MODULE

IN

TRENDS, NETWORKS AND

CRITICAL THINKING IN THE

21ST CENTURY

SECOND SEMESTER
S.Y. 2020-2021

PREPARED BY:
FR. EDSEL DEMILLO, SVD
Instructor

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 PREFACE

The course provides opportunities for students to discover patterns and extract meanings
from emerging trends. It aids in developing their critical and creative thinking skills-- essential
tools for decision making and understanding “ethics of care”. Global trends in the 21st century
are examined and are either accepted or rejected on a sound set of criteria. Students will be asked
to create and analyze scenarios that will challenge them to (1) formulate their stances on issues
or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will
realize the interconnections between their neural connections and social realities (Dep Ed
Curriculum).

The module was designed based on the standards and competencies of the Department of
Education. It has two modules containing the learning competencies, contents and topics stated
in the DepEd Curriculum guide. Every module incorporates corresponding topics, exercises,
outputs and assessment tool congruent with the Dep Ed standards and competencies.

Module 1 gives an overview of trends, patterns, strategic analysis and intuitive thinking. It
explains the different concepts related to trends, patterns, strategic analysis and intuitive
thinking.

Module 2 is focused on democracy, ICT, neural and social networks. It gives the students an
overview of the important concepts related to democracy, ICT, neural and social networks.

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 TABLE OF CONTENTS

PREFACE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Module 1 TRENDS, PATTERNS, STRATEGIC ANALYSIS AND INTUITIVE

THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Topic 1 TRENDS AND PATTERNS . . . . . . . . . . . . . . . . . . . . . 6

Worksheet 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Topic 2 STRATEGIC ANALYSIS AND INTUITIVE THINKING. . . . 9

Worksheet 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Topic 3 GLOBALIZATION. . . . . . . . . . . . . . . . . . . . . . . . . 12

Worksheet 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Topic 4 GLOBAL AND PLANETARY CLIMATE CHANGE. . . . . . 16

Worksheet 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Module Output . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Module 2 DEMOCRACY, ICT, NEURAL AND SOCIAL NETWORKS. . . . 21

Topic 1 MEANING AND DIMENSIONS OF DEMOCRACY. . . . . . . 23
Worksheet 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Topic 2 HOW ICT ENSLAVES, EMANCIPATES, AND EMPOWERS

INDIVIDUALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Worksheet 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Topic 3 THE PARALLELISM BETWEEN NEURAL AND SOCIAL

NETWORKS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Worksheet 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Module Output . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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 MODULE 1
TRENDS, PATTERNS, STRATEGIC ANALYSIS AND INTUITIVE THINKING

Introduction

Whether it’s memes, viral videos, catchphrases, or the latest design trends, why do
certain ideas or activities capture the public imagination? How do trends emerge? Who is
responsible for them? And what defines a “trend” as opposed to a short-lived fad? These are the
questions we would like to answer in this module. How about patterns? Well, patterns as defined
by Papentin (1980) is “a certain number of objects connected together by a certain number of
relationships.” Strategic analysis is the ability to look at one’s environment and how it can
impact you or the organization you are working with. Intuitive thinking, on the other hand, “is a
kind of thinking that helps you understand reality in the moment, without logic or analysis”
(exploringyourmind.com, 2018).

Content Course Competencies

At the end of the module, the students will be able to:

1. Differentiate a trend from a fad.

2. Explain the process on how to spot a trend
3. Point out the elements that make up a trend
4. Describe the different characteristics of a trend
5. Identify parts of a whole.
6. Identify and explain an emerging pattern
7. Identify causes and consequences

Performance Competencies

At the end of this module, the students will be able to:

1. Derive an idea from instances and present this idea through a 100-word essay, artwork, and other
graphic representations.
2. Apply intuitive thinking in solving a problem in the community using a map of social networks
3. Locate on a map the workplaces of the OFWs in their community and writes a reflection paper on
the effects of labor migration to their community.
4. Analyse how production and consumption habits contribute to the problem of climate change and
explain why.

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Topics

To attain the intended learning competencies of this module, the topics that will be
covered are the following:

1. Trends and Patterns

Exercises

1. Trends and Patterns

2. Strategic analysis and Intuitive thinking
3. Globalization
4. Global Climate Change

Output

The students create a brochure showing the relationship between an ancient religion and
geography.

Assessment Tool

Criteria Very Good Good Fair Needs Work

Content Use of facts and the Use of facts and Use of facts and Use of facts and
quantity of quantity of quantity of quantity of
information is information is very information is good information is
exceptional good. but not consistent present but limited
(25 pts.) (18 pts.) (11 pts.) (4 pts.)
Sources (All Careful and Careful and Careful and Sources are not
sources are cited accurate records accurate records accurate records documented
using APA are kept to are kept to are kept to accurately or are
format) document the document the document the not kept on many
source of all of the source of most of source of some of facts of the output.
facts in the output. the facts in the the facts in the (0 pt.)
(15 pts.) output. output.
(10 pts.) (5 pts.)

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 TOPIC 1

TRENDS AND PATTERNS

“It’s often difficult to spot the start of trends because they boil down to social forces
among which styles or tastes change. Once the changes have been shared and adopted by a
critical mass, they gain a footing, become firmly embedded in the public psyche, and may even
find themselves returning as part of a cyclical process.

There’s no magic involved. According to Henrik Vejlgaard, the author of Anatomy of a

Trend: “There is nothing ‘mysterious’ about it and it never just happens ‘out of the blue’, though
it may sometimes appear to be so. That it is a social process means it’s created by human
beings.”

Why then, do some things trend while others just don’t quite click?

What Are Trends and How Do They Emerge?

The term “trend” can be applied to many things (such as data analytics, economics, social
media, etc.), but for our purposes we’re understanding it to mean “an inclination towards style”,
be that in fashion, design, entertainment, or culture. It’s whatever’s happening at a given time,
and can be broadly connected to popularity.

Trends that experience widespread adoption can be attributed to the following driving
elements: the right place, the right time, the right moment, and with the right people. Google
Glass may have been in the right place and at the right time, but it’s commonly used as an
example of something which failed to resonate with the right people.

Trends and People

A more practical explanation for this cycle is that the creators of what we are seeing and
hearing at any point in time are in their 30s to early 50s, and may have a particular affinity for an
earlier period of time. In other words, the youthful consumers of culture from one generation
come of age and ultimately become the creators of culture.

Trends exist through a constant cycle of innovation and emulation. It’s the way people
embrace one another and interact with each other. People are obsessed with trends because
joining a trend means you’re part of a group; you are in, you belong” (Envato, 2019).

Patterns

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 “According to the Oxford Dictionary the word pattern originates from the Middle English
word patron ‘something serving as a model,’ from the Old French word PATRON, which in turn
comes from the Latin words patronus (protector) and from pater (father).

Norbert Wiener (1950) describes a pattern as “essentially an arrangement. It is

characterized by the order of the elements of which it is made rather than by the intrinsic nature
of these elements” (Toussaint and Toussaint, 2014).

Patterns exist in the world. You see that in numbers, art, architecture, science, culture,
fashion, etc. “A pattern can be formally defined as a noticeable regularity in the natural and man-
made world that repeats itself in a predictable manner. Examples of natural patterns include
waves, cracks, or lightning. Man-made patterns are often used in design and can be abstract, such
as those used in mathematics, science, and language. In architecture and art, patterns can be used
to create visual effects on the observer.

Patterns are important because they offer visual clues to an underlying order. If you can
unlock a pattern, then you have the ability to alter or shape it in order to achieve some effect.
Patterns can also be used as a template that will enable one to quickly analyze a situation and
understand how it works. This can serve to enable leaders to quickly assess situations and start
asking the right questions” (Jancy, 2018).

Exercise: Trends and Patterns

Objectives:

1. Differentiate a trend from a fad .

2. Explain the process on how to spot a trend
3. Point out the elements that make up a trend
4. Describe the different characteristics of a trend
5. Identify and explain one emerging pattern in society today.
7. Identify the cause and consequences of loneliness in society today.

Rubric for Short Essay

Excellent Good Fair

Content The explanation is well The explanation is vague or The Explanation lacks clarity.
developed and clarity of broad; Some sense of purpose Purpose are absent or
purpose is exhibited is maintained in the essay. incompletely express and
throughout the paper. maintained.
(10 pts.) (6 pts.) (2 pts.)

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 WORKSHEET 1

TRENDS AND PATTERNS

Name: ______________________________ Strand: ____________________

Direction: Answer the following questions in 3-5 sentences only.

1. Differentiate a trend from a fad

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Explain the process on how to spot a trend
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Point out the elements that make up a trend
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Describe the different characteristics of a trend
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Identify and explain one emerging pattern in society today.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Identify the cause and consequences of loneliness in society today
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 TOPIC 2

Strategic Analysis and Intuitive Thinking

“A strategic analysis is an external review of what is happening in the environment in which your
organization operates now, as well as short, medium and long term futures. It requires looking at several
situations:

What is happening now that may impact the organisation?

What might happen that could impact the organization?

What is the organizations response likely to be to change?

How well prepared are the people in the organization to respond to change?

Understanding meaning:

Strategic as it is high level, superficial and about the future

Analysis is the act of breaking something large into smaller, understandable pieces

We need to consider 3 main groups in any analysis or review:

1. Our people and their skills & competences

2. Our customers – what do they want now, and what will they want in the future
3. Our competitors and the competitive environment in which we operate. What are they doing,
what may impact our sector (legals etc)” (Morrison, 2011).

In doing a strategic analysis, we can use several tools such as SWOT, PESTLE and Porter’s Five
Forces Framework. These tools can help you understand your environment and how it may impact you or
your organization.

“Intuitive thinking, on the other hand, is basically the kind of thinking that helps you understand
reality in the moment, without logic or analysis. There’s no language involved in it, either. It’s entirely about
signs and sensations. Most of the time, it goes against whatever we might think of as “rational”.

According to research, intuitive thinking originates in the neocortex. This is a special part of the
brain that has elements of both hemispheres in it. Although they’re not sure exactly how it works, they think
it has something to do with instantly processing knowledge, experiences, and the signs around you. The
end result of that processing is a correct interpretation of reality.

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 The theory is that there are four different types of intuitive thinking. Here they are:

1. Emotional intuitive thinking. This has to do with your ability to immediately pick up on other
people’s personality traits or emotional states. You can see who they are, or how they are, without
them having to say anything.
2. Mental intuitive thinking. This is about finding an immediate answer to a problem, without analyzing
it. It’s very common in people with jobs that require quick decisions, like fire fighters or bomb
technicians.
3. Psychic intuitive thinking. This means having the ability to choose the best path to overcome a
personal difficulty, without putting much mental effort into it. It also means being able to pick up on
social and work-related dynamics.
4. Spiritual intuitive thinking. This has to do with states of “enlightenment” or “revelations”. They’re
more of an experience than a fact. Buddhists talk about this kind of intuition more than anyone
else, which has given it a mystical quality” (exploringyourmind.com, 2018).

Exercise: Strategic Analysis and Intuitive Thinking

Objective:

1. Explain strategic analysis and intuitive thinking

2. Differentiate key components in strategic analysis and intuitive thinking
3. Apply strategic analysis

Assessment Tool: Rubric

Criteria Partially Meets Meets Proficiency Exceeds Proficiency

Proficiency
(2 pts.) (6 pts.) (10 pts.)
Content of The answer does not The answer is missing slight The answer is complete. All
Answer address a portion of the details. All information provided is information provided is
question, or major details accurate. Understanding of the accurate. A deep
are missing. content is apparent. understanding of the content.

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 WORKSHEET 2

Strategic Analysis and Intuitive Thinking

Name: ___________________________________ Strand: __________________

Direction: Answer the following questions below.

1. Explain strategic analysis and intuitive thinking

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Differentiate key components in strategic analysis and intuitive thinking

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Apply strategic analysis in choosing the right school for you when you go to college. Use
the SWOT Analysis in your strategic analysis.

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 TOPIC 3

GLOBALIZATION

“Globalization means the speedup of movements and exchanges (of human beings,
goods, and services, capital, technologies or cultural practices) all over the planet. One of the
effects of globalization is that it promotes and increases interactions between different regions
and populations around the globe.

For some people, this global phenomenon is inherent to human nature. Because of this, some say
globalization begun about 60,000 years ago, at the beginning of human history. Throughout time,
human societies’ exchanging trade has been growing. Since the old times, different civilizations
have developed commercial trade routes and experienced cultural exchanges. And as well, the
migratory phenomenon has also been contributing to these populational exchanges. Especially
nowadays, since traveling became quicker, more comfortable, and more affordable.

When did Globalization begin? The History of Globalization:

This phenomenon has continued throughout history, notably through military conquests
and exploration expeditions. But it wasn’t until technological advances in transportation and
communication that globalization speeded up. It was particularly after the second half of the 20th
century that world trades accelerated in such a dimension and speed that the term “globalization”
started to be commonly used.

This phenomenon has continued throughout history, notably through military conquests
and exploration expeditions. But it wasn’t until technological advances in transportation and
communication that globalization speeded up. It was particularly after the second half of the 20th
century that world trades accelerated in such a dimension and speed that the term “globalization”
started to be commonly used.

Examples of Globalization (Concept Map)

Because of trade developments and financial exchanges, we often think of globalization

as an economic and financial phenomenon. Nonetheless, it includes a much wider field than just
flowing of goods, services or capital. Often referred to as the globalization concept map, some
examples of globalization are:

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 Economic globalization: is the development of trade systems within transnational actors
such as corporations or NGOs;

Financial globalization: can be linked with the rise of a global financial system with
international financial exchanges and monetary exchanges. Stock markets, for instance, are a
great example of the financially connected global world since when one stock market has a
decline, it affects other markets negatively as well as the economy as a whole.

Cultural globalization: refers to the interpenetration of cultures which, as a

consequence, means nations adopt principles, beliefs, and costumes of other nations, losing their
unique culture to a unique, globalized supra-culture;

Political globalization: the development and growing influence of international

organizations such as the UN or WHO means governmental action takes place at an international
level. There are other bodies operating a global level such as NGOs like Doctors without borders
or Oxfam;

Sociological globalization: information moves almost in real-time, together with the

interconnection and interdependence of events and their consequences. People move all the time
too, mixing and integrating different societies;

Technological globalization: the phenomenon by which millions of people are

interconnected thanks to the power of the digital world via platforms such as Facebook,
Instagram, Skype or Youtube.

Geographic globalization: is the new organization and hierarchy of different regions of

the world that is constantly changing. Moreover, with transportation and flying made so easy and
affordable, apart from a few countries with demanding visas, it is possible to travel the world
without barely any restrictions;

Ecological globalization: accounts for the idea of considering planet Earth as a single
global entity – a common good all societies should protect since the weather affects everyone
and we are all protected by the same atmosphere. To this regard, it is often said that the poorest
countries that have been polluting the least will suffer the most from climate change”
(youmatter.world).

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Exercise: Globalization

Objective:

1. Explain the concrete effects of globalization and to one’s daily life

2. Explain the need for collaboration and cooperation to achieve interconnectedness of people and nations
3. Discuss the different contributions of the parts to a whole and the important role of creative imagination
in putting together the various parts of a whole

Assessment Tool: Rubric

Criteria Partially Meets Meets Proficiency Exceeds Proficiency

Proficiency
(2 pts.) (6 pts.) (10 pts.)
Content of The answer does not The answer is missing slight The answer is complete. All
Answer address a portion of the details. All information provided information provided is
question, or major is accurate. Understanding of accurate. A deep
details are missing. the content is apparent. understanding of the
content.

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 WORKSHEET 3

GLOBALIZATION

Name: ____________________________ Strand: __________________________

Direction: Answer the following questions below. Use the space below for your answers.

1. Explain the concrete effects of globalization and to one’s daily life

2. Explain the need for collaboration and cooperation to achieve interconnectedness of people
and nations

3. Choose one product e.g. shoes, bag, cell phone, etc. Discuss the different contributions of
different countries in the production of that particular product. Use a concept in putting together
the various contributions of the different countries in producing a particular product. Write a 3-5
sentences explanation of your concept map. You may refer to https://ctl.byu.edu/tip/concept-
mapping#:~:text=A%20concept%20map%20is%20a,the%20ideas%20that%20are%20related in
in creating your concept maps.

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 LESSON 4

Global and Planetary Climate Change

“What is climate change?

The term climate refers to the general weather conditions of a place over many years. In
the United States, for example, Maine’s climate is cold and snowy in winter while South
Florida’s is tropical year-round. Climate change is a significant variation of average weather
conditions—say, conditions becoming warmer, wetter, or drier—over several decades or more.
It’s that longer-term trend that differentiates climate change from natural weather variability.
And while “climate change” and “global warming” are often used interchangeably, global
warming—the recent rise in the global average temperature near the earth’s surface—is just one
aspect of climate change.

What causes climate change?

The mechanics of the earth’s climate system are simple. When energy from the sun is
reflected off the earth and back into space (mostly by clouds and ice), or when the earth’s
atmosphere releases energy, the planet cools. When the earth absorbs the sun’s energy, or when
atmospheric gases prevent heat released by the earth from radiating into space (the greenhouse
effect), the planet warms. A variety of factors, both natural and human, can influence the earth’s
climate system.

Natural causes of climate change

As we all know, the earth has gone through warm and cool phases in the past, and long
before humans were around. Forces that contribute to climate change include the sun’s intensity,
volcanic eruptions, and changes in naturally occurring greenhouse gas concentrations. But
records indicate that today’s climatic warming—particularly the warming since the mid-20th
century—is occurring much faster than ever before and can’t be explained by natural causes
alone. According to NASA, “These natural causes are still in play today, but their influence is
too small or they occur too slowly to explain the rapid warming seen in recent decades.”

Anthropogenic causes of climate change

Humans—more specifically, the greenhouse gas (GHG) emissions we generate—are the

leading cause of the earth’s rapidly changing climate. Greenhouse gases play an important role in
keeping the planet warm enough to inhabit. But the amount of these gases in our atmosphere has
skyrocketed in recent decades. According to the Intergovernmental Panel on Climate Change

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(IPCC), concentrations of carbon dioxide, methane, and nitrous oxides “have increased to levels
unprecedented in at least the last 800,000 years.” Indeed, the atmosphere’s share of carbon
dioxide—the planet’s chief climate change contributor—has risen by 40 percent since
preindustrial times.

The effects of global climate change

According to the World Economic Forum’s 2016 Global Risks Report, the failure to mitigate and
adapt to climate change will be “the most impactful risk” facing communities worldwide in the
coming decade—ahead even of weapons of mass destruction and water crises. Blame its
cascading effects: As climate change transforms global ecosystems, it affects everything from
the places we live to the water we drink to the air we breathe. Specifically, the effects of Global
climate change are:

1. Extreme weather
2. Dirty air
3. Health risks
4. Rising seas
5. Warmer, more acidic oceans
6. Imperiled ecosystems

(Source: nrdc.org (2017). Global Climate Change: What You Need to Know
https://www.nrdc.org/stories/global-climate-change-what-you-need-know)

Exercise: Belief System

Objective:

1. Explain the effects of consumption and production patterns on climate change.

2. Discuss 5 personal contributions that can actually solve the problem of climate change
3. Make a stand on how the consequences of one’s action affect the lives of others and the
environment
Assessment Tool: Rubric

Criteria Partially Meets Meets Proficiency Exceeds Proficiency

Proficiency
(2 pts.) (6 pts.) (10 pts.)
Content of The answer does not The answer is missing slight The answer is complete. All
Answer address a portion of the details. All information provided is information provided is
question, or major details accurate. Understanding of the accurate. A deep
are missing. content is apparent. understanding of the content.
The student provided 3 details.

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 WORKSHEET 4

GLOBAL AND PLATENARY CLIMATE CHANGE

Name: __________________________________ Strand: ____________________

Direction: Answer the following questions. Use the space below for your answers.

1. Explain the effects of consumption and production patterns on climate change.

2. Discuss 5 personal contributions that can actually solve the problem of climate change

3. Make a stand on how the consequences of one’s action affect the lives of others and the
environment.

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 MODULE 1 OUTPUT

Choose one activity below as your module output:

1. You will create an art work that will depict your understanding of Trends and Patterns. Take
a video of yourself creating the artwork. After finishing your artwork, explain it through a
video.
2. Choose one particular problem in your community. Apply intuitive thinking in solving that
particular problem your community by using a map of social networks. You may refer to the
example below of a map of social networks.

3. Download a map from the internet and locate on the map the workplaces of the OFWs in
your community. Write a reflection paper on the effects of labor migration of OFW’s to their
community.
4. Using a concept map, analyze how production and consumption habits contribute to the
problem of climate change and explain why.

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References:

Papentin, F. (1980). On order and complexity. I. General considerations. Journal of

Theoretical Biology, 87:421-456, (1980).

Envato (2019) What Makes a Trend a Trend? https://envato.com/blog/what-is-a-trend/

https://www.lead-innovation.com/english-blog/trend-research

https://rapidbi.com/what-is-a-strategic-analysis/

https://exploringyourmind.com/the-4-types-of-intuitive-thinking/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6004479/

Jancy, S. (2018). Using Patterns to Make Sense of Your

Worldhttps://artplusmarketing.com/using-patterns-to-make-sense-of-your-world-
d8034650bd98

https://ctl.byu.edu/tip/concept-
mapping#:~:text=A%20concept%20map%20is%20a,the%20ideas%20that%20are%20r
elated.

https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effects-
examples/

nrdc.org (2017). Global Climate Change: What You Need to Know.

https://www.nrdc.org/stories/global-climate-change-what-you-need-know

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 MODULE 2

DEMOCRACY, ICT, NEURAL AND SOCIAL NETWORKS

Introduction

The word democracy comes from the Greek words "demos", meaning people, and
"kratos" meaning power; so democracy can be thought of as "power of the people": a way of
governing which depends on the will of the people” (Annan, n.d.). “Information and
Communication Technology (ICT) has the potential to enable direct democracy and non-
traditional forms of advocacy and citizen participation. On the other hand, ICT could be
powerful enough to disrupt our democracy” (europelecture.com, 2018).

Content Course Competencies

At the end of the module, the students will be able to:

1. Identify democratic practices

2. Explain the importance of participation in democracy
3. Differentiate participatory from representative democracy
4. Assess democratic interventions prevailing in political and social institutions
5. Formulate a viable alternative to undemocratic practices
6. Identify the dimensions of technology that are enabling and inhibiting
7. Discuss the benefits of technology
8. Explain the weakest link in a system using strategic and intuitive thinking
9. Explain how information communication technology can facilitate social relationships and political
movements (occupy movements)
10. Differentiate connections from relationship, and networks
11. Illustrate how the brain or neural network works
12. Compare the neural networks with social networks
13. Establish linkage between self and the social network one belongs to
14. Demonstrate how thinking processes are shaped by social relationships
15. Identify the significant social roles students play within the community by creating a social map of
their relationships
Performance Competencies

At the end of this module, the students will be able to propose a future they want, why
they want that kind and illustrate how you will get there.

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Topics

To attain the intended learning competencies of this module, the topics that will be
covered are the following:

1. Meaning and Dimensions of Democracy

2. How ICT enslaves, emancipates and empowers individuals
3. The Parallelism between Neural and Social Networks

Exercises

1. Meaning and Dimensions of Democracy

2. ICT
3. Neural and Social Networks

Output

On the basis of the different outputs per quarter, discuss the kind of future you want,
explain why you want that future, and illustrate how you will get there through a video.

Checklist

The Future you want The Reason for that kind Steps to attain the future
of future you want
__ Explain clearly in 5-7 ___ Give 3 reasons why ___ Give 5-7 steps to
details the future you want you want that kind of future illustrate how you will
(15 pts.). (15 pts.). achieved the future you
__ Explain in 3-4 details ___ Give 2 reasons why want (15 pts.).
the future you want (10 you want that kind of future ___ Give 3-4 steps to
pts.). (10 pts.). illustrate how you will
__ Explain in 1-2 details ___ Give 1 reason why achieved the future you
the future you want (5 pts.) you want that kind of future want (10 pts.).
__ Did not give any details (5 pts.). ___ Give 1-2 steps to
about the future you want ___ Did not give any illustrate how you will
(0 pt.). reason why you want that achieved the future you
kind of future (0 pt.). want (5 pts.).
___ Did not give any step to
illustrate how to achieve the
future you want (0 pt.)

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 TOPIC 1

MEANING AND DIMENSIONS OF DEMOCRACY

“Democracy, literally, rule by the people. The term is derived from the Greek dēmokratia, which
was coined from dēmos (“people”) and kratos (“rule”) in the middle of the 5th century BCE to denote the
political systems then existing in some Greek city-states, notably Athens” (Dahl, 2021).

Key Democratic Principles

The word ‘democracy’ has its origins in the Greek language. It combines two shorter words:
‘demos’ meaning whole citizen living within a particular city-state and ‘kratos’ meaning power or rule. It is
generally agreed that liberal democracies are based on four main principles:

a. A belief in the individual: since the individual is believed to be both moral and rational;
b. A belief in reason and progress: based on the belief that growth and development is the natural
condition of mankind and politics the art of compromise;
c. A belief in a society that is consensual: based on a desire for order and co-operation not disorder
and conflict;
d. A belief in shared power: based on a suspicion of concentrated power (whether by individuals,
groups or governments).

There are four critical elements to the framework:

a. Legitimacy - A legitimate government is one that has the appropriate mandate/authority to rule.
This usually means a high degree of popular support as demonstrated by a free electorate and
frequent elections. For example, the government is chosen by a popular vote in which a majority of
officials in a majority of electoral regions receive the majority vote; and rules are framed to
maximize the well-being of all or most citizens.
b. Justice - Justice is achieved when citizens live in an environment in which all citizens are treated
equally and accorded dignity and respect. This may occur in a representative democracy that is
tempered by constitutionalism, free elections and restraints on power. For example, the demands
made by vested interest groups seeking special privileges are questioned; and society is
encouraging of talent and rewards citizens on merit, rather than on rank, privilege or status.
c. Freedom - If freedom is to exist, there must be: self-determination such that citizens may make
decisions, learn from them and accept responsibility for them; the capacity to choose between
alternatives; the autonomy to do what the law does not forbid; and where prohibitions do exist, they
should be for the common good; and respect for political and civil liberties. For example,

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 government intervention in political, economic and moral matters affecting the citizenry is limited or
regulated; and the scope for religious, political and intellectual freedom of citizens is not limited.
d. Power - Efforts are made to define and limit power, often by means of a written constitution.
Checks and balances, such as the separation of the Parliament, senior government and judicial
power, are instituted. In addition, there are conventions of behaviour and a legal system that
complements the political system. For example, civil liberties are defended and increased against
the encroachment of governments, institutions and powerful forces in society” (moadoph.gov.au,
n.d.).

Exercise: Democracy

Objective: The learner is able to:

1. Identify democratic practices

2. Explain the importance of participation in democracy
3. Differentiate participatory from representative democracy
4. Assess democratic interventions prevailing in political and social institutions
5. Formulate a viable alternative to undemocratic practices

Assessment Tool: Rubric

Criteria Partially Meets Meets Proficiency Exceeds Proficiency

Proficiency
(2 pts.) (6 pts.) (10 pts.)
Content of The answer does not The answer is missing slight The answer is complete. All
Answer address a portion of the details. All information provided is information provided is
question, or major details accurate. Understanding of the accurate. A deep
are missing. content is apparent. understanding of the content.
The student provided 3 details.

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 WORKSHEET 1

MEANING AND DIMENSIONS OF DEMOCRACY

Name: ____________________________ Strand: _______________

Direction: Answer the following questions below. Your answer should be in 3-5 sentences only. Use the
empty space below for your answers.

1. Identify democratic practices in their respective barangays.

2. Explain the importance of participation in democracy in their barangays.
3. Differentiate participatory from representative democracy
4. Identify one democratic intervention prevailing in political and social institutions in your barangay
and assess its importance.
5. Cite one undemocratic practice you observe in your barangay and formulate a viable alternative to
undemocratic practice you observed.

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 TOPIC 2

HOW ICT ENSLAVES, EMANCIPATES, AND EMPOWERS INDIVIDUALS

“ICT, or information and communications technology (or technologies), is the infrastructure and
components that enable modern computing. Although there is no single, universal definition of ICT, the
term is generally accepted to mean all devices, networking components, applications and systems that
combined allow people and organizations (i.e., businesses, non-profit agencies, governments and criminal
enterprises) to interact in the digital world. ICT encompasses both the internet-enabled sphere as well as
the mobile one powered by wireless networks. It also includes antiquated technologies, such as landline
telephones, radio and television broadcast -- all of which are still widely used today alongside cutting-edge
ICT pieces such as artificial intelligence and robotics.

ICT can do several things to us:

1. “It can enslaved us - We see families who can’t put down their phones at dinner. Ads mock the
breakup text, but we all know someone who has been on the receiving end. Work is only an email
away, making time off and vacations a distant reality. Phones buzz; emails alert; but we’re never
satisfied with what we get. FOMO is ruining people’s lives. We’re all slaves to technology. Tech is a
dominant part of our daily lives for both good and bad, and we have become a slave to want it
wants: it’s demanding, intrusive and in many ways regularly disappoints, yet we can’t live without it.
2. It can emancipate us - we can now connect to friends around the globe, making distance a
forgettable obstacle. There’s the Skype ad showing how Paige and Sarah bonded over the
platform, becoming best friends without ever having met. Paige and Sarah aren’t alone. The
average American moves every five years, so tech allows us to keep up, no matter where that
might be. Then, there are apps and technology focused on the quantified self to help us change
our fitness habits. Nike+ connects more than 11 million users to their workouts in more meaningful
ways. When we go out and get active, it invokes positive reinforcement from our communities,
encouraging us to exercise more regularly. While we might grow tired of those check-ins and
fitness posts and hate them for making us feel lazy, they are a powerful motivator” (Daniels, 2020).
3. “It can empower the individual - one of its most important impacts is the ability to put the power
of learning in the hands of the individual. The potential for knowledge, skill-building, and creation is
available online for everyone, levelling the playing field for the individual to become the expert.
Technology can empower the individual be in control of their learning and their futures”
(Schoenbart. 2017).

In the end, it really depend on us whether we will control ICT or allow ICT to control us. The answer
lies in your hands.

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Exercise: ICT

Objective: The student is able to

1. Identify the dimensions of technology that are enabling and inhibiting

2. Discuss the benefits of technology
3. Explain the weakest link in a system using strategic and intuitive thinking
4. Explain how information communication technology can facilitate social relationships and political
movements (occupy movements)

Assessment Tool: Rubric

Criteria Partially Meets Meets Proficiency Exceeds Proficiency

Proficiency
(2 pts.) (6 pts.) (10 pts.)
Content of The answer does not The answer is missing slight The answer is complete. All
Answer address a portion of the details. All information provided is information provided is
question, or major details accurate. Understanding of the accurate. A deep
are missing. content is apparent. understanding of the content.
The student provided 3 details.

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 WORKSHEET 2

ICT

Name: ________________________________ Strand: _____________________

Direction: Answer the following questions below. Use the empty space below to write your answers.

1. Identify the dimensions of technology that are enabling and inhibiting

2. Discuss the benefits of technology
3. Explain how information communication technology can facilitate social relationships. Cite one example.

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 TOPIC 3

THE PARALLELISM BETWEEN NEURAL AND SOCIAL NETWORKS

“A neural network is a series of algorithms that endeavors to recognize underlying relationships in

a set of data through a process that mimics the way the human brain operates. In this sense, neural
networks refer to systems of neurons, either organic or artificial in nature. Neural networks can adapt to
changing input; so the network generates the best possible result without needing to redesign the output
criteria” (Chen, 2020).

“A social network refers to a defined set of social actors – which may include individuals,
organizations, or other entities – and the social relationships that connect them to each other in a larger
structure” (Wasserman & Faust, 1994). “The social context of a person, group, or community can be
conceived as an aggregation of individuals. Some of them communicate with each other, whereas others
do not. The pattern of all such communication ties is called a communication network or social network.
Basically, such a network indicates who communicates with whom. Together, these “communication links”
constitute a network of direct and indirect ties between people. The communication link or tie is the basic
unit of each communication network. It is the dyadic link of interpersonal communication between two
individuals” (Weenig.

“Neural and social networks have several common features. In both networks, the individual
entities mutually influence each other as participants in a group. While a social network is made up of
humans, a neural network is made up of neurons. Humans interact either with long reaching
telecommunication devices or with their biologically given communication apparatus, while neurons grow
dendrites and axons to receive and emit their messages. Dendrites and axons grow and decay
continuously after birth. Whereas people are making connections in the form of their relationships during
their lives. Individuals are different concerning the ways they communicate. We distinguish two main types
of neurons. Local neurons or interneurons are one type, and projection neurons are the other type. The
interneuron is like a local business or locally interacting individual, having connections within a local
neighborhood. The projection neuron is like a globally important person, having long-range connections
across far reaching neighborhoods. The dendritic trees in neural networks continuously change the
contacts with axons.

People continuously develop their relationships by connecting or disconnecting with others. The
competition for connection space is intense, and success in finding and maintaining a connection depends
on the activation of relationships. If the relationships are inactive, the connections decay and the neuronal
or social synapses disappear… In the social network, one’s opinion depends on what other people think.
Humans have to take the preferences of others into account when devising the plan of their actions. In the
real world, many problems are either too complicated or too uncertain for an individual to evaluate.
Sometimes there is a lack of adequate information, so there is a need for help in decision making. In other
cases, there is too much information and individuals lack the ability to process it effectively. People listen to
others routinely and it works well. Consequently, people have a reflexive tendency to accommodate to the

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actions of others. In the modelling of social network states, there is a need to come up with a rule that
describes the tendency of people to follow the majority influences they receive. It is simply called majority
rule. It is obvious that the majority rule can nicely simplify the model of neuron activation. Every neuron
simply increases its activity if the majority of its neighbors do so, and every neuron decreases the activity if
the neighboring neurons decrease their activity. In very complex systems, like biological and social, there
could be a multitude of influences on an individual, so it becomes hard to figure out who is exactly being
influenced by whom” (Puljic and Kozma, 2004).

Exercise: Neural and Social Networks

Objectives:

1. Differentiate connections from relationship, and networks

2. Illustrate how the brain or neural network works
3. Compare the neural networks with social networks
4. Establish linkage between self and the social network one belongs to
5. Demonstrate how thinking processes are shaped by social relationships
6. Identify the significant social roles students play within the community by creating a social map of their
relationships

Assessment Tool: Rubric

Criteria Partially Meets Meets Proficiency Exceeds Proficiency

Proficiency
(2 pts.) (6 pts.) (10 pts.)
Content The answer does not The answer is missing slight The answer is complete. All
of address a portion of the details. All information provided information provided is
Answer question, or major is accurate. Understanding of the accurate. A deep
details are missing. content is apparent. understanding of the content.
The student provided 3 details.

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 WORKSHEET 3

NEURAL AND SOCIAL NETWORKS

Name: ___________________________________ Strand: _______________________

Direction: Answer the following questions below.

1. Differentiate connections from relationship, and networks

2. Illustrate how the brain or neural network works through a drawing. Explain your drawing.
3. Compare the neural networks with social networks.
4. Establish linkage between self and the social network one belongs to
5. Demonstrate how thinking processes are shaped by social relationships
6. Identify the significant social roles you play within your barangay by creating a social map of your
relationships in your respective barangays. Refer to an example of a social map below:

(Source: https://www.pinterest.ph/pin/10766486585683186)

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 MODULE 2 OUTPUT

Direction: On the basis of the different topics discussed in this model, discuss the kind of future
you want, explain why you want that future, and illustrate how will you get there. Take a video of
yourself while discussing the following topics.

1. Explain what kind of future you want.

2. Explain why you want that future.
3. Explain how you will get there.

Your video should be 2 to 3 minutes only. If your video presentation is less than 2 minutes or more
than 3 minutes, there will be a 10 point deduction from your module output grade. You can submit
your video output through our gmail (dwcvclasses@gmail.com) or through a flash drive.

References:

Dahl, R.A. (2021). Democracy. Retrieved from https://www.britannica.com/topic/democracy/Democratic-institutions

moadoph.gov.au (n.d.). Defining democracy. Retrieved from https://www.moadoph.gov.au/democracy/defining-

democracy/#

Pratt, M.K. (2020). ICT (information and communications technology, or technologies). Retrieved from
https://searchcio.techtarget.com/definition/ICT-information-and-communications-technology-or-technologies

Daniels, T. (2020). Technology wants you as its slave: How much power do you have over your tech obsession?
Retrieved from https://thenextweb.com/news/technology-wants-slave-much-power-tech-obsession.

Puljic, M. & Robert Kozma, R. (2004). Activation Clustering in Neural and Social Networks. Retrieved from
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.93.5515&rep=rep1&type=pdf#:~:text=While%20a%20soci
al%20network%20is,receive%20and%20emit%20their%20messages.

Chen, J. (2020). Neural Network. Retrieved from https://www.investopedia.com/terms/n/neuralnetwork.asp

Wasserman & Faust (1994). Social Network. Handbook of Aging and the Social Sciences (Eighth Edition), 2016

Annan, K. (n.d.). Democracy. Retrieved from https://www.coe.int/en/web/compass/democracy

europelecture.com (2018). Democracy in the 21st century: the impact of ICT. Retrieved from
https://www.europelecture.com/id/vklpnxbnxnr8/democracy_in_the_21st_century_the_impact

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