Socio Module 2014

8/12/2019 Socio Module 2014

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UDRP ill result hen a student incurs:/ore than ( une6cused a5sences $or ##h class/ore than 11 une6cused a5sences $or 7 class

I$ you arrive a$ter you have 5een /ar ed a5sent8 in$or/ thero$essor during class that you are late or your a5sence illre/ain.

E)e&yone is RE U!RED to (oin ou& Face*oo+ g&oupSociology TIP $or announce/ents and consultation

ui,,es : Preli/ 92 8 7idter/ 92 8 inal 92

-&oup Repo&ts 93-; o$ class standing

#here ill 5e $ive er/anent grou s. #he class ill 5edivided rando/ly and evenly into grou s. Re ortingSchedule:

eight: "-; o$ CS

0ach grou ill roduce a ho/e video. ect Section Se/ester and year )rou 7e/5ers ?a/e o$ ro$essor

II. Content. Choose to ic@s in sociology. Choose a style o$resenting these to ics:

1. Dra/a or telenovela@horror@co/edy 2. !ariety Sho @ contest 3. Docu/entary

* tional content 9adds e6tra grade 1. Co//ercial s oo$s 2. 7#!

III. 0nding. Indicate the /e/5ersA na/es and their roles inthe video and contri5utions 5ehind the scenes 9scri t riter8director8 editor8 ca/era/an8 etc . #he venue/s should also5e /entioned. < /essage o$ thanks/acknowledgment $orthose nonB/e/5ers ho hel ed /a e the video 9e6trasand s onsors .

%outu*e desc&iption: A home video group project on sociology entitled __________________ by (members o! section _____________ submitted to (pro! name during the ___sem o! "#$%&"#$'

-&ading : 0ach video ill 5e graded according to 91content892 creativity8 93 $or/at8 94 entertain/ent and 9" editing.

/a&ning : ailure o$ a /e/5er to artici ate in this grouho/e video ill result in an I?C grade.

Chapte& 0

SOC!O$O-% #ND SOC!E"%

-&oup

Chapte&

"opic

ro$ 1 S*CI* *)=


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SOC!O$O-% B is derived $ro/ t o ords

Socius 5$atin6 H hich /eans grou s or artners$ogus 5-&ee+6 H hich /eans science or study

ence Sociology deals ith the study o$ grou s

SOC!O$O-%

Is the scienti$ic study o$ atterns o$ hu/an interaction that deals ith the study o$ grou li$e. It deals ith the study o$ atterns and rocesses o$ hu/an relations. < 5ody o$ scienti$ic no ledge ith theories5ased on scienti$ic investigation rather than ar/chair s eculation.J It deals ith the study o$ current issuesand ro5le/s such as ethnic relations8 $a/ily li$e8 co//unity li$e and artici ation8 social /o5ility8 etc.

"7E 8E-!NN!N-S OF SOC!O$O-%

!ndust&ial Re)olution B 7E!M 50;4;#R$ M#R? 50;0;


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M#? /E8ER 50;A3< 0 1=6

Sym*olic !nte&actionism < #he interactionist ers ective $ocuses on social li$e and hu/an 5ehavior$ro/ the stand oint o$ the individuals involved in the day to day interaction. It assu/es that eo le 5ring intoeach social situation certain ideas a5out the/selves and a5out others.

Peo le learn ideas $ro/ others through the ongoing rocesses o$ sy/5olic interaction. #hroughsy/5ols8 ords8 action and gestures H eo le co//unicate the /eanings o$ events8 situations and 5ehavior.

Social #ction H occurs hen eo le intend to act in ays others e6 ect. It is the 5ehavior intended to$ul$ill e6 ectations.

"7E D!FFEREN" SOURCES OF "RU"7 RE-#RDED 8% SOC!#$ P7!$OSOP7ERS

Sociology in the Philippines

F&' .alentin Ma&in OP H introduced sociology as a su5>ect in the acade/e o$ the University o$ Santo#o/as in 1+,&. It as initiated in the University o$ the Phili ines in 1,11 5y Pro$. 7urray 'artlet. #he Sili/anUniversity as one o$ the $irst to include sociology in their curriculu/. Sociology started as a social hiloso hyers ective that continued u to the 1,"-Ks

Se&a@in Maca&aig H the $irst ili ino to receive a Ph.D. in sociology in 1,2- $ro/ the University o$isconsin. e introduced the social ro5le/ orientation. 7odern Sociology started in the Phili ines a$ter theorld ar II. 7any ili inos ent to 0uro e and


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Physical #nth&opology H stresses the 5iological sciences and $ocuses on the origins and theevolutionary as ects o$ hu/an 5eings as ell as their 5ehavioral characteristics.

Cultu&al #nth&opology H is concerned ith the study o$ total societies

Psychology H $ocuses on individual 5ehavior8 e6a/ining the /ind as ell as the /ental rocesses o$ theindividual including learning8 erce tion and /otivation.

Economics H the study o$ econo/ic li$e o$ hu/ans and is $ocused on the various di/ensions o$ ealth8 such

as its roduction8 distri5ution and consu/ tion.Political Science H it studies the olitical 5ehavior o$ hu/ans and $ocuses on the various as ects o$govern/ent8 olitical institutions8 olitical rocesses and olitical arties.

C#REERS !N SOC!O$O-%

Social or Pro$ession in the $ields o$ /edicine8 la 8 engineering and clergy Civil Service Position 0/5assies )overn/ent udg/ents. It is the a5ility o$ the researcher to give an account o$things as they are.

+. !t has "&ained O*se&)ation B *5servation /ust 5e underta en 5y trained o5servers in the $ield inorder to /a e research credi5le.

,. Must !denti@y Cont&olled Conditions B < characteristic here scienti$ic o5servation is conducted ithin situations that are /anagea5le.


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Chapte& 1

"7E $O-!C #ND ME"7OD OF SOC!O$O-!C#$ !N U!R% #ND RESE#RC7

/hat is Sociological !n ui&y

Sociological Inquiry is ri/arily intended to $ind ans er to questions on the o5serva5le social ord andsocial action. Social actions are the ays in hich hu/ans interact ith each other in social units such as the$a/ily8 the school8 the church8 and other social institution or association.

It is also the syste/atic analysis o$ the /otivation and 5ehavior o$ individuals ithin grou s8 the studyo$ social grou s as a hole8 and o$ institutions such as govern/ent8 the church8 ro$essional grou s8 tradeunions8 or recreational units.

i e any scienti$ic activity8 is li e laying a ga/e. It involves artici ants: the layersBthe scientist8 theirassistants8 and other or ers B or as a tea/ to achieve a result.


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#he s ectatorsBinterested or disinterested8 a reciative or ina reciative8 5ene$ited or not BBBB are thereci ient o$ the result. It has goals to achieve8 roles to $ollo 8 and strategies to use in order to o5tain a highro5a5ility o$ success.

"he -oals o@ Sociological Resea&ch

#he 5asic goal o$ sociological research is to understand the o5serva5le social orld. Its /ain $unction isto test or veri$y a hy othesis. #his involves having a scienti$ic and theoretical ers ective a5out the as ect o$the social orld the sociologist is studying.

Sociologists $ollo certain ste s as they go alongO in the rocess8 they acquire a set o$ generali%ationson the nature o$ hu/an 5ehavior and society8 the atterns o$ social li$e8 and the $orces that lead to socialchange. #he ulti/ate result is the accu/ulation o$ scienti$ic no ledge that descri5e the realities that surroundeo le. Science is 5ased on conclusion hich are a ro6i/ate8 rovisional8 or tentative8 and agreed u on 5ytrained and quali$ied scientists at a given ti/e.

#his 5ody o$ no ledge stands $or scienti$ic truth. Sociological inquiry is concerned ith the re etitiveatterns in hu/an 5ehavior8 resented according to logically related hy othesis and su orted 5y e/ iricalevidence.

CONDUC"!N- SOC!O$O-!C#$ !N U!R%

0' De@ine the &esea&ch p&o*lem and &e)ieB &elated lite&atu&e'

Select a ro5le/ that can 5e investigated. It is necessary $or the researcher to li/it the sco e and5readth o$ the ro5le/. #he to ic /ay also 5e selected in order to $ill a ga or correct a /isconce tion in ane6isting research. Researchers have to locate and evaluate hat is already no n a5out his ros ective areao$ inquiry. Scour the literature and see hat has 5een ritten a5out the su5>ectO loo also $or un u5lished/aterials.

)Ask the -ord to bless your plans and you will be success!ul in carrying them out .J H P&o)e&*s 0A:21' Fo&mulate the hypothesis

#al to sociologists or other social scientists to $ind leads that one can e6 lore and to avoid du lication.In a social research8 one 5egins ith a hunch or hy othesis. y othesis is a re osition or assu/ tion stating

hat is to 5e resolved. acts can roved to 5e true or $alse.


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In order to /eet the $unda/ental ai/ o$ sociological inquiry8 a /ore i//ediate goal is to si/ulate a/odel that can 5e sho n to corres ond to certain rinci les. #he researcher also chooses the techniques toidenti$y and record the data to 5e studied. Data gathering is an i/ ortant art in the research rocess8 it is ti/econsu/ing 5ut essential to gather in$or/ation hich $or/s the 5asis $or the conclusion.

4' #naly,e the data

#his involves testing the hy othesis or ans ering questions or assu/ tions using the data gathered.Relia5ility and validity are /a>or issues. Sociologists have to ascertain that hat is 5eing /easured is actuallythe heno/enon in hich they are interested. #est o$ validity re$ers to the accuracy 5y hich the research/easures hat is intended to /easure. Relia5ility is the consistency in results yielding 5y a study or researchinstru/ent.

A' Fo&mulate the conclusion

ect8 or /odi$ied. #he researcher /ay lin their or to other 5odies o$ no ledge and theories. < theory is$or/ulated.< theory is a state/ent o$ the logical relationshi s 5et een $actsO it is a set o$ interconnected conce ts andro ositions resenting a syste/atic vie o$ heno/ena8 and rovides direction $or research. #he theoryhel s to e6 lain and redict the social orld in hich e live in.

9' Chec+ o& )e&i@y the &esult

urther veri$ication o$ $indings is necessary. ust/ents or correction8 asneeded.

;' Communicate the &esult to othe&s

#he researcher results should not stay only ith the researcherO they /ust 5e co//unicated to eachother. #he /ost co//on ay to do this is to 5e u5lished. #he su//ari%ed results /ay also 5e u5lished inthe ne s a ers and /aga%ines8 or it /ay 5e u5lished in 5oo $or/. It /ay also 5e resented in sociology orsocial science con$erence or in school $ora.

ME"7ODO$O-!C#$ DES!-N !N SOC!O$O-%

0' E pe&imental Method

It is a /ethod $or studying the relation 5et een t o or /ore varia5les under highly controlledconditions. ect a hy othesis.#he e6 eri/ental su5>ects are e6 ose to the e6 eri/ental conditions 9varia5les 8 hile the control su5>ect arenot. *ne e6 eri/ental condition is varied at a ti/e8 hile the others are e t constant so that the cause ande$$ect and the other ty es o$ relationshi can 5e deter/ined. #he result is o5served to chec i$ there is anydi$$erence 5et een the t o grou s.

1' Su&)ey Resea&ch

It involves a syste/atic and largeBscale collection o$ in$or/ation $ro/ eo le and a5out eo le throughthe use o$ questionnaire. #he questionnaire is intended to deter/ined eo leKs characteristics8 values8 5elie$s8erce tions8 /otivation8 and $eelings.2' Field &esea&ch


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ield research is the study o$ the ay o$ li$e o$ a grou or eo le in its natural setting. #he researcherintervie s and o5serves eo le at or and lay8 and acquires in$or/ation and an understanding o$ thevarious as ect o$ their li$eBecono/ic8 olitical8 religious8 and cultural.

3' Pa&ticipato&y &esea&ch

Partici atory research is an atte/ t to develo a eo leKs science so that research 5eco/es relevantnot only as a ay o$ achieving socioecono/ic develo /ent 5ut also as a learning rocess $or the grou 5eingstudied. #his is the essence o$ eo leBcentered develo /ent.

"EC7N! UES #ND "OO$S !N SOC!O$O-!C#$ !N U!R%

0' O*se&)ation

*5servation is the $oundation o$ social research. *ne /a es use o$ the various senses in studying asocial heno/enon or social 5ehavior. *5servation can 5e o en 9overt and secret 9covert .

I$ done overtly8 the res ondents are in$or/ed a5out itO i$ covertly8 eo le are o5served ithout theirno ledge. *5servation /ay 5e nonB artici atory or artici atory. In nonB artici ant o5servation8 the

researcher enters the situation as a third arty and si/ ly o5serves and records hat the su5>ect do or say.

1' !nte&)ieBs

#he researcher also o5tain data 5y intervie ing eo le. I$ the intervie is nonBstructured8 theresearcher leaves it to the intervie ee to guide the conversation. In structured or directed intervie s8 theresearchers $ollo s a /ore de$inite order o$ questions.

#he intervie /ay 5e guided 5y a set o$ ritten question8 and the intervie er records the ans er asthese are given. < questionnaire is another tool $or securing ans er to ritten question.

2' 7isto&ical &esea&ch

#his involves a continuous and syste/atic search $or in$or/ation and no ledge a5out ast eventsrelated to the li$e o$ the erson8 a grou 8 society8 or the orld. #he researcher studies records li e o$$icialchronicles8 letters8 diaries8 5a tis/al certi$icates8 u5lication8 or in$or/ation $ro/ sources ho have itnesseda certain event.

3' $i@e histo&y

#his is the study o$ the ersonal li$e o$ a erson. #hrough a series o$ intervie s8 the researchers canro5e into the decisive /o/ents in their li$e or the various in$luences in their li$e. i$e history can rovide avivid icture o$ the culture to hich the res ondents 5elongs and shed light on the nor/s8 values8 concern8 andro5le/s o$ their culture.

4' Case study

06tensive e6a/ination o$ a s eci$ic grou over a long eriod o$ ti/e is carried out in the case study/ethod. It is necessary to care$ully record the signi$icant events and evaluate these against the original set o$hy othesis. Case studies ai/ to acquire inBde th in$or/ation a5out an individual8 a grou 8 or o ulation at oneoint in ti/e.

A' Content analysis

#his involves the analysis o$ ho eo le co//unicate and the /essages eo le tal and rite a5out.#his usually used to study the content o$ 5oo s and /ass /edia and ho they trans/it /essages.


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9' Use o@ Films and tape &eco&de&

*ne can /a e use o$ hotogra h and $il/s@video record interesting events or record visual in$or/ationa5out events8 rituals8 and cere/onies. #he use o$ the ta e recorder ena5les the researcher to reservein$or/ation /ore accurately.

;' Feminist &esea&ch

#he $ocus o$ $e/inist research is on o/enKs e6 erience and o/enKs o ression. Its o5>ectives areto understand8 advocate $or8 trans$or/8 and e/ o er o/en. It ai/s to hel not only o/en 5ut also /en toi/ rove their situation and the quality o$ their lives.

' Ethical conce&ns in Sociological Resea&ch'

#here are certain considerations in researching on hu/an 5eings. #he eo le or grou s studied areentitled to their rivacy8 con$identiality8 and $ull anony/ity throughout the hole rocess and hen the resultsare re orted. Care /ust also 5e ta en to ensure that the su5>ects o$ the research are not e6 osed to anyhysical or /ental danger or su5>ected to violation o$ hu/an rights.

P#""ERNS OF 8E7#.!OR RE U!RED FOR SOC!O$O-!C#$ !N U!R%

#o 5e er$or/ed ell8 sociological inquiry de/ands and consequently enhances certain ty es o$5ehavior. Sociologist should 5e a are o$ t o redo/inant traditional thoughts regarding the treat/ent o$ theirdata. #he ositivist scientist also try to o5serve o5>ectivity 5eing un5iased and $ree o$ ersonal o inions orre>udice. hether the sociologist should ta e a artisan outloo or a neutral stance on social issues has also5een a controversy.

So/e grou s e/ hatically 5elieved that sociologists should 5e dee ly involved in and co//itted to theresolution o$ social ro5le/s. Re$lective s e ticis/ is also necessary $or sociological inquiry. Researcher /ustdevelo critical thin ing. Scienti$ic 5ehavior requires coo eration8 honesty8 and li5eralis/. Social researcher/ust 5e sensitive to ho eo le in the co//unity here they or $eel a5out scientist and their or .

Chapte& 2

CU$"URE!ts Unity and Di)e&sity

Cultu&e


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"otal distincti)e Bay o@ li@e < Culture re$ers to the total and distinctive ay o$ li$e or designs $or living o$ anysociety. It enco/ asses learned 5ehaviors8 5elie$s8 attitudes8 values and ideals characteristic o$ certainsocieties.

Peoples social he&itage < It re$ers to the custo/ary ays in hich grou s organi%e their ays o$ 5ehaving8thin ing and $eeling. It is trans/itted $ro/ one generation to another through language and the arts.

#spect o@ ou& e istence < Culture is the as ect o$ our e6istence hich is $a/iliar to so/e eo le 5ut di$$erentto others. It is the ay o$ li$e co//on to a grou o$ eo le hich ena5les the/ to share ideas and atterns o$5ehavior that distinguishes the/ $ro/ others. Culture varies $ro/ one society to another.

Society and Cultu&e

Society is a grou o$ eo le occu ying a geogra hical territory8 ith a co//on culture8 and interacting ith each other. #he /e/5ers are united 5y social relationshi s8 share a co//on language and 5elie$s andconsu/e si/ilar goods. Peo le /ay share a co//on culture even i$ they are geogra hically dis ersed.

Functionalists )ieB:

unctionalists consider society a social syste/ hich has a set o$ co/ onents related to one another ina /ore or less sta5le $ashion through a eriod o$ ti/e. unctionalists vie the $a/ily8 religion8 econo/y8education8 and the state as the /a>or social institutions.

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)-eave all your worries with .im because .e cares !or you , H 0 Pete& 3:01Con@lict "heo&ists )ieB:

Con$lict theorists analy%e society 5ased on con$lict and o er. hile they also ay attention to socialinstitutions and their structural relations8 they $ocus on con$lict and o er ithin society and the rocess o$change hich disorgani%es and 5rings insta5ility.


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1. Cultu&e is t&ansmitted < *nly hu/ans can trans/it their acquired ha5its and no ledge to theiro$$s ring. u/ans are a5le to convey their ideas to the ne6t generation8 hich /ay add to theaccu/ulated 5ehavior atterns and no ledge.

2. Cultu&e is social collecti)e and lea&ned < It is develo ed through grou interaction and results $ro/the accu/ulation o$ no ledge and grou e6 ectation. 'elie$ or value to 5e considered art o$ culture8/ust 5e shared 5y grou s o$ individuals.

3. Cultu&e is ideational < ithin the culture are grou ha5its considered as ideal atterns o$ 5ehavior hich the /e/5ers are e6 ected to $ollo . u/ans assign /eanings to their environ/ent ande6 eriences 5y sy/5oli%ing the/.

4. Cultu&e is adapti)e < ust/ents to theenviron/ent. Culture ada ts to /eet s eci$ic sets o$ circu/stances such as cli/ate8 level o$technology8 o ulation and geogra hy. ?o culture is static. Cultures are in constant $lu68 5ut change atdi$$erent rates. Change occurs as a result o$ discoveries8 inventions and cultural 5orro ing.

". Cultu&e is g&ati@ying < Culture has rovisions to satis$y the 5iological and socioBcultural needs o$eo le. It allo s $or the reasona5ly e$$icient and s ontaneous interaction in the grou $or the

satis$action o$ these needs.&. Cultu&e is an integ&ated Bhole < #he various arts o$ the culture are closely interrelated and

integrated into a hole. Culture is the roduct not o$ a single individual 5ut o$ a collective. < collectiveconsciousness e6ists 5eyond the individual.

COMPONEN"S OF CU$"URE

Culture is /ade u o$ /any ele/ents hich are interrelated and uni$ied in order $or all its as ects to$unction e$$ectively. *ur cultural 5o6 has t o /a>or as ects: the /aterial and non/aterial culture.

Mate&ial cultu&e < Re$ers to the concrete and tangi5le o5>ects that hu/ans create8 use8 share8 serving as5u$$ers against the various ele/ents in the environ/ent.Nonmate&ial cultu&e < Consists o$ no ledge8 social nor/s8 5elie$s and sanctions hich are a5stract andintangi5le creations that in$luence hu/an 5ehavior.

>noBledge < #he total range o$ hat has 5een learned or erceived as true. #his 5ody o$ in$or/ation isaccu/ulated through e6 erience8 study or investigation. Culture includes natural8 su ernatural8 technical9technological and /agical no ledge.

Natu&al +noBledge < Re$ers to the accu/ulated $acts a5out the natural orld8 including 5oth the5iological and hysical as ects.

"echnological +noBledge B Pertains to the no ledge o$ nature hich are use$ul in dealing ithractical ro5le/s li e /ethods o$ acquiring $ood8 dealing ith diseases8 /eans o$ trans ortation8 toolsand i/ le/ents8 and ea ons o$ ar.

Supe&natu&al >noBledge < Re$ers to the erce tions a5out the action o$ gods8 de/ons8 angels ors irits8 and natural 5eings li e sha/ans8 itches or ro hets ho are held to ossess su ernaturalo ers.

Magical +noBledge < Re$ers to erce tions a5out the /ethods o$ in$luencing su ernatural events 5y/ani ulating certain la s o$ nature.

Social No&ms < ?or/s are rules or grou e6 ectations o$ ho one should 5ehave or act in certain situations.#hey de$ine hat 5ehavior is required8 acce ta5le8 or a ro riate in articular situations.


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they are $ollo ed8 ithout /uch thought given to the /atter. ol ays include innu/era5le grou e6 ectationsli e rules o$ eating8 drin ing8 dressing8 slee ing8 dancing8 and or ing8 $or/s o$ greetings8 rituals8 and olite5ehavior in institutional settings.

Mo&es < 7ores are s ecial $ol ays hich are i/ ortant to the el$are o$ the eo le and their values. #heyare social nor/s associated ith strong /oral sanctions8 they are the /ustJ and shouldJ o$ a society.*5servance o$ /ores is co/ ulsory. #hey e/5ody the codes o$ ethics and standards o$ /orality in a society.7ost o$ the /ores have 5een enacted into la s.

$aBs < a s are $or/ali%ed nor/s8 enacted 5y eo le ho are vested ith govern/ent o er and en$orced5y olitical and legal authorities designated 5y the govern/ent. a s are en$orced 5y $or/al sanctions li e$ines8 i/ rison/ent or death.

CO$$EC"!.E FORMS OF 8E7#.!OR

Sanctions

Sanctions are a syste/ o$ re ard and unish/ent. Re ards are ositive sanctions $or those ho5ehave ro erly8 hile unish/ents are negative sanctions $or those ho 5ehave i/ ro erly. Sanctions /ay5e $or/al or in$or/al.In$or/al sanctions are gossi un$avora5le u5lic o inion8 and giving or ithdra ing love or $riendshi . or/alsanctions are used $or violations o$ nor/s in organi%ation or associations.

.alues < !alues are a5stract conce ts o$ hat is i/ ortant and orth hile. #hese values are the 5asis o$ our >udg/ent8 o$ hat e consider good8 desira5le8 and correct8 as ell as hat is considered 5ad8 undesira5leand rong. !alues are 5road rinci les hich hold to 5e good and true. #hey color our erce tions o$ oursurroundings hich $or/ the core o$ our ersonalities.

8elie@s < 'elie$s e/5ody eo leKs erce tion o$ reality and /ay include the ri/itive ideas o$ the universe as ell as the scientistKs e/ irical vie o$ the orld. #hey result $ro/ oneKs e6 eriences a5out the hysical85iological and social orld in hich the individual lives.

'elie$s8 such as su erstitions and those that relate to hiloso hy8 technology8 art and science areusually incor orated into the hole vast 5ody o$ no ledge hich has 5een accu/ulated through ti/e. So/eo$ these ideas havenKt 5een scienti$ically roven 5ut are considered 5y those ho hold the/.

Mate&ial Cultu&e and "echnology

#hrough the use o$ technology8 ra /aterials are converted into o5>ects that can 5e utili%ed 5y society.


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#he ele/ents o$ culture such as sy/5ols8 no ledge8 nor/s8 values and 5elie$s are organi%ed andatterned so that they $it each other and integrate to co/ ose a uni$ying the/e $or social 5ehavior.

?on/aterial traits are a5stract and include $ol ays8 5elie$s or values. 7aterial traits are concrete or tangi5leo5>ects associated ith an idea8 a social nor/8 or a technique. ?ot all /e/5ers o$ a culture artici ate in allactivities. #heir degree o$ artici ation varies according to age8 se68 occu ation8 or the de/ands o$ the culture.

"7REE $E.E$S OF CU$"UR#$ P#R"!C!P#"!ON

Cultu&al uni)e&sals <


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hen eo le re>ect their o n grou or so/e arts o$ their culture8 e call this reverse ethnocentris/ or6enocentris/. #his is the idea that hat is $oreign is 5est and that oneKs li$eBstyle8 roducts8 or ideas arein$erior to that o$ others. #hose co/ing $ro/ $oreign lands and the e6otic are articularly $avored.

Lenocentris/ is centered on a roduct8 idea or a li$estyle. In our country8 so/e eo le /ani$est a/ania $or i/ orted goods and estern li$estyles. So/e even re$er to live a5road and en>oy the cli/ate andli$estyle o$ the society there. < reason $or this heno/enon is our colonial ast and the sociocultural i/ ositiono$ the coloni%ers. e call this attitude colonial /entality.

Cultu&e Shoc+

hat ha ens hen an individual goes to a di$$erent societyT e loses the $a/iliar signs and sy/5olsto social intercourse and e6 eriences un leasant sensations or $rustrations. hat the individual undergoes iscalled culture shoc . hen eo le encounter another culture hose atterns o$ 5ehavior are di$$erent $ro/their o n8 they /ay get disoriented or disorgani%ed. hen eo le go to societies hich are regarded asri/itive8 they /ay 5e shoc ed 5y the state o$ sanitation8 the ra $ood 5eing eaten8 the lac o$ such co/$ortsas electricity or a so$t 5ed8 the re/arital relations 5et een se6es or the ractice o$ olyga/y.

Cultu&e Relati)ism

Culture is relative and no cultural ractice is good or 5ad itsel$. It is good i$ it integrates s/oothly iththe rest o$ the culture. Culture relativis/ states that cultures di$$er8 so that a cultural trait8 act8 or idea has no/eaning or $unction 5y itsel$ 5ut has /eaning only ithin its cultural setting. < trait is good or 5ad only ithinre$erence to the culture in hich it $unctions.

Cultu&e Uni)e&sals

o ing8 ga/es8gestures etc.

Cultu&al Di)e&sity

Re$ers to the ide range o$ di$$erences in cultural atterns8 ideas8 5elie$s8 no ledge8 $or/s o$ socialorgani%ation and ractical res onses to the environ/ent. #here is an enor/ous range o$ cultural di$$erences5et een societies and ithin society.

F#C"ORS "7#" PROMO"E CU$"UR#$ D!.ERS!"%

1. P&esence o@ social catego&ies' #his re$ers to a collective o$ ersons ho share co//on socialcharacteristics li e age8 se6 and religion. #hey share atterns o$ 5ehavior hich are di$$erent $ro/ theothers. or e6a/ le8 the 5ehavior atterns o$ children di$$er $ro/ that o$ the adolescents8 adults and theelderly. #here are also di$$erences in 5ehavior e6 ectations o$ /ales and $e/ales.

2. E isting g&oups that someBhat sepa&ate @&om the mainst&eam society' #hese su5grou s arecalled su5cultures.

2' Cultu&e di@@e& in ideas and p&actical &esponses to the en)i&onment'Cultu&al .a&ia*ility

Culture di$$ers 5ecause o$ the great variety o$ solutions evolved 5y eo le $ro/ di$$erent societies.actors hich give rise to the cultural di$$erences are the ind o$ environ/ent ithin hich society lives8 thehu/an and natural resources availa5le ithin this environ/ent8 the e6tent and intensity o$ e6 osure the societyhas to other eo le $ro/ hich they can 5orro ideas and their cultural heritage.


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Se6 di$$erences are 5ased on 5iological di$$erences. o ever8 the ay a /an or o/an is e6 ected toact is rescri5ed 5y society. Se6 roles di$$er in di$$erent society.

#he division o$ la5or 5y se6es is universal8 5ut tas assign/ent according to the se6es is a /atter o$cultural de$inition. 7asculine and $e/inine characteristics re$lect cultural conditioning 5y these societies.

Di$$erences in culture also arise $ro/ the relativity o$ the standards that societies u hold and use $orevaluating truth8 right8 ro riety8 virtue8 /orality8 legality8 >ustice and 5eauty and the /eans o$ adhering these.Standards o$ ro riety8 /orality8 legality8 aesthetics8 rationality and religious truth have 5een as varied andchangea5le as $ashion8 hairstyles and 5ody orna/ents.

Cultu&al !nteg&ation

Cultures vary signi$icantly in the consistency o$ their atterns o$ values8 5elie$ and 5ehavior. I$ theideals to hich eo le co//it the/selves are consistent ith hat they 5elieve in and do as $a/ily /e/5ers8teachers or ro$essionals or hen students are consistent ith hat they 5elieve in and do hile engaging inecono/ic or olitical.

) e joy!ul always+ pray at all times+ be thank!ul in all circumstances , 0 0 "hessalonians 4:0AChapte& 3

P7!$!PP!NE .#$UES

/7#" #RE .#$UES

!alues are de$ined culturally as standards 5y hich eo le assess desira5ility8 goodness and 5eautygood guidelines $or social living state/ents a5out hat ought to 5e 97aciones 8 e6 ress the goals or ur oseo$ social action 9In eles . #hey are standards $or deter/ining hether so/ething is good and desira5le or notand serves as the criteria 5y hich nor/s the/selves are >udged 9 illia/s are 5road rinci les hich hold to5e good and true

"7E S"UD% OF .#$UES

Sociologists are interested in e6a/ining values. o ever8 these cannot 5e readily identi$ied since theyare a5stractions $ro/ reality. *ne has to deduce these values $ro/ social action. Sociologists derive /eaning$ro/ hat eo le do8 thin or $eel. #hey study hat lies 5ehind or /otivates s eci$ic actions o$ eo le. #hus8they o5serve the ay eo le 5ehave8 listen to hat they say8 and note the co//ents and insights /ade 5yothers ho o5serve these actions.

FOURFO$D "ES" OF RO8!N /!$$!#MS

#o identi$y the values o erating in a given society one /ay a ly the $our$old test o$ Ro5in illia/s:

E tensi)eness re$ers to the e6tent the value is recogni%ed 5y a re resentativenu/5er o$ eo le ithin the society.

Du&ation is hen the value has 5een shared and racticed in co//on $or so/e ti/e. !ntensity is i$ the value involves the e/otions and is ta en seriously and sought a$ter 5y /any. P&estige o@ its ca&&ie& re$ers to hen the value rovides readyB/ade /eans $or >udging the social

orth o$ ersons or grou s ho share or ractice it.

FORCES "7#" S7#PE CON"EMPOR#R% .#$UES


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O&iental Fo&ce and Occidental Fo&ces

#he ili inos o$ the last quarter o$ the t entieth century are the su/ total o$ the social strains andcultural in$luences o$ the


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Democ&acy and @&ee ente&p&ise


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)*he good li!e is a process+ not a state o! being 1t is a direction not a destination 2 0 Ca&l Roge&s

Chapte& 4

"7E PROCESS OF SOC!#$!I#"!ON

7uman De)elopment

< ne lyB5orn 5a5y 5eco/es hu/an or a social 5eing through the rocess o$ sociali%ation. # oi/ ortant $actors8 heredity and the sociocultural environ/ent8 interact in co/ le6 ays to in$luence thedevelo /ent o$ the social sel$ and ersonality.

o /uch o$ the social sel$ and ersonality is develo ed due to heredity or sociocultural environ/ent ishard to ascertain. eredity $urnishes the ra /aterials8 5ut the sociocultural environ/ent deter/ines ho theindividual ill learn and 5e develo ed.

Personality /ay 5e vie ed as an organi%ation o$ $orces ithin the individual and is /ade u o$attitudes8 values8 and /odes o$ erce tion hich account in art $or the consistency o$ 5ehavior. #he socialsel$ is the a5ility to visuali%e onesel$ through the eyes o$ the others and i/agine ho one a ears to the/. It isthe a5ility to ta e the roles o$ the others and o$ the ider co//unity.

8eha)io& as 8iologically 8ased

Sociologists and anthro ologist hold that culture deter/ines our 5ehavior. 0d ard ilson8 anento/ologist $ro/ arvard University and a ro onent o$ this vie 8 $or/ulated a ne theory o$ 5ehavior in his5oo 8 Sociology: #he ?e Synthesis. ilson held that genetic traits are trans/itted $ro/ generation togeneration through heredity.

e suggested that social 5ehavior is deter/ined 5y in5orn genetic traits si/ilar to the in$luence o$genetic traits on lo er ani/als. Social grou s ada t to their environ/ent through the evolution o$ genetic traitsor 5y genetic /utation and natural selection. u/an culture and social 5ehavior evolve through naturalselection and natural trans/ission. 'ehavior li e aggression8 love8 greed8 or s ite can 5e e6 lained in ter/s o$genetically 5ased trans/ission.

Culture and sy/5olic language and /eanings attached to social 5ehavior are essentially roducts o$natural selection and are the result o$ /illions o$ years o$ evolution. Sig/und reud8 $ore/ost !iennesesychologist8 $or/ulated the $irst co/ rehensive theory o$ ersonality8 hich had a great i/ act not only onthe social sciences 5ut also in art8 literature8 and hiloso hy.


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reud ro osed that ersonality consisted o$ three /a>or syste/s8 na/ely the id8 ego8 and su erego.

!d B is the 5iological co/ onent hich is the source o$ a nu/5er o $ drives and urges. Ego B is the /ediator 5et een the needs o$ the individual and the real orld8 and strives to

delay tension until the suita5le environ/ent e6ists. Supe&ego B is the /oral ar/ o$ ersonality8 re resenting the traditional rules8 values8 and ideals

o$ society.

OR#$ S"#-E : ro/ 5irth to 1yr. old.In this stage8 eating is the /a>or source o$ satis$action. 0ven i$ the /other co/$orts and nourishes the5a5y8 the latter does not recogni%e the erson as such.

#N#$ S"#-E : ro/ ages 1B3 yrs.#he anal %one 5eco/es the center o$ the childKs se6ual interest. #he in$luencing $actor at this stage istoilet training. Peo le ho are $i6ated here are gras ing and stingy.

P7#$$!C S"#-E : 'et een ages 3B& yrs.'oys desire their /others8 no n as *edi us co/ le68 and girls desire their $ather8 no n as 0lectraco/ le6. 'oys resolves the *edi al desire to ards his /other 5y overco/ing his rivalry ith his

$ather. )irls get disa ointed ith their /other and does not give so /uch love 5ut gradually settlesdue to $ear o$ loss o$ arental love.

$#"ENC% S"#-E: ro/ ages &B11 yrs or early adolescence.In this stage8 children turn their attention to eo le outside their $a/ilies. e.g. teachers and $riends.#hey are in to s orts8 ga/es and intellectual activities.

-EN!"#$ S"#-E : Starts at a5out age 11 $or girls and 13 $or 5oys.#he child develo s conte/ t $or arents8 tries to avoid hysical leasures8 and $ocuses on o osite se6loo ing $or love artner. #hey /ay also develo interest in dra ing and i/agining.

CU$"URE #ND PERSON#$!"%

'oaKs vie is that ersonality develo /ent results $ro/ learning hat is $ound in the culture8 and thatsigni$icant di$$erences in ersonality are learned. Ruth 'enedict /aintained that individual ersonalities o$/e/5ers o$ a society are tiny re licas o$ their overall culture8 ith the culture as a su//ingBu o$ theirersonalities.

< /odal ersonality or 5asic ersonality hich /ani$ests si/ilar ersonality characteristics andatterns o$ 5ehavior o$ the /e/5ers sociali%ed in a given society. Culture resents uni$or/ and atterned

ays that in$luence 5ehavior. #he cluster o$ 5ehavior atterns8 attitudes8 and values sho n 5y /e/5ers o$ asociety /ay 5e ter/ed as the societyKs 5asic ersonality.

Sym*olic !nte&actionism

Sy/5olic interactionis/8 es oused 5y so/e sociologists8 asserts that ersonality arises as a result o$the individualKs sociali%ation /ediated 5y sy/5ols and8 in articular8 language.

Cooley and the $oo+ing


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Signi@icant othe&s 5eco/e /odels $or the child ho usually identi$ies ith the/ and atterns his or her5ehavior a$ter the/. #he individual i/agines ho he or she loo s to others and co/ ares ideas a5out hi/sel$

ith the social nor/s o$ the grou . #he conce tion o$ the sel$ or the a5ility to visuali%e onesel$ through theres onses o$ others is an i/ ortant $actor in an individualKs 5ehavior. o one reacts to various socialsituations ill 5e de endent on ho satis$actorily or unsatis$actorily the i/age is $or/ed o$ the sel$.

Mead and the De)elopment o@ the Sel@

#his starts at 5irth. In learning to co//unicate sy/5olically8 children 5egin to thin a5out the/selvesand their 5ehavior 5y reacting to ho others res ond to the/.


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In /odern societies8 /ass /edia is also an agency o$ sociali%ation . It in$or/s8 educates8 andentertains. It a$$ects the audienceKs 5ehavior and attitudes8 ositively or negatively. ?egatively i$ the #! sho sare in$used ith se68 cri/es8 scandals8 or gossi s. *n the ositive side8 hen children atches holeso/e#! sho s8 they develo an a reciation $or cultural roducts li e arts and literature.

"he /o&+place

hen an individual >oins the or lace8 there is a reali%ation that he or she asses $ro/ adolescenceinto adulthood.In the or lace8 the individual gets sociali%ed to its nor/s and values and $inds his or her lace in itshierarchy o$ statuses.

-ENDER SOC!#$!I#"!ON

)ender sociali%ation is an interaction ith the $a/ily and other agencies o$ sociali%ation. Parents layan i/ ortant role in di$$erentiating atterns o$ 5ehavior $or /ales and $e/ales. In the rocess o$ sociali%ation8

hich starts $ro/ 5irth8 social ascri tion and the corres onding nor/s are learned 5y the child.

ro/ in$ancy to adulthood8 an individual is sociali%ed according to gender role e6 ectations related tothe institutionali%ed statuses o$ /ales and $e/ales. hile 5iological $actors contri5ute to the di$$erences5et een /ales and $e/ales8 the culture de$ines ho /ales and $e/ales are to 5ehave. Se6 di$$erences are a$unction o$ the cultural atterns8 hich rescri5e di$$erential e6 ectations and nor/s $or 5oys and girls.


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QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQ

) e generous and you will be prosperous .elp others and you will be helped , H P&o)e&*s 00:14Chapte& A

DE.!#N" 8E7#.!OR

/hat is De)iant 8eha)io&

Des ite the general tendency o$ the sociali%ation rocess /echanis/s o$ social control to en$orcecon$or/ity8 there are instances o$ variations8 disregard $or8 de$iance o$8 noncon$or/ity or $launting o$ the socialnor/s or esta5lished standards o$ the grou .

Such ty es o$ 5ehaviour are considered deviant 5ecause they stray $ro/ the acce ted nor/s8 5elie$s8

or values o$ the grou . Deviance is relative. hat is deviant $or one grou /ay 5e acce ta5le to anothergrou . ust/ent.So/e ty es o$ deviant 5ehaviour are highly organi%ed8 such as drug ushing8 s/uggling8 ic oc eting8carna ing8 5egging8 idna ing8 and other $or/s o$ those $ound a/ong integrated occu ational grou s.

E planations @o& De)iant 8eha)io&

#he 5iological e6 lanation states that deviant 5ehaviour ste/s $ro/ oneKs hysical or 5iological/a eu . Cesare o/5roso 91,11 8 an Italian doctor and cri/inologist8 held that so/e eo le are 5orncri/inals and have a5nor/ally large >a s8 high chee 5ones8 good eyesight8 and insensi5ility to ain.

#he sychological a roach stresses that deviant 5ehaviour is a result o$ ersonality disorder or/alad>ust/ent that develo s during childhood8 5rought a5out 5y inner con$licts or 5y the ina5ility to controloneKs inner i/ ulses or $ailure to structure oneKs 5ehavior in an orderly ay.

SOC!O$O-!C#$ #PPRO#C7ES "O DE.!#NCE

Functionalist Pe&specti)e

#he $unctionalists stress the nor/ative social structure and the interrelatedness o$ arts. #he ra idsocial changes in nor/s8 values8 and li$eBstyle increase the o ortunities $or deviant 5ehavior li e drug use8cri/e8 and /ental illness.

Dur hei/ 91+,( holds that there is a desira5le nor/ative structure8 5ut in ti/es o$ ra id social change8a variety o$ con$licting nor/s gives rise to a condition hich calls ano/ie or a state o$ nor/lessnessJ. ?or/sand values are a/5iguous8 resulting in social strain and inconsistencies.


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or so/e ersons in this condition8 li$e 5eco/es /eaningless8 uncertain8 or $raught ith con$licts. #his/a es the/ dri$t and resort to other ty es o$ 5ehavior not acce ta5le to society. Ro5ert F. 7erton 91,&+e6 lains deviance as the result o$ ano/ie in conte/ orary /odern society li e the United States. or consequences $or individuals ho have5een la5elled 5y o$$icial agencies and 5y other ersons 5ecause o$ their deviant 5ehaviour8 and the i/ act o$5oth social de$initions and the social sanctions hich e6ert ressure on individuals to engage in so/e deviantacts 9Clinard 7eier 1,((:(3 . #he deviant 5ehavior is the 5ehavior so la5elled. *nce eo le are la5elled asdeviant8 they are thrust into a deviant role and are reacted to 5y others as deviants.


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deviant act and 5eing la5elled as such8 the individuals is stig/ati%ed. #heir la5el leads to $urther deviant5ehavior as they are denied occasions $or engaging in conventional 5ehavior.

Feminist #pp&oach to De)iance

Fendall 92---:1(1B1(2 oints out that there is no single $e/inist ers ective on deviance. #here arethree schools o$ thought on the issue8 na/ely8 the li5eral8 the radical8 and the socialist a roaches. Radical$e/inist attri5ute deviance to atriarchy8 de$ined as /ale do/inance over o/en. #he li5eral a roach aversthat deviance is a rational res onse to gender discri/ination e6 erienced in /arriage8 the or lace8 andinter ersonal relations. #he dou5le standard o$ /orality is lo sided. Socialist $e/inis/ holds that inca italistic and atriarchal societies o/en receive lo ages8 i$ at all.

DRU- #8USE

Drug a5use is a 5ehavior8 hich have aroused a sense o$ a areness a/ong eo le o$ the danger o$such deviance and has develo ed a co//on sense o$ /orality.

"he most commonly a*used d&ugs listed *y the Dange&ous D&ugs 8oa&d in the Philippines:

Sedati)es 8 hich e6ert cal/ing e$$ects on the nervous syste/O they reduce an6iety and e6cite/ent. Stimulants so/eti/es called e ills8 hich increase alertness and hysical dis osition. #hey hide

$atigue and create e6hilaration and a state o$ eu horia. 7allucinogens also called sychedelic8 hich a$$ect sensation8 thin ing8 sel$ Ba areness8 and e/otion.

#a ing the/ leads to changes in erce tion o$ ti/e and s ace8 delusion8 or $alse 5elie$s. Na&cotics 8 hich relieve ain8 /a e one dro sy and rela6ed and induce slee . #hey are ta en 5y

in>ectionO su5cutaneously8 or intravenously.

#mong the @a)o&ite d&ugs used:

Ma&i(uana o& canna*is sati)a &o$ten called grass8 ot8 or eed. It re/ains to 5e the /ost heavilytra$$ic ed drug in the ord 9 orld Drug Re ort 1,,( . 7ari>uana acts as a sedative or hallucinogen andcontains /indBaltering sychoactive ingredients. #he drug is sources $ro/ the $lo ering to s and

leaves o$ an Indian he/ lant8 canavis sativa. Sha*u o& methamphetamine hyd&ochlo&ide &co/e s in the $or/ o$ large crystals8 si/ilar to chun s o$

ice8 shards o$ 5ro en glass8 or roc candy. Sha5u8 also called ice8 crac 8 or chal 8 is e6tre/elyaddictive. It is used 5y 5oth a$$luent as ell as slu/ d ellers.

Ecstasy o& MDM# &re$ers to a grou o$ designer drugs closely related to the a/ heta/ine $a/ily o$illicit drugs. #his drug co/es $ro/ estern 0uro e8 shi ed to


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< slightly higher incidents ho use /ari>uana as $ound a/ong students ho live ith their arentsco/ ared ith those living in dor/itories or $a/ilies not their o n.

Drug use as highest a/ong /e/5ers o$ ca/ us )ree letter $raternities and sororities co/ ared toother organi%ation.

"he Cost o@ D&ug #*use

Drug a5use co/es ith an i//ense cost to the user8 the $a/ily and the country. #he cost o$ drug

a5use to the $a/ily is incalcula5le. Drug users divert $unds reversed to necessities to urchase the drug. Druguse also leads to quarrels8 5attered s ouses8 and even the 5rea u o$ the $a/ily.

"he E@@ects o@ D&ug Use on 7ealth

Sha5u can cause heart $ailure or stro e8 5lood clots8 and res iratory disorders8 chronic de ression8convulsions8 and irreversi5le da/age to 5lood vessels in the 5rain. It can cause idney and lung disorders8chronic de ression8 hallucinations8 and hy ertension. It can also lead to violent and aggressive 5ehavior8/alnutrition8 and distur5ed ersonality develo /ent.

"&eatment and Reha*ilitation o@ D&ug #ddicts:

Studies on the treat/ent o$ drug addicts sho that addiction is one o$ the /ost di$$icult $or/s o$ deviant5ehavior to treat e$$ectively. Reha5ilitation involves the rocess 5y hich the drug de endentAs re/ainingca a5ilities $or a healthy li$eB his or her hysical8 e/otional8 sychological8 s iritual8 vocational8 andoccu ational otentials B are develo ed to the o ti/u/.

-o)e&nment Counte&measu&es

#he Dangerous Drugs


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requently 5annered in the rint and 5roadcast /edia are heinous cri/es li e /urder8 hostage ta ing8ra e8 idna ings8 or 5an ro55eries. #here are also sensational stories a5out transnational cri/es. #hesere orts give eo le a $eeling o$ insecurity and an6iety over the eace and order situation.

Othe& C&imes Fidna $or Ranso/ Illegal drug tra$$ic ing 'an ro55eries

Illegal ga/5ling Petty cri/es

"&ends in Mu&de& and Rape !ncidents in the Philippines and Met&o Manila

1,+-B1,,4 B Earco8 )utierre%8 and Dulnuan 91,,":4"B4+ studied trends in /urder and ra e in the Phili ines.7urder as selected as the /ain indicator o$ social violence8 /urder 5eing the /ost heinous cri/e in ourenal code8 and its $requency and ides read occurrence.

1,+3B1,++ B /any cri/es ere ro ertyBrelated such as car the$t8 ro55ery8 the$t8 and esta$a. 1,++ B since then8/urder rates ere on the decline every year until a$ter 1,,4. #he decline 5egan in 1,,- and the sa/e trendcontinued to the end o$ the eriod o$ inquiry in 1,,4. o ever8 the /edia continued to highlight grueso/e

/assacres8 ra eBslays8 ro55ery8 and ho/icide cases. Rape is one o$ the /ost u5lici%ed cri/esO underPhili ine la 8 it is a cri/e e6clusively against o/en. It is easier $or a rosecutor to gather good evidenceand itnesses 9as the victi/ hersel$ stands as itness $or conviction in ra e cases than $or /urder.

-lo*ali,ation and C&ime

ith the orld 5eco/ing a glo5al co//unity8 there is a $ree $lo o$ goods8 services8 $unds8 ideas8 andin$or/ation. 'ut8 hile glo5ali%ation has 5rought 5ene$its a/ong nations it also has dire consequences.Cri/e8 li e the other as ects o$ social li$e8 has also 5een trans$or/ed. Cri/e have created signi$icant i/ acton the olitical8 econo/ic8 environ/ental8 social and cultural sta5ility o$ the country. Due to the archi elagicnature o$ the country8 it 5eco/es easy $or $oreign $ugitives and cri/inals to enter the Phili ines and to /ove$ro/ one lace to another. Do/estic cri/es that s ill to another country and are 5eyond the >urisdiction o$do/estic la en$orce/ent are re$erred to as transnational cri/es.

Social Cont&ol Mechanisms

7any consider the 5rea do n o$ social control as an i/ ortant cause o$ cri/e and deviant 5ehavior. Inorder to revent deviant 5ehavior8 e$$ective /eans o$ social control are used in the sociali%ation rocess. oin it.

2. #he /e/5ers erceive society and its e6 eriences as a constraint u on their lives.

Society

ect tothe sa/e olitical authority and do/inant cultural e6 ectations. re resents a geogra hical aggregate and hasa 5oundaries8 a si/ilar nor/s8 a si/ilar govern/ent8 and a co//on culture. It satis$ies the 5asic needs $or$ood8 shelter8 security8 and eventually8 the need $or sta5le socia5le order and i/ oses on the grou /e/5ersand sha es their ersonalities.

#gg&egates

< nu/5er o$ ersons clustered 5ut do not interact ith each other.

E amples:1. Peo le standing on a street corner aiting $or a >ee ney.2. Peo le lining u to ay $or their urchases in a su er/ar et.3. Peo le sharing an elevator ride.

Do yoursel! a !avor and learn all you can4 then remember what you learn and you will prosper , P&o)e&*s 0 :;

Social Catego&y

#here are grou s hose /e/5ers /ay never have /et and do not interact socially8 5ut ossessco//on identi$ying status characteristics. Re$erring to: /ales@$e/ales8 in$ants8 children8 youth8 adults8 aged.Distinction: age8 se68 race. *ther criteria: inco/e or social class8 occu ation8 religion8 olitical 5elie$s8 andethnicity.

Collecti)ity


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#hey are co/ osed o$ clusters o$ eo le ho shares so/e ind o$ 5elie$ hich re are the/ $or action8s ontaneously $or/ing a te/ orary or short Hlived grou . E ample: Cro ds8 /asses8 u5lic8 and social/ove/ents.

F#C"ORS "7#" !NF$UENCE -ROUPS

Moti)ational *ase sha&ed *y indi)iduals B Individuals $ind the/selves together in a si/ilar socialsituation that /ay have /otivational i/ lications $or a grou $or/ation.

Si,e o@ the g&oup : Range : t o or /illion /e/5ers. 2 /e/5ers NN dyad B as in $riendshi grou . #hedesignation o$ hether a grou is s/all or large ar5itrary. $#R-E : so/e cultures8 a $a/ily o$ si6 /e/5ersor in a university @ a o ulation o$ 1-8---8 ould 5e considered as arge.


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"7E% J H to re$er to the outBgrouinsiders are the inBgrou J Goutsiders are the outBgrou J

!N


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Co//on reci rocating attitudes and their conventionali%ed 5ehavior atterns. Cultural o5>ects o$sy/5olic value hich re resent social institutions. Cultural o5>ects ossessing utilitarian value hich satis$y the

ants o$ the individual. *ral or ritten language8 sy/5ols or traditions.

$E#DERS7!P

e thin o$ a leader as one ho directs8 guides8 or leads the activities o$ a grou . $eade&ship re$ers tothe e6ercise o$ in$luence over a grou and directs 5ehavior to ard articular results or goals. eadershi can5e a $or/al osition li e that o$ a teacher in the classroo/ or a /anager in an o$$ice. *r an in$or/al one in

hich is shi$ting and so/eti/es di$$icult to in oint such as the leader o$ a eer grou or a gang.

"Bo impo&tant &oles Bhich leade&s ha)e to pe&@o&m a&e:

1. #he tas or instru/ental roles2. #he socioecono/ic or e6 ressive relationshi roles.

2 +inds o@ leade&s in te&ms o@ di&ecti)eness:

#utoc&atic leade& : thoroughly directive. e@she is a dictator ho orders all actions and techniques to5e used in achieving grou goals.

Democ&atic leade&: /e/5ers are given lee ay to artici ate in deter/ining the olicies o$ the grou 8choosing rocedures $or acco/ lishing the grou goals8 and deciding the course o$ action to ta e.

$aisse, @ai&e leade&: the /e/5ers are allo ed al/ost co/ lete $reedo/ to /a e decisions andchoose alternative actions.

) e care!ul how you think4 your li!e is shaped by your thoughts , H P&o)e&*s 3:12

Chapte& ;

SOC!#$ !N"ER#C"!ON #ND SOC!#$ RE$#"!ONS7!P

"he Natu&e o@ Social !nte&action

Social Interaction is a 5asic social rocess8 a universal rinci le ithout hich no social li$e is ossi5le.Social Interaction ta es lace in 5oth the social grou s o$ hich one is a /e/5er as ell as in socialinstitutions8 the $a/ily8 religion8 govern/ent8 and education.


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Social Interaction is the ay in hich eo le res ond or co//unicate ith one another ithin socialconte6ts. Social Interactions involves reci rocal contact carried out through s o en or ritten language.

Role o@ $anguage

anguage is the /ost i/ ortant $or/ o$ sy/5ol. It /ay 5e s o en or ritten8 and /a es socialorgani%ation ossi5le. Individuals react according to their inter retation o$ an conclusion dra n $ro/ the5ehavior o$ another. #hey deduce8 >udge8 and evaluate on this 5asis. ects8 osition8 leadershi 8 restige8 or o er.Co/ etition is carried out 5y eace$ul /eans and is guided 5y a set o$ regulations and values. #he$ol ays8 nor/s8 and la s o$ society regulate co/ etition. Co/ etition /ay 5e a$$ect o$ inventions8 thetechnological develo /ent8 the ty e o$ econo/y8 or olitical syste/. #he ai/ o$ co/ etition is to e6celand sur ass the o onent. Co/ etition /ay 5e ersonal or i/ ersonal. Personal co/ etition involvesdirect8 $aceBtoB$ace contact and is so/eti/es re$erred to as rivalry. I/ ersonal co/ etition involves astruggle 5et een ersons or grou s not directly a are o$ each other.

Con@lict B hen the rules o$ co/ etition are 5ro en and the o onents 5eco/e o enly antagonistic8con$lict /ay develo . Coser de$ines con$lict as a struggle over the values or clai/s to status8 o er8and scare resources in hich the clai/s o$ the con$licting arties are not only to gain the desired values5ut also to neutrali%e8 in>ure or eli/inate their rivals.J Con$licts is universal a/ong hu/an ersonalities.

Con@licts may *e:

1. on a ersonBtoB erson2. 5et een grou s3. national or international

/a& B #he /ost violent and intense $or/ o$ con$lict is ar. ar rea s havoc on li$e and ro erty anddisru ts and disorgani%ed the e6isting social order. ar can 5e encountered 5y olitical and /ilitaryo$$icers.

Coope&ation B Coo eration is as old as this orld and is resent in varying degrees in every grou . It isthe central $eature o$ social li$e. Coo eration /ay 5e de$ined as a /ore s eci$ic as ect o$ hu/anintercourse8 one having to do ith ooling resources8 talents8 and e$$orts to achieve the shared goal ortas o$ a grou . It is con>oint action.Coo eration is ides read.


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"ypes o@ Coope&ation

!n@o&mal coope&ation is s ontaneous and involves /utual give and ta e. Fo&mal coope&ation is o$ a deli5erate contractual nature rescri5ing the reci rocal rights and

o5ligations o$ /e/5ers. Sym*olic coope&ation is a situation here t o or /ore /e/5ers o$ society8 living together

har/oniously8 are su ortive and interde endent.Functions o@ Coope&ation

It /a es $or social cohesion and integration a/ong the /e/5ers o$ a grou . It contri5utes to social sta5ility and order. It $osters consensus and co/ ro/ise in various social issues.

Di@@e&entiation

*ne ay to reduce or eli/inate co/ etition is 5y di$$erentiation8 hich is the creation o$ interestsresulting in individuals or grou s needing or anting di$$erent things or services rather than the sa/e thing9Richter 1,+(:+" .Such di$$erentiation is related to the division o$ la5or in society.

!nte&&elationship o@ Competition Con@lict Coope&ation and Di@@e&entiation

Co/ etition8 con$lict8 coo eration8 and di$$erentiation are interde endent and intert ined social $or/s o$relationshi resent in every society. Coo eration /ay coe6ist ith co/ etition or con$lict in so/e relationshi .In so/e societies8 co/ etition is stressed8 hile in others8 coo eration is e/ hasi%ed.

#ccommodation <


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Cultu&al Plu&alism B #here can also 5e cultural luralis/ in hich a nu/5er o$ racial and ethnic grou s livingsideB5yBside retain their distinctive identity and li$eBstyle and at the sa/e ti/e8 share in the as ects o$ thelarger culture.

#malgamation B hen di$$erent ethnic grou s inter/arry8 a/alga/ation results.


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Re$ers to ays o$ thin ing8 $eeling8 and acting that develo a/ong a large nu/5er o$ eo le hich arerelatively s ontaneous and unstructured. It designates the study o$ relatively unstructured social situations andtheir roducts8 such as cro ds8 riotis/ revivals8 ru/or8 u5lic o inions8 $ads and social /ove/ents.

E planations and "heo&etical Fo&mulations a*out Collecti)e 8eha)io&

Con)e&gence Pe&specti)e B #his e6 lanation is re/ise on the idea that hu/an 5ehavior isdeter/ined 5y $orces ithin the individual.

Eme&gent No&m Pe&specti)e B It states that collective 5ehavior is not characteri%ed 5y unani/ity 5ut5y di$$erences in e6 ressions and e/otions.

Smelse&s .alue #dded #pp&oach 1. Structural conduciveness2. Structural strain3. )enerali%ed 5rie$4. Preci itating $actors in the $or/ o$ dra/atic events". 7o5ili%ation o$ artici ants to >oin the action a$ter the reci itation&. #he ine$$ectiveness o$ the /eans o$ social control

"ypes o@ Collecti)e 8eha)io&

0' "he C&oBd

< cro d is said to 5e a transitory grou o$ ersons in an a/5iguous and8 to so/e degree8 unstructuredsituation here artici ants do not have a clear and reBe6isting no ledge o$ ho to 5ehave8 5ut $eel thatso/ething can 5e done. < cro d is a gathering o$ eo le ho share a ur ose or intent and in$luence oneanother.

Contagion "heo&y

er5ert 'lu/erKs descri tion o$ the i/ ortant $eatures o$ the cro d is e/5odied in this theory. 'lu/erholds that cro d 5ehavior ste/s $ro/ a state o$ unrest caused 5y the ordinary routine o$ li$e. 7illing8anony/ity8 suggesti5ility8 and circular interaction /ay 5e seen in cro d.

Milling B is the ai/less8 restless /ove/ent o$ the /e/5ers8 hich /ay ta e the $or/ o$ 5oth hysicaland ver5al activity such as /oving i/ atiently8 as ing questions8 tal ing e6citedly8 and assing on orreceiving ru/or.

Rumo& K is unveri$ied in$or/ation acce ted as truth a5out certain things8 hich 5eco/es revised8distorted8 and condensed or e6 anded as it is trans$erred $ro/ one erson to another.

#nonymity H re$ers to the $ailure or reluctance o$ the artici ants to identi$y one another even i$ theycan do so.

Ci&cula& !nte&action H is the /ove/ent o$ e/otion and e6cite/ent in circles. Suggesti*ility H is the tendency to acce t unhesitatingly and un consciously the o inion o$ others

ithout critical >udg/ent.

"ypes o@ C&oBds

Casual C&oBd B is a s ontaneous8 loosely organi%ed and very /o/entary ty e o$ grou ing hose/e/5ers co/e and go.E amples: eo le gathered around a 5argain counter8 a cele5rity8 or in /idnight sales in /allsO cro d

atching a /an hit 5y a car Con)entionali,ed C&oBd B is characteri%ed 5y esta5lished regular ays o$ 5ehaving8 de ending u on

the ti/e and lace o$ er$or/ance and order o$ activities. E amples: cro d such as audiences8 5allga/es8 5o6ing 5outs8 or di$$erent inds o$ artiesO co//unity /eeting organi%ed 5y olitical leaders.


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Fads: eansO using Po S atch8 5lan ets8 and 5eadsOe6 ression li e chic sJ8 groovyJ8 gi//ic J8 and al J.

C&a,es: < cra%e is an intense attraction to an action8 activity8 o5>ect8 or erson. Cra%es are neactivities hich e6cite ersons ho 5eco/e su5sequently reoccu ied ith this.

Disaste& 8eha)io&

#his 5ehavior is dis layed during ti/es o$ disaster such as earth qua es8 volcanic eru tions8 ty hoonsor hurricanes8 and cou dKetat. #his ind o$ 5ehavior as o5served during the (.& intensity earth qua e in?orthern u%on and 7etro 7anila on uly 1&8 1,,-8 the eru tion o$ 7t. Pinatu5o in 1,,18 and the ty hoon andsu5sequent $lood hich s e t eyte in ?ove/5er 1,,1.

Pu*lic Opinion

Pu5lic o inion is the aggregate o$ individual attitudes or 5elie$s held 5y the adult o ulation. #heroduct o$ collective discussion $or decisionB/a ing is u5lic o inion8 hich is the result o interaction visB Bvisan issue. Pu5lic o inion is the co/ osite o$ individual o inions as these are co//unicated to leaders ho aree/ o ered to render a decision.

Mass Communication

7ass co//unication is the ter/ used to descri5e the acade/ic study o$ various /eans 5y hichindividuals and entities relay in$or/ation to large seg/ents o$ the o ulation all at once through /ass /edia.Pu5lic o inion de ends on a shared $ra/e or $or holding together the /e/5ers o$ society. 7ass /ediare$ers to largeBscale organi%ations using rint and 5roadcast co//unications such as radio8 television and $il/.7ass /edia gives in$or/ation8 introduces us to a ide variety o$ eo le8 entertains us 5y rovidingo ortunities to live vicariously8 and rovides an array o$ vie oints8 roducts8 and services hich8 i$ e use8

ill /a e us acce ta5le to others.

QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQ

e sent hardshi s on you to test you so that in the end he could 5less you ith good things.J H Deute&onomy ;:0A

NeBspape&

#he ne s a er is a channel $or disse/inating in$or/ation to the u5lic. It relays ne s8 co//ents and

o inions through its re orts8 editorials8 and o inions ages. It covers issues o$ local8 national and internationalinterest and is an i/ ortant instru/ent $or 5rea ing through to u5lic o inion and social consciousness.

Radio

#he radio is a o er$ul /ediu/ 5ecause it reaches a ide audience. Its e$$ectiveness lies in /a inglisteners $eel the s ea erKs ersonality.

"ele)ision


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3' Re*ellion and Re)olutiona&y Mo)ements

Re5ellion and revolutionary /ove/ents ai/ to change the hole social order and re lace theleadershi . #hey challenge the e6isting $ol ays and /ores and ro ose a ne sche/e o$ nor/s8values8 and organi%ations.

Non


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Protection


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F#M!$% 8#SED ON RES!DENCE

ith ho/ does the ne ly /arried cou le stayT

Pat&ilocal B Residence required that the ne ly /arried cou le live ith or near the do/icile o$ thearents o$ the groo/.

Mat&ilocal B Residence requires that the ne ly /arried cou le live ith or near the do/icile o$ thearents o$ the 5ride.

8ilocal B Residence gives the cou le a choice o$ staying ith either the groo/Ks arents or the 5rideKsarents. Neolocal B Residence er/its the ne ly /arried cou le to reside inde endently o$ the arents o$ either

groo/ or 5ride. #)uncolocal B Residence rescri5es that the ne ly /arried cou le reside ith or near the /aternal

uncle o$ the groo/.

F#M!$% 8#SED ON #U"7OR!"%

here authority is vestedB in the $a/ily or inshi grou T 'ased on ho ields authority8 $a/ilies areclassi$ied into the $ollo ing ty es:

Pat&ia&chal @amily B is one in hich the authority is vested on the oldest /ale o$ the $a/ily8 o$ten the

$ather. #he sons8 es ecially the eldest en>oy restige and rivileges. #he /ale s ea s $or the $a/ilialgrou ith regard to ro erty relationshi s8 legal o5ligations and cri/inal o$$enses.

Mat&ia&chal @amily B is one in hich the authority is vested on the /otherKs in. #his ty e is $ound in$e societies. Individual $a/ilies8 ho ever8 /ay 5e $ound in societies here the /other do/inates thehousehold.

Egalita&ian @amily B is one in hich the hus5and and the i$e e6ercise a /ore or less equal a/ount o$authority.

Mat&icent&ic @amily B is recently e/erged ty e $ound usually in the su5ur5s o$ U.S. #he $atherco//utes to or and his a5sence gives the /other a do/inate osition in the $a/ily8 although the$ather /ay also share ith the /other in decision /a ing.

St&uctu&al Cha&acte&istic o@ the Filipino Family

#he 5asic social unit o$ the Phili ine society is the ?uclear a/ily8 hich includes the ather8 7other8and children8 and the 'ilaterally 06tended inshi grou hich e/5races all relatives o$ the $ather and /other.

ili ino $a/ily can 5e considered consanguineal. ili ino $a/ily is egalitarian. ili ino $a/ily is 5ilateral. ili ino $a/ily can 5e said 5ilocal and neolocal.

In /arriage8 /onoga/y is the nor/8 although the olyga/y is aloud a/ong the 7usli/s and othercultural co//unities.

Stages o@ @amily li@e

Cou&tship is the stage re aratory to /arriage and /ay include all $or/s o$ 5ehavior 5y hich an individualsee s to in the consent o$ another to a /arriage. In the Phili ines: #raditionally8 courtshi is generallyo5served.

SOC!#$ C7#N-E #ND "7E F!$!P!NO F#M!$%

Facto&s that ha)e a@@ected all segments o@ the society including @amily'


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SOC!O$O-% OF ECONOM!CS

P&ope&ty < Re$ers to the net or o$ Wrights and duties o$ one erson as against all other ersons or grou s ith res ect to so/e scarce goods

"Bo "ypes o@ P&ope&ty

1. P&i)ate P&ope&ty H relatively $ree $ro/ direct state controls and is generally trans$erred $ro/ theo ners to their duly designated heirs.

2. Pu*lic P&ope&ty H is su5>ect to govern/ental restraints and is controlled 5y the res ective su5syste/so$ govern/ent.

"echnology < Consist o$ no ledge8 s ills8 and attitudes necessary to convert availa5le resources into o5>ectseo le need or ant.

Di)ision O@ $a*o& < Re resents the di$$erentiation o$ $unctions er$or/ed 5y the individual /e/5er and s/allgrou s o$ the society.

O&gani,ation o@ /o&+ < Concerned ith the a lication o$ sociological rinci les to the study o$ econo/icstructures8 changes in these structures8 and the values and ideologies related to the/. It includesorgani%ational ro5le/s8 such as or ers /orale8 roductivity8 a5senteeis/8 and turnover rates.

St&uctu&e o@ Economy:

0cono/ic syste/s /ove $ro/ agrarian to industrial8 su5sistence to /echani%ed8 underdevelo ed todevelo ed.#he $a/ily is the center o$ the econo/ic activities. It rovides $or /ost o$ its o n needs and seldo/ roducesecono/ic goods nor render econo/ic services 5eyond its /ini/al8 essential needs.

#he syste/ o$ e6change is 5arter.


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< social8 olitical8 and econo/ic syste/ here5y ro erty is u5licly o ned. It es ouses a classlesssociety.

Functions o@ the Economy

Provides hysical su5sistence necessary $or grou survival in a society. )enerates social changes $or the continuity o$ society. 7aintains a 5alance ith the other social syste/s and its

social su5sistence in the roduction8 rocessing8 distri5ution8 and consu/ tion o$ econo/ic goods andservices. Indicates the nature o$ social strati$ication in the society8 social class8 and /o5ility di$$erences.

Unde&standing the -lo*al Economy -lo*ali,ation

#he rocess 5y hich /oney8 goods8 in$or/ation8 and eo le /ove across nations at a ace and on a/agnitude /ade ossi5le 5y the ra id advance in co//unication and travel.


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)3ourage is not the absence o! !ear+ but rather the judgment that something else is more important than !ear , K #m*&ose Redmoon

Chapte& 01

Religion

/hat is &eligion

It is 5elieved to have originated $ro/ /an s need to e6 lain the orld. < uni$ied syste/ and 5elie$s andractices related to sacred things8 uniting into a single /oral co//unity all those ho adhere to those 5elie$sand ractices. < 5elie$ in so/ething that is /ore o er$ul than /ortals8 hence a su ernatural 5eing.

Elements o@ Religion

8elie@ H ractices dealing ith ulti/ate /eaning o$ li$e. "he Sac&ed and the P&o@ane H sacred re$erred to su ernatural hile ro$ane re$ers to the irreverence

$or sacred things as /ani$ested in greed8 sel$ishness8 and adultery. Rituals and ce&emonies H o5servance o$ rituals is i/ ortant.

E amples o@ Rituals o@ the Catholics:

B#he oly 7assBCon$ir/ation RitesB edding RitesB'a tis/


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BStation o$ the Cross

Mo&al Community B all religions have a co//unity o$ 5elievers ho share co//on 5elie$s8 rituals to heightengrou identi$ication.

Religious St&uctu&e B it includes 5ody o$ ideas8 5elie$s8 dog/as8 rituals8 and cere/onies.

Religious O&gani,ations

1. Church2. Deno/ination3. Sect4. Cult

Chu&ch

#he leaders ad/inister the sacra/ents and rovide /e/5ers ith guidance and direction. #his the largest andthe /ost do/inant religious organi%ation in the society8 the Ro/an Catholic.

Denomination

Res ecta5le organi%ations hich has ositive relations to society. So/e o$ these are the


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#cco&ding to Ma& : * iate o$ the eo le Divisive $actor Con$lict 5et een genders

C&itics o@ Ma& : Religion 5rought equality 9oy eternal li$e.- Ruling elites used religious ideology to $avor the ca italist8 i/ ede social change8 do/inate the or ers

/islead the/ a5out their true interest.- Social inequality is legiti/i%ed and assivity a/ong the

or ers is encouraged.

Di)isi)e @acto& < It can rovide unity $or those ith the sa/e $aith. Con$lict 5et een o osing religious grou s.Religion had created ars.

)1t is dangerous to be concerned with what others think o! you+ but i! you trust the -ord+ you are sa!e , 0 P&o)e&*s 1 :14

Con@lict *etBeen gende&s

In /any religions8 )od is al ays a /ale ho is vested ith o er and isdo/. 97usli/s Foranroclai/s that /en ta e charge over o/en. 9Christians Patriarchy is $avored. e/inists advocated a 5rea$ro/ the traditional atriarchy G re$or/s in religious language8 sy/5ols G rituals to eli/inate the ele/ents o$atriarchy.

Religion *&ought e uality 5#*olition o@ sla)e&y6

Critics o$ 7ar6 clai/ that8 in /any ays8 religion has 5rought a5out changes as ell as equality.Religious grou s in the United States ere at the $ore$ront to a5olish slavery.7any /e/5ers o$ the clergy in the United States8 !ietna/8 and the Phili ines have o osed o ression andstruggled to 5ring a5out changes in society.

Sym*olic !nte&action Pe&specti)e

ocus on the /eanings and signi$icance o$ the teachings8 doctrines and sy/5ols o$ a religion in anindividual s li$e. Religion serves as a re$erence grou .

Religious Patte&ns in the Philippines

#nimistic &eligion:

0arly ili inos 5elieved in s irits called anitos. Rituals here rayers and $ood o$$ering to a ease the s irits.


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Ch&istianity < It as introduced to the Phili ines hen 7agellan landed in the country in 1"21. 7ore religious/ission $ollo ed to s read the gos el and rich Christian values. riars attended the needs o$ their $loc 5oths iritual and hysical.

Othe& &eligions

P&otestantism B /issionaries $ro/ the US ho ca/e and s read their religion in the rural areas.

"hese ea&ly missiona&ies Be&e mostly :

7ethodistCongregationalist'a tist0 isco alians

Disci les o$ ChristChristian /issionary alliance(th day


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Fol+ Catholicism o& Fol+ P&otestantism < It re$ers to 5elie$s and ractices o$ indigenous origin that are oven into Christian ractices.

Catholicism < It re$ers to the doctrines and rituals hich are rescri5ed8 a roved and /aintained. It hassaints ho /ay su5stitute $or /inor s irits.

Split


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):y grace is all you need !or my power is greatest when you are weak , H 1 Co&inthians 01:C7#P"ER 02

-O.ERNMEN" #ND $#/S

-o)e&nment B is the olitical direction and control e6ercised over co//unities8 societies8 and state.

$#/ < a rule or syste/ o$ rules esta5lished 5y a govern/ent or other authority and a lica5le to a eo le.Re$ers to statutes hich are the ritten enact/ents o$ the legislature governing the relations o$ the eo lea/ong the/selves or 5et een the/ and the govern/ent and its agencies.

Sociology o@ Politics

Political !nstitutions < are the social arrange/ents $or legislating and en$orcing la s8 and roviding socialservices li e education8 u5lic health and el$are8 distri5uting u5lic $unds8 collecting ta6es8 conducting $oreigna$$airs8 and deciding on issues o$ ar and eace. It is the institution that sets social nor/s and values as to

ho ill ossess the /ono oly o$ legiti/ate use o$ hysical $orce ithin a given territory and ho that o er isacquired and /aintained8 ho that o er is organi%ed and e6ercised co/ rise hat is the state.

"he State and Political Systems

#utoc&acy < is the direct o osite o$ de/ocracy. It u holds that the govern/ent should 5e in the hando$ one individual ho has su re/e o er over the eo le.

Oliga&chy B is a $or/ o$ govern/ent in hich the o er or authority resides in the $e ersons hogovern $or their o n interests. It is also re$erred to as elitis/.

Democ&acy B is a $or/ o$ govern/ent here there is rule 5y the eo le8 either directly or throughre resentatives.

Mona&chy Bgovern/ent or state ruled 5y a ing or e/ eror.

Political !deologies that ha)e alte&nati)e )ieBs o@ the State

Socialism B a syste/ o$ social organi%ation in hich the /eans o$ roduction and distri5ution o$ goodsare o ned and controlled collectively or 5y the govern/ent.

Fascism B is a olitical econo/ic syste/ in hich all /a>or as ects o$ society s li$e activities are rigidlyregulated 5y a centrali%ed state authority.

Mode&n "otalita&ianism B it evolves $ro/ a one arty syste/ and develo s into an entirely ne oliticalinstitution $or controlling and su ervising eo le.


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Constitutional Democ&acy B it has a si/ilarity to /odern totalitarianis/. It ressures the o ulation toserve the state.

Social Democ&acy B they $ocus on /itigating the hardshi s $ostered 5y the ca italist econo/ies8 suchas undere/ loy/ent8 salary and ages8 on the >o5 ro/otion8 and ta6ation inequities rather than on therevision o$ the structure o$ societies.

Functions o@ the State

#he /aintenance o$ eace and order and the regulation and control o$ the lives o$ the eo le. #oans er the needs o$ the citi%enry to a certain degree o$ social order.

F&om the Family

#he state has ta en over the rovision o$ rotection o$ ho/e8 the $or/al education o$ the youth8 and the/aintenance o$ u5lic el$are rogra/s $or the sic 8 cri led8 $ee5le/inded and insane8 the undere/ loy/entand une/ loyed8 the ido ed and or haned8 the aged8 a5used and the li e.

F&om the Economy

#he state has ta en over the resolution o$ la5orBca ital dis utesO the li/itation or regulation o$roductionO distri5ution and consu/ tion o$ econo/ic resources8 goods and servicesO the control o$ ages8rices8 ta6es8 and savings8 the o eration o$ researchO and the allo ances o$ $ringe 5ene$its8 and others.

F&om the Chu&ch

#he state has ta en over the resolution o$ the conditions $or contracting and dissolving /arriages8$a/ily lanning8 the /oral o$ s iritual training $or the youth8 the rovision o$ relie$ $or the oor8 and the dis osalo$ the dead.

"he Social St&uctu&e o@ Politics

Nationalism < is a co/ le6 social heno/enon8 /ade u o$ a set o$ 5elie$s a5out the ca a5ilities anduniqueness o$ one s o n nation8 and a de$ense o$ its interests8 a5ove all others.

"he St&uggle @o& PoBe&: $egitimacy and #utho&ity

Political PoBe& B is a 5asic $orce in the olitical rocess and in structuring society. It is 5oth aco/ ensation and a deter/inant in the distri5ution o$ ealth and restige in the strati$ication syste/.

PoBe& < the ro5a5ility that one actor ithin a social relationshi ill 5e in a osition to carry out hiso n ill des ite resistance. #he a5ility to s ay decisionB/a ing is a signi$icant gauge o$ o er. ority o$ the eo le.

#utho&ity B is the legiti/ate ossession o$ o er. Po er 5eco/es legiti/ate authority hen /e/5erso$ society acce t its use as right and ro er. hen a govern/ent has legiti/acy8 its la s are $ollo edand its o$$icials are res ected 5y the /a>ority o$ the eo le in society.

Political Elite B are the ersons or grou s ho su ort the olitical leadershi in a society at a certainti/e.

"he St&uctu&e and Functions o@ Philippine Politics

Phili ine olitical institutions have undergone the e6 eriences o$ tri5alis/8 conquest8 coloni%ation8uni$ication8 centrali%ation8 revolution8 decentrali%ation8 ar8 li5eration8 inde endence8 and nationali%ation.

ong 5e$ore any coloni%ers ca/e8 there ere tri5es hich ere ruled 5y a5solute /onarchies called5arangays.


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#hey have 5een Sinoni%ed8 is ani%ed8


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);uccess in not the key to happiness .appiness is the key to success 1! you love what you are doing youor $actor in econo/ic gro th. e/ales are highly re resented in all thethree levels o$ education. #he rate o$ $ailures8 dro outs and re etition are higher $or /ales than $e/ales.e/ale graduates also outnu/5er than /ales.

"he &easons cited @o& the a*o)e a&e:

1. daughters receive /ore education 5ut less than /alesO2. there are /ore o ortunities $or e/ loy/ent $or /ales in the agricultural sectorO3. arents rely /ore on their daughters to study diligently8 ee sta5le >o5s and rovide su ort in their

retire/ent age.

!n@o&mal Education B is learning through interaction ith others in the grou . Ideas and $acts are acquiredthrough suggestion8 o5servation8 e6a/ le8 i/itation8 and inculcation $ro/ the $a/ily8 lay grou 8 neigh5orhoodor occu ational grou . 'oo s8 ne s a er8 /aga%ines8 radio8 $il/s8 and television are i/ ortant instru/entsthrough hich in$or/ation and attitudes are acquired or learned.

Fo&mal and Non


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#he e/ergence o$ a Gspeciali,ed agencyH 5eca/e inevita5le and the school develo ed as thee ito/e o$ $or/al education. #he $irst schools ere esta5lished in China8 0gy t8 'a5ylonia8 India8 )reece andRo/e.

#he ides read esta5lish/ent o$ the school syste/ as /ade ossi5le ith the invention o$ therinting ress in the /idB1" th century. #he rinting ress 5eca/e an instru/ent in the /ass roduction o$ thereading /aterials8 hich ere re ared $or the di$$erent stages o$ education. earning then 5eca/e structuredand graduated e6 erience and a ro riate rinted /aterials ere designed $or ur oses o$ this structure.

"he Functions o@ Education

1. #o trans/it the cultural heritage2. #o hel individuals select social roles and to train the/ $or the roles they have chosen.3. #o integrate into the cultural /ainstrea/ the various su5culture and identities.4. #o serve as source o$ social and cultural innovation.

"he points to conside& Bhen ma+ing ad(ustment:

care$ul lanning o$ the su5>ects and courses8 along ith the necessary $acilities hich the school shouldrovideO

training o$ an adequate nu/5er o$ eo le according to the de/ands o$ s eciali%ed >o5s /ar etO and

/atching the talents and a5ilities o$ the or $orce ith the s eciali%ation needed so that there ill 5e a5alance o$ eo le ho are ca a5le o$ er$or/ing the >o5s to $ill.

Education in the Philippines

0ducational syste/ re$lect the econo/ic8 olitical8 social and religious values o$ society. 'e$ore theco/ing o$ the S aniards8 a syste/ o$ riting e6isted a/ong ancient ili inos8 although the character o$ thesylla5ic riting is still a su5>ect o$ contention o$ conte/ orary scholars 9 ocano 1,(":1,3B1,4 .

Educational system du&ing the Spanish coloni,e&s to teach /oral and religious su5>ects8 using the S anish language as /ediu/ o$ instruction.

Educational system du&ing the #me&ican coloni,e&s

the syste/ o$ ri/ary education as e6tended to all and 0nglish language as i/ osed as the/ediu/ o$ instruction.Educational dec&ee o@ 0;A2

rovided $or the esta5lish/ent o$ a co/ lete syste/ o$ education. Co/ ulsory education $or children5et een the ages ( and 12 as rescri5ed.

Educational #ct o@ 0 =0 organi%ed the general syste/ o$ u5lic instruction and authori%ed the esta5lish/ent o$ rivate schools.


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In 1,,18 the re ort o$ the oint Congressional Co//ission to study and Revie Phili ine 0ducation8or 0DC*7 concluded that the quality o$ education as declining and traced the ro5le/ o$ t o /ain reasons:

1. the govern/ent as not investing enough in our education syste/2. the education de art/ent as oorly /anaged.

"o imp&o)ed the state o@ education the EDCOM &ecommended the @olloBing:

stress on 5asic educationO the develo /ent o$ alternative learning syste/ es ecially $or the illiterateO the use o$ ili ino language as a /ediu/ o$ instruction $or 5asic educationO the enlarge/ent and enrich/ent o$ technical@vocational

educationO the restructuring o$ the De art/ent o$ 0ducation.

>ey issues in Philippine education

#he i/ ortant issues in Phili ine education that /ust 5e closely e6a/ined and i//ediately resolved are:

1. uality o$ 0ducation

2.


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)*hat which does not kill us makes us stronger , BF&ied&ich Niet,sche

Chapte& 04

RUR#$ COMMUN!"!ES

Community

< co//unity is a social organi%ation that is territorially locali%ed and through hich /e/5ers satis$y/ost o$ their daily needs and deal ith /ost o$ their co//on ro5le/. It connotes a rocess or the /ove/entto ards unity in the syste/ as social li$eO an ongoing /ove/ent hich is never co/ leted or $inish. It is not as5road as the conce t o$ society. It occu ies articular territories8 share dis lay co//on values such as /utualsense o$ de endence8 identity o$ interest8 sense o$ 5elonging and an e6 ected attern o$ 5ehavior.

"he Ru&al U&*an Dichotomy

)e/einscha$t B $a/ilistic 9rural)esellscha$t B contractual 9ur5an

I/ roved social trans ortation and co//unication are 5rea ing do n the di$$erences 5et een rural

and ur5an co//unities.

Ru&al < U&*an Di@@e&ences *ccu ations Si%e Density o$ o ulation o/ogeneity or heterogeneity o$ culture Social di$$erentiation G strati$ication Social /o5ility #y e o$ social interaction Solidarity

Ru&al Cultu&e and Social St&uctu&e

Rural co//unities are so s/all and eo le are engage in agriculture8 $ishing8 $orestry8 /ining8 $oodgathering8 and cottage industries. So/e anthro ologists re$er to rural residents as easants. Po ulationdensity is lo and hu/an to land ratio is s/all8 an as ect hich a$$ects the nature o$ social interaction.

Co//unal activities are co//on8 and coo eration 5oth $or/al and in$or/al8 is sho n on 5eing hel $ulto neigh5or and sharing each other s or . In$or/al 5orro ing and lending o$ 5oth cash and /aterial goods isstill racticed. Social control o erates through $ol ays and /ores8 and is co//only used in the $or/ o$gossi 8 u5lic o inion8 and social ostracis/.

7e/5ers are /ore de endent on traditions and cultural heritage than those on ur5an areas. 7odern$acilities such as running ater se age dis osal8 electricity and co//unications are li/ited i$ not a5sent.

o/ogenous and slo culture change. Idyllic scenes o$ rolling hills8 /a>estic /ountains8 verdant $orest8so/nolence and /onotony and si/ le8 unassu/ing8 gentle $ol s. 'ut such icture is not any/ore true.Denuded $orest8 rivers8 strea/s silted and olluted8 5irds and ani/als are deci/ated 5y hunters.

)7hat else do 1 have in heaven but you= ;ince 1 have you+ what else could 1 want on earth=:y mind and my body may grow weak but 6od is my strength+ he is all 1 ever need ,

Psalm 92:14Social Classes in the Ru&al #&eas


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1. u er classB constitutes a s/all ortion 9lando ner8 atrons82. 5arrio o$$icials Y as the 5ig eo le3. lo er classB constitutes the 5ul o ulation 9 or ers8 la5orers s/all eo le4. least oor B rich".

/oderately oor

&. oorest

#he criteria used ere land tenure8 degree access to the /eans o$ /a ing a living 9land8 cash8 credit8 la5or8livestoc 8 $ar/ing or $ishing i/ le/ents and technical s ills

ouse o nershi or rental Possession o$ consu/er goods 9radio8 television set8 store

Spatial Patte&ns o@ Philippine Communities

Settle/ent atterns8 in a ay reveal the hu/an 5eing. #his is the relationshi 5et een the environ/entand the social structure resulting in arrange/ent o$ d ellings8 5uildings and other hysical structures related totheir social li$e. ?ucleated ty e is sho n in o5lacion ith agglo/erated 5arrios. Dis ersed ty eBcluster o$sitios here houses are dis ersed along the rivers or in the /iddle o$ the $ield. Settle/ent atterns are a$$ected5y terrain8 ty es o$ cro s raised and social organi%ation.

"he Ru&al Family

#he $a/ily is the 5asic social unit o$ society and an i/ ortant sociali%ing agent. 7ore nuclear thane6tended $a/ilies.

'ilateral B ith close ties and is usually /aintained 5y 5oth sides o$ the $a/ily. ?eolocalB'ilocal BBB Strong $a/ily relationshi and loyalty leads to ne otis/8 lac o$ sel$ reliance8 and

indi$$erence to el$are institution or arasitis/. Finshi relationshi is characteri%ed 5y traditional o5ligations and e6 ectations. #raditional ractices in courtshi still ersist although changes ta es lace.

Ru&al Coope&ati)es

1,"1B a rogra/ on the $or/ation o$ coo eratives as instituted to hel oor $ar/ers. 'ased on therinci le or the /utual aid and sel$Breliance8 ith its /e/5ers ooling their sources $or the co//on 5ene$it.

RUR#$ -O.ERNMEN"

*alangay< *a&angayority o$ the youth8 a high school education is the culBdeB

sac. < select $e ursue college in ur5an centers.

)-earning !rom your mistakes is wise ut learning !rom the mistakes o! others is wiser , #l*e&t 8andu&a

Chapte& 0A

UR8#N COMMUN!"!ES


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#he ter/s Wcity and Wur5an are so/eti/es used interchangea5ly8 5ut the t o conce ts are distinct.In social science8 ur5an is used to re$er to a quality o$ li$e that is ty ically $ound in cities. Cities are /ade u o$eo le $ro/ di$$erent ethnic racial origins8 social classes and religious organi%ations. 06a/ les: 7anila8ue%on City8 'aguio City

U&*ani,ation in a histo&ical pe&specti)e

#he $irst cities a eared a5out $ive or si6 thousand years ago in the 7iddle 0ast in the 7eso ota/ia9no Southern Iraq and 0gy t. In


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D 9lo er class0 9lo er class

U&*an Ecological P&ocesses

Ur5an ecologists /onitor t

Socio Module 2014

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