Investigating Buddhist Worldviews

eResources

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  2.2 Varieties of Buddhist identities (IW06)Categories used by scholars and others to describe Buddhist diversity in background, beliefs and practice, and tradition.
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  2.6 The impact of being Buddhist (IW06)Individual survey responses to the question: 'What impact does being Buddhist have on your life?'
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  2.8 What are the challenges of being Buddhist in the UK? (IW06)Summarised and directly quoted individual survey responses to the question: 'What are the challenges of being Buddhist in the UK?'
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  2.9A Buddhist voices: a sample (IW06)Detailed responses, with accompanying spidergrams, from two Buddhist individuals about the impact of their worldviews on their lives and a message they would like to pass to teenagers.
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  2.10 Testing the spidergram (IW06)Comments from nine Buddhist individuals about the challenges of undertaking the spidergram exercise and applying categories to their own lives.
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  2.11 Buddhist survey 2026: questionnaire (IW06)Questionnaire form used for RE Today's Buddhist survey (blank form).

Student pages from book

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  2.1 Diversity among Buddhists in Britain (IW06)Individual Buddhist voices offer their own perspective on the question: 'Do you see yourself as being part of a particular Buddhist community?'
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  2.3 What happens when someone converts to Buddhism? (IW06)Research-based observations of some features of the process of conversion in Buddhism.
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  2.4 Why are some people Buddhists? (IW06)Individual survey responses to the question: 'Why are you Buddhist?'
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  2.5 What are the most important teachings to Buddhists? (IW06)Individual survey responses to the question: 'For you, what are the most important teachings of Buddhism?'
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  2.7 Why do some Buddhists attend a centre or vihara? (IW06)Individual survey responses to the question: 'If you attend a Buddhist centre or vihara, what do you do there, and why do you go?'
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  2.9 Buddhist voices: a sample (IW06)Spidergrams presenting a graphic representation of the responses from four Buddhist individuals to questions about the impact of their worldviews on their lives.

Student pages from book

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  3.1 Buddhism in Britain (IW06)History of the introduction and spread of Buddhism in Britain.
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  3.2 Buddhist centres in the UK (IW06)Map indicating the centres and Buddhist traditions represented across Britain (and Dublin).
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  3.3A Buddhist centres in the UK: types and traditions (IW06)Four examples of Buddhist centres in the UK, in Wales, Scotland and England, with descriptions and Buddhist traditions represented.
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  3.3B Buddhist centres in the UK: types and traditions (IW06)A further four examples of Buddhist centres in England: in Buckinghamshire, London, Manchester and Northumberland, representing different Buddhist traditions.

eResources

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  4.2A Central elements of the life of the Buddha (IW06)Photographs and map illustrating key moments in the life of the Buddha on unlabelled cards for use in sorting exercise (correct order and connections provided in Resource 4.2).
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  4.4 The life of Siddhartha: source texts (IW06)Selection of relevant texts which expand on the events listed in Resource 4.2 regarding the life of the Buddha.

Student pages from book

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  4.1 Introducing ideas about the Buddha (IW06)A look at the status of the Buddha of history and the Buddha of story, using scholarly sources.
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  4.2 Central elements of the life of the Buddha (IW06)Four key moments in the life of Shakyamuni Buddha and their connection to pilgrimage sites in Nepal and India.
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  4.3 A selection of key events in the life of Siddhartha, the Buddha-to-be (IW06)Twelve boxes outlining some of the events in the story of Siddhartha Gautama, for use in classroom exercises around the life of the Buddha.
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  4.5 The life of the Buddha: a cosmic perspective (IW06)The place of Siddhartha Gotama (Gautama) on a cosmic chain of Buddhas across many aeons, as described in the Buddhavamsa (or Buddha-Chronicle).

eResources

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  5.1 Introducing Engaged Buddhism (IW06)Background information about Engaged Buddhism: what is it? Where did it come from? Key ideas.
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  5.2 The Fourteen Precepts of Engaged Buddhism (IW06)An outline, described for students, of the Fourteen Precepts of Engaged Buddhism. Includes exercises to help students think through these precepts.
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  5.3B Buddhist voices on social and political action (IW06)Individual Buddhist voices offer their own perspective on the question: 'How far would you say that social and/or political action are part of your Buddhist path? Why?' Replies from 18 survey respondents.
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  5.4 Case studies (IW06)Four case studies on the topic of Engaged Buddhism and Buddhist action.
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  5.4A Case study (IW06)Case study of Bodu Bala Sena, an example of Buddhist activism which has led to threats and campaigns against non-Buddhist communities. Perspectives of their supporters and objectors are covered.
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  5.5 Evaluative tasks (IW06)Three options of exercises to draw together and embed learning from this unit about Engaged Buddhism and Buddhist action.

Student pages from book

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  5.3A Buddhist voices on the environment and climate justice (IW06)Surveyed Buddhists offer their own perspective on the questions: 'What are your views on the environment and climate justice? How are these influenced by your Buddhist beliefs?'

eResources

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  6.1 Key concept review (IW06)Key concepts which students will need a grasp of for the study of this unit on Buddhist thought and action regarding conflict.
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  6.3 Sources of authority: Buddhism and conflict (IW06)Relevant texts from Buddhist and scholarly sources on the subject of conflict.
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  6.4 The Metta Prayer and the Dalai Lama (IW06)How the Metta Prayer and the words of the Dalai Lama promote kindness and compassion, and further examples of Buddhist attitudes to conflict.

Student pages from the book

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  6.2 The three poisons (IW06)Exercise around definitions of 'the three poisons': negative qualities of mind, and the positive qualities which might help a Buddhist overcome them.
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  6.5 Case study: the Dalai Lama (IW06)A selection of quotations from the Dalai Lama which are connected to the concept of conflict resolution.