Objectives

At the end of this lesson, you should be able to:

 define and explain the different concepts regarding enculturation and socialization,
 discuss the development of one’s self and others as a product of enculturation and socialization, and
 prove that identity, disciplines, and aspirations are necessary for the development of personal and
cultural identity.

 What does it mean to be a person?

 In a society where there are many cultures, how do you form your personal identity?

Learn about it!

Enculturation and Socialization
What is the difference between socialization and enculturation? How is enculturation related to socialization?

Society is different from culture. There are many cultures within a society. While members of society share
many of the same expectations and experiences, the cultural groups create ones that differentiate them from
others in society.

Enculturation

 the process by which an individual adopts the behavior patterns of the culture in which a person is
immersed

Socialization
It is the process through which people learn to understand the societal norms, expectations and values as
members of society.

Study the chart that further explains the differences and relationships of socialization and enculturation.
Identity Formation
Identity formation starts when one learns to socialize and be aware of the culture, behaviors, language,
morals, and norms of where he or she belongs in. However, as a person grows, he or she learns to make his
or her own set of beliefs, values, and morals. This is how a person develops an identity. This is what makes a
person different from others.

Identity
Identity is what makes a person distinct from others. It is the total knowledge and understanding of an
individual about who he or she is.

Types of Identity

1. Personal

 the concept an individual develops about himself or herself

 the sense of oneself as a distinct or unique individual

 may depend on the age and circumstances of a person

Example: Rolen is an African girl. She is the most quiet student in her class. She believes that time is gold, so
spends her free time studying her lessons.

2. Cultural

 the identity of the culture to which a person belongs in

 the feeling or sense of belongingness to a group

 a collective sense of companionship that involves the same beliefs, interests, and fundamental
principles of living

Example: In the Philippines, the Agta tribe has been practicing a unique culture for centuries. Old men wear
the bahag, a unique style of clothing. They prefer to stay in the forest than to stay in lowlands. They mainly
look for natural food sources.

Study the chart that further explains the two types of identity.

Discipline
 a way of behaving that expresses a willingness to obey rules or laws
  behavior that is judged by how well a person follows a set of rules or orders

Kinds of Discipline
Discipline is categorized into different types.

1. Discipline of Nature or Reality

A person meets this kind of control every time he or she tries to do something. A person learns to do things on
his or her own without the supervision of others.

Example: Ryan rented a bicycle near his town. He does not know yet how to ride the bike. He fell many times,
but he did not stop trying. He was so motivated to learn how to ride the bike that he tried to learn on his own,
and eventually, he was able to ride it.

2. Discipline of Culture or Society

What this discipline instills in every culture is distinct, different, and unique. A person learns according to what
he sees in his society or his culture.

Example: Mika wears the trendiest dresses these days. She wears them so she can be “in” with the latest
social trends.

3. Discipline of Superior Force

This discipline is the opposite of the discipline of nature or reality. In this training, a person learns through
supervision and guidance.

Example: A single mother raised Patricia. Her mother always reminded her not to fall in love because of her
personal idea that men are cheaters. Even if Patricia does not know how it feels to be brokenhearted, she does
not entertain any suitor.

Development of Personal Identity and Aspirations

Personal identity develops in many ways, depending on preferred directions.

 It may be through enculturation and socialization.

 It may also come through observation of a role model.
 You tend to imitate a successful person that leads to changes in personality.
 Your personal identity may change and eventually, you may develop a clear sense of yourself.

Aspiration is a strong desire and ambition with which someone is motivated to work hard.

Example: Rico at 20 years old identified himself as a happy-go-lucky guy. He might discover that, at 35 years
old, he is a different person. Perhaps he is living a good life with his family. He would like his children to have a
comfortable life in the future.

What do you think?

Is there a difference between one’s thoughts or feelings and one’s behavior? When is it enculturation? When is it
socialization?

Keypoints
 Enculturation is the process by which an individual adopts the behavior patterns of the culture in which
an individual is immersed.

 Socialization is the process through which people learn to understand the societal norms,
expectations, and values as a member of the society.

 Identity formation starts when you learn to socialize and be aware of the culture, behaviors, language,
morals, and norms of where you belong in.

 Identity is the total knowledge and understanding of a person of who he or she is.
 Discipline is the control that is gained by requiring that rules or orders be obeyed and punishing bad
behavior.

 Aspiration is a strong desire and ambition with which someone is motivated to work hard.
Objectives
At the end of this lesson, you should be able to:

 define and explain different concepts of norms and values,

 discuss the relations and functions of norms and values, and
 prove that norms and values are essential factors in the development of one’s self, others, and the
community as a product of enculturation and socialization.

What characteristics should a person demonstrate to be considered as a useful member of society?

Find out the answer in this lesson!

Learn about it!

For society to function well, it must be guided by cultural principles of behavior to maintain stability, peace, and
harmony. Every society has its set of accepted norms and values of its culture that is socially accepted.

Norms
Norms are standards or sets of accepted behaviors that a person is expected to follow or exemplify in the society
where he or she belongs in. It pertains to specific guidelines of conduct in society that guides its members on how to
act in particular situations.

Classification of Norms
Norms can be classified in many ways. Norms are either formal or informal.

Norms are also categorized by their relative importance to society. This classification is distinguished from the
intensity of feelings they initiate and the consequences that flow from violations of them.

Folkways
They are the customs of people that came from repetition and routines.
Examples:
 the practice of waiting in line
 courtesy to older people

Mores
 stricter than folkways
 determines what is the moral and ethical behavior
 dictates what is right and wrong
Examples:
 religious doctrines such as the prohibition of pre-marital sex
 the belief that forms of discrimination and suppression are unethical (e.g.racism and sexism)

Taboos
 very strong negative norms
 strict prohibition of certain behaviors that society holds firmly
 violating it results in extreme disgust or expulsion from the group or society
Examples:
 cannibalism
 incest

Laws
 formally instituted by the government
 exist because its violation can result in injury or harm to other members of society
 impose sanction on people who disobey the authority
Examples:
 curfews for minors
 laws against domestic violence
Values
Values refer to the abstract idea of people about what is necessary or worthwhile. Values are general guidelines
that are fundamental parts of our lives. They stand for the things we believe in. Most of the values we have are
learned from family, friends, school, media, and other sources in society.

Classification of Values
Values can be classified into two types.

1. Individual Values
These values are those that are connected with the development of human personality.
Examples: honesty, loyalty, honor

2. Collective Values
These values are those that are connected with the development of unity in the community or society.
Examples: equality, justice, solidarity

Relationship Between Norms and Values

Here are some significant relationships between norms and values.

Functions of Social Norms and Values

Values are general guidelines which govern our daily behavior. They are the guidelines for our judgments, thereby
playing a vital role in the maintenance of stability and harmony in society.

Norms are specific guidelines which allow us to function or act appropriately in society. They are a set of behaviors
that is perceived to be acceptable to its members. Following norms results in social order and gives a feeling of
security, safety, and harmony.

Social norms and values perform the following primary functions:

What do you think?

If a person leaves his present society and transfers to a new one, it is possible that his personal values will also
change?

Keypoints
 Norms are the standard or accepted behaviors that a person is expected to follow in society. They are either
formal or informal.
 Norms are also classified by their relative importance to society. They are folkways, mores, taboos,
and laws.
 Values may be explained as measures of goodness or desirability. They are classified as either individual
values or collective values.
 Values provide the justifications for accepting or rejecting specific norms.
 Norms and values are critical factors in the development of one’s self, others, and the community as
a product of enculturation and socialization.
Objectives
At the end of this lesson, you should be able to:

 define and explain the different concepts regarding statuses and roles as part of the social structure,
 identify statuses and roles played by oneself and others in the community, and
 evaluate the impact of the various statuses and roles of people for the attainment of society's goals.

You have a friend named Paulene, a 30-year-old Filipino-Indian female from New Delhi. She grew up in slum areas.
Paulene knew at an early age that she wanted to be a lawyer. She graduated from college with flying colors and
was eventually accepted as a scholar at a prestigious law school. Now, at the age of 30, she works as a lawyer in a
private company in the United Kingdom. It was there that she met her better half with whom she has four children.

 Can you name Paulene’s roles and statuses?

 What typical roles and statuses do people play in society?

Learn about it!

Statuses
Our society is guided by a network of similar statuses and roles that govern human interactions that we call social
structure. It also refers to the manner in which society is arranged into predictable interactions.

Status

 describes the position an individual occupies in a particular setting, in a group, or in society

 defines and clarifies the rights and obligations expected from a person

Example: a farm boy, a teacher, a human rights defender

Classifications of Statuses
There are three kinds of statuses.

1. Ascribed Status

 a position a person holds in a social system that one attains involuntarily or by birth
 inherited and not based on the person’s abilities, accomplishments, or efforts
 can be rigid and unchanging since it is given to a person when he is born and is often involuntary

Example: a Filipino national, a male or a female, a king or a queen, a son of a vendor, a firstborn

2. Achieved Status

 a position one holds in a social system that one attains based on merit or effort
 acquired due to unique skills, knowledge, or abilities, and are based on standards that can be controlled
 a position that has been earned or chosen and is mostly dictated by abilities, skills, and life choices

Example: a student, an employee, a doctor, an artist

3. Master Status

 the greatest role in a person’s life that determines social identity and general position in society
 can be based on any status, such as gender, ethnicity, economic status, religious or spiritual tradition,
employment status, or family responsibility such as a parent or grandparent
 may come with a sense of prestige for some−the consensus from the community around them that a status
is to be desired

Example: a CEO, an activist, a Pope

The chart shows the differences among the three statuses.

Roles
 expectations that are set for a person given the status he or she occupies

 pertains to the norms, behaviors, values, and personal characteristics that are attached to the status of the
person

Examples:

 Status: student

Roles: attending classes, studying lessons, communicating with the teacher

 Status: teacher

Roles: teaching, giving feedback, assessing or evaluating the performance of the students

 Status: call center agent

Roles: answering questions, solving problems, researching information

The chart below shows the different statuses and their corresponding roles.

Role Exit and Role Conflict

What are some issues concerning roles?

Role exit pertains to the course of disengaging a person from his or her role that is essential to his or her self-
identity.

Example: when a person retires from a long career and must shift from the role of an employee with responsibilities
to someone just living a comfortable life, or when an individual becomes a parent and has to change their lifestyle.

Role conflict arises when incompatible expectations occur from two or more statuses that a person is occupying.
Performing the assigned role of one status makes it challenging for the person to play the assigned role of another
status.

Example: It is very challenging for a woman to be the best mother to her children and the best employee to her
company all at the same time.
The Impact of Statuses and Roles in Attaining Society’s Goals
As members of society, people acquire statuses and roles which are necessary for socializing within their society.
These statuses and roles are important elements in the process of socialization because they serve as agents for
the fulfillment of society’s goals.

We are all encouraged to fulfill the roles of the statuses we are occupying at present and in the future stages of our
lives for us to be better members of the community.

What do you think?

What do you think will happen to society if its members fail to fulfill the roles of their respective statuses?

Keypoints
 Status refers to the particular position that a person occupies in a particular scenario or setup.
 Roles refer to the norms, customs, values, and personal characteristics that are attached to the status of the
individual.
 Ascribed status is a position a person holds in a social system that one attains involuntarily or by birth.
 Achieved status is an acquired position due to unique skills, knowledge, or ability and are based on
standards that can be controlled.
 Master status pertains to the status of the person which determines his or her general position in society.
 Role conflict takes place when two or more statuses are incompatible.
 Role exit pertains to the course of disengagement of a person from his or her role that is essential to his or
her self-identity.

Objectives
At the end of this lesson, you should be able to:

 explain the inevitable existence of conformity, deviance, and social control in the social processes of our
everyday lives,
 discuss the significant part or role of gossip, social ostracism, laws, and punishments to social control,
 analyze the societal goals and socially acceptable means to survive,
 and discuss the consequences of defying and conforming to social order.

Suppose that in one exclusive school, it is the norm for students to be at their best behavior at all times while inside
the school premises. All students therefore continuously make an effort to maintain their grace, poise, and good
appearance in order to avoid any sanctions.

Liz, a difficult and problematic student, transferred to the same school last year. In just one year of stay, she was
able to set up at least 5 pranks on her classmates and teachers. Despite being punished for several times, she still
cuts classes and comes to school not wearing the prescribed uniform. There was also a time when she punched two
of the school's guards because they did not let her vandalize the principal's office. Liz's classmates do not want to
be friends with her because of her behavior. They call her "Crazy Liz" behind her back.

Analyze the scenario.

 What qualities characterize conformity and deviance?

 How does deviance affect a person's social status?
 Will actions have an effect on social status if they were unintentional?

Learn about it!

Conformity and Deviance
In our everyday lives, we notice that there are specific standards for our actions, simple or complex, set by society.
People tend to have different responses with these imagined pressures depending on their upbringing, values, or
ideals. These reactions are called conformity and deviance.
Conformity

 is linked to the obedience of a person to the norms in order to be acceptable in a particular society, group, or
social setting

Example: The majority of the class members, through a group consensus, agreed to accept the proposal.

Deviance

 is the non-conformity or violation of the standards of conduct, expectations, or norms of a particular group or
society

Example: There are power struggles among netizens who disagree on the re-imposition of the death penalty.

Social Control
It is believed that society must have a social order to function smoothly. The social order includes social standards,
laws, rules, and norms which are set by society, whether they are by the majority or by a hierarchy. Ideally, people
must exhibit social order, but in reality, no society succeeds in getting all its members to behave as expected all the
time. If social order is seen as the only way for communities to survive, they must have ways of making people
conform to social norms.

Social Control Theory

 This is based on the idea that a person's fundamental belief system, values, morals, commitments, and
relationships promote a protected environment.

 Oftentimes, individuals who have these beliefs and commitments have a level of self-control over their
actions.

 It examines or evaluates how society affects criminal behavior.

 It emphasizes the idea that when people are involved and in contact with their community, they are less
likely to perpetrate criminal acts.

Gossip, Social Ostracism, and Laws and Punishments

Failure to embrace the accepted norms and values of society or inability to perform the roles of a person’s status
may lead to consequences in the form of gossip, social ostracism, and laws and punishments.

Gossip

 refers to the idle talk or rumors about the personal or private matters of others
 may lead to the discrediting of the reputation of the subject

Social Ostracism

 refers to the exclusion of an individual from being socially accepted

 includes the removal of social privileges and friendship with the general members of the society
 a result of one's actions that give him or her an impression of not being a worthy member of that society

Laws and Punishments

Laws refer to the set of rules by the government to regulate the way in which society behaves.

Punishments pertain to the pain, penalty, or suffering that is imposed on a person who violates a law.

People learn the mechanisms of social control through interactions with other people. Couples who are expected to
have a respectable family choose not to quarrel out loud to avoid being talked about around their neighborhood.

An individual will conform with his peers to avoid social rejection or ostracism. To avoid punishment, people must
follow the law.

Social Processes and Relationships

The illustration below shows the social processes and relationships of deviance, conformity, and social control.
In the given scenario earlier, the school was the representation of society−the students were the conformists and Liz
was the defiant one. The school had particular rules and standard of behaving, and Liz's actions caused disturbance
within the school. They did not only cause chaos, but they also led Liz to be stigmatized.
Negative sanctions will be given to people who exhibit deviant acts, while effective sanctions will be given to those
who observe or conform.

What do you think?

Given the reality in this modern time, do you think that complete conformity to the rules, laws, standards, and norms
will result in social order and deviance will lead to chaos? Why? Why not?

Tip
Note that deviant behavior is relative. A particular society may consider a certain behavior deviant, but the same
behavior may be acceptable in another society.

Keypoints
 Conformity is linked to the obedience of a person to the norms that are acceptable in a particular society,
group, or social setting.

 Deviance is the non-conformity or violation of the standards of conduct, expectations, or norms of a

particular group or society.

 Social control theory is based upon the idea that an individual's underlying belief system, values, morals,
commitments, and relationships foster a proper environment.

 Social order is considered to be the only solution to achieve societal survival and social control. Conformity
is the only way to achieve this.

 Gossip, social rejection or ostracism, and laws and punishments are forms of social pressures that
contribute to the exhibition of social control.

 Deviance, conformity, and social control are always present in a given society or group. These are not
limited to a high number of people but to a group that is capable of setting standards, rules and norms.
Objectives
At the end of the lesson, you should be able to:

 describe deviance as explained by the Structural Strain Theory, and

 identify the forms of deviance.

 What causes deviant responses or behaviors as explained by the Structural Strain Theory?
 What are the different forms of deviance?

Learn about it!

Deviance as Explained by the Structural Strain Theory
The forms of deviance are the responses or adaptations by people in a society caused by the imbalance or “strain”
between the valued goals in the society and the legitimate or acceptable means to achieve such goals. This idea is
taken from the Structural Strain Theory conceptualized by sociologist Robert K. Merton. Two variables taken into
account in this theory are valued goals and legitimate means to achieve goals.

Valued Goals
These are goals that are defined by society as valuable, or simply, the goals that are typically pursued in a society.

Example: financial success

Legitimate Means to Achieve Goals

These are the acceptable ways people can do to achieve such valued goals in a society.

Example: get a good education

Types of Adaptation
In our everyday lives, we would notice that there are actions considered to be legitimate or acceptable for a
particular society toward achieving valued goals.

While people usually conform to legitimate or acceptable means to achieve goals, there are people who will not.
One reason for this is because the legitimate means are just not available for them, and so unequal opportunities
exist to achieve these goals. Merton identified five typologies of how people adapt to their value system or the
goals-means dynamics of their respective society.

These typologies are:

 conformity–accepts goals and the institutionalized, acceptable or legitimate means of obtaining them,
 ritualism–rejects goals and accepts or adheres to institutionalized means of obtaining them,
 retreatism–rejects both goals and means of obtaining them,
 rebellion–creates new goals and new means of obtaining them, and
 innovation–accepts goals and rejects institutionalized means of obtaining them.

Ritualism, retreatism, rebellion, and innovation are forms of deviance.

Forms of Deviance
Merton conceptualized four responses that are considered deviant and caused by a strain or imbalance between
valued goals and legitimate means in a particular society.

Ritualism
Ritualism is exhibited when someone rejects traditional cultural goals but still adheres to the culturally approved
methods or rules for making progress towards the same goals.

Example: An employee still stays in his job even though he is aware that it is a dead-end job. In ritualism, people
experience feelings of despair and anomie (social instability) that result to modification or abandonment of the
idealized cultural goals, but still persist at a ritualized, unfulfilling line of work.
Retreatism
Retreatism is the response that rejects or abandons both cultural goals and the institutionalized or legitimate means
for attaining them.

Example: Examples of people who exhibit retreatism are drug addicts and alcoholics. The ultimate form of
retreatism is suicide.

Innovation
Innovation entails the acceptance of the valued goal but the rejection of legitimate or institutionalized means to
achieve them (resorting to criminal or delinquent acts).

Example: An example of this is when a person wants a nice car but does not have enough money, so he steals
money from the bank. Some people may resort to stealing or dealing drugs to achieve cultural goals.

Rebellion
Rebellion not only rejects the valued goals and the legitimate means of the established society but also actively
attempts to substitute new goals and means. This can be applied to political deviants who attempt to modify the
existing structure of society.

Example: Examples for this are neo-Nazis and other hate groups. The rebels will publicly acknowledge their
intention to change the norms and the social structure.

The table below summarizes Merton’s typology of individual adaptations.

Legend:
 "+" signifies acceptance
 "–" signifies rejection
 "+ and -" signifies rejection of prevailing goal or means and substitution of new goal or means

What do you think?

In today’s time, different ideologies, religions, cultures, and traditions have already emerged and are recognized,
resulting in a diverse society. Different needs and expectations are expressed by groups and individuals according
to their social status. Given this situation, do you think that the presence of these five adaptations is inevitable in a
given society? Why or why not?

Tip
A person can exhibit different types of adaptations depending on the situation. He or she might be a conformist in
school, following all the rules, while also being an innovator when it comes to his or her interests. A person’s
response and adaptation is not always linear. It clearly depends on how the person weighs the situation according
to his or her needs.

Keypoints
 Conformity is the obedience to the norms that make a person acceptable to a particular society, group, or
social setting.
 Deviance is the non-conformity or violation of the standards of conduct, expectations, or norms of a group
or society.
 Robert K. Merton developed the Structural Strain Theory to explore how people respond to cultural values
and how they are supposed to achieve them.
 There are five typologies of how people adapt to the value system of their respective society and these are
conformity, ritualism, retreatism, rebellion, and innovation.
 The four forms of deviance are ritualism, retreatism, rebellion, and innovation.
 A person’s response or adaptation is not always linear. It clearly depends on how the person weighs the
situation according to his or her needs.
Objectives
At the end of this lesson, you should be able to:

 define and explain human dignity and rights as part of everyone's freedom,
 discuss inclusive citizenship as it advocates policies promoting human rights, and
 help improve the protection of human dignity and rights.

It was on the 10th of December 1948 in Paris when the Universal Declaration of Human Rights (UDHR) was
proclaimed to have a common standard of achievement for all peoples and all nations.

According to its Article 1:

“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and
should act towards one another in a spirit of brotherhood.”

Given these, why do you think some people are still repressed from these privileges based on their race, citizenship,
or color?

Learn about it!

Human Dignity and Rights
As stated, “All human beings are born free and equal in dignity and rights.” No color of skin, physical disability,
sexual orientation, or religious belief can stop anybody from protecting his or her dignity and enjoying his or her
rights as a person. Human dignity and rights go together and are essential to the attainment of common interest.

Human Dignity
There are two ways to understand human dignity.

The religious aspect believes that humans have a unique place in the world and that human life is sacred.

In moral, ethical, legal, and political discussions, human dignity is used to express the idea that a being has an
innate right to be valued, respected, and to receive ethical treatment.

Human dignity

 an individual or group's sense of self-respect and worth, physical and psychological integrity, and
empowerment

 affirms that every person is worthy of respect; that our value as people should never be debated

 means having a quality life and not experiencing oppression or manipulation

 is uplifted when people are granted with their rights

It is, therefore, true to say that any right safeguarded by the International Human Rights Law is substantiated by the
dignity of the human person.

Human Rights
 are rights inherent to all people, regardless of nationality, place of residence, sex, national or ethnic origin,
color, religion, language, or any other status

 are the freedom and privileges that belong to every person in the world

 guarantees that all people shall be ensured to enjoy life, liberty, and security

Characteristics of Human Rights

Human rights are universal and inalienable, indivisible, interdependent, and interrelated.

Universality and Inalienability

All human beings are born free and equal in dignity and rights.
Indivisibility
Whether they relate to cultural, civil, economic, political, or social issues, human rights are inherent to the dignity of
every human person.

Interdependence and Interrelatedness

The fulfillment of one right often depends on, wholly or in part, the fulfillment of others.

Both human dignity and rights should not be taken away, but sadly, they are denied to some people as manifested
by poverty, illiteracy, crime, and discrimination in society.

Inclusive Citizenship
Inclusive citizenship is a governing policy that promotes human dignity and human rights.

 It focuses on legal equality for each citizen directed at giving all citizens a strong feeling that they are part of
the overall society.

 Its policies include laws that provide non-segregated access to all citizens, regardless of their race, gender,
religious affiliation, and socioeconomic status.

 While a government cannot guarantee equality in all private organizations, inclusive citizenship focuses on
the legal rights of all individuals in cases where the government determines their rights of inclusion.

 It establishes a governing foundation where it gives its citizens a sense of security so that they will feel that
their government hears and respects their ideas.

 In return, people will be more inclined to voice out their grievances through proper channels, such as
petitioning a representative to investigate their situation.

 Moreover, this right can motivate the citizens to participate in government activities, raising voter turnout,
civic participation, and serving in the military.

Under inclusive citizenship, there are rights that the government provides for its citizens. Examples of these are the
equal right to vote, equal right to serve in the military, same right to marry, similar tax responsibilities, and equal right
to represent others in the government.

Citizens also have access to public funds, public organizations, and equal rights and acceptance by national figures.

Protection of Human Dignity and Rights

Laws and declaration support the protection of human rights and the dignity of people. The International Human
Rights Law constitutes the basis of fundamental rights. With this law, dignity is also protected. It must be respected,
even where a right is restricted. Conventions such as the 1997 European Union Convention for the Protection of
Human Rights and Dignity of the Human Being are also held to promote rights and dignity through different fields.

What do you think?

Since the concept of dignity is said to be difficult to define, there are claims that it is a meaningless slogan and a
useless concept in bioethics. Moreover, there is considerable overlap in the idea of personhood as to whether it is
an innate quality of human beings or something that is granted or attributed to a person.

Thus, according to some philosophers, this cues a few questions, like:

 Is dignity a property of a person or of the way others react to him?

 Can one's dignity be affected by the way one is treated?

 Can dignity be inviolable but at the same time something that can be lost or destroyed?

Keypoints
 Human dignity in a religious sense believes that humans have a special place in the world and that human
life is sacred. In a moral, ethical, legal, and political sense, it is used to express the idea that a being has an
innate right to be valued, respected, and to receive ethical treatment.
 Human rights are rights inherent to all people, regardless of nationality, place of residence, sex, national or
ethnic origin, color, religion, language, or any other status. They are universal, inalienable, indivisible,
interdependent, and interrelated.

 Inclusive citizenship is a governing policy that focuses on legal equality for each citizen.

 Human rights and dignity are protected and promoted through laws, declarations, and conventions.