...differently and appeal to different people. When comparing Buddhism and Hinduism focus could be placed upon a myriad of ancient traditions and beliefs, so many traditions and beliefs that the mind begins to swirl in the attempt to comprehend everything. To summarize the similarities and differences of these two religions, focus will be on placed on three aspects of each religion, karma, worship practices/belief in a supreme being and the philosophy each religion holds regarding reincarnation. Despite bearing some striking similarities, the differences between Hinduism and Buddhism are pronounced. While reincarnation is an important aspect of both Buddhists and Hindus faith, it is quite different in each religion. Karma is quite similar in each religion. Karma is the basic belief that a person's fate is determined according to his actions while on earth. A soul who does good Karma in this life will be awarded with a better life in their next life. Souls that have bad Karma will be punished for their sins, if not in this incarnation then in the next incarnation and they will continue to be born in this world again and again. “The good souls will be liberated from the circle of rebirth and get redemption. In the Hindu religion this cycle is called 'Moksha' meaning freedom. In Buddhism, the ultimate goal is Nirvana, which is a desirable state of mind. The only way to end the cycle of suffering is to end all craving and lead a life free of attachment that has no karmic consequences...
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...Hinduism. The Upanishads, perceived the individual self or atman as the immortal pure essence of each being. Hindus believe that everything has a soul. The atman is not the body; the body is not eternal. The body houses the atman until the body dies. Atman is immortal and eternal. All human beings are positioned in the all- embracing Brahman or the absolute. The Upanishads describe the Brahman as the eternal, conscious, irreducible, spiritual source of the universe of finiteness and change. Brahman is impersonal being in itself but it can be known through the many gods and goddesses that are manifestations of Brahman. We will look at atman first. . Moksha is the spiritual release from the cycle of life. In moksha the individual soul joins the atman. Atman is the eternal self, refers to the self beyond ego or false self. It is often referred to as spirit or soul and indicates the true self and underlies our existence. The individual soul becoming part of the larger soul of the universe. Achieving Moksha can span over many lifetimes. This process requires loss of attachment to life and the things in life. It also requires a balance of karma by a person’s duty and becoming aware of the right relationship with Brahman. Which brings us to Brahman, is the unity in the cosmos that is eternal and infinite. It cannot be known in the normal ways of the world. The cycle of life in the Hindu religion are as follows with an explanation for each aspect. Let’s look at Dharma which is the...
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...of the Belief in Karma and Reincarnation in Hinduism, Buddhism and Sikhism “All of the religions in the world, while they may differ in other respects, unitedly proclaim that nothing lives in this world but Truth” –Mohandas Gandhi. Hinduism, Buddhism and Sikhism are three major world religions that differ on many different levels, but they all collectively provide hope and meaning to the lives of people all over the world. The Marriam-Webster dictionary defines karma as the force generated by a person’s actions held in Hinduism and Buddhism to perpetuate transmigration and in its ethical consequences to determine the nature of the person’s next existence. Reincarnation is defined by the Marriam-Webster dictionary as rebirth in new bodies or forms of life; especially: a rebirth of a soul in a new human body. Karma and reincarnation are core concepts in the Indian religions, although their specific views on each vary. The Hindu’s view of karma is causality in which good deeds, words, thoughts and commands lead to beneficial effects for a person, and bad deeds, words, thoughts and commands lead to harmful effects. Hinduism beliefs say that karma is the force of punitive justice that Brock 2 encourages believers to behave according to Dharma, the moral order of the universe. Karma is an essential portion of the Hindu worldview because Hinduism governs not only individuals but society as a whole. Karma sustains active worship throughout the believers because Hindus hold that...
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...They also called the land Hindustan and its inhabitants, Hindus. After that, the religion that followed was called Hinduism. Today, almost 800 million people practice the Hindu religion. The main deities of the Hindu religion are Brahma and his two deputies named Shiva and Vishnu. The god Vishnu is the creator, and Shiva is the destroyer. One is not looked upon as better than the other. These are not the only gods in Hindu culture. There are many others and all have special skills and talents. The gods themselves also give birth to the idea of avatars, or the form of god when he or she comes to earth. The idealism of the Hindu religion comes from the Vedas, which are the Hindu religion's oldest scriptures and are considered to be a direct revelation from God. The Upanishads are writings that take their themes from the Vedas. Lastly, the Bhagavad-Gita is a collection of teachings that are based on the conversation between Arjuna, a soldier, and Lord Krishna who is the mortal reincarnation of Lord Vishnu. He appears as Arjuna's charioteer. In these conversations the two discuss everything from the purpose of life to the basis of reality. Much like Christian proverbs, the teachings of Lord Krishna give advice, general good sense and insight on many subjects. Perhaps the most important part of the philosophy of Hinduism lay in its path to enlightenment. The main ideas of enlightenment come through the four goals of Life. The first of these ends is Moksa. Moksa could be considered...
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...religions that we are comparing are going to be Jainism and Hinduism. The origin of Jainism is India which was formed in 550 BCE (Gunn). It is one of the oldest religions in the world and is taught by Tirthankaras which are also known as Jina. The origin of Hinduism is also India. It has no founders and the earliest forms date to 1500 BC or earlier. Three of Jainism foundational spiritual beliefs are non-violence (ahimsa), non-absolutism (anekanta), and non-possession (apraigraha). The first foundational spiritual belief is the principle of non-violence, which is strong in Jain teachings. It embraces the well-being of all animals that are visible and invisible. According to Akaranga Sutra, IV: Lesson 1, it says: one should not injure, subjugate, enslave, torture or kill any animal, living being, organism or sentient being (Fisher). The second, non-absolutism, is another principle in Jainism that encourages avoiding anger and judgment. A person has to remain open-minded by remembering that any issue can be seen from many angles, all partially true (Fisher). Last but not least, non-possession is a principle that teaches to let go of things and people. It states that acquiring material things possess us by driving our emotions. The more a person is attached to worldly things the more they are likely to commit sin to obtain that possession (Shah). In Hinduism, three of the foundational spiritual beliefs are karma, all life is sacred, and reincarnation. In karma it states...
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...universe is one divine entity and that all of reality is a unity. There are three main deities, Brahma, Vishnu and Shiva forming a visualized triad. “The central principle of Hindu morality is the idea of dharma, which teaches that each person has his own duties and responsibilities in life” (Stuart). Morality in Hinduism is realistic. Its purpose is to cleanse an individual’s spirit from unwanted requests to achieve numinous perception. Hindus believe in Karma when good is done positive Karma is gained and when bad is done negative Karma is gained. The negative and positive actions follow you not only in this lifetime but in all lifetimes in the belief of reincarnation. “Hindus believe that no particular religion teaches the only way to salvation above all others, but that all genuine religious paths are facets of God's Pure Love and Light, deserving tolerance and understanding” (Beliefnet). The Hindu destiny is immortality through self-realization achieved by repeated birth and death and, by ones Karma; it leads to supreme fulfillment of life. Part II There are some differences between Christianity and Hinduism in that, the latter is pantheistic while Christianity is theistic. Hindus believe that...
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...Buddhist, Muslim, and Hindu faiths approaches to healing. Cultural and spiritual diversity must be embraced in the healthcare setting in order to provide holistic healing. Health Care Provider and Faith Diversity Spirituality is part of the human experience that is difficult to comprehend. Each person embraces their spirituality in their own manner. Spirituality is multidimensional and there is evidence that it plays a beneficial role in medical care and healing. Individuals derive this spirituality through their relationship with their families, themselves, and their faith experience (Anandarajah & Hight, 2001). The purpose of this paper is to acknowledge this writers spiritual perspective on healing and its critical components. After presenting a Christian perspective and approach to healing, the Buddhist, Hindu, and Muslim faith perspectives will be compared to the Christian approach to healing. The conclusion will include a summary of the information obtained from these comparisons and ideas of applying it to this author’s health care practice. Authors’ Spiritual Perspective on Healing The core of this authors’ perspective on healing is founded on her faith and trust in God. This author understands a balance of seeking medical advice for physical ailments from doctors and also trusting God to heal. The Bible...
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...excerpts can be produced to meet your needs. For more information, contact Special Markets Director, Visible Ink Press, at www.visibleink.com or (734) 667-3211. Art Director: Mary Claire Krzewinski Typesetting: Graphix Group Library of Congress Cataloging-in-Publication Data Renard, John, 1944The handy religion answer book / John Renard. p. cm. ISBN 1-57859-125-2 (pbk.) 1. Religions--Miscellanea. I. Title. BL80.2 .R46 2001 291--dc21 Printed in the United States of America All rights reserved 10 9 8 7 6 5 4 3 2 1 2001004052 CIP Contents I NTRODUCTION ix ACKNOWLEDGMENTS xiii C HRONOLOGY OF MAJOR EVENTS xv GE N E RAL BAC KGROU N D DE FI N ITION S AN D M ETHODS . . . 3 History and Sources . . . Religious Beliefs . . . Signs and Symbols . . . Membership, Community, Diversity . . . Leadership, Authority, Organization . . . Personalities and Powers . . ....
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...GIVING VOICE TO VALUES (What would I say and do if I were going to act on my values) Description 1 Value Clarification: What is a value? Exercises to reveal values. Value Formation. (Please use the exercises in the attached notes, or anything else you can find in books on values) 4 2 Comparative Religions: Inter-religious sensitivity, understanding and common action to build a world on shared values. Breaking through stereotypes. Communalism and Building community. (Video presentation on 3 religions: Hinduism, Islam and Christianity- Arnold Toynebee. After viewing a video programme on each religion, please get a group of 5 students to share on the meaning they get from their religions. Clarifications from the rest of the class are welcome. No discussions. A session on communalism and community building could follow. Talk by Ram Puniyani on communalism. 10 3 Corruption as a way of life: Case studies e.g. CWG, Adarsh and 2G. Attempt to analyse the causes. Don’t get stuck on description. Then try and discuss strategies to avoid corruption. RTI. Civil Society groups. Other strategies to bring accountability and transparency. 4 4 Violence and Conflict Resolution: Input from Kishu Daswani – conflict resolution at the individual level 5 5 Attraction to substance abuse: Resources from Linda. Film: My brother Nikhil, Portrait of an addict. 2 6 The Problem of Evil: Video: God in the dock. A discussion following the film is useful 2 7 Prayer Communal and Personal: Video: Seven...
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...ISTANBUL MADRID PARIS BOMBAY DELHI KARACHI MELBOURNE SINGAPORE DAR ES SALAAM HONG KONG MADRAS NAIROBI TOKYO KUALA LUMPUR MEXICO CITY TAIPEI TORONTO and associates in BERLIN IBADAN © Rajiv Gandhi 1985 First published 1946 by The Signet Press, Calcutta Centenary Edition 1989 Sixth impression 1994 Printed at Rekha Printers Pvt. Ltd., New Delhi 110020 and published by Neil O'Brien, Oxford University Press YMCA Library Building, Jai Singh Road, New Delhi 110001 To my colleagues and co-prisoners in the A h m a d n a g a r Fort Prison C a m p from 9 August 1942 to 28 March 1945 FOREWORD My father's three books — Glimpses of World History, An Autobiograpy and The Discovery of India — have been my companions through life. It is difficult to be detached about them. Indeed Glimpses was' written for me. It remains t h e best introduction to the story of man for young and growing people in India and all over the world. The Autobiography has been acclaimed as not merely the quest of one individual for freedom, b u t as an insight into the making of the mind of new India. I h a d to correct the proofs of Discovery while my father was away, I think in Calcutta, and I was in Allahabad ill with mumps! The Discovery delves deep into the sources- of India's national personality. Together, these books have moulded a whole generation of Indians and inspired persons from m a n y other countries. Books fascinated Jawaharlal Nehru. He sought out ideas. He was extraordinarily...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...The Yoga Sutras of Patanjali Introduction, Commentaries, and Translation What are the Yoga Sutras and who is Patanjali? Over fifty different English translations of the Yoga Sutras are extant, standing as a human testament to how Universal Truth is celebrated in terms of a rich diversity. Rather than the common and external type of knowledge (emanating from book knowledge), the following translation and commentary are a result of an intimate familiarity and direct experience both with an authentic yogic tradition and with western culture, psychology, and language that has been refined, tested in fire, and integrated for over thirty five years of intense practice (sadhana). This work is dedicated toward revealing the universal message of authentic yoga that the sage, Patanjali, first wrote down approximately 2000 years ago. Patanjali is not the inventor of yoga, but rather yoga's most popularly known scribe. What has become known simply as the "Yoga Sutras" (sutra means thread) or almost equally as common, as the "Yoga Darshana" (the vision of Yoga), is actually a compendium of an ancient pre-existing oral yoga tradition consisting of both practical advice and theoretical context. The most accepted format of the Yoga Sutras consists of four chapters (called padas) written in the Sanskrit language approximately 2000 years ago in Northern India while utilizing the terminology of the time, i.e., Samkhya philosophical trappings. The dates ascribed to the Yoga Sutras...
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...Copyright Salman Rushdie, 1988 All rights reserved VIKING Published by the Penguin Group Viking Penguin Inc., 40 West 23rd Street, New York, New York 10010, U.S.A. Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England Penguin Books Australia Ltd. Ringwood, Victoria, Australia Penguin Books Canada Ltd, 2801 John Street, Markham, Ontario, Canada L3R 1B4 Penguin Books (N.Z.) Ltd, 182-190, Wairau Road, Auckland ro, New Zealand Penguin Books Ltd, Registered Offices: Harmondsworth, Middlesex, England Published in 1989 by Viking Penguin Inc. For Marianne Contents I The Angel Gibreel II Mahound III Ellowen Deeowen IV Ayesha V A City Visible but Unseen VI Return to Jahilia VII The Angel Azraeel VIII The Parting of the Arabian Seas IX A Wonderful Lamp Satan, being thus confined to a vagabond, wandering, unsettled condition, is without any certain abode; for though he has, in consequence of his angelic nature, a kind of empire in the liquid waste or air, yet this is certainly part of his punishment, that he is . . . without any fixed place, or space, allowed him to rest the sole of his foot upon. Daniel Defoe, _The History of the Devil_ I The Angel Gibreel "To be born again," sang Gibreel Farishta tumbling from the heavens, "first you have to die. Hoji! Hoji! To land upon the bosomy earth, first one needs to fly. Tat-taa! Taka-thun! How to ever smile again, if first you won't cry? How to win the darling's love, mister, without a sigh? Baba, if you want to get born again...
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