings differ
(unlike Confucianism). Taoism has been immensely influential on Chinese and East Asian
cultures, with Taoist thought influencing everything from literature to medicine to martial arts.
Due to the syncretic interactions of Taoism with Chan Buddhism and Confucianism, it is hard to
find a hard number of Taoists, but Chinese religions collectively are the fifth largest religion in the
world.

Religion is considered universal and it can be found in all known contemporary societies.
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The prophet and patriarch Abraham played a major role in the establishment of three
monotheistic religions, namely, Judaism, Christianity, and Islam.
 Religion is an essential part of Indian tradition as four main religions originated here,
namely, Hinduism, Buddhism, Jainism, and Sikhism.
 Both Confucius and Laozi were followers of the Dao. The Confucian Dao principally
concerns human affairs while the Daoist Dao means the way the universe works.
 West Asia is home to three great religions, namely, Judaism, Christianity, and Islam.
 Heat and water are major features of India’s ecological setting. As a result, the deities of
sun, fire, and water are venerated in India.
 Chinese culture practically influenced all other nations on its outskirts, including Japan
and Korea.
 Monotheism or the belief in one god is an ancient idea that predated the establishment
of Abrahamic religions.
 The concept of dharma is integral in religions that emerged in India, most especially
Hinduism and Buddhism.
 Chinese belief system arrived in Japan and influenced the local culture and the
indigenous polytheistic religion Shinto.
References:
https://www.wssd.org/cms/lib/PA01001072/Centricity/Domain/725/World%20Religions.pdf
https://www.infoplease.com/culture-entertainment/religion/major-religions-worl
https://www.deped.gov.ph/wp-content/uploads/2019/01/Introduction-to-World-Religions-and-BeliefSystems.pdf
III. Application
Activity 3: Direction: Make a poster presentation illustrating the unity of world religions. Your
poster will be graded based on the rubric below.
V. Generalization
1. How important is the role of Abraham in the development of monotheistic religions?
2. In what ways are Confucianism and Taoism more of a social philosophy rather than
organized religions?
3. How did geography affect religious events and development in West Asia, in the
Indian subcontinent, and China?
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4. What are the major points of difference between dharmic religions and Abrahamic
religions?
5. Why are natural forces and environment integral in the Shinto religion?
VI. Evaluation
Directions: Supply the missing relevant information in the matrix below.
RELIGION OR BELIEF
SYSTEM
IMPACT OF
GEOGRAPHICAL
FACTORS
PLACE OF ORIGIN
EFFECTS TO ONE’S
WAY OF LIFE ( socioeconomic, social
mobility, marriage,
birth, death, right of
passage)
HINDUISM
BUDDHISM
JAINISM
CHRISTIANITY
JUDAISM
ISLAM
CONFUCIANISM
SHINTOISM
TAOISM
LESSON 3:
POSITIVE AND NEGATIVE EFFECTS OF RELIGIONS
I. Pre-Test
Activity 1
Directions: Enumerate at least 10 positive and negative effects of religion using the table below.
Effects of Religion on the Society
POSITIVE
NEGATIVE
II. Motivation
Activity 2: Directions: Enumerate at least five world events that were brought about by
religion then provide justifications of their existence and your gained insights.
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World Events
Justification of Existence
Gained Insights
1
2
3
4
5
III. Discussion
POSITIVE EFFECTS OF RELIGION
Without a doubt, religion plays an important role in society. It has become so intertwined
with other institutions, such as political and economic systems, that religious belief have
occasionally become the basis of political legitimacy. This is precisely why many countries
established the principle of separation of state and religion. Religion, on the other hand, has
served societal purposes in general. It instills values that promote peace, compassion, and
kindness in some way. Religion upholds traditions that shape human spirituality and embrace
the goodness in all people.
Religion Promotes Social Harmony
Religion is based on the belief in supernatural beings and powers. It follows a set of rituals
and ceremonial rites of passage and intensification. It also holds religious leaders in high regard,
such as priests, priestesses, and shamans. These traits contribute to social harmony by
assimilating and stabilizing cultures and nations. Religion gives divine authority to ethical and
moral principles, which aids in the promotion of human unity. Common ritual participation, as
well as basic belief uniformity, aid in the promotion of social cohesion. Belief in supernatural
beings and the alleged divine powers they can wield to reward and punish people has been a
major religious concept since ancient times. It alleviates feelings of helplessness in people who
believe they are not alone in the world, that they do not have to rely solely on their abilities, and
that everyone else is in the same boat, so to speak. When people are in a crisis, they tend to
believe that a greater force or a higher being is there to help them, a belief that they tend to
share with others.
Equally important is the belief in religious leaders whose function was to mediate between
the deities and the people. In ancient Philippine society, for example, spiritual leaders were
called babaylanes or catalones, whose functions were to intercede between the deities and
people; to continue the rituals; play as healers, and act as cultural leaders of the community.
Religion Provides Moral Values
One of the most important functions of religion is to promote moral values. It offers a systematic
model of the universe, which determines organized human behavior. By providing moral values,
one can distinguish between what is right and wrong, what is good and what is evil. It also
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provides a reward and punishment system that governs and standardizes people's behavior in
society. Some people believe that it is sometimes more effective than state-enforced laws
because most people place more emphasis on reward and punishment in the afterlife.
Religion Provides Social Change
Religion brings about social change because it is a source of moral values. It can be very
effective in lobbying and campaigning for certain social issues by relying on its moral teachings
as a foundation for argument. For example, in the United States, the Church has been active in
both the civil liberties campaign and the antislavery movement. The Catholic Church has
received a lot of credit in the Philippines for the success of the People Power Revolution in 1986
when Archbishop Jaime Cardinal Sin urged people to join the protest rally to oust the dictator,
former President Ferdinand Marcos. Another example is Gandhi's satyagraha, or passive
resistance, which helped India gain independence from the British in the twentieth century.
Satyagraha advocates the belief that nonviolence of the mind can lead to the realization of
the true nature of an evil situation and that truth can be asserted by refusing to cooperate with
evil. This concept, popularized by Gandhi in the early twentieth century, was instrumental in
India's fight against the British and served as a model for other protest actions in other countries.
Religion, in general, has the potential to affect social change, particularly in the areas of
poverty, reproductive health, gender equality, and religious discrimination.
Religion Reduces Fear of the Unknown
Religion arose from man's need for a sense of origin and destination; to discover where
they came from and where they will go after death. Religion offers explanations for phenomena
and questions that science and logic cannot explain. Myths about the origins of people abound
with stories of gods and goddesses creating groups of people, perpetuating the notion that
people provided assurances about where spirits will go when people died, reducing people's
fear of death as something undesirable. Most religions now place a high value on belief in the
afterlife because it serves as the foundation for their daily conduct or how they live their lives.
Religion Gives Positive Goals in Life
People were inspired by the stories of various prophets from their religious backgrounds, such
as Moses, Siddharta Gautama, and Muhammad. These people demonstrated how ordinary
people like them were given important missions in life and struggled to carry them out. Moses
was tasked with freeing the Hebrews from slavery in Egypt and leading them back to the
promised land; Mohammed was chosen to challenge the ruling class's supremacy in the desert
by preaching equality and founding the Islamic religion; and Siddharta Gautama gave up his
wealth and power to find a cure for sickness, poverty, old age, and death. Their narratives, as
perpetuated by religion, may provide people with a sense of meaning in life; that they are not
placed in this world without a purpose; that everyone has a mission to fulfill, and it is up to them
to figure out what their missions in life are.
Religion Gives People a Sense of Belonging
Religion, like family, ethnicity, or nationality, gives people a sense of belonging. Religion, for
some, provides a sense of personal identity as a member of a group with similar worldviews,
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beliefs, values, practices, and lifestyles. It allows communities to recognize and offer critical
action and service to meet the needs of the larger community. Belonging to a specific religion,
whose members share the same beliefs, perform the same rituals, and worship the same god,
gives people a sense of being in the right place with the right people. It also gives them a sense
of security because people from the same religious group tend to support and help one another
in times of crisis.
NEGATIVE EFFECTS OF RELIGION
Religion has frequently been blamed for causing division and conflict among people.
There is also a widespread belief that religion can be harmful to society when it is used to
advance the interests of one group of people at the expense of others, particularly those who
hold different religious beliefs. Religious fundamentalism, or the demand for strict adherence to
orthodox theological doctrines, is frequently blamed for most religious conflicts. Some of the
negative effects of religion that we will discuss in this lesson include affirmation of social
hierarchy; cause of conflict; promotion of discrimination; an impediment to scientific success
and development; and an impediment to the use of reason.
Religion Affirms Social Hierarchy
Some religions affirm social hierarchy, frequently favoring men, and thus perpetuate
notions of class or gender discrimination and oppression. Another religion that reflects the
hierarchy of political structures is Confucianism, which emphasizes the relationship between the
ruler and the subject, with the former exercising authority over the latter. The traditional caste
system in India reflects how religion reflects political and social structures because it propagated
the idea that people had to be subdivided into certain social classes with specific social roles
and that attaining moksha (union of universal soul and individual soul) depended on how they
performed their duties based on their designated class.
Religion Causes Discrimination
According to some, religion, after turning people against themselves, turns them against
each other. This occurs when people do not tolerate religious ideologies that differ from their
own. Religious fanaticism can breed hatred, which can lead to racism and, eventually,
violence. Throughout history, colonizers have used religion to justify their forcible occupation of
territories. Religion has, in some ways, made the world a more complicated place to live.
Religion Triggers Conflicts and Fights
Religion, in some ways, lends itself to being a source of conflict and war. Throughout
history, many lives have been sacrificed and lost in the name of religion. Wars have been fought
in the name of religion, and this phenomenon is still going on today. In Palestine, Jews are at
odds with Muslims; in Kashmir, Muslims are pitted against Hindus; in Sudan, Muslims are pitted
against Christians and animists; in Sri Lanka, Sinhalese Buddhists are pitted against Tamil Hindus;
and in Indonesia, Muslims are pitted against Timorese Christians. These are just a few of the many
wars fought in the name of religion, which means that vast amounts of resources are being
squandered and millions of lives are being lost.
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Religion as An Economic Tool for Exploiting the Masses
According to the German philosopher Karl Marx, "religion is the opium of the masses,"
referring to his critical approach to religion in which he proposed that the bourgeoisie maintains
control over the proletariat through religion. It perpetuates social inequality, according to Marx,
by spreading a worldview that justifies oppression. He believed that religion could be effectively
used by the ruling class to maintain a more favorable social order. Whether one is Christian,
Jewish, or Muslim, religious teachings that justify accepting oppression as a normal part of life
on earth and as a means of receiving an everlasting reward in the afterlife can be viewed as a
bourgeois tactic to maintain the status quo in which they reap more resources and power in
society. Thus, according to Marx's conflict theory, the abolition of religion is also required to free
the masses from their oppressive state.
Religion Impedes Scientific Success and Development
Throughout history, religion has proven to impede scientific progress. It has been said, for
example, that the Catholic Church used to teach that the world is flat and warned people not to
travel to faraway places if they did not want to fall off the edge of the earth. Another example is the
Ptolemaic theory, which asserts that the Earth is the center of the solar system. Aristarchus, and later
Nicolas Copernicus, demonstrated that the sun is the center of the solar system and that all other
planets revolve around it, advancing the heliocentric model.
Religion Obstructs the Use of Reason
Many people question whether religious doctrines are appropriate for the needs of current
and future generations. To put these dogmas into practice, religion must evolve and learn to
adapt to an ever-changing world. Religious beliefs and practices that have proven to be
inhumane should be replaced with more rational ones. Consider trepanning, or the ancient
practice of boring holes in the human skull, a surgical procedure performed on epileptics and
the mentally ill in the belief that the evil spirit will leave the person through the hole. They
regarded it as an exorcism attempt back then, but the procedure is now unthinkable.
IV. Application
Activity3: Directions: Search for web-based articles, photos, and editorials showing either the
positive or negative effects of religion on society and use them as a reference in accomplishing
the table below.
Title of the
Article, Editorial
or Photo
Source
Thesis or Argument of
the
Source
Realizations
1
2
3
4
5
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IV. Generalization
a. Can you think of other cases of religious conflicts aside from the ones mentioned?
b. Do you agree that sometimes religious conflicts are being used for political reasons? Why
or why not?
c. In your own opinion, can religious conflicts be avoided? If yes, how?
d. Do you think religious groups should have a say in political affairs? Why or why not?
V. Evaluation
Direction: Which effect of religion is referred to in the following sentences? Write the letter of the
correct answer.
VII. Assignment
Research for the next topic: ABRAHAMIC RELIGIONS
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CHAPTER 2: ABRAHAMIC RELIGIONS
LESSON 4: JUDAISM
Activity 1: Pre-Test
Direction: Challenge yourself by arranging the jumbled letter words
1. ENGSIES
2. BHRAAMA
3. CNANAA
4. TANEPUETCH
5. COBAJ
6.
7.
8.
9.
10.
WEJSHI
SOMES
ISIAN
BWEREHS
UDISAMJ
II. Motivation
Activity 2: Directions: Complete the cluster map based on your understanding of the
word Monotheism.
Prefix and its meaning:
Root word and its meaning:
MONOTHEISM
III. Discussion
The Abrahamic religions of Judaism, Christianity, and Islam, known as the world's first
monotheistic religions, arose from the frontiers of West Asia. Abrahamic religions are so named
because they all trace their origins back to the great patriarch Abraham and his descendants.
These religions' adherents, namely Jews, Christians, and Muslims, all believe that Abraham
and his family played an important role in the formation of their respective faiths. Because these
religions originated in the same region, it is not surprising that they share common beliefs, the
most important of which is the belief that they are descended from the patriarch Abraham.
Aside from that, they have some similarities, such as their belief in a single god. They also believe
in heaven and hell, as well as prophets as instruments of God in disseminating his words to the
people, angels as God's messengers to humanity, and judgment day, among other things.
Based on the number of adherents, Christianity is now considered the most popular religion in
the world, followed by Islam. Indeed, these Abrahamic religions have had a significant impact
on the world today.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Judaism is an ancient monotheistic religion that began as an organized belief system
in West Asia during the Bronze Age. Judaism, the religion of the Jewish people, is one of
three Abrahamic religions, along with Christianity and Islam. It is the religion practiced
by the Jews, known as the "people of the Book," concerning their sacred text, which
dates back nearly a thousand years and was formalized as a canon of teaching by the
end of the first century C.E. The Torah, the most important text of the Jewish people, is
depicted below. It contains the "Five Books of Moses" as well as numerous sacred laws .
The Jews regard themselves as God's chosen people to serve as an example of devotion and
purity to humanity. It is difficult to study key events in the history of Judaism without discussing
the history of the Jewish people from the time of the Hebrews' mass exodus from Egypt, also
known as the Exodus. During the twentieth century, their population growth was sluggish for a
long time, reaching only 25% after the catastrophic event known as the Holocaust.
According to a 2014 report, approximately 14 million Jews account for 0.2 percent of the
global population. Israel, North America (the United States and Canada), and Central Europe
have the highest concentrations of Jews. France, the United Kingdom, Russia, Argentina,
Germany, and Australia are among the other countries with a sizable Jewish population.
HISTORICAL BACKGROUND
It is extremely difficult to separate the history of Judaism from the history of Jews (Parrinder
1971). The Jews' ancestors were groups of Semites known as Hebrews, whose origins can be
traced back to Arabia's desert lands (Brown 1975). The first five books of the Hebrew Bible, known
as the Pentateuch, describe the origins of the Jewish people and the beginnings of Judaism.
Judaism, as a religion and culture, has three notable founding figures or patriarchs: Abraham,
Isaac, and Jacob. These biblical patriarchs are the Jewish people's physical and spiritual
forefathers, and their stories can be found in Genesis 12-50 of their scripture.
Judaism is founded on God's revelation to Abraham that He is the creator and ruler of the
universe, that He loves His creatures, and that He expects righteousness from them (Losch 2001).
As recorded in Genesis 12, God chose Abraham and his family from among all the people who
lived on Earth. Following a series of tragic events involving humanity, God made a covenant
with Abraham, promising him that he would become the father of a great nation and possess
vast tracts of land. In exchange, Abraham must remain committed to the covenant. He would
become the world's embodiment of uprightness and holiness. He was eventually succeeded by
his son Isaac, grandson Jacob, and Jacob's twelve sons (Hopfe 1983).
In biblical stories, these patriarchs are depicted as nomads. According to legend, Abraham's
original name was "Abram," and he was born around 1800 B.C.E. in the Chaldean city of Ur.
Questioning the folly of idol worship, Abram left his home and family to follow God's call to
Canaan, which is located on the western side of the Fertile Crescent. The Jewish people believe
they are descended from a tribe in Canaan, which is now occupied by Israel, Jordan, and Syria
in the eastern Mediterranean (Bowker 1997).
God and Abram have made a covenant, and Abram must prove his worth to this
agreement through faith tests throughout his life. While Abram and Sarai were initially childless,
Abram gave birth to a son through Sarai's Egyptian handmaid Hagar. He was named Ishmael,
and he is regarded as the Arabs' ancestor. Ishmael, on the other hand, was not the heir to God's
18
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
promise. Sarai's name was changed to "Sarah," which means "princess" or "noblewoman" by
God. Later in life, the old Abram and Sarah had a son named Isaac, who was the heir to God's
covenant and the ancestor of the Jewish people. Abram's name was changed to "Abraham,"
or "the father of many nations," and his story is told in the Hebrew Bible in Genesis 11-25.
God commanded Abraham to sacrifice his son Isaac at an altar on Mount Moriah, which
was the most difficult test he faced. Abraham complied by erecting a fire and tying Isaac up.
When Abraham's obedience was tested, an angel intervened, and he was eventually reunited
with his son. Instead of Isaac, a ram was sacrificed in his place.
Isaac later married Rebecca, who bore him twin sons, Jacob and Esau. Always at odds,
the younger Jacob purchased Esau's birthright and duped his father Isaac into bestowing Esau's
blessing as the eldest son on him (Bowker 1997). To avoid Esau's wrath, Jacob fled to his uncle's
house. Jacob eventually returned home and reconciled with Esau. A close encounter with an
angel earned him the name "Israel," which means "the one who wrestled with God," and the
Jewish people are known as the "children of Israel." Jacob fathered twelve sons and one
daughter from four different women. Reuben, Simeon, Levi, Judah, Zebulun, Issachar, Dan, Gad,
Asher, Naphtali, Joseph, and Benjamin were the twelve sons who became the ancestors of the
tribes of Israel. Joseph was sold into slavery by his envious brothers and brought to Egypt, where
his ability to see and interpret visions earned him a position in the court as vizier, second only to
the pharaoh. Famine struck Canaan, forcing Jacob and his family to flee to Egypt. While the
book of Genesis ends with Abraham's descendants forming a great nation, the book of Exodus
begins with them pleading for deliverance from Egyptian slavery (Hopfe 1983). They were not in
Canaan, as promised, but were being held as slaves in Egypt. As the descendants of Israel grew
in number over the centuries, the alarmed pharaoh decreed that all male children be killed by
throwing them into the Nile.
Jochebed, a member of Levi's tribe, secretly placed her youngest child in a woven
basket and sent him down the Nile River. Bithia, the pharaoh's daughter, discovered the child,
rescued him, and raised him as her own. Jochebed offered to nurse the child, now known as
Moses, who was raised in the Egyptian royal family.
Moses killed an Egyptian in defense of a slave when he was forty years old and fled to
the Sinai desert, where he spent the next forty years as a shepherd (Hopfe 1983). Abraham's
God revealed himself to Moses on Mount Horeb by speaking through a burning bush that was
not consumed. He commanded Moses to return to Egypt and demand the release of the
Israelites from slavery, revealing God's name as "Yahweh." After initially refusing, the Egyptian
pharaoh relented after God inflicted ten miraculous and horrific plagues on Egypt and its
people, most notably the plague on the firstborn. While the firstborn sons of every Egyptian
household would perish, Israelite sons would be spared if they marked their door posts with the
blood of a sacrificed lamb. The lamb had to be cooked and eaten with bitter herbs and
unleavened bread on that fateful night. This is known as Passover, a major Jewish holiday. The
Israelites were driven out of Egypt by Moses, who led them across the Red Sea (also known as
the "Sea of Reeds" in some accounts). When Pharaoh changed his mind and began pursuing
the fleeing Israelites, Moses parted the Red Sea, allowing them to cross and reach the dry lands
of Sinai. Meanwhile, as the waters receded, the pursuing Egyptian chariots drowned. This event,
known as the Exodus, became a part of Jewish history, demonstrating Yahweh's intervention to
deliver his chosen people (Hopfe 1983).
19
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
The giving of the Ten Commandments at Mount Sinai was another significant event in
Jewish history. These supreme laws, which are fundamental to the Jewish people, were
communicated to the Israelites during their time in the wilderness by Moses. Moses eventually
united the various tribes into one group and dedicated them to worship the one living God
(Brown 1975). Moses died in the desert near the "Promised Land" forty years after the Exodus.
Activity 3: MOVIE REVIEW
Watch one of these films: Exodus: Gods and Kings, Ten Commandments, Prince of Egypt,
and Moses. Write a movie review based on your knowledge about the story of Moses. Was
the film biblically accurate? Discuss the movie and share your insights.
Just click the link below: https://www.youtube.com/watch?v=w04dxieykHk
ARTICLES OF FAITH
Perhaps the closest approach in having an acceptable creed in Judaism was proposed by
the eminent medieval Jewish philosopher Moshe ben Maimon (also known as Rambam or
https://www.youtube.com/watch?v=w04dxieykHk
Moses Maimonides) during the latter part of the twelfth century C.E as an appendix to his
commentary on the Mishnah. According to Moshe ben Maimon, the minimum requirements of
Jewish belief as listed in his thirteen principles of faith are as follows:
Jewish Principles of Faith
1. God exists.
2. God is one and unique.
3. God is incorporeal.
4. God is eternal.
5. Prayer is to be directed to God alone and to no other.
6. The words of the prophets are true.
7. Moses’ prophecies are true, and Moses was the greatest of the prophets.
8. The Written Torah and the Oral Torah were given to Moses.
9. There will be no other Torah.
10. God knows the thoughts and deeds of men.
11. God will reward the good and punish the wicked.
12. The Messiah will come.
13. The dead will be resurrected.
The Ten Commandments
The Ten Commandments are a set of absolute laws given by God to Moses at the biblical
Mount Sinai that shall govern the life of every Israelite. Most scholars consider this period as the
official beginning of Judaism as an organized and structured belief system. These laws are twice
mentioned in the Hebrew Bible, particularly, in Exodus and Deuteronomy.
20
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Activity 4: Explain each commandment according to your perception. 😊
Jewish Months and Festivals
Nisan (March or April)
21 – Hashanah Rabbah
14 – Passover Eve
22 – Shemini Atzeret
15-21 Passove
23 – Simchat Torak
Iyyar (April or May)
Kislev (November or December
5 – Israel’s Independence Day
25 – Hanukkah begins up to the
Sivan (May or June)
second of Tebet (December
6, 7 – Shavuot
or January)
Tishri (September or October)
Adar (February or March)
1 – Rosh Hashanah
14 - Purim
10 – Yom Kippur
15 – Sukkot
Just click the link for more information:
 https://www.wssd.org/cms/lib/PA01001072/Centricity/Domain/725/World%20R
eligions.pdf
 https://www.infoplease.com/culture-entertainment/religion/major-religionsworl

https://www.deped.gov.ph/wp-content/uploads/2019/01/Introduction-to-WorldReligions-and-Belief-Systems.pdf
21
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Activity 5: Venn Diagram
Directions: Use the Venn diagram below to show your analysis between the two.
TEN
COMMANDMENTS
SIMILARITIES
13 FUNDAMENTALS
PRINCIPLES
Holocaust
The term Holocaust is of Greek origin
and means "sacrifice by fire." In history, it
refers to the systematic, bureaucratic, and
state-sponsored
persecution
and
execution of approximately six million Jews
by the Nazi regime and its collaborators
from 1933 to 1945. For the Hitler-led Nazis,
Germans were racially superior and saw
themselves as the master race, while Jews
were regarded as inferior people. Heinrich
Himmler, Hitler's police chief, also believed
in Aryan superiority, leading to the
enslavement and extermination of "nonAryans" and the inferior race (Perry 1988).
He was one of the German officials directly
responsible for the Holocaust.
Reinhard Heydrich, another high-ranking German official, became the Nazis' chief
planner for the annihilation of the Jews in Europe (Perry 1988). Other inferior groups included the
Romani (or gypsies), some Slavic peoples (such as Poles and Russians), and even the physically
and mentally handicapped. Nonetheless, the Jews were viewed as a major threat to the
German racial community that had to be eradicated, especially given that there were over
nine million Jews in Europe by 1933.

References:


https://www.wssd.org/cms/lib/PA01001072/Centricity/Domain/725/World%20Religions.pdf
https://www.infoplease.com/culture-entertainment/religion/major-religions-worl
https://www.deped.gov.ph/wp-content/uploads/2019/01/Introduction-to-World-Religionsand-Belief-Systems.pdf
III. Application
Directions: Interview 10 people from your school and ask them several questions below
regarding Judaism. What common misconceptions did you find out? Complete the table and
present your findings in class.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Name
What are some of
the things you
associate with
Judaism?
What are some of
the things you
associate with
Jews?
Do you personally
know anyone who
is jew?
1
2
3
4
5
V. Generalization
1. How does Judaism embody the importance of actions over beliefs?
2. How is Jewish history reflected in the observances and holidays of Judaism?
3. How do the various denominations of Judaism differ from one another?
4. What is the greatest lesson that you learned from the Holocaust? How can we
prevent such acts of brutality in world history?
VI. Evaluation
Directions: Write the letter of the correct answer on the blanks provided.
a. Anti- Semitism b. Heinrich Himmler c. Sukkot
d. Rambam
e. Torah f. Pentateuch
g. Talmud h. Reporm Judaisim i. Kol Nidrei
j. Bitihia
_________1. The rabbinic interpretation of the sacred scriptures.
_________2. Philosopher who formulated the “13 Principles of Faith
_________3. Eve of the Day of Atonement
_________4. Form of discrimination against Jewish people
_________5. The police chief of Adolf Hitler during the Holocaust
_________6. The most important scripture of Jewish people
_________7. Nine-day feast which recreates the 40-year stay of Israelites in the desert
_________8. Contains basic laws for self-understanding, origin of mankind, and Yaweh’s story
_________9. The denomination of Judaism that promotes women equality in synagogues and
being rabbi
_________10. The Pharaoh’s daughter who raised Moses
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
CHRISTIANITY
LESSON 5: CHRISTIANITY
I. Pre-Test
Activity 1: Picture Analysis
Directions: Ask the learners to give an idea about the pictures projected on the wall.
II. Motivation
Activity 2
Direction: List down ten (10) Christian beliefs and practices and describe each.
1
2
3
4
5
6
7
8
9
10
ESSENTIAL QUESTION:
1. What is the core teaching of Christianity?
2. Why is Jesus called the Messiah?
3. How should Christians live their lives according to Christian teachings?
III. Discussion
Christianity is the most widely practiced religion in the world, with the greatest number of
adherents of any religion. It arose from Judaism during the reign of the Roman Empire in West
Asia, beginning around the 1st century C.E. It focuses on Jesus Christ, who is regarded as the
Messiah or Savior of humanity, and his life, teachings, death, and resurrection. The cross is the
most common Christian symbol because Christians believe that Jesus died on the cross to save
humanity from sin and to restore people's relationship with God the Father. Christians also
24
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
believe in the Holy Trinity, which states that God has three personalities: Father, Son, and Holy
Spirit. It is believed that God the Father sent His only Son, Jesus, to earth to redeem humanity
from their sins so that they would not perish in the eternal flames of hell.
Although there has been a prophecy in Judaism that God the Father will send His only
Son to redeem humanity from sin and restore its relationship with God, Jews do not accept that
Jesus was the fulfillment of that promise. Instead, the Jews are still waiting for God the Father to
send the Messiah. Christians, on the other hand, recognize Jesus as the fulfillment of God's
promise. Nonetheless, Christianity is regarded as one of the world's first monotheistic religions,
and it shares many similarities with Judaism in terms of belief in prophets, angels, and the Day of
Judgment, among other things. Christianity, along with Judaism and Islam, is one of the world
religions that can be traced back to the patriarch Abraham.
Christianity is a religion that many Filipinos are familiar with, as the Philippines has become
predominantly Catholic since the Spaniards occupied the country from the 16th to the 19th
centuries, with the spread of Catholicism being one of their lasting legacies to the Filipino
people. It is the world's largest religion, based on the teachings of Jesus Christ, who is regarded
as the Son of God and the Messiah or Savior. Christians are adherents of Christianity. As of 2010,
there were more than 2 billion Christians worldwide, accounting for more than 30 percent of the
world's population of 6.9 billion people. According to Global Christianity: A Report on the Size
and Distribution of the World's Christian Population (2011), the following are the ten countries
with the greatest number of Christians:
HISTORICAL BACKGROUND
Around the year 100 C.E., Christianity began to spread in Palestine. It was founded by
Jesus, who was considered to be the Son of God as well as the Messiah or Savior. Christianity,
considered an offshoot of Judaism, has survived and even surpassed Judaism and other
religions in terms of adherents. Today, Christianity is divided into three major denominations:
Roman Catholicism, Greek Orthodox Christianity, and Protestantism. These major Christian sects
are further subdivided by Christian denominations, which differ in certain beliefs and practices
but are united in their worship of Jesus Christ as God's Son.
Jesus as the Founder of Christianity
Against this backdrop, Jesus, the founder of Christianity, lived and preached teachings
that served as criticisms of Judaism, even though he was a Jew. When he was in his early thirties,
he began his ministry. He began to preach teachings that were considered revolutionary at the
time while preaching and healing in the villages. He criticized religious officials' uprightness and
insincerity, for example, and emphasized that God values service and love. He also taught
about the new covenant that God will bring to humanity: the sending of His only son to save
humanity from sin and restore the people's relationship with Him. Jesus preached that he was
sent by God to accomplish this goal by dying on the cross and then rising to life three days later
to demonstrate that God's plan had been successful. Hearing these messages, Jesus quickly
drew a group of followers who became his disciples and referred to Him as their teacher. Thus,
Christianity began with an Old Testament prophecy that God would send his only begotten Son
to save humanity from eternal damnation. His followers saw Jesus as the Messiah they had been
waiting for. Meanwhile, Jews have refused to accept this as true, preferring to wait for the
fulfillment of the promise.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Religious Leaders
The Catholic Church adheres to a specific hierarchy based on Catholic Church Canon
Law. The pope, Peter's successor, is at the top of the hierarchy. Cardinals, archbishops, bishops,
priests, and deacons are also members of the hierarchy. Each member of the hierarchy serves
a specific purpose for the church's efficiency.
Deity/God
Christians believe in a single God, making Christianity a monotheistic religion. God is
regarded as the creator and sustainer of the universe, and is said to be omnipotent (allpowerful), omniscient (all-knowing), omnipresent (all-present), and omnibenevolent (allbenevolent) (all-good). God is also holy, moral, immutable, compassionate, graceful, and
eternal.
Holy Trinity
Christians believe in the Holy Trinity, which states that God is made up of three individuals:
God the Father, God the Son (Jesus Christ), and the Holy Spirit. The Holy Trinity doctrine was
confirmed at the Council of Nicea in 25 C.E. where it was agreed that because the Son and the
Father share the same substance, they are both eternal The doctrine of the Holy Trinity was
Christianity's way of putting an end to the controversy caused by Arianism, Arius' teaching that
Jesus Christ was not actually a God.
The concept of the Holy Trinity is not mentioned in the Bible. Although the term is never
explicitly mentioned in the New Testament, it is mentioned in a few places. "Go therefore and
make disciples of all nations, baptizing them in the name of the Father and of the Son and of
the Holy Spirit," says Matthew 28:19. "The grace of the Lord Jesus Christ, and the love of God,
and the fellowship of the Holy Spirit be with you all," says 2 Corinthians 13:1.
The Holy Trinity is a difficult concept for some Christians to grasp. Although it is central to
most Christian denominations, some Christian churches, including The Church of Jesus Christ of
Latter-day Saints, Jehova's Witnesses, Christian Scientists, Unitarians, the Unification Church,
Christadelphians, and Oneness Pentecostals, have rejected it.
SACRED SCRIPTURES
The Bible is regarded as Christian sacred scripture. It includes songs, stories, poetry, letters,
history, and literature. It is divided into two parts: the Old Testament and the New Testament.
The Old Testament is considered the original Hebrew Bible, written between 1200 and 165 B.C.E.,
while the New Testament was written around 100 C.E. by Christians.
The Old Testament
The Old Testament, also known as the Hebrew Bible, is made up of 39 books divided into
three sections: the first five books (Genesis to Deuteronomy) are known as "The Law" or Torah,
which may refer to guidance or instruction. They are so-called because they serve as guidelines
for how people should live their daily lives, as well as other legal requirements. These books were
later referred to as the Pentateuch, and they were attributed to Moses. Meanwhile, the second
section of the Old Testament is known as "The Prophets," and it is divided into two sections: the
earlier prophets and the latter prophets. The book of former prophets is considered historical,
26
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
whereas the book of latter prophets contains the prophets' sayings and stories. The third section
is titled "The Writings," and it contains Psalms (songs, prayers, and worship liturgies), Proverbs (wise
sayings), Job (a drama that explores the nature of suffering), and the five scrolls (Megiloth) that
were grouped because of their associations with a specific religious festival.
The New Testament
The New Testament is made up of 27 books that were written between 50 and 100 C.E.
and are divided into two sections: the Gospels (Matthew, Mark, Luke, and John), which tell the
story of Jesus, and the Letters (or Epistles), which were written by various Christian leaders to
serve as a guide to the early Christian communities. They were written to tell the story of Jesus'
life and teachings. The Acts of the Apostles and the Gospel of Luke describe how Christianity
grew from a small group of Jewish believers to become one of the world's major religions. The
book of Revelation is the final book of the New Testament, traditionally attributed to the apostle
John, and is both an epistle and an apocalypse.
Ten Commandments
The Ten Commandments, also known as the Decalogue, are a set of laws given by God
to the people of Israel at Mt. Sinai through Moses. God gave Moses the tablets containing the
Ten Commandments in Exodus, which Moses smashed into pieces in rage when he saw the
golden calf idol created and worshiped by the Hebrews. God provided Moses with a new set
to replace the broken one.
Seven Sacraments
The Catholic Church has seven sacraments, which are considered signs of inner kindness
bestowed by God on Christians for them to live a truly human life. Baptism, Confirmation, Holy
Communion, Confession, Matrimony, Holy Orders, and the Anointing of the Sick are among the
seven sacraments.
Apostles’ Creed
The Apostles’ Creed is believed to have developed in the 100 or 200 C.E. and was
influenced later by the Nicene Creed. A letter written by the Council of Milan in 390 C.E. is the
earliest historical evidence of the existence of the Apostles’ Creed. It is not written by the
apostles themselves but it serves as a summary of their basic teachings.
27
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Ecumenism
Ecumenism is the Catholic Church's effort to sponsor activities and initiatives that promote
mutual understanding and unity among all Christians. Ecumenism is also known as the promotion
of worldwide Christian unity (Brodd 2003). It is based on Vatican II's Ecumenical Decree, which
states:
“The restoration of unity among all Christians is one of the principal concerns of the Second
Vatican Council. Christ the Lord founded one Church and one Church only. However, many
Christian communions present themselves to men as the true inheritors of Jesus Christ; all indeed
profess to be followers of the Lord but differ in mind and go their different ways, as if Christ Himself
were divided. Such division openly contradicts the will of Christ, scandalizes the world, and
damages the only cause of preaching the Gospel to every creature.”
GUIDE QUESTION:
1. What are the political, cultural, and religious conditions that contributed to the birth of
Christianity in Palestine in 100 C.E.?
2. Why is the Hebrew Bible (Old Testament) included in Christianity’s sacred scriptures?
Reference:



https://www.wssd.org/cms/lib/PA01001072/Centricity/Domain/725/World%20Religions.pdf
https://www.infoplease.com/culture-entertainment/religion/major-religions-worl
https://www.deped.gov.ph/wp-content/uploads/2019/01/Introduction-to-World-Religions-andBelief-Systems.pdf
IV. Application
Activity 3
Direction: Research on a Christian devotion in your locality. Describe the practices and beliefs
of the particular devotion.
Use the format below:
1. Unique devotion in our locality:
________________________________________________
2. The origin of this Christian devotion:
________________________________________________
3. How Christians celebrate or express their devotions:
________________________________________________
4. Importance of this devotion to the faith of the Christians:
________________________________________________
5. My realizations about Christian devotions:
________________________________________________
Activity 4:
Directions: Poster-making. Make a poster depicting the set of laws given by God to the people
of Israel at Mt. Sinai through
Moses or the Ten Commandments. Use the rubric below as a guide.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
V. Generalization
1. Why is the concept of the Holy Trinity confusing for some Christians and non-Christians alike?
2. Despite the split in Christianity into numerous sects, what binds these religious sects together?
3. What does Christianity share with Judaism in terms of beliefs and practices?
VI. Evaluation
Directions: Modified True or False. Write the word TRUE if the statement is true. Otherwise, write
the word FALSE and change the underlined word to make the statement correct.
__________1. Christianity is considered the world’s largest religion.
__________2. Followers of Christianity are called Catholics.
__________3. Christianity started in the 2nd century CE in a land called Palestine.
__________4. According to a 2010 survey, Brazil is the country with the largest number of Christians
in the world.
__________5. Christianity was born in an era when Palestine was colonized by the Muslims.
__________6. Pontius Pilate was the first Roman Emperor to convert to Christianity.
__________7. Martin Luther King formed a Christian sect named Protestantism as a reaction to
the abuses of the Catholic Church.
__________8. Christianity believes in the Holy Trinity but remains a monotheistic religion.
__________9. The Sacrament of Confirmation is considered the continuation of Christ’s priesthood
which He passed on to His apostles.
__________10. The Big Bang Theory narrates the origin of the universe and humanity according
to the Bible.
LESSON 6: ISLAM
I. Pre-Test
Activity 1
Direction: Introduce the symbol of the star and crescent and
explain this is often used to represent Islam. Ask them what it
represents and link to the natural world (star and crescent
moon)
29
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
II. Motivation
The Life of Muhammad
Watch: The Life of Muhammad
Write a movie review based on your knowledge about the story of Muhammad. Was the
film biblically accurate? Discuss the movie and share your insights.
Visit the link below:
https://www.youtube.com/watch?v=gMuBLhUd68A
III. Discussion
Islam is the world's youngest religion, having been founded around the seventh century
C.E. With over 1.5 billion adherents, or nearly one-fourth of the world's population, Islam is the
world's second-largest group and one of the fastest-growing religions. The majority of Muslims,
or Muslims, live in Asia and Africa. There are 49 countries in the world where Muslims make up
the majority of the population or makeup 50% of the population. The 1.2 billion Muslims in these
countries account for 74% of the total Muslim population worldwide. Asia is home to more than
60% of the world's Muslims, including Indonesia, Pakistan, India, Bangladesh, Turkey, and Iran.
Indonesia is the world's most populous Muslim-majority country, with nearly 87 percent of the
population following Islam. In Africa, Egypt and Nigeria have sizable Muslim populations.
The Quran
The sacred writing of the Muslims is called Quran (or Koran in English) which means
“recitation” or “reading.” The Quran is the revelation from God of his speech (kalam) and is the
foundation of the Islam religion (Bowker 1997). It is the supreme authority in all matters of faith,
theology, and law (Parrinder 1971).
In 610 C.E., when Muhammad received the first revelations, he was commanded by
angel Gabriel to “Iqra” or “recite.” All Muslims believe that the Quran is a copy of the eternal
scripture written in heaven but made known to Muhammad chapter by chapter (Hopfe 1983).
As such, the Quran is the word of God that is binding, continuous, and supreme. The same
message became known to earlier prophets like Moses and Jesus but people gradually altered
the revelation entrusted to them by God (Bowker 1997). Any translation of the Quran, either in
English or in any other language, is neither a Quran nor a version of the Quran; rather, it is only
a translation of the meaning of the Quran (Ibrahim 1997). The Quran in Arabic, the only
language in which it was revealed, is considered the perfect word of God. For about twentythree years, God revealed these messages through Muhammad who initially memorized these
lines because he was illiterate. The revelation spanned from about 609 to 632 C.E., the year of
the prophet's death. Muhammad relayed these messages to his companion and secretary Zayd
ibn Thabit (c.610-c.660 C.E.) who wrote them on leather scraps, stone pieces, ribs of palm leaves,
shoulder blades of animals, and parchments (Parrinder 1971; Hopfe 1983). At that time, the art
of papermaking was still unknown to the Arab people. Zayd became one of the first converts of
Muhammad to the Islam fold. Twenty years after the death of Muhammad, the Quran had
officially come to the form that was disseminated throughout the centers of the Islamic world.
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The Quran has remained virtually unaltered since the time of Muhammad. To the
Meccan townspeople, Muhammad preached the messages which were short and quite easy
to remember as these lines rhymed with one another (Brown 1975). The Muslims recite and
memorize the Quran reflecting the profound influence of the scripture on the daily lives of all
followers. Muhammad wanted the Muslims to recite their scripture aloud similar to the manner
done by the
Jews and Christians. As time went on, the messages increased as Muhammad kept on
receiving new revelations. The Quran guides all Muslims in every stage of their lives. In
comparison, the Quran has almost the same length as the New Testament, the Christian biblical
canon (Parrinder 1971). The chapters that compose the Quran are called surahs while the verses
are called ayahs which mean “evidence” or “sign.” There are 114 chapters in the Quran, 86 of
which are classified as Meccan while 28 are Medinan. The hijra or the journey of Muhammad
from Mecca to Medina serves as a pivot point in the division of the Quranic verses that belong
before or after the said emigration in 622C.E. (Cragg 2004). The Meccan verses generally pertain
to religious ideals while the Medinan verses deal with the organization of the Muslim community.
While the chapters are of varying lengths, the Quran is also divided into thirty almost equal parts
(with each part known as juz) to enable a reader to complete the reading of the scripture in
one month (Aziz 1993).
Neither thematic nor chronological, the Quran is arranged based on the length of the
surah in descending order. The longest surah has about 286 ayahs, the Al-Baqarah (“The
Heifer”). The shortest surah has only three ayahs, the Al-Kawthar (“Abundance”). First of all the
surah is called Fatihah (“The Opening”) which is in the form of a prayer to God for guidance.
The Fatihah, written below, is the most frequently recited segment of the Koran.
“In the name of Allah, Most Gracious, Most Merciful
Praise be to Allah, the Cherisher and Sustainer of the Worlds; Most Gracious, Most Merciful;
Master of the Day of Judgement.
You do we worship and Your aid we seek.
Show us the straight way,
The way of those on whom You have bestowed Your Grace, those whose (portion)
is not wrath, and who go not astray.”
Source: The Quran, translated by
Abdullah Yusuf Ali, p. 1
A person who can memorize the Quran in its entirety is called a hafiz (“guardian”). The
female counterpart is called hafiza. Whatever denomination Muslims may belong to, they
always have the same Quran written in Arabic similar to the early days of Islam’s founding. No
two copies of the Quran anywhere in the world differ in any way (Aziz 1993).
The Five Pillars are the core beliefs and practices of Islam:
1. The profession of Faith (shahada). The belief that "There is no god but God, and Muhammad
is the Messenger of God" is central to Islam. This phrase, written in Arabic, is often prominently
featured in architecture and a range of objects, including the Qur'an, Islam's holy book of
divine revelations. One becomes a Muslim by reciting this phrase with conviction.
2. Prayer (salat). Muslims pray facing Mecca five times a day: at dawn, noon, mid-afternoon,
sunset, and after dark. Prayer includes a recitation of the opening chapter (sura) of the
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Qur'an and is sometimes performed on a small rug or mat used expressly for this purpose
(see image 24). Muslims can pray individually at any location (fig. 1) or together in a mosque,
where a prayer leader (imam) guides the congregation. Men gather in the mosque for the
noonday prayer on Friday; women are welcome but not obliged to participate. After the
prayer, a sermon focuses on a passage from the Qur'an, followed by prayers by the imam
and a discussion of a particular religious topic.
3. Alms (zakat). Under Islamic law, Muslims donate a fixed portion of their income to community
members in need. Many rulers and wealthy Muslims build mosques, drinking fountains,
hospitals, schools, and other institutions both as a religious duty and to secure the blessings
associated with a charity.
4. Fasting (sawm). During the daylight hours of Ramadan, the ninth month of the Islamic
calendar, all healthy adult Muslims are required to abstain from food and drink. Through this
temporary deprivation, they renew their awareness of and gratitude for everything God has
provided in their lives—including the Qur'an, which was first revealed during this month.
During Ramadan, they share the hunger and thirst of the needy as a reminder of the religious
duty to help those less fortunate.
5. Pilgrimage (hajj). Every Muslim whose health and finances permit it must make at least one
visit to the holy city of Mecca, in present-day Saudi Arabia. The Ka'ba, a cubical structure
covered in black embroidered hangings, is at the center of the Haram Mosque in Mecca
(fig. 2). Muslims believe that it is the house Abraham (Ibrahim in Arabic) built for God, and
face in its direction (qibla) when they pray. Since the time of the Prophet Muhammad,
believers from all over the world have gathered around the Ka'ba in Mecca on the eighth
and twelfth days of the final month of the Islamic calendar
IV. Application
Interview a Muslim who can share with you the tenets of their faith and how they live their
lives in total submission to Allah. Prepare a set of questions that will shed light on the negative
perceptions of some people regarding Islam and Muslims. Write a one-page reflection paper
about your experience.
V. Generalization
1. In what way is Islam similar to Christianity?
2. How do the Five Pillars of Islam give a sense of unity and structure to the religion as followed
by all Muslims worldwide?
3. How do you think global terrorism affected Islam as a religion in the eyes of the world?
What negative effects did it have on innocent Muslims in their everyday lives?
VI. Evaluation
True or False. Write T if the statement is true and F if the statement is false.
_______1. Muhammad ibn Abdullah worked as a camel driver across the Arabian Peninsula.
_______2. The longest surah has 268 ayahs.
_______3. Zayd ibn Thabit wrote on leather scraps, stone pieces, ribs of palm leaves, shoulder
blades of animals, and paper.
_______4. The zakat must be 2.5% of a person’s entire asset.
_______5. Ritual washing or wudu is required before prayer.
_______6. The Quran is binding, continuous and supreme.
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_______7. Muslims whose concern mainly dwell for a mystical union with God belong to Sunni
Islam.
_______8. According to figh, human behavior may be classified into four categories
_______9. Jihad means “effort” or “struggle” to convince unbelievers to pursue the Muslim way
of life.
______ 10. Salat is done before sunset, noon, mid-afternoon, after sunset, and after midnight.
LESSON 7: COMPARATIVE ANALYSIS OF JUDAISM CHRISTIANITY, AND ISLAM
I. Pre-Test
Activity 1 ESSENTIAL QUESTION
1. What are the manifestations of the uniqueness and similarities of Judaism, Christianity,
and Islam?
2. Why do the three Abrahamic religions trace their common roots to the Patriarch
Abraham?
3. How relevant are Judaism, Christianity, and Islam in the world today, with Christianity and
Islam being the world’s most popular religions in terms of several adherents?
II. Motivation
Activity 2:
III. Discussion
The illustration below depicts Abraham, the first of
the three prophets and revered as a prophet of God by
the three Abrahamic religions (Judaism, Christianity, and
Islam). Both Jews and Christians believe that God
directed him to leave the land of Ur in Mesopotamia and
establish a new nation known as Canaan. He was
eventually regarded as the "Father of Many Nations" by
both Jews and Christians. Meanwhile, Muslims regard
Abraham as a God-sent prophet and patriarch of many
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people, as well as the father of Ishmael, who is revered in Islam as a prophet and ancestor of
Muhammad. Abraham is also the father of Isaac, who, along with his son Jacob, is regarded as
the physical and spiritual ancestor of Judaism. The three monotheistic religions can all be traced
back to the Patriarch Abraham, hence the term Abrahamic religions.
The Abrahamic religions—Judaism, Christianity, and Islam—all originated in what is now
known as Southwest Asia. They are also known as Semitic religions because they originated in
an area where people spoke Semitic languages, specifically Hebrew, Aramaic, and Arabic.
Judaism originated in the land of Canaan, Christianity in Palestine, and Islam in Arabia. Looking
back at the three religions' histories, we can see that they share certain beliefs, such as belief in
the same Patriarch and other prophets; angels as God's messengers; heaven and hell; and
judgment day, among others.
ORIGIN
Judaism is the oldest of the Abrahamic religions, dating back to around 3,500 B.C.E.
According to the Old Testament or Hebrew Bible, the ancient Israelites traced the origins of their
nation and religion to one family distinct from other groups of people in Southwest Asia who
shared a belief in one God. Abraham was the patriarch of this family, a nomadic shepherd who
made a covenant with God, becoming the "Father of All Nations" and heir to the Promised Land,
which was Canaan. (Patriarchy is a social system in which the father or eldest male is considered
the head of the family and lineage is traced through the male line.) According to the stories,
Abraham and Sarah waited a long time before having a child, Isaac. Meanwhile, Abraham
had a son with Sarah's lady-in-waiting, Hagar, before Isaac was born. Ishmael was the name
they gave to their child. Isaac married Rebecca, and they had two children, Esau and Jacob,
from whom the twelve tribes of Israel descended. Ishmael, on the other hand, was the ancestor
of the Arabs who became Muslims. The Hebrew Bible goes on to explain how the 12 tribes of
Israel founded the nation of Israel, and Jacob, as the covenant's heir, made a pact with God
to be freed from Egyptian slavery if they continued to follow God's commandments.
Christianity, the second oldest religion, was founded around the year 33 C.E. in a region
known as Palestine Christians trace their roots back to Jesus Christ, who was born in the area
around 4 B.C.E. during the reign of the Roman Empire. It was a time of social upheaval, political
upheaval, uprisings, poverty, heavy taxation, food scarcity, and epidemics. To put an end to
the rebellion and restore some semblance of order, those who participated in armed uprisings
were crucified, which was also how Jesus Christ was punished. Amid their sufferings, the Jewish
people secretly hoped and waited for God to keep His promise of sending His Son to redeem
them from their oppressive state. It was in this context that Jesus Christ was born, and it was in
his late twenties that he began to preach about the coming of God's Kingdom. He was baptized
by another prophet, John the Baptist, and had 12 followers. His public ministry was viewed as a
threat to Roman authority, so he was arrested, whipped, and crucified as a punishment for his
actions. According to the New Testament, Jesus was resurrected after three days and ascended
to the heavens, but he promised to return in the same manner that his disciples saw him ascend.
Islam. The youngest of the Abrahamic religions began around 622 C.E., which is
considered the start of the Islamic calendar. Islam is an Arabic word that means "surrender" or
"submission," and it is also related to salaam, the Arabic word for "peace." It originated in Mecca,
which is located in the Arabian Peninsula, with Muhammad, who is considered the last prophet
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or "Seal of the Prophet." It was in Mecca that Muhammed was born and raised by his uncle Abu
Talib, worked as an assistant to a rich widow Khadija whom he later married, and meditated on
certain social. During one of his visits to a cave, the angel Gabriel appeared before him,
delivering the message from Allah that he had been chosen to found a new religion and preach
that Allah is the only God worthy of worship. He initially thought he was having a hallucination,
but after becoming convinced that he had been chosen by God to spread his words, he began
preaching in Mecca, where he gained some converts. His teachings of equality and
brotherhood, however, threatened the power of the wealthy Quraysh tribe, forcing him to flee
to Medina to avoid persecution. This occurred in 622 C.E. Hegira was her name. From then on,
Islam grew in popularity and became one of the world's dominant religions.
MORALITY
In terms of morality and ethics, Judaism, Christianity, and Islam have a lot in common.
First, the emphasis on one God's worship as the foundation of morality. Second, concern for
others demonstrates one's love for God. The Ten Commandments are shared by Judaism and
Christianity as the written code of morality, with an emphasis on the avoidance of murder,
adultery, and theft. Meanwhile, according to the Quran, Islam emphasizes the importance of
having characteristics such as holiness and righteousness as guidelines for becoming morally
good. Adherence to religious laws is also important, as it may pave the way for eternal salvation
or damnation of the soul, with a focus on judgment day as a way of ensuring that people obey
God's will. Judaism, Christianity, and Islam believe that God is the only source of forgiveness for
humanity and only those who follow the righteous path will go to heaven, while those who lived
a life away from God will go to hell.
PURPOSE
As we can see, Judaism, Christianity, and Islam all share beliefs about the meaning of life.
All three religions believe that the main purpose of life is to worship and serve God, to follow
God's will, and to demonstrate God's love by sharing and helping those in need. Because we
were all created in God's image, our purpose is to live according to God's ways, and while we
may not be able to completely imitate Him, we need not worry because He is always willing to
forgive us of our sins. We should all strive to be worthy stewards of everything God created and
help to carry out God's divine plan.
VIEWS ON WOMEN
Women are treated as subordinate to men in all three Abrahamic religions; the only
difference is the level of subordination of women. Ironically, religions claim to liberate people
from oppression while failing to do so with their own women. Feminists have criticized the low
status accorded to women in religions, and there has been a call for the status of women in
religions to be reformed.
IV. Application
Activity 3: Guess Who?
Direction: The teacher will show pictures of women who became famous in their field of
endeavor (e.g. Angel Locsin; Corazon Aquino; Alyssa Valdez)
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The students are tasked to describe the women and answer how these women influence
other people.
Who are this people?
What specifically are they known for?
Activity 4:
Direction: Write an essay on how the position of women in the three Abrahamic religions may
be improved. Use the rubric below as a guide.
Activity 5:
Direction: Make a poster showing the commonalities among the three Abrahamic religions.
Use the rubric below as a guide
V. Generalization
Direction: Compare and contrast Judaism, Christianity, and Islam using the table provided
below.
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RELIGION
JUDAISM
CHRISTIANITY
ISLAM
Origin
Morality
Purpose
Destiny
Views on Women
1. What role did political structures play in the spread of Christianity and Islam in the world?
2. What is meant by being morally righteous in Judaism, Christianity, and Islam? What is the
reward for being morally upright in the three Abrahamic religions?
3. What is the purpose of existence for Judaism, Christianity, and Islam?
4. How does the concept of destiny in Christianity and Judaism differ from that of Islam?
5. What can be done to elevate the status of women in the three Abrahamic religions?
VI. Evaluation
Direction: Modified True or False. Write the word TRUE if the sentence is true. If not, write the word
FALSE and replace the underlined word to make the sentence true.
________1. Polygamy refers to a partnership wherein a man has many wives.
________2. The exclusion of women in the priesthood is proof of Roman Catholicism’s patriarchal
nature.
________3. Punishment for concubinage in some Islamic societies is stoning to death.
________4. It was the Roman Empire that became responsible for the formation of the Catholic
Church that is why it took the hierarchical and patriarchal structure of the
government.
________5. In Islam, the concept of ummah encourages humility because it reminds Muslims that
everything happens according to God’s plan.
________6. Christians believe that because of pre-destiny, people are partly responsible for their
salvation.
________7. In Judaism, God allowed people into different stations in life to enable them to
choose goodness over evil.
________8. The New Testament narrates how the 12 tribes of Israel founded the nation of Israel.
________9. Charity is important in Islam that is why Muslims practice Salat, or alms-giving.
________10. Yom Kippur is Jewish religious law that provides normative rules in everyday living.
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CHAPTER III: DHARMIC RELIGION
(HINDUISM, THERAVADA BUDDHISM, MAHAYANA BUDDHISM)
LESSON 8: HINDUISM
I.
Pre-Test
Activity 1
ESSENTIAL QUESTION:
1. Why is Hinduism considered a diverse and complex religion?
2. How do the Hindus manifest their spirituality amidst the variety of their traditions and
freedom of beliefs?
II. Motivation
Activity 2:
Direction: Hinduism is also known for its belief in different gods and goddesses. Draw a Hindu
god or goddess. Write a four-sentence description of your chosen Hindu god or goddess and
explain why you selected that god or goddess.
III. Discussion
One major point of commonality among dharmic religions is that they all emerged from
India's vast subcontinent, a land rich in people, culture, practices, customs, and traditions.
Hinduism and the two branches of Buddhism, the Theravada and Mahayana schools of thought,
are among these religions. The belief in the dharma is central to their fundamental teachings,
with each religion having its interpretation of the term. Surprisingly, there is no exact and specific
translation of the word dharma in the western languages. For Hindus, it could refer to an
individual's appropriate behavior or duty to fulfill under a custom or law. For Buddhists, it could
refer to universal law and order, or it could refer to the Buddha's teaching itself. The distinct
character of each dharmic religion fascinates a large number of devoted followers all over the
world. Hinduism is the third-largest religion in the world, with one billion adherents, the majority
of whom live in India. Buddhism, on the other hand, has a large following in Asian countries,
particularly in East and Southeast Asia. This chapter will teach you about the origins of these
great religions, their fundamental teachings, the many challenges they face today, and their
relevance in modern times.
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Hinduism is the world’s third-largest religion with around 15% of the entire population
practicing the Hindu faith. Hindu followers in India comprise the major bulk with almost 80% of
the country’s population adhering to the religion. Other Asian countries with considerable Hindu
faithful include Nepal (23 million), Bangladesh (15 million), and Indonesia (3.9 million in Bali).
There are also a substantial number of Hindus in Mauritius, Guyana, Fiji, Bhutan, Trinidad and
Tobago, Suriname, and Sri Lanka. Hinduism was never a missionary religion unlike Christianity or
Islam (Brown 1975). With the changing times, however, there have been proselytizing activities
by Hindu missionaries in some Western cities. Three other religions that sprung in India have their
origins in Hinduism. Around the sixth century B.C.E., Jainism and Buddhism appeared to
challenge traditional Indian beliefs and practices. In the fifteenth century C.E., Sikhism arose
that featured Hindu and Islamic influences.
HISTORICAL BACKGROUND
Hinduism is oftentimes considered the oldest and most complex of all world religions.
While the most active religions of modern times may have started around the sixth century B.C.E.
onward, elements and themes of Hindu belief may have begun around the third millennium
B.C.E. In addition, unlike other major religions, Hinduism had no one identifiable founder (Hopfe
1983).
The term Hindu originated from the Persian word Hindu (in Sanskrit sindhu) which means
“river.” It also refers to the people of the Indus Valley— the Indians (Bowker 1997). The name
Hinduism was given in the nineteenth century to describe the wide array of belief systems in
India. Hinduism was originally known as “Arya Dharma” or the “Aryan Way.” As early as 3000
B.C.E., there were already thriving civilizations in India, such as those discovered in the ancient
Punjab city of Harappa and Mohenjo-Daro along the Indus. However, we know very little about
the belief system of these early people (Brown 1975). Historically, the foundations of Hinduism
may have originated from the customs of the early peoples of the Indus valley around 2500
B.C.E. to 1500 B.C.E., in the more advanced culture of the Dravidians, and from the Aryans who
invaded northwest India around 1500 B.C.E. (Bowker 1997).
Archaeological excavations in the pre-Aryan cities of Harappa and Mohenjo-Daro in the
1920s revealed that the natives had a flourishing civilization with their agricultural cities
characterized by well-planned streets with drainage systems. Sadly, despite having a written
language, it has yet to be deciphered. As a result, crucial information about pre-Aryan life and
religious beliefs has remained elusive. The numerous statues and amulets recovered by
archaeologists demonstrate our understanding of pre-Aryan belief. These artifacts contain
images of fertility gods and goddesses, as well as figures in the lotus position, which was later
adopted by yoga Hinduism and other sects. Later elements of Hinduism may have evolved from
the practices of pre-Aryan people who lived in civilized cities (Hopfe 1983).
Aryans. They brought their beliefs, which were based on oral texts known as Vedas, with
them. This Vedic literature, on the other hand, was primarily composed after the Aryans had
already settled in India and mixed with the natives. To be sure, identifying elements in the Vedas
that are truly pre-Aryan or Aryan influenced is difficult. Certain fundamental assumptions about
the Aryan religion, however, can be stated here. For starters, the Aryans brought a polytheistic
religion similar to that of other Indo-European peoples with them. The sun, moon, and storms are
all personified in the Aryan pantheon of gods and goddesses. Second, sacrifice was the primary
form of Aryan god worship. Animals and dairy products are among the offerings made to the
gods, which are made on open-air altars. Because the Aryans were nomadic, they did not have
temples (Hopfe 1983). Hinduism, in general, contains pre-Aryan and Aryan elements that date
back to ancient times.
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SACRED SCRIPTURES
The sacred texts of Hinduism have been principally passed down throughout generations
by way of music, recitation, dance, and drama. Sanskrit has been the language of the earliest
writings (Coogan 2005). The sacred writings of the Hindus are categorized into two classes, the
shruti, and smriti.
SHRUTI
Shruti means "that which is heard," and they are regarded as eternal truths that were
passed orally until the dawn of the modern era when the need to write them down arose
(Bowker 1997). The shruti is made up of four collections of Vedic texts that are considered
primary sources and the most authoritative texts in Hinduism. The Samhitas, Brahmanas,
Upanishads, and a few Sutras are also included in shruti.
VEDAS
The four basic Vedic books, which are sacrificial hymns compiled from an earlier oral
tradition, are composed of Rig-veda, Sama-veda, Yajur-veda, and Atharva-veda. The word
Veda means “knowledge” or “sacred lore.”
The Vedas are the oldest Hindu scriptures and the earliest known Sanskrit literature from
the Brahmanic period. Scholars are divided on when the Vedas were first written. The first hymns
may have been composed around 2000 BCE, or before the arrival of the Aryans in the Indus
Valley region. They could have also been written down between 1500 B.C.E. and 400 B.C.E.
Determining the exact period is difficult because these books could have been composed and
passed down orally for many generations before being written down and eventually
completed. Brahma was said to have created the Vedas in the great epic Mahabharata.
The Rig-Veda is the most important and oldest of the four Vedas, dating from around
1500 B.C.E. to 1200 B.C.E. It is not only the oldest work of literature in an Indo-European language,
but it is also the world's oldest living religious literature (Parrinder 1971). The book is a collection
of over a thousand hymns and over a thousand verses dedicated to the gods of the Aryan
pantheon. Table 8.1 lists some of these deities' names.
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Caste System
The caste system is a major
distinguishing feature of Indian culture that
continues to have an impact on modern
society. Opportunities are based on family
origin in a system of a social class
composed of the Brahmins, Kshatriyas,
Vaishyas, and Shudras. A person is a
member of a caste because he or she was
born to members of that caste (Hopfe
1983).
This has been a source of particular
concern for caste system reformers. While
full-fledged divisions are a relatively recent
development, the caste system began to divide into thousands of castes, some of which are
based on occupation. The caste to which a person belongs determines his or her diet, vocation,
and residence. In India, there could be over 3,000 distinct castes (Hopfe 1983). The most
deplorable group, however, are those who do not belong to any group—those who are
disparagingly referred to as "outcasts" or "untouchables," also known as Dalits, who are highly
ostracized in society. They do the most menial jobs, such as street sweepers, latrine cleaners,
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and dead body handlers. These jobs pay the least and have the most deplorable living
conditions (Hopfe 1983).
Hinduism's teachings may have justified
the status of outcasts. Their current state could
be the result of accumulated karma from the
past. They may be born to a better caste in their
next lives if they fulfill their duties and accept
their dharma. Despite the negative backlash
against the caste system, India has been
receptive to enacting legislation aimed at
eradicating inherent social evils. Untouchability,
for example, has been abolished, and the caste
system is no longer rigid. Discrimination against
lower castes is prohibited by the Indian
constitution. Lower caste members are
increasingly being elected to key government
positions, such as Kocherii R. Narayanan, a Dalit who served as India's tenth President from 1997
to 2002.
IV. Application
Directions: Hindu Caste System, Illustrate the Hindu God using the four different caste systems.
(Use the definitions on the discussion to help you.) Be creative!
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V. Generalization
1. What makes Hinduism’s beliefs, particularly its polytheistic nature, complex for other people?
2. Why do you think Hinduism is mainly concentrated in India?
3. How did Hinduism strengthen the caste system? Do you think the caste system will exist in
countries that embrace a different religion? Why or why not?
VI. Evaluation
Direction: True or False. Write T if the statement is true and F if the statement is false.
_______1. In Hinduism, one may skip the cycle of rebirth or incarnation.
_______2. There are over 500 million devas or gods in Hinduism.
_______3. The Ramayana contains 24000 verses in 6 books.
_______4. Vishnu is the god of love, benevolence, and forgiveness.
_______5. Kocherii R. Narayanan is a dalit who became the tenth president of India from 1997 to
2002.
_______6. Brahma is the founder of Hinduism.
_______7. The ‘Festival of Lights’ is held annually around August or September.
_______8. Those who practice Shaivism value self-discipline and philosophy.
_______9. The Vedas were passed down through written texts.
_______10. Bhagavad Gita is also known as “the Lord’s Song.”
LESSON 9: THEREVADA BUDDHISM
I. Pre-Test
Activity 1 Picture Analysis
Direction: Share the image with students. Ask students to look deeply at the picture for a
good long time.
Guide Questions:
How has the wheel changed the world?
How did the wheel impact society?
Why the wheel is so important in human civilization?
II. Motivation
Activity 2: Guess Who?
ESSENTIAL QUESTION
1. How is the life story of Siddhartha Gautama
incorporated into the teachings of Buddhism?
2. How is one’s salvation attained in Buddhism?
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III. Discussion
Theravada Buddhism
Buddhism is one of the world's most practical religions because its belief system aims to
meet basic human needs and solve spiritual problems without relying on supernatural forces
(Brown 1975). The religion is divided into two branches: Mahayana Buddhism and Theravada
Buddhism. Mahayana Buddhism has approximately 360 million adherents and is practiced in
China, Japan, and Mongolia. Meanwhile, Theravada Buddhism is practiced by 150 million
people in Myanmar, Thailand, and Sri Lanka. Buddhism is the religion of approximately 500 million
people or approximately 7% to 8% of the world's population. Buddhist adherents are primarily
found on the Asian continent, with China having the largest population at approximately 244
million, or 18% of its total population. Cambodia (97 percent), Thailand (93 percent), Myanmar
(80 percent), Bhutan (75 percent), Sri Lanka (69 percent), and Laos have the highest Buddhist
population majorities in Asia (66 percent ).
There are two main branches of Buddhism, as well as numerous sects. Theravada
Buddhism ("school of elder monks" or "school of the ancients"), also known as the "Southern
School of Buddhism," is a major branch of Buddhism that draws on the collected teachings of
the oldest recorded Buddhist texts to form its central precept, the Pali Canon. This school claims
to have preserved Siddhartha's original teachings with pristine purity (Clasper 1992). In modern
times, Theravada Buddhism has grown in popularity in the West.
HISTORICAL BACKGROUND
Buddhism has been around for over 2,500 years and has never seen any drastic or radical
schisms in its history (Toula-Breysse 2001). As Siddhartha Gautama's disciples spread his message
and preached in various communities, they needed to adapt to local culture, politics, and
economic context. Emerging Buddhist sects had become acclimated to the local environment.
They may disagree on Buddhist doctrines, but their relationships with other subgroups are
generally positive (Toula-Breysse 2001). The fundamental tenets of both major schools of thought
are derived from the life of Siddhartha Gautama, whose life has served as a constant source of
inspiration to others (Brown 1975).
Life of the Buddha
The sage Siddhartha Gautama was born into the Sakya tribe in Lumbini (in modern-day
Nepal) near the town of Kapilavastu (the capital city of the Sakya state) in the foothills of the
Nepalese Himalayas between 563 B.C.E. and 480 B.C.E. (Kulananda 2001). His father was
Suddhodana, an aristocratic Hindu chieftain, and his mother was Mahamaya, a Koliyan
princess, and he was born into the Kshatriya caste. Gautama or Gotama was the Buddha's
surname. According to legend, Queen Mahamaya dreamed of a brilliant white light shining
down from the sky during the time of Siddhartha's conception. A magnificent white elephant
with six large tusks could be seen in the light rays. The elephant approached the queen and
melted into her body.
To understand more how was the life of Siddhartha Gautama, just click the link below:
https://www.youtube.com/watch?v=1wUh3E9PSbI
https://www.youtube.com/watch?v=wbDNlTXatp4
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FOUR NOBLE TRUTHS
Siddhartha's teachings include discourses on basic Buddhist tenets such as the "Four
Noble Truths" and the "Noble Eightfold Path." Siddhartha's quest for enlightenment was
motivated by the dissatisfaction he felt despite living an opulent life in the palace. Dukkha is the
Pali word for dissatisfaction or suffering (Kulananda 2001). Dukkha can take the form of misery,
distress, agony, emptiness, or conflict. Outside of the physical world, Siddhartha began to
witness the various manifestations of unavoidable suffering, such as old age, illness, and death.
Siddhartha studied the problem of dukkha, which led him to the basic law of causation, also
known as the "Four Noble Truths." Perhaps the most well-known of Siddhartha's teachings, this
profound doctrine is the heart of Buddhism and is summarized below.
The First Noble Truth.
This pinpoints the source of the problem: dukkha. Suffering can be felt at various stages
of a person's life, including birth, illness, old age, and death. Suffering results from clinging to one
of the previously mentioned aggregates. When one joins forces with the unpleasant, it results in
suffering. When one separates from the pleasant, it leads to suffering.
The Second Noble Truth.
This explains the source of suffering, or samodaya – in craving or desire (or tanha), in
humans' insatiable desire to consume things, experiences, or ideas (Parrinder 1971). People are
never satisfied because they always want more or something else, something new, or to stop
doing something. People yearn for existence or non-existence, as well as sensual pleasures.
People seek self-satisfaction from experiences they believe they can have. However, because
all of these things are impermanent, people become attached to them due to ignorance,
which leads to the desire and, eventually, suffering (Brown 1975).
The Third Noble Truth.
This asserts that by eliminating craving and desire, there is a cessation or nirodha to
suffering and bondage. By breaking free from the bonds of craving, one is liberated from the
fundamental nature of reality.
The Fourth Noble Truth.
This directs an individual to the path or magga leading to the termination of craving and
desire, and to the eventual cessation of pain. Likewise, one must avoid self-indulgence and selftorture since both are pointless. This is the path toward moderation or the “Middle Way” aimed
at ending suffering. Known as the “Noble Eightfold Path” which is an entirely practical path—
and each described as “right” or samma — it is divided into three aspects, namely, wisdom,
morality, and meditation.
The path of wisdom, includes the Right View and Right Intention. The path of morality,
includes Right Speech, Right Action, and Right Livelihood. The path of meditation consists of
Right Effort, Right Mindfulness, and Right Concentration. Table 9.2 summarizes the essence of
the “Noble Eightfold Path.”
To connect the picture of the wheel, this is the symbol of Buddhism and its meaning:
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The Dharma Wheel, Dharmachakra, or Wheel of Dharma,
is one of the many sacred teachings of Buddhism and other
Indian religions, such as Hinduism and Jainism. It is one of the most
important and sacred symbols in the Buddhist faith as it
represents
Buddha's
teachings
The
Dharmachakra
meaning generally refers to a typical Dharma Wheel with eight
spokes - representing the Eightfold Path - and is the oldest,
universal symbol for Buddhism. There are multiple ways of
interpreting the Dharma Wheel so there are several meanings behind the symbol. The Dharma
Wheel is made up of three distinct parts: spokes, hub, and rim. The Dharma Wheel, in its entirety,
represents Buddha's teachings. When one practices Dharma, one is following Buddha's
teachings and protecting oneself from suffering and ignorance, thereby improving one's quality
of life. These teachings were described as a wheel because they move and travel throughout
the land, allowing people to practice mind control. The three aspects of the Dharma Wheel
represent concentration, ethics, and wisdom, all of which are essential in Buddha's teachings.
IV. Application
Direction: Ethical dilemmas, and ask them to explain how a Buddhist with an understanding of
the Four Noble Truths might respond.
1. Taking credit for others’ work
2. Offering a client, a worse product for your profit
3. Utilizing inside knowledge for your profit.
V. Generalization
1. Why is Buddhism considered one of the most practical among the world’s great
religions?
2. In what aspects are Buddhism similar to and different from Hinduism?
3. How can Buddhism affect change in powerful countries that use war to gain political
and/ or economic advantages?
4. Why does Buddha believe that one must truly understand the “Four Noble Truths” and
“The Middle Way” before beginning the “Noble Eightfold Path”?
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
LESSON 10: MAHAYANA BUDDHISM
I. Pre-Test
Activity 1: Audio Presentation
Direction: Listen to a Buddhist chant that will be provided by your teacher. What are your
impressions, insights, and initial thoughts about the practice of Buddhist meditation?
Share your experience and feelings after listening to the music
Suggested: https://www.youtube.com/watch?v=yEGA4EBSZAE
II. Motivation
Activity 2:
Direction: Read the story about, “Two Monks and the Woman”. After reading the story answer
the following questions. Just click the link below:
https://medium.com/@soninilucas/two-monks-and-a-woman-zen-storyc15294c394c1
Questions:
1. Do you agree with the action of the first monk to carry the girl across the river?
2. Is there an instance in your life when you too were “carrying” something in your
heart that is burdening you? Share your experience below and how it affected you.
III. Discussion
Mahayana Buddhism, which considers itself to be the more authentic version of Buddha's
teachings, has split into numerous schools, each developing its canon and rituals since its
inception more than two thousand years ago. Mahayana Buddhism, also known as the "Great
Vehicle," arose from the monastic rule and doctrinal differences within the original form of
Buddhism. While the two major Buddhist schools of Mahayana and Theravada both originated
in Siddhartha Gautama's foundational teachings, their methods and approaches to liberation
from the cycle of reincarnation can be very different. They can be viewed as two distinct
articulations of the historical Buddha's original principles. In contrast to the Theravada school of
thought, Mayahana Buddhism seeks to extend religious authority to a broader range of people.
Mahayana Buddhism, which is not a single group but rather a collection of Buddhist customs, is
widely practiced in China, Mongolia, Korea, Japan, and Tibet. Its openness to more traditional
religious views has given it a wide appeal among the general public, and it has risen to become
one of the world's most successful missionary religions (Hopfe 1983).
BELIEFS AND DOCTRINES
The Buddha
Born in the fifth or sixth century C.E., Siddhartha Gautama In Mahayana Buddhism is
regarded as the historical Buddha in modern-day Nepal. He became known as Gautama
Buddha after attaining enlightenment at the age of 35, and he spent the rest of his life
preaching throughout India. He passed away at the age of 80. Only the historical Buddha and
past Buddhas are accepted in Theravada Buddhism. Apart from the historical Buddha, there
are other contemporary and popular Buddhas in Mahayana Buddhism.
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The concept of trikaya (“three bodies”) pertains to the teaching of Mahayana Buddhism
about the nature of the Buddha and reality. While Theravada Buddhism puts very limited
emphasis on trikaya, this doctrine is very well-mentioned in Mahayana Buddhism which states
that each Buddha has three bodies, namely, dharmakaya, sambhogakaya, and nirmanakaya.
The table below summarizes the nature of the three bodies of Buddha.
Bodhisattvas
The teaching about an enlightened being or bodhisattva ("enlightened existence"),
which is the ultimate way for any Buddhist to live in this world, is a distinguishing feature of
Mahayana Buddhism. A bodhisattva has generated bodhicitta, or the spontaneous desire to
achieve enlightenment. The concept of bodhicitta differs greatly between the two major
schools of Buddhism. Theravada teachings place a strong emphasis on self-liberation, or total
reliance on oneself to alleviate suffering. On the other hand, apart from self-liberation,
Mahayana adherents must also help other sentient beings on their path to liberation. The
attainment of nirvana is not limited to the arhat ("perfected one") but must be shared by all
striving beings (Bowker 1997).
Tibetan Buddhism
Around the seventh century C.E., Buddhism was officially introduced into Tibet. During
the reign of Songtsan Gampo, the Tibetan Empire's founder. His Chinese and Indian wives, both
Buddhists, had an impact on him. By the end of the eighth century C.E., Buddhism had
established itself as a dominant force in the region. when King Trisong Detsen proclaimed it the
official state religion
While theologically, Tibetan Buddhism is similar to Mahayana Buddhism, the region's
isolation allowed for the development of many features that were incorporated into the
growing Buddhist school in Tibet. Tibetan Buddhism, which is essentially Mahayana in nature,
borrowed tantric and shamanic attributes, as well as elements from Tibet's native religion known
as Bon. Bon, a pre-Buddhistic religion, was a form of shamanism in which spirits and deities were
revered (Parrinder 1971). The ancient Bon rituals were concerned with the performance of
magic, incantations, and spells, as well as the protection of people from unwelcome demons
lurking in the shadows (Hopfe 1983). Because, out of fear, people's lives, innumerable spirits, and
ferocious demons must be propitiated or controlled by magic spells and formulas (Jurji 1946).
When Buddhism arrived in Tibet, it adapted to the local belief system, resulting in rituals and
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practices that differed from other Mahayana traditions to some extent. For example, the
pagoda or stupa, which has a Tibetan form in the chorten (Parrinder 1971; Bowker 1997), is the
most distinctive Buddhist symbol.
IV. Application
1. What aspects of Mahayana Buddhism could make it more appealing than
Theravada Buddhism?
2. How did Mahayana Buddhism shape Asian history in terms of activism?
3. How do you think Mahayana Buddhism’s concept of bodhisattva contributed to it
being one of the most successful missionary religions in the world?
Activity 3:
Direction: Make an individual report on the Tzu Chi Foundation.
V. Generalization
Direction: Make a comparison of Mahayana Buddhism from Theravada Buddhism by
completing the table below.
MAHAYANA
THERAVADA
View on Siddhartha
Gautama/ Buddha
Concept of Boddhisattva
Sacred Scriptures
Worship and Observances
VI. Evaluation
Direction: Research further on the core teachings of Mahayana Buddhism and if possible,
interview a Mahayana Buddhist or a member of the Tzu Chi Foundation. Then complete the
chart below.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Practical Ways Wherein the Perfection of Generosity Can Be Manifested
As a Son or Daughter
As a Student
As a Friend
As a Filipino Citizen
LESSON 11: COMPARATIVE ANALYSIS OF HINDUISM, THEREVADA BUDDHISM MAHAYANA
BUDDHISM
I. Activity 1: VENN DIAGRAM
BUDDISM
HINDUISM
SIMILIRATIES
SS
II. Motivation
Activity 2:
Direction: Look for pictures of gods and goddesses in Hinduism and the various forms of
bodhisattvas in Buddhism. Try completing the table below. Can they be considered the
“superheroes” of their respective religion?
NAME OF HINDU
GODS AND
GODDESS
SIGNIFICANCE/POWER/DUTY
NAME OF
BODHISATTVA
SIGNIFICANCE/POWER/
DUTY
1
2
3
III. Discussion


Both Hinduism and Buddhism, two of the world’s great religions, trace their origin in India.
Throughout its long history, Hinduism became the source of three other religions, namely,
Buddhism, Jainism, and Sikhism.
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





Buddhist fervor gradually waned in native India as a result of resurging Hinduism that
absorbed the rising challenge of other new religions as it incorporated their elements into
the Hindu belief.
Most Hindu adherents hold several key moral values such as karma and dharma.
Buddhist moral thoughts and actions are principally guided by the “Four Noble Truths”
and the “Eightfold Paths.”
In Hinduism, there are four desirable goals of life (purushartha). All Hindus aim to achieve
the four-fold purpose of life that includes dharma, artha, kama, and moksha.
In Buddhism, the principal purpose of one’s life is to terminate all forms of suffering caused
by attachment to impermanent entities.
The destiny of all Hindus involves reincarnation until such time they gain ultimate
enlightenment. Hinduism believes that within the human is an eternal soul (atman) that is
being reborn millions of times and in many forms subject to the moral law of karma. On
the other hand, Buddhism holds that no soul is being reborn because there is no
permanence in anything
Honoring women in Hindu society as fundamental teaching has been laid down in one
of the supplementary arms of the Vedas, the Manusmriti or the “Laws of Manu.” Women
have enjoyed considerable freedom in their religious life in Buddhism as compared to
Hinduism.
IV. Application
Direction: Write an essay about the differences in popularity between Hinduism and Buddhism.
You will be graded based on the rubric below
V. Generalization
Direction: Compare and contrast Hinduism, Therevada Buddhism, and Mahayana Buddhism
using the table provided below.
RELIGION
HINDUISM
THEREVADA
BUDDHISM
MAHAYANA
BUDDHISM
Origin
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Morality
Purpose
Destiny
Views on Women
VI. Evaluation
Direction: Reflective Journal Writing: Theory and practice explained that “journal is a powerful
learning tool, uniquely suited for professional thought and reflection.” Your journal must include
the following entries:
 My views on the origin of the works and its similarity and difference with the views of Hindus,
Therevada Buddhists, and Mahayana Buddhists.
 My personal views on moral actions, the purpose of persons, and our destiny and how they
are similar/dissimilar with the views of Hindus, Therevada Buddhists, and Mahayana
Buddhists.
 My personal views about women and works and its similarity and difference with the views
of Hindus, Therevada Buddhists, and Mahayana Buddhists.
Reflective Writing Rubric

Skills
Depth of
reflection
Use of textual
evidence
and historical
context
5
Demonstrate a
conscious
and
thorough
understanding of
the
writing
prompt and the
subject matter.
This
reflection
can be used as
an example for
other students.
Use specific and
convincing
examples from
the texts studied
to support claims
in your writing,
making insightful
and applicable
connections
between texts.
4
Demonstrate a
thoughtful
understanding
of the writing
prompt
and
the
subject
matter.
3
Demonstrate
a
basic
understanding
of the writing
prompt
and
the
subject
matter.
2
Demonstrate a
limited
understanding
of the writing
prompt
and
subject matter.
This
reflection
needs revision.
1
Demonstrate little
or
no
understanding of
the writing prompt
and
subject
matter.
This
reflection
needs
revision.
Use
relevant
examples from
the
texts
studied
to
support claims
in your writing,
making
applicable
connections
between texts.
Use examples
from the text
to
support
most claims in
your writing
with
some
connections
made
between
texts.
Use
incomplete
or
vaguely
developed
examples to
only partially
support
claims
with
no
connections
made
between
texts.
No
examples
from the text are
used and claims
made in your
writing
are
unsupported
and irrelevant to
the topic at
hand.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Use stylistically
sophisticated
language that
is precise and
engaging, with
a notable sense
of
voice,
Language use
awareness
of
audience and
purpose, and
varied
sentence
structure.
Use language
that is fluent
and
original,
with evident a
sense of voice,
awareness of
audience and
purpose, and
the ability to
vary sentence
structure.
Use basic but
appropriate
language,
with a basic
sense
of
voice, some
awareness of
audience
and purpose,
and
some
attempt
to
vary
sentence
structure.
Use language
that is vague or
imprecise for the
audience
or
purpose,
with
little sense of
voice,
and
limited
awareness
of
how to vary
sentence
structure.
Use language that
is unsuitable for the
audience
and
purpose, with little
or no awareness of
sentence structure.
LESSON 12: CONFUCIANISM
I.
Pre-Test
Activity 1:
Direction: Read the story about, “The Coconut Shell Bowl”. After reading the story answer the
following questions.
“The Coconut Shell Bowl”
Once there was a frail old man who went to live
with his son, daughter-in-law, and five-year-old
grandson. Since the old’s man hands trembled and
his eyesight was blurred, every time he ate at the
table, he spilled his soup and soiled the tablecloth.
There were times too, that he accidentally broke a
porcelain plate. Soon, the son and daughter-in-law
became irritated with the mess of the old man. “We
must do something about the old man.” Said the
wife. “I’ve had enough of his spilled soup, noisy
eating, and food on the floor. Besides, he has
broken a lot of plates already! ”so, the husband and wife set a small table in the corner for the
old man. They gave him a coconut bowl so that he will not break any kind of beautiful porcelain
plates. The next day, the husband and wife discovered that they finally enjoyed their dinner.
The table cloths were immaculately clean, there was no food on the floor, and no plates have
been broken. The old man, however, felt alone and sad but said nothing. After a week, the
father saw his son busy cleaning a coconut shell. He went to him and asked, “What are you
doing son?” His son replied, “Oh, I’m making a bowl for you and mom so when you grow old,
you won’t be breaking any plates just like a grandfather.” The five-year-old replied. The father
was surprised by his son’s response and realized his mistake. He immediately went to the old
man and begged for forgiveness.
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
Activity 2:
Direction: In Analects XII, Zia Xia said “If you can treat the worthy as worthy without strain, exert
your utmost in serving your parents, devote your whole self in serving your prince, and be honest
in speech when dealing with your friends. If you do this and someone says you are not learned;
I would say that you are learned.”
Give at least three ways wherein those in column A can shoe respect, service, and humaneness
to that column B.
WAYS OF THE LEARNED
1_______________________________
2_______________________________
3_______________________________
COLUMN A
Subjects/Constituents
COLUMN B
Political Leader
1_______________________________
2_______________________________
3_______________________________
Son/Daughter
Father and Mother
1_______________________________
2_______________________________
3_______________________________
Younger Brother/Younger
Sister
Older Brother/Older
Sister
1_______________________________
2_______________________________
3_______________________________
Friend
Friend
Questions:
1. Why is it important to honor and take care of our parents especially in their old age?
2. Describe how the golden rule “Do unto others what you want others to do unto you”
was highlighted in the story
3. Why do children need to learn dinner and tea etiquette and proper ways of
addressing one’s parents?
4. How can “communal harmony, respect for seniority, and loyalty to the state” save
people from losing their morals?
Motivation
Activity 3:
Direction: List down at least three relationships you are involved in right now and identify the
power relations in these relationships by stating if you are a subordinate, superior, or equal
position in each relationship. Explain the pros and cons of the said relationships.
1
2
3
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
III. Discussion
There has always been a debate over whether Confucianism is a religion or a philosophy.
Those who argue that Confucianism is a philosophy argue that when Kung Fuzi founded
Confucianism, he had no intention of establishing a new religion; he simply wanted to interpret
and revive the ancient Zhou dynasty religion. Because Confucianism emphasizes the ethical
dimension of the world, it focuses on human relationships first and foremost, advocating social
values and ideals that should serve as the foundation of Chinese society. Adherents of
Confucianism as a philosophy argue that Kung Fuzi rarely addressed religious issues, branding
him as a humanist advancing practical and ethical wisdom.
Confucianism, on the other hand, is considered a religion because its ideals were
inspirational, not in a supernatural sense, but in the sense of striving for excellence in one's
interactions with others. What happens in everyday life, according to Confucius, should not be
trivialized but rather regarded as a source of moral and spiritual fulfillment. The importance of
relationships should be emphasized because it is often assumed that the relationships we
encounter daily are the easiest to perfect, but in reality, they are the most difficult to achieve.
Furthermore, Confucius emphasized the importance of rituals that would lead them back to the
ideal society of their forefathers, when heaven and earth were in harmony. Confucianism is
often grouped with Buddhism, Christianity, Hinduism, Islam, Judaism, and Daoism as one of the
world's major religions, and it has had a significant impact on East Asian political and spiritual
life. For these reasons, Confucianism can be regarded as both philosophy and religion. For a
long time, it has been a practical way of life for many Chinese, and it is deeply embedded in
the structure of Chinese societies and politics.
According to the Encyclopedia Britannica, more than six million people have practice
Confucianism as of 2010. This figure, however, is misleading because it is said that people from
East Asia may profess to be Buddhists, Taoists, Christians, Muslims, or Shintoists, but they rarely
stop being Confucians. As a result, the actual figure could be closer to 300 million.
THE LIFE OF CONFUCIUS
Confucius is the Latinized version of Kongzi and the honorific Kong Fuzi, both of which
mean "Master Kong," and he was born on September 28 in 551 B.C.E., making it a day of
celebration in East Asia—an official holiday in Taiwan (Teacher's Day), and a day of cultural
celebration in mainland China, Hong Kong, and Singapore. Confucius was born in Qufu, in the
small feudal state of Lu (now Shantung province). His given name was Qiu, and his surname was
Kong. He was born into a noble family, but they had already lost much of their wealth by the
time he was born. His mother was his first teacher, and when he was 15, he set his heart on
learning, and thus the love of learning became one of the highest virtues in Confucian ethics.
He married when he was 19 and had a son when he was 20. He had already served in minor
government positions and had established a reputation as an all-around scholar at this point in
his life.
Because of his mastery of the arts of ritual, music, archery, charioteering, calligraphy, and
arithmetic, he had already begun a brilliant teaching career when he was in his 30s. He was
also well-versed in the classical tradition, especially in poetry and history. He is widely regarded
as the first person to devote his entire life to learning and teaching for social transformation and
improvement. In the state of Lu, he held several government positions, including arbiter, assistant
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
minister of public works, and minister of justice. Frustrated that his ideas and policies were
dismissed by his superiors, he left Lu soon after. For 13 years, he moved from state to state,
attempting to put his theories into action. He returned home at the age of 67 to teach (where
he gained more disciples) and to write and edit to preserve his classical traditions. He died in
479 B.C.E. at the age of 73, leaving behind approximately 3,000 followers who preserved and
wrote down his other teachings.
SACRED SCRIPTURES: THE CONFUCIAN CLASSICS
The Five Classics are a group of books that were regarded as early Confucianism’s basic
texts. This includes the Book of Changes, the Book of History, the Book of Poetry, the Classic of
Rites, and the Spring and Autumn Annals. The Analects is also considered an important source
of Confucian teachings since it contains a record of his conversations with his disciples. Let us
now take a look at what these classics are all about.
Confucius has often been considered as the author or editor of the Classics, but
contemporary scholarship has shown that even though many of these texts can be traced back
to Confucius, they have undergone a long period of development. Moreover, these Classics
were burned during the reign of the Qin dynasty and were restored only during the Han dynasty.
It was Confucius’ followers who exerted effort in writing and collating his teachings and
philosophies.
Book of Changes
Also known as the I-Ching, the Book of Changes is believed to have existed at the time
of Confucius and is the oldest of the Classics. It focuses on short predictions following a type of
divination called cleromancy wherein
six random numbers are picked and arranged under sixty-four hexagrams. A hexagram is any
of a set of sixty-four figures made up of six parallel or broken lines. Later on, commentaries were
added to the predictions, the longest of which was the Hsi-Tzu or Appended Remarks, which
discusses early cosmological and metaphysical assumptions in an obscure language.
Book of History
The Book of History, also known as the Book of Documents or Shangshu, is traditionally
attributed to Confucius by early scholars. It is made up of speeches (or prose) given by royalty
and ministers from the Shang and Zhou dynasties. It also includes chronological accounts of
imperial achievements and government rules.
Book of Poetry
The Book of Poetry, also known as the Book of Songs/Odes/Shijing, is a collection of 350
songs compiled around 600 B.C.E., divided into four sections with various themes such as love,
courtship, abandonment, and dances. Feast songs and state chants are also included. It is
thought to be the oldest existing compilation of Chinese poetry and was allegedly compiled by
Confucius from a three-thousand-year-old repertory.
Classic of Rites
Originally the Three Li/Three Rites/San Li, the Classic of Rites is a compilation of ceremonial
rituals, administration, and social forms of the Zhou Dynasty. It is considered as a complete body
of work which includes the Ceremonials (I-li/Yili), an early manual of protocol for the nobility,
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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
describing such occasions as marriages and funerals, sacrifices, and even archery competitions.
It also includes the Book of Rites (Li-chi/Liji) which is composed of forty-nine sections of ritual and
government guidelines, as well as essays on education, the rites, music, and philosophy. Also
included is the Institutes of Chou (Chou-li/Zhou Li) which is supposedly an ultimate depiction of
government offices in early Zhou times. These texts were supposedly compiled in the early first
century B.C.E. based on earlier materials.
Analects
The Analects, or Lunyu (“conversations” or “sayings”), are also known as the Analects of
Confucius. It is a collection of sayings and ideas attributed to the Chinese philosopher Confucius
and his contemporaries, traditionally believed to have been written by Confucius' followers. It is
believed to have been written during the Warring States period (475 B.C.E.-221 B.C.E.) and
finalized during the middle of the Han dynasty. At first, it was considered as merely a
commentary on the Five Classics, but later on acquired tremendous significance that it has
been classified as one of the Four Books along with Great Learning, Doctrine of the Mean, and
Book of Mencius. Among other important Confucian works, it has become an influential
canonical resource in Chinese and East Asian philosophy.
The Five Constants
The Five Constants, also known as the Five Classical Virtues, or Wuchang, are the five
most important Confucian ethics mentioned in the Analects and the Book of Mencius. These
include the following: ren or benevolence; Yi or righteousness; li or propriety; Zhi or
knowledge/wisdom; and xin or fidelity.
Ren, or benevolence, can be achieved by returning to li, or the traditional Chinese rituals.
It means following the social hierarchy patterned after family relationships. Ren can also be
achieved by extending one’s filial love for parents and siblings to fellow human beings. It can
also be achieved by avoiding envy or harm. Yi, or righteousness, can be achieved by having
the moral disposition to do good, which can only be possible after recognizing what is right and
good. It can also be achieved through the ability to feel what is the right thing to do. Li, or
propriety, which is considered as the concrete guide to human action and social order, can be
achieved by following the guide to human relationships (rectification of names, the doctrine of
the mean, The Five Relationships); it can also be achieved by following the norms of ren, or
righteousness. Zhi, or knowledge/wisdom, can be achieved by knowing what is right and what
is wrong, which is innate in people who are good according to Mencius. Lastly, xin, or fidelity
can be achieved by keeping one’s word and being faithful, for Kung Fuzi believed that only
faithful people can be trusted with important tasks. Fidelity is also seen as the key to nationbuilding.
Filial Piety as an Important Virtue
Family relationships, according to Confucius, serve as a model for social behavior.
Respect for elders, whether your own or those of others, is emphasized, as is kindness to your
own and others' children and juniors. These are said to have been instructed by Mencius and
have inspired generations of Confucians. Filial piety is said to have given China a strong sense
of unity not only within the Chinese family but also within Confucian social organizations and
even among Chinese communities around the world.
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Ancestor worship is a form of filial piety, or respect for one's parents, directed toward
older relatives and ancestors. Ancestor worship is based on the key Confucian idea that children
are expected to respect and obey their parents in life, and to remember them after they have
died through the proper observance of rituals. Worshipping ancestral tablets, which can be kept
at home, is one way to remember them. These ancestral tablets record the location of the
family's origins as well as the names of the ancestors. Worshiping ancestors in their graves is
another way to remember them. People visit their loved ones' graves on occasion, clean them,
and bring food and wine. The ancestors were said to have tasted the food before the entire
family ate the meal that was served. Ancestor worship is a manifestation of filial piety because
it expresses a union between the living and the loved one.
Authoritarianism
Another challenge that Confucianism still faces today is authoritarianism. Because
Confucianism emphasizes relationship hierarchy, it has reinforced top-down values and
hierarchical systems by encouraging deference to one's superiors—ruler, father, teacher, or
anyone older. Confucianism poses a serious threat to the development of society and the
flourishing of democracy when Confucian values are used to suppress opposition, thwart the
emergence of new ideas, or protect apathy.
IV. Application
Activity 4:
Directions: A. Draw an example of acts that show filial piety in the family, community, and
society.
FAMILY
COMMUNITY
SOCIETY
B. Based on your understanding of Confucianism, make a comparative analysis showing its
positive and negative effects on society. Use the rubric below as a guide.
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V. Generalization
1. Do you agree that Confucianism is both a religion and a philosophy? Why or why not?
2. How did Confucianism try to find solutions to the social problems prevalent at the time it was
formulated?
3. Do you think Confucian values can be a solution to the problem of corruption in the Philippine
government? If yes, how?
4. What particular Confucian values do you think can be applied to solve particular social
problems at present?
VI. Evaluation
Direction: Write the letter of the correct answer.
a.
b.
c.
d.
e.
Tian
Five Classics
Confucianism
Mandate of Heaven
Taoism
f. Syncretism
g. Remonstrate
h. Shintoism
i. Eastern Zhou
j. Tao
______ 1. the Way
______ 2. amalgamation of different religious beliefs
______ 3. virtue is needed to promote harmony in society
______ 4. becoming one with the Tao is the way to promote harmony in society
______ 5. importance of ancestor and nature worship to achieve harmony in all dimensions
______ 6. period of great economic growth, social change, and political development
______ 7. refers to heave
______ 8. make a forcefully reproachful protest
______ 9. a group of books which was regarded as early Confucianism’s special texts
______ 10. the basic justification of a ruler’s power is when he is accepted by his people
LESSON 13: DAOISM
I. Pre-Test
Activity 1:
Direction: Make an inventory of the things which can be found in your bedroom (e.g. bed,
clothes, books, toys, etc.). Considering the Daoist teaching that one should acquire only the
things that one needs to survive, which of the things you have listed can you do without? write
a reflection paper about it and read your output in class.
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II. Motivation
Activity 2:
Direction: Watch a video about “The Dao of Pooh” (based on a book with the same title by
Benjamin Hoff). Based on your understanding of Winnie-the-Pooh characters, how would you
describe the traits of the following characters? Which of them possess the Daoist ideals? Why?
CHARACTER
TRAITS
WINNIE-THE-POOH
PIGLET
TIGER
EEYORE
RABBIT
OWL
III. Discussion
The image below is an example of a
typical Daoist painting, which features natural
elements such as bamboo. Daoism, a
philosophy that flourished in China during the
late Bronze Age and emphasizes humanity's
relationship with nature, influenced much of
Chinese art, particularly the development of
landscape painting, nature poetry, and garden
culture. In this lesson, we will learn more about
Daoism, another Daoic religion, as well as its
historical development and relevance to
Chinese society and culture.
Daoism functioned as a philosophy of abandonment and withdrawal from the rampant warfare
and social unrest which characterized the reign of the Zhou dynasty---a period of constant
struggle for power, wealth, and prestige. It began in the state of Chu in the southern part of the
present Hunan Province. In effect, it served as a protest of common people against the rising
despotism of rulers and served as a reaction to the growing firmness of the moralists, who were
followers of Confucius. Daoists struggled to fight for individual autonomy amid the struggle of
rulers and moralists to bring people to conform to social patterns to achieve social harmony.
The ultimate goal of Daoists was to conform to the great pattern of nature, which is called Dao,
or “The Way.” As a philosophy, Daoism focuses on the great mysteries of the Dao; as a religion,
its goal is to achieve long life and, ultimately, immortality.
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SYMBOLS
The Yin and Yang is the most well-known Daoist religious symbol. It is an image composed
of a circle divided into two swirling parts: one black and the other white. Within each swirling or
teardrop-shaped half is a smaller circle of the opposite color. Overall, the Yin and Yang symbol
signifies the perfect harmonic balance in the universe. For example, day and night; birth and
death.
According to Daoist cosmology, the big circle signifies the Tao (Dao), the source of
existence. Meanwhile, the black and white teardrop-shaped halves signify the Yin-qi and Yangqi, known as the primordial feminine and masculine energies, respectively. Daoists believe that
the interplay of the Yin-qi and Yang-qi created the manifest world.
The Dao
According to Laozi, the Dao, which is the essential concept and creative principle in
Daoism, existed before the world. It is undetectable, indistinct, shapeless, and indefinable, it is
the foundation of all being and how nature and the universe exist. All things come from it and
are nourished by it, that is why sometimes the Dao is called “Mother.” Dao is the origin of heaven
and earth and it is also how heaven and earth now live. Its meaning differs across religions and
philosophies: for Confucians, it refers to the basic principles of moral philosophy while for the
Legalists, it is the way of power (Brown 1987).
The Dao is distinct from God. It is not a being for it is the origin of all beings, and its great
virtue is that it does everything but desires nothing. It is “emptiness”, which does not compete
with other forces but is content with itself. This contentment, when practiced by people, will
enable them to lead good lives (Ching 1993).
Deity/God (Dao as the origin of all beings)
Unlike the Abrahamic religions, Daoism does not have a God, for Daoists believe that the
universe originated from the Dao, which created and controls the universe and distantly guides
things on their way. However, the Dao itself is not God and is not worshipped by the Daoists.
Instead, they worship deities, who are gods of a particular role, and they traditionally worship
Laozi is not only the first god of Daoism but also as the representation of the Dao. Most of
the deities worshipped by the Daoists were borrowed from other cultures, but they are within
the universe and are subject to the Dao. The Daoist pantheon has often been described as a
divine administration that reflects the secular governments of Imperial China. However, some
believe that it is the other way around—that the secular administrations are just reflections of
the divine administration (Fairbank and Reischauer 1989).
For the Daoists, the Dao possesses heavenly qualities, is mysterious, indescribable, lies
under the surface of sense perception, and unifies obvious opposites on a different level. Daoists
also believe that the Dao can only be found in silence since it is heavenly and beyond change.
For the Daoists, God is found inside us, in the thoughtful emptiness from which all power and life
originate in all directions; it is the “Nothing” within all of us where all our energy comes from.
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Yin and Yang
The yin and yang represent the integration of Laozi's polarities.
He emphasized the importance of balance and harmony,
which can only be attained when one is fully grounded in the
Dao. We can deduce from this that masculinity refers to all
forms of forceful and aggressive behavior, whereas femininity
represents all gentle, nurturing, and adaptable characteristics.
The goal is to be able to embody both of these polarities in a
balanced and harmonious way (Hodge, 2002).
Moral Practices
Physical and spiritual techniques are just as important as ethical or moral techniques or
practices. Daoists emphasized ethical behavior by incorporating it into their practices. They
value the need for a moral life, of good works as well as of ritual atonement for misbehavior
(Ching 1993). Daoism values the virtues of naturalness, behaving as nature dictates, not as
caused by social pressure or personal pride; and naturalism, which entails resisting the
temptation to meddle with nature. Daoists tend not to initiate action; instead, they wait for
events to take action necessary, avoiding letting their desires and compulsions push them into
doing things. Generally, Daoism, just like other religions, disapproves of killing, stealing, lying, and
promiscuity. It promotes philanthropic, selfless, and humane behavior. Good behavior is seen as
an essential part not only of self-improvement but the world as a whole.
To attain spiritual perfection like the sage, Daoists practice certain rituals which are listed below:
IV. Application
Direction: Below is human actions that address climate change and climate crisis. Research
them and complete the table below.
The scholar Henghao Liang asserts that “Tao relates to nature and that the Taoism allows
human persons to have a whole worldview, develop a close-to-nature attitude, and pursuit the
essence of life. In our present time, however, nature is being abused, taken for granted, and
slowly being destroyed. The issue of climate change and climate crisis has surfaced and
humanity is now forced to act.
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INITIATIVE
PURPOSE
HOW YOU CAN SUPPORT OR
PARTICIPATE IN IT
EARTH HOUR
THE CLIMATE AND CLEAN AIR
COALITION
V. Generalization
1.
How did Daoism try to address the problem of social disorder in China during the Zhou
period?
2. Why is Daoism often misunderstood as a fatalistic and superstitious philosophy/religion?
3. What aspect of Daoism can we adopt as Filipinos that will help us improve our society?
4. Why is Daoism often described as a critique of Confucianism? How is it possible for the
Chinese to adopt the two philosophies in their way of life?
VI. Evaluation
The teacher will post the blank man named JUNJUN. By this time, every student is free to write
everything they’ve learned from the discussion either manner, definition, or the likes
JUNJUN
LESSON 14: SHINTOISM
I. Pre-Test
Activity 1:
Direction: Watch and read the story about, “Sadako Sasaki and the Thousand Paper Cranes”.
After reading or watching the story answer the following questions.
Just click the link below:
https://www.youtube.com/watch?v=fPlAzO0mGT4
https://study.com/academy/lesson/sadako-and-the-thousand-paper-cranes-authorgenre.html
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Questions:
1.
In Japanese mythology and folklore, the red-crowned crane symbolizes longevity.
However, for Sadako Sasaki, each orizuru represented not just her desire for healing but also a
wish for world peace. Sadako died but her memory and prayer cranes remain. If you are to
create an origami design that will promote world peace, what would it be and why?
2.
Sadako Sasaki’s belief in the myth of the senbazuru moved her to create origami cranes
until her dying days. Her determination to complete 1000 paper cranes reflects the words of the
poet Alexander Pope: “Hope spring eternal in the human heart.” Despite completing the
senbazuru, Sadako Sasaki passed away. Can we say that her belief and efforts were all in vain?
Explain
II. Motivation
Activity 2: Picture Analysis
II. Discussion
Shintoism is widely regarded as the pinnacle of Japanese devotion to unseen spiritual
beings and powers. It is a very local religion in the sense that it is focused on the land of Japan,
making it a "ethnic religion" that is not interested in missionary activities to spread it outside of
Japan. Shintoism holds that "human beings are good and have no concept of original sin." It
has no known founder or god, and it may be practiced alongside other religions such as
Buddhism and Daoism.
Shinto belief in kami, or spirits, is reflected in the numerous shrines built to honor the spirits
that they believe can be found in nature and still guide their daily lives by bestowing good
fortune and prosperity. In exchange, the Japanese must perform the necessary rituals to
appease the spirits that surround them. Purification is an important concept in Shintoism, which
is why many of their rituals include the use of water for cleansing. Ancestor worship, as well as
reverence for natural forces, is an important aspect of Shintoism, and because Shintoism is
considered more of a way of life than a religion, it has co-existed with other religions in Japan,
such as Buddhism and Confucianism. Shintoism has become so ingrained in the Japanese way
of life that most people will perform Shinto rituals such as shrine worship while not identifying as
Shinto-ists. The shrine depicted in the image is dedicated to the daughters of Susano-o-no
Mikoto, the god of the seas and storms, and the brother of Amaterasu, the sun goddess who is
thought to be the ancestor of the Japanese imperial
family.
Symbol
The Torii Gate is the most well-known Shinto
symbol. It is a sacred gateway that is said to represent
the gate through which Amaterasu emerged from the
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rock cave and relighted the world. It marks the entrance to the Shinto shrine, a sacred space.
It symbolizes the transition from the world of humans to the world of gods and goddesses. It is
thought to help prepare visitors for interactions with spirits by symbolizing the sacredness of the
location.
It is traditionally made of wood or stone, but now most toriis are made of concrete and
steel.
SACRED SCRIPTURES
Kojiki
The Kojiki, one of the most important Shinto texts, is divided into three books: the first is the
Age of Kami, which narrates mythology, while the second and third books discuss the imperial
lineage, narrating events concerning the imperial family up to the death of the thirty-third ruler,
Empress Suiko. The third book focuses on revolts and love stories of successive rulers, which are
intertwined in a song-story format. After providing detailed information about the events leading
up to Emperor Kenzo's reign, the genealogy of each imperial family was discussed. The three
books reflect the establishment of the three orders: the establishment of the order of the
universe, the establishment of the order of humanity, and the establishment of the order of
history. Despite the fact that it was written at the beginning of the spread of Buddhism in Japan,
and although Emperor Genmei, to whom the Kojiki was presented, was a Buddhist, the Kojiki
made no mention of Buddhism. It just goes to show how Kojiki is based on mythology's eternal
and cyclical world.
Nihon shoki/Nihongi
Meanwhile, the Nihon shoki or Nihongi chronicles the Yamato rulers of Japan's descent
from the gods. It represents a synthesis of a political goal and folklore and mythology. It is
thought to have been completed around the year 720 C.E. and has become significant in the
Yamato rulers' restructuring of Japan, even in the naming of the country as Nippon. It was
presented to the court during Emperor Gensho's reign and is considered Japan's first official
history. It took 39 years to complete and was compiled by Jimmu Tenno's third son, Prince Toneri,
along with numerous bureaucrats and historians. It consists of 30 books, the first two of which
discuss the "age of the kami," while the remaining books chronicle the rulers' lives up to the 41st
emperor. The stories in the Kojiki and Nihongi provide the Japanese people with a sense of pride,
for these scriptures narrate how their rulers were descended from the gods, and how their race
was descended from the gods as well. Some would even interpret that the whole of humanity
descended from the two deities (Izanagi and Izanami), thereby creating a sense of superiority
among the Japanese people. We can also see in the creation story the concept of dualism in
Shinto, as shown by Izanagi as the sky god, and Izanami as the earth mother, as well as with
Amaterasu as the benevolent child and her brother Susa-no-Wo-no-Mikoto as performing evil
acts. The political legitimacy this myth provides the ruling families of Japan as well as the sense
of pride it provides the Japanese people have made the Japanese people develop a strong
sense of nationalism.
Shinto Rites of Passage
Below are the rites of passage observed by the Shintoists from birth to death:
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Hatsumiyamairi (First Shrine Visit). Newborn children are taken to the shrine to seek protection
from the kami; traditionally, the newborn is taken by the grandmother because the mother is
deemed impure from childbirth; the ritual takes place on the second day after birth for a boy,
and the third day for a girl;
Shichi-go-san (Seven-Five-Three). Festival observed every 15th of November by boys of five
years and girls of three and seven years of age, who visit the shrine to give thanks for the
protection provided by the kami and to ask for their healthy growth;
Adult’s Day (Seijin Shiki). Observed every 15th of January by the Japanese who had their 20th
birthday the previous year by visiting the shrine to express gratitude to the kami (20 being the
legal age of adulthood in Japan)
Wedding Rites. Patterned after the wedding of Crown Prince Yoshihito and Princess Sado in
1900;
Funeral rites. Since death is considered impure, most Japanese funerals are Buddhist; Shintoism’s
funeral practices are called sosai.
BELIEFS AND DOCTRINES
Kami Worship
Shintoism is a religion that revolves around the belief in and worship of kami or spirits.
Scholars agree that the concept of kami is difficult to explain and that even the Japanese
themselves who are Shinto believers cannot provide a definite definition of kami. According to
the Japanese scholar, Motoori Norinaga:
“I do not yet understand the meaning of the term, kami. Speaking in general, however,
it may be said that kami signifies, in the first place, the deities of heaven and earth that appear
in the ancient records and also the spirits of the shrines where they are worshipped. It is hardly
necessary to say that it includes human beings. It also includes such objects as birds, beasts,
trees, plants, seas, mountains, and so forth. In ancient usage, anything whatsoever which was
outside the ordinary, which possessed superior power, or which was awe-inspiring was called
kami. Eminence here does not refer merely to the superiority of nobility, goodness, or meritorious
deeds. Evil and mysterious things, if they are extraordinary and dreadful, are called kami.”
(Holtom 1965)
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Sect Shinto can be classified into five groups (Bahn 1964):





Pure Shinto Sects
Confucian Sects
Mountain Sects
Purification Sects
Faith-healing sects
III. Application
Activity 3:
Direction: List at least three examples of Filipino practices that show belief in unseen spirits.
Compare it with the Japanese belief of erecting shrines for spirit worship. Do you think this aspect
of animism (belief in nature as the abode of spirits) persists even though most Filipinos now
practice Christianity? Can you say the same for Japan? Explain your answer.
Activity 4:
Direction: Recreate your kamidana (two-dimensional miniature Shinto altar) in an illustration
board, identify its elements and explain the importance of this little shrine to Japanese everyday
Shinto life.
IV. Generalization
1. Why is Shintoism able to co-exist with other religions/philosophies such as Confucianism and
Buddhism?
2. Why is Shintoism considered not only as a religion but a way of life for the Japanese?
3. What measure did Japan’s imperial government take to preserve Shintoism as the national
tradition after the spread of Buddhism?
4. How do the Japanese people view their emperor and their lineage?
5. Why do you think do religions, especially Shintoism, practice purification? Why is it essential?
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V.Evaluation
Direction: Modified True or False. Write the word True if the statement is false. If False, change
the underlined word to make the statement correct.
______ 1. Temples are built to honor the spirits believed to be found in nature.
______ 2. Shinto is the Japanese word for spirits or deities.
______ 3. Kami means “way of the spirits.”
______ 4. Shrine Shinto is a mixture of traditions, magic, and other practices of the common
people.
______ 5. Kamikaze refers to the divine wind believed to have driven away from the Mongols
from attacking Japan.
______ 6. Nihongi refers to the Ancient Records of Ancient Matters.
______ 7. Kojiki refers to the Chronicles of Japan
______ 8. The Yamado clan was the ruling family that declared Shinto as the national religion
in the century C.E.
______ 9. The Ise Shrine is considered a controversial shrine in Japan.
______ 10. Zen Buddhism believes that all human beings are Buddha.
LESSON 15: COMPARATIVE ANALYSIS OF CONFUCIANISM, TAOISM, AND SHINTOISM
I. Pre-Test
Activity 1:
Direction: Based on what you have learned in the previous lessons, try to fill out each column
with information about the three Daoic religions
RELIGION
SYMBOL/S
POPULATION
BELIEVER
SACRED
TEXTS
RELEVANT
FIGURES
Confucianism
Daoism
Shintoism
II. Motivation
Activity 2:
Direction: Write an essay discussing the similarities and differences of Confucianism, Daoism, and
Shinto in terms of morality. Why do you think do these Daoic religions not have a specific
standard of moral guidelines, unlike other religions?
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III. Discussion





All three Daoic religions originated in East Asia, with Confucianism and Daoism emerging
in China during the Warring States period, and Shinto emerging as an indigenous
Japanese religion. Confucianism and Daoism began as attempts by philosophers Kung
Fuzi and Laozi to bring order to the chaos that existed during China's Warring States
period, while Shinto began as a religion centered on the worship of kami, or spirits, who
were seen as the source of prosperity, particularly in agriculture.
• Unlike other religions, the three Daoic religions discussed in this chapter do not have a
set of moral guidelines to adhere to. Morality is based on loyalty, ritual observance, and
self-cultivation in Confucianism; imposition of ethics was initially discouraged in Daoism
because it would prevent humanity from being in harmony with nature, but Buddhism
later influenced it. Daoism has a moral dimension. Anything that contradicts the
observance of purity is considered evil in Shinto.
• The ultimate goal of all three Daoic religions is harmony between heaven and earth
because they all believe that what happens in heaven should be reflected on earth.
Thus, self-cultivation is important in Confucianism and Daoism because only by cultivating
oneself for the common good can one reach one's full potential. Shintoism emphasizes
self-purification to maintain one's natural state, which can bring harmony and order to
society.
Destiny, according to Confucianism and Daoism, lies in one’s cultivation of the self to
achieve a harmonious society. In Shintoism, everyone has the destiny to fulfill, but only
purity would make one capable of realizing his or her mission in life.
Of the three Daoic religions, Daoism is regarded as having the most positive view of
women, to balance the feminine and masculine qualities in everyone to balance the yin
and yang and allow the smooth flow of qi. With its emphasis on hierarchy, Confucianism
prioritizes men over women in all aspects. Women were initially held in high regard in
Shintoism, but historical developments led to their diminishing status in religion and
society.
IV.
Application
Activity 3:
Direction: You will create three sets of digital collage that shows your reflections and insights on
Confucianism, Taoism, and Shintoism. Your digital collage must show the following:
 My views on the origin of the world and its similarity or difference with the views of
Confucians, Taoists, and Shinto believers.
 My personal views on moral actions, the purpose of human beings, and our destiny and
how they are similar/dissimilar with the views of Confucians, Taoists, and Shinto believers.
 My personal views about women and its similarity or difference with the views of
Confucians, Taoists, and Shinto believers.
For each set of digital collages, write in a one-page essay that explains the meaning of
your artwork.
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RUBRIC
V. Generalization
1. How did the imperial government become instrumental in making Confucianism,
Daoism, and Shinto relevant in their respective countries?
2. Why does Shintoism consider anything associated with death, blood, and pollution
impure and a potential source of sin?
3. In what ways are self-cultivation and purity important in attaining one’s highest potential
in Confucianism, Daoism, and Shintoism?
4. How similar are Confucianism, Daoism, and Shintoism in terms of belief in the purpose of
existence?
5. Why is Daoism considered the religion with the most positive view of women compared
to Confucianism and Daoism?
Activity 4:
Direction: Compare and contrast Confucianism, Taoism, and Shintoism using the table
provided below.
RELIGION
CONFUCIANISM
TAOISM
SHINTOISM
Origin
Morality
Purpose
Destiny
Views on Women
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VI. Evaluation
Direction: Modified true or false. Write the word TRUE if the statement is true. If false, write the
word FALSE and change the underlined word to make the statement correct.
______1. Confucianism started as a philosophy that would provide a solution to China’s chaotic
society during the Shang dynasty.
______2. Confucianism was adopted by the Han dynasty as an instrument for its political
legitimacy.
______3. Daoism believes that nature should be allowed to take its natural course for the
attainment of social order.
______4. Shintoism emphasized the core values of family, tradition, nature, ancestors, purity, and
ritual practices.
______5. Laozi believed that what makes us human is our feeling of sympathy for others’ suffering,
but what makes us virtuous is our cultivation of this inner potential.
______6. In Shinto, pollution is inevitable but can be washed away by proper meditation.
______7. In Confucianism, destiny can only be achieved when one has cultivated oneself to the
highest potential that one’s actions go effortlessly with the way of the universe.
______8. The Dao is considered as the “mother of all things” and playing the feminine part is a
constant theme in Daoism.
______9. A normative interpretation of ming sees destiny as a distant force beyond human
control.
______10. In Confucianism, a woman’s life revolves around obeying men---her father, her
husband, and her brother.
CHAPTER V: Religion in the 21st Century
LESSON 16: Religion in the 21st Century
I. Motivation
Activity 1:
Direction: Enumeration. List down five (5) important uses of religion and explain your personal
experience on each use.
1.
2.
3.
4.
5.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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I. Discussion
BASIC SIMILARITIES OF WORLD RELIGIONS
One of the reasons why studying world religions is important is to recognize the
distinctiveness of each religion. More importantly, we must recognize that, despite their
differences, these religions share characteristics that bind them together and make them coequal. Studying the similarities and differences between world religions also helps people
develop religious tolerance and respect for one another's religious beliefs and practices.
We can use an old Indian story to demonstrate that world religions are indeed
complementary. Once upon a time, a King commissioned a group of blind men to describe an
elephant. Each blind man was only shown a portion of an elephant (head, trunk, ears, leg, body,
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tail, etc). As expected, each had a different description of the elephant because only a portion
of it was shown to them, comparing the elephant to a hose, a pot, a fan, a pillar, a wall, a rope,
a brush, and so on. They then debated, with each insisting that he was correct and the others
were incorrect, when in fact all of them were correct because the elephant is made up of many
parts, and what they were describing were only parts of the same elephant, not the elephant
itself.
Comparing this analogy to the apparent unity of world religions, we can say that focusing
on the similarities of religions will provide us with the correct perspective on the ultimate truth.
While religions differ in their beliefs and worship different gods, we can consider that world
religions offer us alternative paths to the same transcendental reality. It's also like looking at a
mountain from various perspectives and seeing different aspects of the same mountain.
Religions may provide different perspectives on life and how to live our lives, but they may all
agree on the ultimate destination. Certain categories, such as the meaning and ultimate value
of life, how to relate to oneself, family, society, and nature, and how to achieve personal
happiness and fulfilment, may provide insight into the commonalities shared by world religions.
Meaning and Ultimate Value of Life
Humanity has always been fascinated with life’s mysteries, such as life’s origin, meaning,
and destiny. Religions have provided us with answers to these queries with regards to creation,
life, and death. As to the origin of life, all major religions discussed in this book agree that
humanity has divine origins. In Hinduism, it is believed that humans have a divine essence: every
individual soul (atman) came from a universal soul (Brahman) in a pure state and must go back
to the Brahman in a pure and divine state as well. Samsara or the cycle of birth and rebirth is
the way to purify the soul and rid itself of bad karma and attain moksha, or the union of the
atman and the Brahman. In Buddhism, personhood is considered a hindrance in attaining
nirvana or enlightenment, so attainment of Buddhahood is the way to enlightenment. In Daoic
religions, people can attain ultimate goodness through self-cultivation.
In Judaism, Christianity, and Islam, people are created in the likeness of God, that is why
everybody possesses God-like attributes which can be used to do good by helping others. Since
world religions agree that humanity came from a divine being and must ultimately return to its
Creator or origin, the meaning and ultimate value of life are to live life in such a way that our
souls will be worthy enough to go back to our Creator.
In Hinduism, following one’s dharma or moral and social obligations is instrumental in
liberating the soul from the cycle of birth and rebirth and ultimately returning to Brahman. In
Buddhism, getting rid of desires and living in such a way that the attainment of enlightenment is
one’s goal helps one in reaching nirvana. In Daoic religions, self-cultivation which will lead one
to reach his/her highest potential can best be attained by helping others. In Abrahamic
religions, since the purpose of existence is to love and serve God, it is important to help others
because it serves as a reflection of one’s dedication to God.
How to Relate to Oneself, Family, Society, and Nature
All world religions promote the idea of being good to oneself, one's family, society, and
nature. Some simply place a greater emphasis on how one should relate to oneself. Taking
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someone's life is a mortal sin in Christianity, for example, because it is God's gift, and we have
no right to take away what God has given us. Some religions, such as Confucianism, place
greater emphasis on one's relationship to one's family, emphasizing filial piety and even
ancestor worship. Some religions, such as Islam, emphasize one's relationship to society, with
the concept of the ummah, or a community of believers that does not discriminate based on
race, ethnicity, class, or gender.
The Way to Achieve Personal Happiness and Fulfilment
The way to achieve personal happiness and fulfillment is closely connected to the
purpose of existence. For adherents of different religions, living according to their purpose of
existence leads them to enjoy personal happiness and fulfillment, for it means they are fulfilling
the very reason why they are here on earth. Thus, for the Hindus following their dharma leads to
a fulfilling life for all the rewards will be reaped in their next lifetime, in which they are sure to
have a better life, even attainment of moksha if they truly fulfilled their dharma. In Daoic
religions, as long as one cultivates oneself to achieve one’s highest potential, it will lead to the
smooth flow of the qi, or the vital force, which will eventually lead to a better world. In
Abrahamic religions, as long as a person’s life is lived according to God’s will, personal happiness
and fulfillment will eventually follow. Therefore, understanding one’s purpose of existence is very
important in having personal happiness and fulfillment, for it serves as a guide on how one
should live his/her life on earth.
Religion is important not only for giving meaning to one's life but also for regulating the
behavior of individuals in society. Focusing on the fundamental similarities of world religions will
make people more tolerant of people of other faiths and make them realize that their
worldview does not apply to everyone. Religion will remain relevant in the twenty-first century
and beyond because, when understood and applied correctly, it can help make the world a
better place to live.
II. Application
Activity 2:
Direction: Essay. Write a position paper on why religion will continue to be relevant in the 21st
century and beyond. Use the rubric below as a guide.
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Questions:
1. In your own opinion, what is the most significant aspect of religion to an individual? To
society?
2. Can you think of an analogy to the study of world religions wherein the unity of religions
is emphasized?
3. What is the basis of predictions that religion will continue to be relevant in the 21st century
and beyond?
III. Generalization
Activity 3:
Direction: Complete the table below
MEANING OF LIFE
ABRAHAMIC
RELIGIONS
DHARMIC
RELIGIONS
DAOIC RELIGIONS
How to Relate to Oneself,
to Family, to Society, and
Nature
The Way to Achieve
Personal Happiness and
Fulfilment
Evaluation
Activity 4
Direction: Identification. Write only the letter of the correct answer.
a.
b.
c.
d.
e.
Religion gives inner peace
Religion affects political systems
Religion influences economy
Religion instills values
Religion explains human suffering
1.
2.
3.
4.
5.
Provides people with a sense of origin and destination
Provides people with an explanation for their loss
Lays down positive traits among adherents
Provides a basis for leadership
Affects the progress of a nation
Activity 5:
Direction: Simulate a panel discussion as a final activity for this class. Organize three teams, with
each team comprising of three members. One team will be assigned the Abrahamic religions;
the second team will be assigned the Dharmic religions, and the third team will be assigned the
Daoic religions. Each member of each team will be assigned a particular religion. Conduct an
inter-religious dialogue by discussing the following concepts:
 The meaning and ultimate value of life
 How to relate to oneself, family, society, and nature
 The way to achieve personal happiness and fulfillment
After the discussion, a moderator will summarize all the things that have been discussed and
facilitate an open forum for further clarifications.
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