เอกสารประกอบการบรรยาย Dhamma in Advanced English

มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย วิทยาลัยสงฆ4รอ5 ยเอ็ด

Mahachulalongkornrajavidyalaya University Roi Et Buddhist College

หลกั สตู รพทุ ธศาสตรบัณฑิต เอกสารประกอบการสอนรายวิชา
หมวดวชิ าเอกพระพทุ ธศาสนา รหสั วิชา ๑๐๑ ๔๑๔

ธรรมะภาคภาษาองั กฤษชน้ั สงู

Dhamma in Advanced English

Mahachulalongkornrajavidyalaya University
Roi Et Buddhist College

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Preface

Course Materials Dhamma in Advanced
English. The lecturer compiled the contents of the
English text. About Buddhism to comply with the
scope of the course. Study book of Dharma the wise
author has written in the English language. show that
Learners will study the Dhamma from English in
various forms such as Buddhist terminology.
Academic articles, However, English is a subject that
Thai students have a basic fear of.

So, the Buddhist Faculty Buddhism Roi Et
Buddhist College Focus on Buddhist Studies. Does
not focus on English studies. It is essential to review
the basics. Learn English before reading the essay on
English. To read the interpretation Analyze sentences
and describe the principles of Dharma. At least the
learner must read the interpretation in accordance
with the meaning of the Dharma.

This document the compiler tries to select the
English text. To be appropriate to the learner and to
correspond with the scope of the course as much as
possible and promote the interest of the students. This
is a good way to learn English and to connect with

P a g e | iii

the situation that Thailand is entering into the
ASEAN Economic Community (AEC).

Chapter 1: Introduction: Basic English And
Pre-Test
Chapter 2: Prominent Facets of Buddhism
Chapter 3: Buddhist Ethics of Leadership
Chapter 4: Buddhism and Sustainable
Development
Chapter 5: Universal Morality of Buddhism
Chapter 6: Unity in Diversity
Chapter 7: The Teachings Peculiar to
Buddhism
Chapter 8: A Buddhist Approach to Peace
Chapter 9: A Buddhist Solution for the
Twenty-First Century

However, all of these 9 contents are about
Buddhism, which has the principle of Dhamma
appearing in English vocabulary, so that
students can read and interpret according to the
academic principles the dictionary and meaning
according to the communication of the author
and the author in each message have been taken.
Course content Dhamma in Advanced English
for the system and learning mechanism. The
lecturer will proceed.

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(1) the speaker will meet English speaking
students present a general concept of education
and current affairs. Ask questions - Ask
individual students.

(2) The lecturer reviewed the content of the
course for the past 2 0 minutes to bring the
knowledge of the students to the memorable and
unrecognizable to prepare for further learning.

( 3 ) The learner must read the English text
in each chapter that is being studied at the same
time, by reading one by one, then interpret the
text simultaneously and look up the meaning of
the words. Interpret a monk about one
paragraph.

(4) At the end of reading and interpretation,
the narrator will Presentation of structural
analysis of sentences, which the author uses to
write and analyze idioms linked to vocabulary.
Dharma and English vocabulary

And (5) assign, assignments to the students
to complete the Title Exercises again as a review
of each subject. As the lecturer did the exercises
on every chapter, so when the students read and

Page |v

interpreted with friends. And the lecturer will
then. Back to the exercises in the book, which
the lecturer will check each of the students in the
final order. The compiler hopes that the study.

The English language will lead to the
success of Buddhist propagation and the
preservation of Buddhist teachings. If the
content of the book is not complete, the lecturer
will be glad to receive suggestions for the
content to be consistent with the content.
Continue the course and thank all of you for the
opportunity to present the concept of skill
development. English for students and Thai
people.

PhraCoopothiseelacoon
(Anan Pengchaiyamo)
May 2019

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Tables of Contents

Preface ................................................................................ ii

Tables of Contents............................................................vii

Chapter 1:........................................................................... 1

Introduction: Basic English And Pre-Test ................ 2
English alphabet-....................................................... 3
The Phonetic Alphabet ............................................ 10
Tense ใหญ่ ๆ มี 3 Tense .............................................. 11
Present Tense เป็นเร.ืองท.ีเกิดข7ึนในปัจจุบนั ............................ 11
Past Tense เป็นเรื.องราวในอดีต.......................................... 11
Future Tense เป็นเรื.องราวในอนาคต ................................... 12
Pre-Test Exercise 1.................................................. 13
Exercise 2 ................................................................ 13
References ............................................................... 17
Chapter 2:......................................................................... 19

Introduction ............................................................. 20
Two School in Buddhism........................................ 21
The salient characteristics of Buddhism include:.... 23
What can Buddhism hope to contribute to the religious
patrimony of humankind? ................................................ 29

Conclusion............................................................... 38
Exercise ................................................................... 42
Vocabulary .............................................................. 43
References ............................................................... 45
Chapter 3:......................................................................... 46

Introduction ............................................................. 47
Buddhist Ethics of Leadership ................................ 48

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Buddhist Morals are Based on Intention or Volition
................................................................................. 51
What is Vinaya? ...................................................... 53
Development of Sangha Community ...................... 58
Changing Society .................................................... 62
Ten Meritorious and Ten Evil Actions.................... 64
Real Charity............................................................. 68
Buddhist Attitude Towards Human Organ Donation
................................................................................. 72
The Buddhist Attitude to Animal Life .................... 75
The Need for Tolerance Today ............................... 81
Buddhist Funeral Rites ............................................ 84
Exercise (Translate to Thai) .................................... 88
Vocabulary .............................................................. 96
References ............................................................... 99
Chapter 4:....................................................................... 100

Introduction ........................................................... 101
Buddhism and sustainable development ............... 101
Conclusion............................................................. 106
Exercise (Translate to Thai) .................................. 107
Vocabulary ............................................................ 111
Sangha and development....................................... 113
"Four types of noble disciples... ............................ 118
The Sangha, the State, and the Ideal World
Community............................................................ 119
Conclusion............................................................. 120
Exercise (Translate to Thai) .................................. 122
Vocabulary ............................................................ 125
References ............................................................. 127
Chapter 5:....................................................................... 128

Introduction ........................................................... 129

Dhamma in Advanced English P a g e | ix

The Five Precepts .................................................. 131
The Eight Precepts ................................................ 134
The Loving-Kindness............................................ 136
Conclusion............................................................. 141
Exercise (Translate to Thai) .................................. 143
Vocabulary ............................................................ 148
References ............................................................. 150
Chapter 6:....................................................................... 152

Introduction ........................................................... 153
Unity in Diversity.................................................. 154
About Buddhism ................................................... 154
Schools of Buddhism ............................................ 155
The Four Noble Truths and the Eightfold Path ..... 156
Significant Buddhist festivals and celebration dates
............................................................................... 158
4 virtues (Gharavasa-dhamma) ............................. 160
Secular Dharma 4 for the ruler.............................. 161
Conclusion............................................................. 161
Exercise (Translate to Thai) .................................. 163
............................................................................... 166
References ............................................................. 167
Chapter 7:....................................................................... 169

Introduction ........................................................... 170
Anatta .................................................................... 171
Vipassanā .............................................................. 172
Vipassanā meditation ............................................ 173
Insight in the Four Noble Truths ........................... 173
Vipassanā movement............................................. 174
Vipassana-meditation in the modern Vipassana
movement .............................................................. 175
Stages of Jhana in the Vipassana movement......... 176

x|Page

Conclusion............................................................. 177
Exercise (Translate to Thai) .................................. 178
References ............................................................. 181
Chapter 8:....................................................................... 183

Introduction ........................................................... 184
A Buddhist Approach to Peace ............................. 184
How Buddhist Practice Can Help?........................ 191
A Threat to World Peace....................................... 195
Definition of peace ................................................ 198
A Buddhist Way to Peace...................................... 198
The Problem of Self-Defense................................ 199
The Buddhist Framework...................................... 201
The Buddhists Unity.............................................. 203
Concluding Remarks ............................................. 204
Exercise ................................................................. 205
References ............................................................. 208
Chapter 9:....................................................................... 209

A Buddhist Solution for the Twenty-First Century
............................................................................... 209
Introduction ........................................................... 210
A Buddhist Solution for the Twenty-First Century
............................................................................... 212
Exercise ................................................................. 223
References ............................................................. 228
Abbreviations ................................................................. 228

A Glossary of Pali and Buddhist Terms......................... 229

A ............................................................................ 229
B ............................................................................ 232
C ............................................................................ 234
D ............................................................................ 234
E ............................................................................ 236

Dhamma in Advanced English P a g e | xi

F............................................................................. 236
G ............................................................................ 236
H ............................................................................ 237
I.............................................................................. 237
J ............................................................................. 238
K ............................................................................ 238
L ............................................................................ 240
M ........................................................................... 240
N ............................................................................ 241
O ............................................................................ 242
PQ.......................................................................... 242
R ............................................................................ 245
S............................................................................. 245
T ............................................................................ 250
U ............................................................................ 252
V ............................................................................ 252
WXYZ................................................................... 255
Lesson Plan .................................................................... 256

Chapter 1 General Information ............................. 256
Section 2 Purposes and Objectives........................ 257
Chapter 3 Characteristics and Implementation ..... 257
Chapter 4: Student Learning Development........... 258
Chapter 5 Lesson Plans and Assessments ............. 262
Section 6 Teaching Resources............................... 268
Chapter 7: Assessing and Improving the
Implementation of the Course ............................... 269
Author’s History.................................................... 270

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Dhamma in Advanced English P a g e | xiii



Chapter 1:

Introduction: Basic English And Pre-Test

PhraCoopothiseelacoon
(Anan Pengchaiyamo)

Objectives of the Study

After studying this chapter, students will be expected
to be able

1. To explain the meaning and Introduction: Basic
English And Pre-Test.

2. To apply the teaching to the Introduction: Basic
English And Pre-Test to Buddhists effectively.

.

Topics

• What is the Basic English about the English
alphabet, The Phonetic Alphabet, Tense and
Pre-Test?

• Basic English about the English alphabet, The
Phonetic Alphabet, Tense and Pre-Test?

• Taking to learn in the Basic English about
English alphabet, The Phonetic Alphabet,
Tense and Pre-Test

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Introduction: Basic English And Pre-Test

The introduction of "... the study in this chapter to
make the subject review basic English. Because the
Buddhist Faculty emphasizes the study of Buddhism, it will
study very little English. Understand English as well.

Therefore, it is imperative that the instructor must raise the
basics. In the first hour, students will review English reading
and writing. The study of Dhamma in the English language
is focused on the study of the Dharma books with the
philosophers of the English language in which the students
will read the interpretation of the sentence.

Throughout writing, explaining principles is English
language and reading principles to understand the meaning
and the use of sentences. Of course, studying all languages,
four skills are very important ... "

Chapter1 presentation reinforces learners' confidence
in diction and writing. Dhamma books in English or English
text read and interpreted boldly. Teachers believe that
because many times, teachers teach English in the school
will find that.

Students do not read or speak English. And the
instructor used his own style and technique used to make
everyone. English expression Trying to present that. Anyone
who wants to learn English must open mind. First English
by the instructor makes people open mind.

Dhamma in Advanced English Page |3

After that, it was introduced into the content of
learning English as well as the Faculty of Buddhism is the
focus of the study of Buddhism is not focused on the
English course. When you know that you have to learn
English, you feel scared ... Are you okay?

English as a Second Language. And the second
language of many countries where people speak English.

And Thailand as well. English as a second language.
In order to understand communication in education. With
foreigners, as we can. Especially students are needed. Why?

To present a few basic ideas on motivating English
learning Mahachulalongkornrajavidyalaya University
students Roi Et Buddhist College.

However, all educational institutions Learning
English is more or less dependent on the openness of each
institution, but at least this concept will motivate Thai
people to improve their English skills internationally. Please
review the English as a first language.

English alphabet1-

From Wikipedia, "The Alphabet” redirects here. For
the short film by David Lynch, see The Alphabet (film). The
modern English alphabet is a Latin alphabet consisting of 26
letters – the same letters that are found in the ISO basic Latin
alphabet :

1 http://en.wikipedia.org/wiki/English_alphabet , 30 May 2014.

4|Page Dhamma in Advanced English

Majuscule Forms (also called uppercase or capital
letters)
ABCDE F GHI J KL MNOP QRS T UVWXYZ

Minuscule forms (also called lowercase or small letters)

a b c d e f g h i j k l mn o p q r s t u v w x y z

The exact shape of printed letters varies depending on
the typeface. The shape of handwritten letters can differ
significantly from the standard printed form (and between
individuals), especially when written in cursive style. See the
individual letter articles for information about letter shapes
and origins (follow the links on any of the uppercase letters
above).

The English language was first written in the Anglo-
Saxon futhorc runic alphabet, in use from the 5th century.
This alphabet was brought to what is now England, along
with the proto-form of the language itself, by Anglo-Saxon
settlers. Very few examples of this form of written Old
English have survived, these being mostly short inscriptions
or fragments.

The Latin script, introduced by Christian missionaries,
began to replace the Anglo-Saxon futhorc from about the
7th century, although the two continued in parallel for some
time. Futhorc influenced the emerging English alphabet by
providing it with the letters thorn (Þ þ) and Wynn (Ƿ ƿ). The

Dhamma in Advanced English Page |5

letter eth (Ð ð) was later devised as a modification of dee (D
d), and finally, yogh (Ȝ ȝ) was created by Norman scribes
from the insular g in Old English and Irish and used
alongside their Carolingian g. A B C D E F G H I K L M N
O P Q R S T V X Y Z & Ƿ Þ Ð Æ.

The variant lowercase form longs (ſ) lasted into early
modern English and was used in non-final position up to the
early 19th century. The ligatures æ and œ are still used in
formal writing for certain words of Greek or Latin origin,
such as encyclopedia and Wikipedia.

Lack of awareness and technological limitations (such
as their absence from the standard qwerty keyboard) have
made it common to see these rendered as "ae" and "oe",
respectively, in modern, non-academic usage. These
ligatures are not used in American English, where a lone e
has mostly supplanted both (for example, encyclopedia for
an encyclopedia, and fetus for fœtus).

The names of the letters are rarely spelled out, except
when used in derivations or compound words (for example
tee-shirt, deejay, emcee, okay, aitchless, wye-level, etc.),
derived forms (for example exed out, effing, to eff and blind,
etc.), and in the names of objects named after letters (for
example em (space) in printing and wye (junction) in
railroading).

6|Page Dhamma in Advanced English

The forms listed below are from the Oxford English
Dictionary. Vowels stand for themselves, and consonants
usually have the form consonant + ee or e + consonant (e.g.
bee and ef). The exceptions are the letters aitch, jay, kay, cue,
ar, ess (but es- in compounds), wye, and zed.

Plurals of consonants end in -s (bees, efs, ems) or, in the
cases of aitch, ess, and ex, in es (aitches, esses, exes). Plurals
of vowels end in -es (aes, ees, ies, oes, ues); these are rare.

Of course, all letters may stand for themselves,
generally in capitalized form (okay or OK, emcee or MC),
and plurals may be based on these (aes or A's, cees or C's,
etc.)

Letter Thai Letter name Pronunciation
A=
B= เอ a /eɪ/[3]
C=
D= บี bee /biː/
E=
F= ซี cee /siː/
G=
ดี dee /diː/
H=
อี e /iː/

เอฟ ef (eff as a verb) /ɛf/

จี ยี gee /dʒiː/

aitch /eɪtʃ/

เอช haitch[4] /heɪtʃ/

Dhamma in Advanced English Page |7

I = ไอ i /aɪ/
/dʒeɪ/
J = เจ jay /dʒaɪ/
/keɪ/
jy[5] /ɛl/
/ɛm/
K = เค kay /ɛn/
/oʊ/
L = แอล el or ell /piː/
/kjuː/
M = เอม็ em /ɑr/[6]

N = เอน็ en /ɛs/
/tiː/
O = โอ o /juː/
/viː/
P = พี pee /ˈdʌbəl.juː/[8]

Q = คิว cue /ɛks/
/waɪ/
R = อาร์ ar /zɛd/
/ziː/
S = เอส ess (es-)[7]

T = ที tee

U = ยู u

V = วี vee

W = ดบั เบิลยู double-u

X = เอก็ ซ์ ex

Y = วาย wy or wye

zed[9]

Z zee[10]

8|Page Dhamma in Advanced English

แซต, ซีต izzard[11] /ˈɪzərd/

The names of the letters are for the most part direct
descendants, via French, of the Latin (and Etruscan) names.
(See Latin alphabet: Origins.)

Letter Latin Old French Middle Modern
English English
A á /aː/
B bé /beː/ /aː/ /aː/ /eɪ/
C cé /keː/
/beː/ /beː/ /biː/
D dé /deː/
E é /eː/ /tʃeː/ → /tseː/ → /seː/ /seː/ /siː/
F ef /ɛf/
G gé /ɡeː/ /deː/ /deː/ /diː/
há /haː/ /eː/ /eː/ /iː/
H → /aha/ /ɛf/ /ɛf/ /ɛf/
→ /akːa/ /dʒeː/ /dʒeː/ /dʒiː/
I í /iː/
J /aːtʃ/ /aːtʃ/ /eɪtʃ/
K –
L ká /kaː/ /iː/ /iː/ /aɪ/
M el /ɛl/ – – /dʒeɪ/
N em /ɛm/ /kaː/ /kaː/ /keɪ/
O en /ɛn/ /ɛl/ /ɛl/ /ɛl/
ó /oː/ /ɛm/ /ɛm/ /ɛm/
/ɛn/ /ɛn/ /ɛn/
/oː/ /oː/ /oʊ/

Dhamma in Advanced English Page |9

P pé /peː/ /peː/ /peː/ /piː/
Q qú /kuː/ /kyː/ /kiw/ /kjuː/

R er /ɛr/ /ɛr/ / ɛr/ → /ɑr/
/ar/
S es /ɛs/
T té /teː/ /ɛs/ /ɛs/ /ɛs/

/teː/ /teː/ /tiː/

U ú /uː/ /yː/ /iw/ /juː/

V– – – /viː/

W– – – /ˈdʌbəl.juː/

X ex /ɛks, iks/ /iks/ /ɛks/ /ɛks/

hý /hyː, iː/

Y í ui, gui ? /wiː/ ? /waɪ/
graeca /ˈɡr i grec /iː ɡrɛːk/
aɪka/

Z zéta /zeːta / zed /zɛːd/ /zɛd/ /zɛd, ziː/
et zed /et zeːd/ → /e /ɛˈzɛd/ /ˈɪzəd/

zed/

10 | P a g e Dhamma in Advanced English

The Phonetic Alphabet

When spelling ( especially over the phone) use the
phonetic alphabet to avoid confusion.

A Alpha B Bravo
C Charlie D Delta
E Echo F Foxtrot
G Golf H Hotel

I India L Lima
J Juliet N November
K Kilo P Papa
M Mike O Oscar
Q Quebec R Romeo
S Sierra T Tango
U Uniform V Victor
W Whiskey Y Yankee

Dhamma in Advanced English P a g e | 11

X X-Ray Z Zulu

Tense ใหญ่ ๆ มี 3 Tense2

Present Tense เป็ นเรื'องทเ'ี กดิ ขนึ1 ในปัจจุบนั
Past Tense เป็ นเร'ืองราวในอดตี
Future Tense เป็ นเร'ืองราวในอนาคต
Tense ใหญ่ ๆ แยกออกเป็ น 4 Tense ย่อย รวมเป็ น 12 Tense
ดงั นี1

Present Tense เป็ นเร'ืองทเ'ี กดิ ขนึ1 ในปัจจุบัน

1.1 Present Simple บอกข5อเทจ็ จริงท่วั ไป
I eat rice every day. ฉนั กินข5าวทกุ วัน

1.2 Present Continuous บอกเหตกุ ารณ4ทก่ี ำลงั กระทำขณะนี้
I am eating rice. ฉันกำลังกนิ ขา5 ว

1.3 Present Perfect บอกเหตุการณ4ทไ่ี ด5ทำเสรจ็ แล5วขณะพดู หรอื กระทำตอk เน่อื ง
มาถึงปnจจุบนั

I have eaten rice. ผมกนิ ขา5 วแล5ว (กินอม่ิ มาแล5ว)
I have eaten rice for 20 minutes. ผมกนิ ข5าวแล5วเปtนเวลา 20 นาที (ตอนนก้ี ็
กนิ อยkู)
1.4 Present Perfect Continuous บอกเหตกุ ารณท4 ี่ทำตkอเนอื่ งมาจนถึงปจn จุบัน คล5าย
กับ Present Perfect แตตk วั นี้เปนt การเนน5 วkาทำแบบไมหk ยุดเลย
I have been eating rice for 1 hour. ผมกนิ ข5าว (แบบไมพk ูดคุยหรือลกุ ไปไหน
เลย) เปนt เวลา 1 ชั่วโมงแลว5

Past Tense เป็ นเรื'องราวในอดตี

1.1 Past Simple บอกวkาไดท5 ำอะไร เมอ่ื ไหรใk นอดีต

2 http://xn--12cl9ca5a0ai1ad0bea0clb11a0e.com,30 May 2015.

12 | P a g e Dhamma in Advanced English

I ate rice yesterday. ฉันกนิ ข้าวเม'ือวาน

1.2 Past Continuous บอกเหตกุ ารณท4 ่กี ำลงั กระทำอยใูk นอดตี

I was eating rice when my dad came. ฉันกําลังกินข้าวอยู่
เมื'อพ่อมาถงึ

1.3 Past Perfect บอกเหตุการณท4 ่ไี ดท5 ำเสร็จแล5วในอดตี

I had eaten rice when my dad came. ผมกินข้าวเสร็จแล้ว
เม'ือพ่อมาถงึ

1.4 Past Perfect Continuous บอกเหตุการณ4ที่ทำตkอเนื่องมาจนถึง ณ เวลา
หนึง่ ในอดตี

I had been eating rice for 1 hour when my dad
came. ผมกนิ ข้าวเป็ นเวลา 1 ชั'วโมงแล้ว เม'ือพ่อมาถงึ

Future Tense เป็ นเร'ืองราวในอนาคต

1.5 Future Simple บอกวาk จะทำอะไร ในอนาคต

I will eat rice tomorrow. ฉันจะกนิ ข้าวพรุ่งนี1

1.6 Future Continuous บอกเหตุการณ4ที่จะกระทำอยูk ณ ชkวงเวลาหนึ่งใน
อนาคต

At nine o’ clock tomorrow, I will be
eating rice.

เก้าโมงเช้าวนั พรุ่งนี1 ฉันจะกาํ ลงั กนิ ข้าวอยู่นะ
(ห้ามโทรมา ห้ามมาเรียก)

1.7 Future Perfect บอกเหตุการณท4 ี่จะทำเสร็จแลว5 ในอนาคต
At nine o’clock tomorrow, I will have eaten rice.

เก้าโมงเช้าวนั พรุ่งนี1 ผมกนิ ข้าวเสร็จแล้วนะ
(โทรมาได้ เพราะว่างแล้ว)

Dhamma in Advanced English P a g e | 13

1.8 Future Perfect Continuous บอกเหตุการณ4ที่ทำตkอเนื่องมาจนถึง ณ
เวลาหนึ่งในอนาคต

At nine o’ clock tomorrow, I will have
been eating rice for 1 hour.

เก้าโมงเช้าวนั พรุ่งนี1 ผมจะกนิ ข้าวแล้วเป็ นเวลา 1 ชั'วโมง
แล้ว

(บอกให้รู้เฉย ๆ ว่าฉันจะกนิ ข้าวนานแค่ไหน)

Pre-Test Exercise 1

A. Write 20 Sentences about you and your family.
1……………………………………………………
2……………………………………………………
3……………………………………………………
4……………………………………………………
5……………………………………………………
6……………………………………………………
7……………………………………………………
8……………………………………………………
9……………………………………………………
10……………………………………………………

Exercise 2

A. Choose the correct responses.

1 . We’ re off to… … John… … … We want to see the new film at the

Indra.

1. pick over … come over 2. pick up … come along

3. pick on … come by 4. pick out … come in

14 | P a g e Dhamma in Advanced English

2. My youngest sister could……… a faucet to get a drink, but she was

never able to……… the water all over the floor.

1. turn on … clean up 2. turn to … pick up

3. turn out … put away 4. turn off … sweep away

3. In ordinary conversation, I concentrate my gaze……... both eyes

of the person addressing me.

1. in 2. On 3. At 4. to

4. There were many inconveniences that you have to put…........when

you go camping.

1. off to 2. away from 3. cut from 4. up with

5. I think you’d better sort....……. the things you want to keep and

the things you want to throw…………before we leave.

1. out, away 2. with, out

3. away, out 4. of, away

6 . It has been raining since nine o’ clock in the morning; the field is

wet. I think we should call…. the match this evening.

1. on 2. At

3. Out 4. off

7. “what did they do during their long holidays together ?” Well, they

concentrated …...rest, good eating, and relaxed conversation.”

1. at 2. In 3. On 4. to

8. “May I……the lights ?” “ Of course. But don’ t forget to… … the

lights when you leave.”

1 turn on … turn down 2. turn up … turn in

3. turn on … turn out 4. turn off … turn up

9 . Why don’ t you look… . . . that word in the dictionary if you don’ t

know its meaning?

1. at 2. Up

3. Out 4. to

10. The boy depends…….... his sister to take care………. him.

1. to … with 2. on … about

3. on … of 4. to … to

B. Underline the words as a noun in these sentences to
correct

1. You are a teacher at the University in Thailand.

Dhamma in Advanced English P a g e | 15

2. He and she lives in this town near the hospital.
3. The lions will kill animals in the forest.
4. The reason being is to do it for your mother.
5. A woman tells about Snakes in the river.
6. Elephants had been walking slowly.
7. Cars are very nice because they can run very quickly.
8. We are students.
9. The monk is teaching Dhamma for the layman in his temple.
10. The Buddha had enlightened Nibbãna.
11. It is a dog.
12. They are fishes.
13. The horse is crying very loudly.

C. Write articles into the structure of Tense 12 to correct

No. Name Structure
S+V1…. (ตวั อยา่ ง)
1 Present simple tense
2 Present continuous tense
3 Present perfect tense
4 Present perfect continuous tense
5 Past simple tense
6 Past continuous tense
7 Past perfect tense
8 Past perfect continuous tense

16 | P a g e Dhamma in Advanced English

9 Future simple tense

10 Future continuous tense

11 Future perfect tense

12 Future perfect continuous tense

No Name For example, sentences

1 Present simple tense She sleeps. (ตวั อยา่ ง)

2 Present continuous tense

3 Present perfect tense

4 Present perfect continuous tense

5 Past simple tense

6 Past continuous tense

7 Past perfect tense

8 Past perfect continuous tense

9 Future simple tense

10 Future continuous tense

11 Future perfect tense

12 Future perfect continuous tense

References

จรรยา อินทร์อ๋อง. Modern English Grammar Part I. กรุงเทพมหานคร:
ศูนยภ์ าษา I.O.U., 2544.
---------------------. Modern English Grammar Part II.
กรุงเทพมหานคร: ศูนยภ์ าษา I.O.U., 2544.
---------------------. Modern English Grammar Part III.
กรุงเทพมหานคร: โรงพิมพม์ หาจุฬาลงกรณราชวทิ ยาลยั , 2542.
---------------------. Modern English Grammar Part IV.
กรุงเทพมหานคร: โรงพิมพม์ หาจุฬาลงกรณราชวทิ ยาลยั , 2542.
เชาวน์ เชวงเดช. English Grammar Section II. พิมพ์คร7ั งที. 1 .
กรุงเทพมหานคร: สาํ นกั พมิ พเ์ อดิสนั เพรส โปรดกั ส์ จาํ กดั , 2538.
มงคล กุลประเสริ ฐ. An Applied English Grammar. พิมพ์คร7ังท.ี 1.
กรุงเทพมหานคร: สาํ นกั พมิ พไ์ ทยวฒั นาพานิช, 2535.
ลินดา เจน. Propositions. พิมพค์ ร7ังท.ี 1. กรุงเทพมหานคร: สาํ นกั พมิ พ์

โอ. เอส. พริ7นติ7งเฮาส์, 2533.
http: / / en. wikipedia. org/ wiki/ English_alphabet, 30 May
2014.
http: / / xn- - 12cl9ca5a0ai1ad0bea0clb11a0e. com,30 May
2015.

18 | P a g e Dhamma in Advanced English

Chapter 2:

Prominent Facets of Buddhism

PhraCoopothiseelacoon
(Anan Pengchaiyamo)

Objectives of the Study

After studying this chapter, students will be expected
to be able

1. To explain the meaning and Prominent Facets
of Buddhism.

2. To apply the teaching to the Prominent Facets
of Buddhism to Buddhists effectively.

Topics
• What are the Prominent Facets of Buddhism?

• Two School in Buddhism?

• What is the nature and Salient Characteristics

of Buddhism?

• What can Buddhism hope to contribute to the

religious patrimony of humankind?

• Taking to learn in the Prominent Facets of

Buddhism.

20 | P a g e Dhamma in Advanced English

- To clarify the structure of the detailed information.
Assign students to study by
themselves. Clarify academic criteria
according to university regulations.

- The distinctive characteristics
of Buddhism. [ Prominent Facets of
Buddhism] Study the outstanding
characteristics of Buddhism as
follows.

Introduction

Buddhism is the English term for the teaching of the
Buddha or the religion found by him. In its original name,
it is known as Dhamma- Vinaya or BuddhaSasana in
Thailand.

The word ‘ Buddha’ is not his name, but a title
meaning the Enlightened or Awakened One, the bearer of
Nibbana which is the highest goal in Buddhism. He was
given that name by his disciple and the people when he

attained or discovered the Four
Noble Truths.

His personal name was
Siddhartha and his clan name was
Gautama, born as a prince in
North India in 623 BC. After six
years wandering as an ascetic to
find a way for the extinction of
suffering, he realized that asceticism did not lead to wisdom
and decided to go on the Middle Way applying reflective
thought through conscious meditation.

Dhamma in Advanced English P a g e | 21

Two School in Buddhism

At present Buddhism is spread across the world in two
broad traditions:

1. The first one is Theravada ( Elders’ words)
Buddhism, which is also known as ‘southern’ Buddhism or

Hinayana ( small vehicle in the
sense of being a conservative
school) followed by over 100
million in Sri Lanka, Burma,
Thailand, Cambodia, and Laos.
Its canonical scriptures are
preserved in Pali, an ancient
Indian language closely related to Sanskrit. The school
exemplifies a certain conservatism.
2. The second is Acariyavada (later teachers’ words)
Buddhism, which is known as Mahayana ( great vehicle in
the sense of being a liberal school) Buddhism. This is
further divided into 2 lines as
follows:

(1) ‘Eastern’ Buddhism
followed by 500 million to one
billion people in the East Asian
tradition of China, Korea,
Japan, and Vietnam. Its
scriptures are preserved in
Sanskrit and Chinese; it has coexisted with Confucianism,
Taoism, and Shintoism.

22 | P a g e Dhamma in Advanced English

( 2) ‘ Northern’ Buddhism or Tibetan Buddhism is
followed by over 20 million in the Tibetan tradition. Its

scriptures are preserved in
Tibetan and its outlook is
broadly that of the eastern
Mahayana; its more specific
orientation is that of the
‘ Vehicle of the Diamond
Thunderbolt’ (Vajrayana), also
known as Tantric Buddhism.
I. What is the nature and Salient Characteristics of
Buddhism? [Prominent Facets of Buddhism]
The Spirit of Buddhism and the Buddha as a religion
has a number of different
aspects such as truth, art,
culture, philosophy and so on,
just as the same mountain, when
viewed from different
directions, presents different
appearances.

But the only one to which
Buddhists should pay more attention is " Buddhism as a
religion," which is concerned essentially with all the human
problems and their solutions.

It is a religion of action and not
of mere belief; it can be measured
only by experience and not by
argument. The chief purpose of
Buddhism is to know things as
they are.

Dhamma in Advanced English P a g e | 23

This essentially implies the fact that the Buddha is
purified and perfected with what is called the ‘ Three

Trainings’ ( tisikkhas) of ‘ morality’
(sila), ‘concentration’ (samadhi), and
‘ wisdom’ ( panna) , and the ‘ Three
Buddha’ s Conducts’ ( Buddhacariya)
of the ‘ well- being of the world’ , ‘ the
benefit of his kith and kin,’ and ‘ the
beneficial conduct as duty of the
Buddha,’(DhA.III,441).
It is not a system of metaphysics, but rather a
collection of truths about life discovered by the Buddha; his
enlightenment is not a kind of mystic experience, but a
gradual mode of action and conduct."

The salient characteristics of Buddhism include:

A Religion of Enlightenment: In contrast to other
world religions, Buddhism does not accept the concept of a

Creator God but holds that the
world originates in accordance
with the law of causation.
There is a fixed order or nature of
phenomena, a regular pattern of
phenomena or conditionality
(paticcasamupada) (S.II.25).

Paticcasamupada ( Dependent
co-arising). See also Samsara. If you think you understand,
as did Ven. Ananda, think again: DN 1 5 . How the world
arises and falls according to ~: SN 12.44. A synopsis of SN
12.2. Mutual dependence of consciousness and name-and-
form: SN 12.67. Buddha's rediscovery of ~ on the eve of his
Awakening: SN 12.65.

24 | P a g e Dhamma in Advanced English

Is there someone or something that lies behind the
process of? SN 12.35. As a cause for
the arising of right view: SN 1 2 . 1 5 .
As a cause for the cessation of wrong
views: SN 12.20. As a cause for the
ending of the ãsava ( effluents) : SN
12.23.
As a framework for cultivating
skillfulness: "Kamma and the Ending

of Kamma" in The Wings to Awakening (Thanissaro). As a
" middle way" between extremes of views: SN 1 2 . 3 5 , SN
12.48.

The Buddha reflects on ~ for seven days after his
Awakening: Ud 1.1-3. The origin of pleasure and pain: SN
12.25. "The 3rd Noble Truth" in the Path to Freedom pages.

" Paticcasamupada: Dependent Origination"
( Nyãnatiloka) . Transcendental Dependent Arising: A
Translation and Exposition of the Upanisa Sutta ( Bodhi) .

An extended treatment of ~ by the
Buddha: DN 1 5 . It's relationship to
Nutriment ( ãhara) : SN 1 2 . 6 3 ; SN
12.11.
The Shape of Suffering: A
Study of Dependent Co- arising
( Thãnissaro) . See each of its

constituent factors: Avijja ( ignorance) ;
Sankhãra ( mental fabrications) ; Viññãna ( consciousness) ;
Nãma- rupa ( name- and- form) ; Salãyatana ( six sense-
media) ; Phassa ( contact) ; Vedanã ( feeling) ; Tanha

Dhamma in Advanced English P a g e | 25

( craving) ; Upãdãna ( clinging) ; Bhava ( becoming) ; Jati
(birth); Dukkha (suffering, unsatisfactoriness).

The Buddha realizes the Four
Noble Truth not by God’ s
revelation, but by his own effort and
wisdom (D.I.22).

A Religion of Wisdom:
According to Buddhism, faith is
necessary but not sufficient for the
realization of Nibbana; it is to be balanced with wisdom.
Pañña (discernment, wisdom).
See also Paramis; Wise person. Eye of ~: MN
43. Eight requisite conditions for ~: AN 8.2. Which comes
first: concentration or ~? AN 3.73. Goes hand-in-hand with
jhana: Dhp 372.

As a treasure: AN 7. 6.
" Discernment" in The Wings to
Awakening ( Thanissaro) . " The
Lessons of Unawareness" in Inner
Strength ( Lee) . " Observe and
Evaluate" in Inner Strength (Lee).

Faith without wisdom is
blind and misleading (sumangalavilasini, II, 403). Wisdom
is reckoned chief for attaining Nibbana," (S.V.231).

A Religion of Rationality: According to Buddhism,
everything in this world functions under five
natural laws, namely ‘ physical law
concerned with change of temperature,
seasons and other physical events’ (utu-
niyama), ‘biological law concerned with
heredity’ ( bija- niyama) , ‘ psychological
law concerned with the work of mind’

26 | P a g e Dhamma in Advanced English

(citta-niyama), ‘law of cause and effect’ (kamma-niyama)
and ‘ law of cause and conditions’ ( dhamma- niyama) ,
(DA.II.432).

The first four laws are essentially included in the fifth
or dhammic law. The dhammic law can
be analytically both conditional and
non- conditional: the former is subject
to change and cannot be controlled. But
both conditional and non- conditional
laws are non-self (A.I.285).

The Buddha once asked the Kalamas not to accept
anything by mere reports, traditions, authority of religious

texts, logic, inference, appearances,
agreement with a considered and
approved theory, or seeming
possibilities, and so on, but to examine
it for themselves whether it is right or
wrong, wholesome or unwholesome,
and accept it or give up it when they had themselves known
it.
The Buddha went even further to tell the monks that

he himself should be examined by
them, in order to be convinced
about the value of his teachings,
but the Buddha never wanted the
Order of Monks ( sangha) to
depend on him forever.

A Religion of Balanced
Development: As Buddhism preaches the middle way of
development, ideal persons are those who achieve four
kinds of developments, i.e.

Dhamma in Advanced English P a g e | 27

1) Physical, emphasizing on
the development of body as well as
its material environment;

2) Social, with an emphasis on
the good relationship with other
people, done by observing precepts;

3) Mental, with an emphasis on
having good mental qualities such as love, compassion and
so on, done by practicing meditation; and

4) Intellectual, with an emphasis on insight
meditation.

A Religion of Democracy: In
Buddhism, one has the freedom to
judge by oneself whether one’ s
own views are right or wrong. We
must tread the Path to liberation
ourselves.
Buddhism places its emphasis on three democratic
principles, namely liberty,
equality and fraternity of the
democracy system.

First, the principle of liberty is
emphasized by Buddhism
through the freedom of thought,
speech, and enquiry.
Secondly, the Buddha was the first teacher to raise a
voice against the caste system
and preach social equality for
all.

The principle of fraternity is
clearly stated by the Buddha
when he advises people to

28 | P a g e Dhamma in Advanced English

cultivate loving kindness and compassion towards their
fellow-beings.

A Religion of Peace: Peace is the main teaching of the
Buddha " There is no higher happiness than peace ( natthi
santi param sukham)," (Dh.202).

The meaning of peace here is Nibbana. The Buddha
always instructs his followers to
be patient towards others and not
to turn to violent means to solve
conflicts: " Conquer anger with
love; conquer evil with good;
conquer the miser with
generosity, and conquer the liar
with truth," (Dh. 223).

Cultivate and spread unlimited loving-kindness,
compassion, sympathetic joy and equanimity towards

others (D.II.196).
Although there are some

differences in their external
practices such as rituals and
ceremonies, both Theravada
and Mahayana Buddhism
maintain the following main
teachings of the Buddha:

1. Belief in the Triple
Gem: The Buddha, Dhamma and Sangha or Disciples.

2. Belief in the Three Characteristics of
impermanence, suffering, and non-self.

3. Belief in Doctrine of Dependent Origination and
Nibbana.

4. Belief in the Doctrine of Kamma and Rebirth.

Dhamma in Advanced English P a g e | 29

5. Belief in the Four Noble Truths and Eightfold
Noble Paths.

6. Analysis of Man into the Five Aggregates and
Twelve Bases.

What can Buddhism hope to contribute to the

religious patrimony of humankind?

The teachings peculiar to Buddhism are the concepts
of ‘non-self’ (anatta) and ‘insight meditation’ (vipassana).

Non- self ( Anatta) : Usually
people cling to beauty, feelings,
perceptions, thinking, planning,
and consciousness.
By analyzing this we see that the
person is a conscious continuity
in this flux. Meditating on this
the Buddha could not find a self.
In contrast to Hinduism’ s central concentration upon
the self, Buddhism is the only religion that preaches the
doctrine of ‘ non- self’ ( anatta) in Theravada Buddhism or
‘emptiness’ (sunyata) in Mahayana Buddhism.

30 | P a g e Dhamma in Advanced English

The Buddha’ s reasons for denying the self are
centered on the analysis of the
nature of man.
The true idea of a man in
Buddhism is that of ‘ a psycho-
physical complex’ (nama-rupa)
conditioned and determined by
what is called an antecedent state
in the process of ‘ becoming’
( bhava) in which both action

(karma) and reaction (karmaphala) play an essential part in
the development of personality.

On the other hand, man as perceived from within and
without, is analyzed into a collection of ‘ five aggregates’

(pancakkhandha) of changing
elements, namely, the group
of his looks, sentiments,
perceptional outfit, mental
pre- dispositions, and acts of
consciousness such as
remembering, thinking and so
on.

The first group is called
‘ matter’ , as named earlier, but the last four are together
termed ‘mind’, and they are collectively called nama-rupa.

Another classification of man distinguishes cognitive
faculties and the different categories of the objects.

Dhamma in Advanced English P a g e | 31

Buddhism regards man’ s life in its reality as
composed of the constituent "five aggregates", which when
combined we speak of as the ‘chariot’ or ‘car’; e.g. when,
these five aggregates are present, we use the designation

‘man’ or ‘being’, (SN, I,135).
Generally speaking, the

purpose of the analysis is to
enrich the understanding of
man about what he is not,
technically called non-self.

Of the Four Noble Truths,
the first which is called
suffering is the nucleus around which the remaining truths
assemble.
The first truth includes all the problems of life
comprising birth, old age, disease, death, despair and so on;

life is a burden; to be is to
suffer and the way out
would consist in going out
of the existence.

Suffering is thus the
essence as well as the
destiny of man. Its most
important factor is the
inherent ‘impermanence’ (anicca) of man and things; there
is only Becoming (bhava).
This replacement of the Upanisadic idea of being by
that of Becoming and the view of the universe as an
uninterrupted and ununified stream of momentary
particulars is the distinct contribution of Buddhism to Indian
thought.

32 | P a g e Dhamma in Advanced English

The second truth is that the cause of suffering is
ignorance ( avijja) that
makes man cling to the
sense of his ego and
through it to the world.
This truth includes the
law of cause and effect
( paticcasamupada) and
the immutable law
of karma and rebirth.
The third truth is that by

stopping the operation of the cause of suffering, it is
possible to uproot suffering. This is Dependent Cessation,
otherwise called Nirvana.

The fourth truth is that to achieve complete freedom
from suffering ignorance must be
uprooted, and one becomes a
perfected person or Arahant.
This truth suggests the Middle
Way ( Majjhimapatipada) ,
comprising the eight constituents
of the Noble Path, further
organized into the ‘ Threefold

Training’ (tisikkha) as a short practical way.
The Anti- Speculative Attitude: the Buddha is an

ethical teacher, a reformist, a revolutionary and a
Reconstructionist, but not a metaphysician.

The message of his enlightenment reveals to man the
way of life that leads beyond suffering.

Dhamma in Advanced English P a g e | 33

When the Buddha was asked about the metaphysical
questions ( avyakatapanhas) , ( DN, I,187- 188) , as to

‘ whether the world is eternal’
( sasato loko) , ‘ whether the soul is
identical with the body’ ( tam jivam
tam sariram) , and so on, he avoided
discussing them as entangling one in
the net of the theories he himself has
woven (DN, I,44).

All these metaphysical
problems can be understood by
analyzing the doctrine of Paticcasamupada or the Four
Noble Truths; the Buddha analyzed only the things that are
realistic and not merely apparent.
Human Nature 3 According to Buddhism: Buddhism
regards the human beings as superior to all and entirely

different from other animals in
respect of mentality, according to
Buddhism, there are three
‘ immoral roots’ ( akusalamula) ,
namely, lust ( lobha) , hatred
( dosa) and delusion ( moha) ,
which are regarded as the
original cause of ignorance
(avijja).
The real nature of an ordinary man is always entangled
with the impurities ( kilesas) and worldly pleasures and he
is always guided by ignorance.
In support of doing good, avoiding evil and purifying
one’ s mind ( DN, II, 49) , the Buddha preached the Middle
Path as the criterion of the best man.

34 | P a g e Dhamma in Advanced English

His five characteristics are: being not credulous,
knowing the uncreated, having severed all ties, having put

an end to opportunity and
having removed all desires.

In short, man is defined
by his actions – what he did,
what he is doing, and what he
will do; so, his nature is
conditioned by his own action
or kamma.
The main purpose of the Buddha’s denial of the self is
to enable his disciples to shed the grasping of the self. So
long as the grasping of the self in any form persists, there
can be no real liberation.
Insight Meditation: There is both similarity and
difference here in Christian mystics such as John of the
Cross. They would agree heartily
with the need to eliminate clinging.
That reflects an illusory self-
made up of feelings, desires, and
the multiple distractions, such as
TV and the continual flow of the
passing phenomena or new
happenings called "news"
Under these ephemeral illusions and the illusory self,
they constitute, however, there is a person who in contrast
to the illusory self could be called a "non-self," but who in
relation to God’ s creative grace is made truly to be or to
exist in this image.