Select Two Of The Following Elements And Compare And Contrast The Religious
Select two of the following elements and compare and contrast the religious traditions of Hinduism and Buddhism
Hinduism and Buddhism
Introduction
The patronage geared towards the dissemination of the message of the Lord has cultured various belief systems among different society in the world. The doctrines of these distinct religions have been forcibly implemented so much so that the way of life of believers reflect the patterns of belief defined by those faiths (Casanova, 2007). In India, Hinduism and Buddhism are two major distinct faiths with sole concepts of beliefs which the populace identify with (Burley, 2017). Through an ethical point of view, these two religious faiths have blurred boundaries that made one unique over the other. Besides, both Hinduism and Buddhism have agnostic philosophies that are often misunderstood in literary circles (Rinker, 2009). Nonetheless, even though both religious faiths have a similar origin, their rituals, cultures, and practices unravel lots of adequate information behind their existence. Comparatively, it remains uncertain on how practical morality of both faiths prompts believers to adhere to unwavering devotion and jealous enthusiasm required for active salvation in these religious systems.
The present article delves into a comparison between Buddhism and Hinduism as distinct religious systems in India. Evidence supported by facts will be used to explore intricate practices of these religions to explain the reasons why believers confine themselves to the doctrines of these faiths despite incompatible circumstances defined by different principles of teachings. Mainly, the study will focus on the elements of Samsara/Nirvana and Karma/Rebirth as key strict practices unique for each faith (Burley, 2017). Finally, a summary will be provided to determine whether the belief systems of these two faiths have made India a homogenous community or fueled animosity marred by superstitions and violence.
Buddhism and Hinduism
Parboteeah, Paik and Cullen (2009) postulate that Hinduism and Buddhism are both religious systems with origins in India. The former has no single founder but grew up from different groups in India. Moreover, it is believed that the Aryans complimented their religious beliefs with the occupants of the Indus Valley to form Hinduism. Ideally, Hinduism constitutes a collection of religious faiths that slowly developed into one system over a long period (Zimmer, 2013). It is therefore made up of different cultures, but when compared to Christianity or Islam, its roots cannot be readily traced. Hinduism addresses two major concepts relating to the idea of a soul (Benard, 2010). These include the concept of Atman and Brahman. The former implies an individual’s soul which is believed to be immortal among humans, plants, and animals. According to these religious doctrines, the body of an individual houses its unique atman in their entire life on the earth up to the time they die. Even after death, Atman is considered eternal and as such continues to live in the life of a believer in what is believed to be successive reincarnations.
Brahman, on the other hand, denotes the soul of the world described as the eternal divine reality that makes the universe. Ideally, both atman and Brahman are interchangeably used to imply that the individual soul shares a synergy with the world soul. In other words, according to Hinduism, these two concepts indicate that in deepest selves, everyone and all living things are divine (Porterfield, 2013). However, these doctrines of Hinduism illustrate that despite being divine, every individual may be hidden by negative thoughts of envy, hatred, and fear. It is, therefore, the spirit of divine self that defines our true eternal selves in life after death.
As opposed to Hinduism, Buddhism concepts do not relate to possession of an eternal soul. In other words, Buddhists refute the claim that the universe was created by omniscient and omnipresent God. Even though Buddhism does not deny the presence of God, the doctrines do not support the search for something (any god) that individuals do not have knowledge about their existence. However, Buddhism embraces the basic teachings of truth, devotion, non-violence, and abstinence as essential concepts to nurture harmony in a society. Besides, the doctrines of the Buddhism religion refrains its believers from killing animals or eating flesh as this violates the natural order of living. Apparently, according to King (2013), the belief systems in Hinduism and Buddhism have led to different practices among believers hence influenced the survival of each faith in India and beyond.
Samsara/Nirvana
According to Scalambrino (2014), Samsara is a term used to infer the continuous movement of something or instead cycle of existence. Among the Buddhists, the name relates to the constant and repeated cycle of birth as well as death. The illustration of the samsara according to the doctrines of Buddhism indicate a cycle of rebirth that defines human existence. Samsara as a Buddhist concept is based on the aspect of love for self, to others and the happiness for both self and others (Porterfield, 2013). However, Nirvana literary implies the extinction of potential fires that causes attachment, ignorance or aversion to suffering. If the fire in human life is extinguished, then the bondage of suffering is halted, and a person is reborn. Both samsara and nirvana are terms used to reconcile the paradox of life among the Buddhists. Specifically, both terms explain the belief systems of Buddhists on the best ways to purify one’s mind and thereby cultivate new qualities of righteousness (Rinker, 2009). Buddhism recognizes nirvana as the final goal of the cycle of rebirth in which one enjoys divine eternity and reunion with God. In a spectrum of comparison, the Buddhist opts to use Nirvana as a doctrine to relieve the world from daily sorrows. However, Hindu, on the other hand, wants Nirvana as a platform to unite believers with God. In both traditions of Indian religion, Samsara and Nirvana are geared towards love as well as compassionate interactions among human as opposed to a senseless war that causes disharmony in society (Scalambrino, 2014).
Karma/Rebirth
In contemporary society, Karma is loosely believed to be a reward or punishment bestowed on a person in a next life based on the past actions of the individual (Sharma, 2008). In the Asian religious traditions, karma is a Buddhist spiritual belief that implies volitional deeds. Considering that Buddhism does not hold onto the cosmic soul of criminal justice system, it, therefore, acknowledges punishment to emanate from natural law (Zimmer, 2013). Ideally, Buddhism holds that Karma originates from intentional acts reflected by the body, thought as well as speech mostly indicated by the behavior of an individual. Buddhists believe that karma is not a mysterious act or instantaneous but is alike to ripples on a pond developed by repeated actions (King, 2013). Thus, Buddhism relates karma to the present actions of a person that impacts the positive or negative outcomes of current life.
Contrary to the Buddhist belief, Hinduism is based on the doctrines of rebirth. The belief refers to the reincarnation of soul especially when the effects of karma are prolonged across life. While the meaning of rebirth can be somewhat different in both religious doctrines, it can be used to infer enlightenment in Buddhism (Benard, 2010). However, karma and rebirth represent striking dogmas of religious beliefs that explain the suffering that humans encounter based on their evil actions. On a similar spectrum, both classical Hindu, as well as Buddha doctrines, interchangeably use karma and rebirth to relate to the causal connection of one life to another. Superlatively, an individual who has undergone rebirth is not different from the person who had died (Sharma, 2008). In essence, the energy that causes karma is the same strength that causes rebirth (Parboteeah, Paik, & Cullen, 2009). However, upon sinning, Hinduism recognizes the practices of formal rituals and the adoption of a caste system for them to be reborn in an eternal world (Casanova, 2007). On the contrary, Buddhism urges people to seek enlightenment in the process of mediation as ways to avoid adverse outcomes of volitional karma.
Conclusion
The doctrines of Buddhism and Hinduism ensemble spiritual practices that cultivate patterns of behavior among the believers. These Indian religions inculcate moral values to believers to instill a culture of non-violence in a society. Furthermore, the natural law defined by these two religious doctrines illustrates that reincarnation and rebirth are conditions that people utilize to renew their lives with the creator. The cycle is repeated until one ends their lifetime in the world. Even though Hinduism is based on the belief of several gods, Buddhism emphasizes on the need for a reunion with one God for humans to clean their eternal souls. However, regardless of the religious doctrines, it is apparent that the desire to change the suffering in the world depends on our actions and duties towards others endures in both beliefs.
References
Benard, E. A. (2010). Chinnamasta: The Aweful Buddhist and Hindu Tantric (Vol. 22). Motilal Banarsidass Publ..
Burley, M. (2017). Conundrums of Buddhist Cosmology and Psychology. Numen, 64(4), 343-370.
Casanova, J. (2007). Immigration and the new religious pluralism: A European Union/United States comparison. Democracy and the new religious pluralism, 59-83.
King, R. (2013). Orientalism and Religion: Post-Colonial Theory, India and” The Mystic East”. Routledge.
Parboteeah, K. P., Paik, Y., & Cullen, J. B. (2009). Religious groups and work values: A focus on Buddhism, Christianity, Hinduism, and Islam. International Journal of Cross Cultural Management, 9(1), 51-67.
Porterfield, A. (2013). Religious Pluralism in Religious Studies. Gods in America: Religious Pluralism in the United States, 21-42.
Rinker, J. A. (2009). Justpeace Prospects for Peace-building and Worldview Tolerance: A South Asian Movement’s Social Construction of Justice (Doctoral dissertation).
Scalambrino, F. (2014). Samsara and Nirvana. In Encyclopedia of Psychology and Religion (pp. 1595-1602). Springer, Boston, MA.
Sharma, A. (2008). Karma, rebirth, and the problem of evil: An interjection in the debate between Whitley Kaufman and Monima Chadha and Nick Trakakis. Philosophy East and West, 58(4), 572-575.
Zimmer, H. (2013). The meaning of life in Hinduism and Buddhism. Routledge.
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 4
Lesson
Minimum of 4 scholarly sources (at least 2 for Hinduism & 2 for Buddhism)
Instructions
Select two of the following elements and compare and contrast the religious traditions of Hinduism and Buddhism:
Self/No-self
Samsara/Nirvana
Karma/Rebirth
Your paper should include an introduction and thesis that clearly states your central claim, thoughtful examples and analysis in your body paragraphs, and a conclusion to finalize your thoughts.
Writing Requirements (APA format)
Length: 1200-1400 words (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 4 scholarly sources)
Grading
This activity will be graded based on the Written Assignment Grading Rubric.
Weekly Objectives (WO)
WO5.1, 5.6, 5.8
Due Date: By 11:59 p.m. MT on Sunday
Rubric
Written Analysis Grading Rubric – 200 pts
Written Analysis Grading Rubric – 200 pts
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Length
5.0 pts
Outstanding
Meets length requirement
0.0 pts
No Effort
Does not meet length requirement
5.0 pts
This criterion is linked to a Learning Outcome Content
20.0 pts
Outstanding
Addresses all aspects of the assignment.
17.0 pts
Above Average
Addresses most aspects of the assignment.
15.0 pts
Average
Addresses some aspects of the assignment.
12.0 pts
Below Average
Addresses few aspects of the assignment.
0.0 pts
No Effort
20.0 pts
This criterion is linked to a Learning Outcome Analysis & Support
100.0 pts
Outstanding
Throughout the whole work, the writing shows depth of critical thought; leverages course materials and outside resources to support assertions; supports claims with detailed and persuasive examples.
85.0 pts
Above Average
Throughout most of the work, the writing shows depth of critical thought; leverages course materials and outside resources to support assertions; supports claims with detailed and persuasive examples.
75.0 pts
Average
Throughout some of the work, the writing shows depth of critical thought; leverages course materials and outside resources to support assertions; supports claims with detailed and persuasive examples.
60.0 pts
Below Average
Throughout little of the work, the writing shows depth of critical thought; leverages course materials and outside resources to support assertions; supports claims with detailed and persuasive examples.
0.0 pts
No Effort
100.0 pts
This criterion is linked to a Learning Outcome Organization
35.0 pts
Outstanding
Paper is clear and cohesive. Central idea is developed and expanded. Introduction and Conclusion support the overall flow of the paper.
29.75 pts
Above Average
Paper is basically well-organized and clear. Central idea is clearly discernible and is developed with a minimum of non-related material present.
26.25 pts
Average
Paper has some issues with flow and cohesion. Central ideas are stated, but not developed. Paper lacks organization.
21.0 pts
Below Average
Paper lacks organization and has difficulty staying on track. Central themes are difficult to identify.
0.0 pts
No Effort
35.0 pts
This criterion is linked to a Learning Outcome Writing
25.0 pts
Outstanding
Throughout the whole work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
21.25 pts
Above Average
Throughout most of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
18.75 pts
Average
Throughout some of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
15.0 pts
Below Average
Throughout little of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.
0.0 pts
No Effort
25.0 pts
This criterion is linked to a Learning Outcome APA: Citation and Reference Formatting
15.0 pts
Outstanding
Throughout the whole work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style.
12.75 pts
Above Average
Throughout most of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style.
11.25 pts
Average
Throughout some of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style.
9.0 pts
Below Average
Throughout little of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style.
0.0 pts
No Effort
15.0 pts
Total Points: 200.0
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
