12

Trends, Networks and Critical

Thinking in the 21st Century :
Quarter 2 – Module 6:
The Self, Others and the
Social Web
 Trends, Networks and Critical Thinking in the 21st Century – 12
Self-Learning Module (SLM)
Quarter 2 – Module 6: The Self, Others and the Social Web
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Mildred P. Bagaman, Ryan V. Garcia, Katrin Faith P. Dato
Editor: Rio S. Moreno
Reviewers: Gemma O. Nuñez, Lorilie C. Salinas, Jay Sheen Molina
Illustrator: Mark Y. Garcia
Layout Artist: Ian Ceasar B. Sipe
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio,PhD, CESO VI- Schools Division Superintendent
Carlos G. Susarno,PhD - Name of Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Johny Sumugat - REPS – Subject Area Supervisor
Lalaine S.J. Manuntag, PhD - CID Chief
Nelida A. Castillo, PhD - Division EPS In Charge of LRMS
Marichu R. Dela Cruz - Division ADM Coordinator
Sally A. Jabido - EPS – Subject Area Supervisor

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 12
Trends, Networks and Critical
Thinking in the 21st Century :
Quarter 2 – Module 6:
The Self, Others and the
Social Web
Introductory Message
For the facilitator:

Welcome to the Trends, Networks and Critical Thinking in the 21st Century Grade 12
Self-Learning Module (SLM) on The Self, Others and the Social Web!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you
in guiding the learners in studying Trends, Networks and
Critical Thinking in the 21st Century.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Trends, Networks and Critical Thinking in the 21st Century Grade 12
Self-Learning Module (SLM) on The Self, Others and the Social Web!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Hello, learners! Human behavior is affected both by genetic inheritance and by

experience. The ways in which people develop are shaped by social experience and
circumstances within the context of their inherited genetic potential. The scientific
question is just how experience and hereditary potential interact in producing
human behavior.
Any of us cannot live by ourselves. People need somebody’s support to live.
Being a member of a community, people can have a feeling that they are not alone.
Therefore, people can be strong whenever they belong to some kind of community.
In the succeeding lessons, we will deepen a little on the context of this topic
and strengthen your understanding of the self, others and the social web.

The module is divided into four lessons, namely:

• Lesson 1 – Philosophical Views on Human Knowledge and Social Learning
• Lesson 2 – The Self Into the Social Web
• Lesson 3 – A Society Towards Human Person
• Lesson 4 – Self and Others in the Community

After going through this module, you are expected to:

1. Differentiate the two parts of knowledge and site comparison and
contrast between human mind and society;
2. Write a short essay describing empirical and rational experiences at a
particular point of time;
3. Identify the traits of a person;
4. Explain how mind and social self are shaped by social forces based on various
sociological theories; and
5. Create an action plan as a response to social realities.
6. Explain how society molds the social self;
7. Develop appreciation about the impact of society on one’s thinking and
behavior through problem analysis; and
8. Create a slogan to raise awareness on current social issue.
9. Discuss intersubjectivity;
10. Provide value on how concepts and theories of society form individual
ity; and
11. Establish linkage between self and others by creating a commitment board
that will indicate indispensable role in the community.

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 What I Know

Kudos to your hard work in completing the task in the module of the previous
quarter. You are doing well and keep going! To continue your learning for this
quarter, you are expected to answer the pre-test below. You can do it. Believe in
yourself.

Pre-Test
Test I. Identification
Direction: Identify the concept being described or defined in the following items.
Write your answer in a separate sheet of paper.

1. It is the characteristics of the neural network system of the human brain

which keeps people connected to each other.
2. The process in which the ability to think is both developed and expressed.
3. It asserts that through sense experience, real knowledge is attained
because it is based on what our sight, hearing, smell and other senses tell
us.
4. John Locke’s reference to the human mind as a blank slate, theorizing
that a man upon his birth has no mental content.
5. This school of thought views the self as socially constructed in relation to
social forces and structures and the product of ongoing negotiations of
meaning.
6. The critical locus of the interaction between the brain and the social world.
7.This processes external inputs and internal subjective experience
consisting of the experience of the body.
8. This theory explains that we come to develop a self-image on the basis of
the messages we get from others, as we understand them.
9. A person having a clear perception of oneself, including his or her
thoughts, emotions, identity, and actions.
10. This means being recruited into social practices and learning how to
execute them competently, is how humans “learn” certain priors about
the world, as well as ways of interpreting their own experience.
11. This has led to increasingly rapid and inexpensive communication and
travel, which in turn has led to the rapid spread of fashions and ideas in
clothing, food, music, and forms of recreation.
12. This setting includes home, school, neighborhood, and also, perhaps,
local religious and law enforcement agencies which enable a child to
learn how to think and behave.
13. Refers to the ability to share emotions.
14. He compared society to a living organisms with interdependent part.
15. According to , society will be able to ensure the survival
of humanity.

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 Lesson Philosophical Views on
1 Human Knowledge and
Social Learning
Congratulations learner! You were able to complete the tasks containing the
previous topic with flying colors! This time, let’s make your knowledge broader as we
tackle this new lesson on how we know what we claim to know as a person.

Learning Objectives:

1. Differentiate the two parts of knowledge and site comparison and contrast
between human mind and society;
2. Write a short essay describing empirical and rational experiences at a
particular point of time;

What’s In

In order to establish the connection of your previous knowledge with the new
lesson at hand, you have to answer the review assessment below. This will help you
with the readiness that you need in order to continue with the next topic.
Review
Identification. Identify the terms being referred in the following statements. Write
your answer in your answer sheet.

1. It performs various types of mathematical computation on the input data

and recognizes the patterns that are part of.
2. It is described as a biological neural network.
3. The state of being related or interrelated?
4. A group of neurons that work together to carry out specific process.
5. A process using the error functions, calculating the discrepancies between
the predicted output and resulting output and adjust the weights of the
neural network.

What’s New

This part is surely exciting for you, because even little poems fill our need for
simple, worldly knowledge. However, we have to figure out on how we get to
understand the meaning of simple things such as a poem and on what are our
biological characteristics which help us to be aware of the realities in this world. In
this topic, we will delve a little bit deeper on the philosophical view about human
knowledge and its parts based on the accounts of the renowned school of thoughts.
As a start, answer the activity that follows.

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Activity: Poem Analysis
Direction: Read the short poem “Ocean Port” by Kenya James and check your
understanding thru questions that follow. Write your answer in a separate sheet of
paper.

OCEAN PORT
By Kenya James

Feel the warmth from the heat

Feel the sand on your feet
Feel the cool of the breeze
Feel the calm

Hear the peace

Hear the waves hit the shore
Hear the sounds
Of boat motors roar
See the people in the sand
See that kite in his hands
See the way the seagulls fly

Taste the air as it passes by

Taste the salt
Touch the wood of the ocean port

Ponder on the following questions to check your understanding about the simple
poem above:
1. What are the words used by the author which give you a vivid imagination of the
sceneries described in each stanza?
2. To what natural or physical attributes of human being does the author make an
appeal to?
3. Can you see a possible way to imagine the sceneries of the poem when sensory
images are not used?
4. How would you devise your own way of earning knowledge or understanding the
world without the use of the five senses?

What is It

Hi there, learners! The previous task was quite intriguing, right? But your
learning is initially significant, nonetheless.

You may still be thinking about the last question of the previous task since
you became strongly curious about how human knowledge is acquired in order for
him to be aware of himself, of others and his connection to the world of reality.
Knowing that science, within its scopes of study could explain the ultimate function
of the human brain and on how its neural network system operates. We are confident
of the fact that this network has its special purposes not only on interpreting signals

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and processing information but most especially on how its system’s energy keeps
every human being connected.

Meanwhile, let us look at a related perspective that these scientific facts about
human and his brain’s functions can be basically understood in the light of
knowledge acquisition.

In our common understanding, man’s natural endowments-the five senses are

surely the most significant way to gain concepts and knowledge of the physical world.
In return, these experiences are being perceived by the human mind and thereon
interpreted into solid ideas and or concepts. On the other hand, there are schools of
thoughts believe it otherwise and claim that concepts and knowledge are acquired
independently of sense experience. These ideas will lead to the philosophical
principles governing the concept of human knowledge.

PHILOSOPHICAL VIEWS ON HUMAN KNOWLEDGE

Epistemology, one of the branches of philosophy deals with nature, sources,

limitations and validity of knowledge (Soccio 2007). It views knowledge to have two
parts. First, that which is derived from what is seen, heard or touched and man then,
organizes in his mind what he learns through these senses. This view is called as
empiricism. It asserts that through sense experience, real knowledge is attained
because it is based on what our sight, hearing, smell and other senses tell us (Ramos,
2017).Human mind, as understood by empiricist John Locke is a tabula rasa or a
blank slate, theorizing that a man upon his birth has no mental content. This state
of the human mind is gradually filled in with knowledge and wisdom as he gets to
undergo different sensory experiences or perceptions in his life.

The second part of knowledge is that which is gained independently of sense

experience. This other view is called as rationalism. This part of knowledge accounts
that reason is the ultimate source of knowledge, and that there are existing truths
and realities in this world which can only be grasped by the human intellect, without
the aid of the sense perception. Unlike empiricism, rationalists believe that the
human mind has an innate knowledge. It discusses that concepts or ideas are not
gained from experiences but that they are developed by reasons innate to man.

INTERACTION
The process in which the ability to think is both developed and expressed. All
types of interaction, not just interaction during socialization, refine our ability to
think. Beyond that, thinking shapes the interaction process. In most interaction,
actors must take others into consideration and decide if and how to fit their activities
to others.
INTERACTION THEORY
This attempt to make the “commonplace strange” by turning on their heads
everyday taken-for-granted behaviors and interactions among students and in
between teachers.

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 What’s More

Activity 1.1 “Make a Difference”

Direction: Using the table below, differentiate the two parts of knowledge based on
the given area of concern. You may redraw the organizer in the provided activity
sheet in which you can reflect your answer.
Parts of Knowledge Empiricism Rationalism
Source of Knowledge
Human Mind

Activity 1.2 “See the Difference”

Direction: Using the Venn diagram below, compare and contrast the human mind
and society. You may redraw the organizer in the provided activity sheet in which
you can reflect your answer.
Human Mind Society

What I Have Learned

Activity 1.3 “Fill this Blank Slate”

Good job, learner! You did well in the previous lesson. Now you knew that
there were people whose different theories regarding the source of knowledge and the
nature of human mind are not as simple as we already knew, and that’s exciting!
This time, let us strengthen your learning about this lesson by answering the activity
below. You only need to fill in the blanks with correct concepts so you could complete
the thoughts needed in the following items. Write your answer on the provided
activity sheets.
1. has special purposes not only on interpreting signals and
processing information but most especially on how its system’s energy keeps every
human being connected.
2. is a branch of philosophy which deals with the nature,
sources, limitations and validity of knowledge.
3. Man’s common understanding that his natural endowments, the
are surely the most significant way to gain concepts and
knowledge of the physical world
4. Human mind, as understood by empiricist is a tabula rasa or a blank
slate.
5. Rationalism accounts that is the ultimate source of knowledge.

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 What I Can Do

Congratulations! You answered activity 1.2 with ease! Your knowledge is sure
piling up. Now is the time for you to write down your mind’s content by completing
the last task for this topic.
Activity 1.4 “Pour it Out!”
Direction: Using the provided rubric as your guide, write an essay about your
empirical experiences and rational realizations during the heightened national
lockdown due to Covid-19 pandemic. Refer to the given questions below as your guide
in developing your essay. Use the provided activity sheet in completing this task:

1. What did I hear?

2. What did I see?
3. What can’t I smell, taste, or touch?
4. How did I keep myself safe?
5. Why are these things happening, and for what purpose?

Rubric for Rating

Criteria Needs Improvement ( 7) Meets Expectation (10) Your

Score
Organization
Clearly Disorganized, leaves reader Essay has an introduction body,
organized wondering what is being said; and conclusion and is easy to
introduction, an abrupt ending was made understand
body,
conclusion
Shows Essay is shallow and does not The essay shows a clear
evidence of present detailed evaluation or understanding or thought about
deep thought connection about the topic; no the topic and the written
about the evident reference to the guide presentation is clear. The guide
topic questions given questions were used to support
thoughts.
Total Score

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 Lesson
The Self Into The Social
2 Web
Good day, learner! Our previous topic was able to bring out the best in you,
and that was awesome. I know that you are excited to know more but before going
further, try to ponder on this, “How does the human self reacts to social forces?”
Learning Objectives:

1. Identify the traits of a person;

2. Explain how mind and social self are shaped by social forces based on
various sociological theories; and
3. Create an action plan as a response to social realities.

What’s In

Good job! We are on the second part of our module. Again, don’t’ forget to
wash or sanitize your hands using an alcohol before and after doing things.
In the previous lesson, we talked about the relationship of neural and social
networks. For further knowledge, let us do the activity below.

Activity: “My Connection”

Direction: Below is an organizer that will illustrate how your psychosocial networks
interact. Inside the box, write one experience about the corresponding emotions to
social forces. Write your answer in a separate sheet of paper.

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 What’s New

How far did you learn from our lesson? We learned that neural and social are
interrelated with each other through stimulus-response. In this lesson, we will find
out through the activity below how human self is connected to the society.

Activity: What am I!
Direction: Give some of your characteristics as psychosocial being. Write your
answer in the appropriate box. Redraw this in a given activity sheet.

MIND SOCIAL
SELF SELF

ME
SOCIETY SOCIETY

What is It

THE SELF

• The critical locus of the interaction between the brain and the social world
(Seth, 2015).
• The self is the conscious awareness of the process of actively interpreting
external and internal information and stimuli.
• The self is social because it arises and develops in social interaction (Mead,
1934).
THE BRAIN
Predictively processes external inputs and internal subjective experience
consisting of the experience of the body (Seth, 2015:9–10) and of consciousness, in
order to maintain homeostasis.
Our conscious experience of the world, therefore, is largely a prediction of
what is about to happen next or, more accurately, what the next inputs are likely to
be (Clark, 2016: 168–71; cf Schutz, 1970:67).

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 Traits that define a
Description
person
A person having a clear perception of oneself, including
1. Self-awareness
his or her thoughts, emotions, identity, and actions.
This refers to the capability of persons to make choices
2. Self-
and decisions based on their own preferences, monitor
determination
and regulate their actions, and goal-oriented and self-
directed.
3. Free will It is the capacity to choose a course of action from various
alternatives.
4. Consequence The result or effect of an action or condition.
5. Morality The goodness or badness of an act
6. Externality The capability to reach out and interact with others and
the world.
7. Dignity The innate right to be value and respected.

SYMBOLIC INTERACTIONISM
A school of thought which views the self as socially constructed in relation to
social forces and structures and the product of ongoing negotiations of meaning. Thus,
the social self is an active product of human agency rather than a deterministic
product of social structure.
PRINCIPLES OF SYMBOLIC INTERACTIONISM
1. Human beings unlike lower animals, are endowed with a capacity for thought.
2. The capacity for thought is shaped by social interaction.
3. In the social interaction, people learn the meanings and symbols that allow them
to exercise their distinctively capacity for human thought.
4. Meanings and symbols allow people to carry on distinctively human action and
interaction.
5. People are able to modify or alter meanings and symbols that they use in action
and interaction on the basis of their interpretation of the situation.
6. People are unable to make these modification and alterations because, in part, of
their ability to interact with themselves, which allows them to examine possible
courses of actions, assess their relative advantages and disadvantages, and then
choose one.
7. The intertwined patterns of actions and interaction make up groups and societies.
3 BASIC PREMISES OF NON-SYMBOLIC INTERACTIONISM
1. People act toward the things they encounter on the basis of what those things
mean to them.
2. We learn what things are by observing how other people respond to them that is
through social interaction.
3. As a result of ongoing interaction, the sounds (or words), gestures, facial
expressions, and body postures we use in dealing with others acquire symbolic
meanings that are shared by people who belong to the same culture.

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“LOOKING-GLASS SELF”
Developed by Charles Horton Cooley which means - we come to develop a self-
image on the basis of the messages we get from others, as we understand them.
HUMAN NATURE BEYOND LIMITS
Our mind is an important tool that allows us to go beyond many of our
physical limits. As persons, we are able to exercise our imagination and reflection to
go beyond our own thoughts and experiences. We cannot travel through time, but
we use our minds to daydream, to recall the past and even imagine the future. We
can even think of things that do not exist in reality like fire-breathing dragons, winger
horses, and flying elephants that is because of our ability called transcendence -
the ability to surpass limits. This means overcoming oneself or being in control even
if the body reminds us of certain tendencies.
Theory of Adaptation
Adaptation theory, also known as survival theory or survival of the fittest, is
an organism's ability to adapt to changes in its environment and adjust accordingly
over time. Adaptations occur over generations of a species with those traits that help
an individual animal eat and mate most profusely being passed down from
generation to generation until the whole species changes to be better suited to their
environment.
TYPES OF ADAPTATION:
1. Structural adaptation
A change involving a physical aspect of an organism. The physical
change is often related to a change in the organism's physical environment.
2. Behavioral Adaptation
A change affecting the way an organism naturally acts.
3. Physiological Adaptation
This type of adaptation may be driven by either a change to the
environment or the behavior of another species.

What’s More

Activity 2.1 Think That We Can Do It!

Direction: Below is table plan which will illustrate your capacity to think and react
over a certain problem and live together with the people around to create resolutions
strategies. Complete this task in a separate sheet of paper.

Participants Issues My Reaction Coping Mechanisms

Me, Friends Spread of Fake Sad Information Awareness/ Vigilance
News
Terrorism
Poverty
Gender Inequality

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 What I Have Learned
Activity 1.2 Give It A Shot!
Direction. Fill-in the blank with the correct answer. Do this in a separate sheet of
paper.
1. This school of though views the self as socially constructed in relation to
social forces and structures and the product of ongoing negotiations of
meaning.
2. The critical locus of the interaction between the brain and the social
world.
3. This processes external inputs and internal subjective experience
consisting of the experience of the body.
4. This theory explains that we come to develop a self-image on the basis of
the messages we get from others, as we understand them.
5. A person having a clear perception of oneself, including his or her
thoughts, emotions, identity, and actions.

What I Can Do

Activity 2.3 Think and Take Action!

Direction: Make an action plan about your response to social problems. Fill in the
box with appropriate data based on the template below. Complete this task in a
separate sheet of paper.
Persons/
Expected
Social Problems Objectives Strategies Organizations Duration
Results
Involved
1. COVID-19
Pandemic
2. Racial
Discrimination

Criteria:
• Content - 50%
• Organization - 30%
• Completeness - 20%
Total 100%

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 Lesson
A Society Towards Human
3 Person
Good day, learner! Our previous topic was able to bring out the best in you,
and that was awesome. I know that you are excited to know more but before going
further, try to ponder on this, “How do social forces influence the human mind and
behavior?”
Learning Objectives:
1. Explain how society molds the social self;
2. Develop appreciation about the impact of society on one’s thinking and
behavior through problem analysis; and
3. Create a slogan to raise awareness on current social issue.

What’s In
Good job, learner! We are on the third part of our module, again don’t’ forget
to wash your hands or sanitize and use alcohol before and after doing things.
In the previous lesson, we talked about how human reacts to social forces.
For further knowledge, let us do the activity below.
Review
Direction: Recall the impacts of social learning theories through social activities on
human mind and behavior. Complete this task in a separate sheet of paper.
Social Learning Theories Impact to Human Mind and Behavior
Looking Glass Self
Symbolic Interactionism
Non-Symbolic Interactionism
Adaptation

What’s New

Are you ready for the new lesson? In this topic, we will learn how society shape
the human mind and behavior.
Activity: Me and My Social Map!
Direction: Complete this task by providing the needed data below. Do this in a
separate sheet of paper.
My unique features as a Types of social forces Assessment of
social person responsible for these effects
features
(may include but not limited (Is it (Does it provide or
to sex, religion, residence) societal/cultural/political?) serve as constrains?)

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 What Is It

We are social beings, and thus, our choices are made in the context of social
connections, personal relationships, and physical environments — all of which will
have been influenced by other people.
IMPACTS OF SOCIETY ON HUMAN MIND AND BEHAVIOR
1. SOCIAL
The characteristics of a child's social setting affect how he or she learns to
think and behave, by means of instruction, rewards and punishment, and
example provided by the people around him/her. This setting includes home,
school, neighborhood, and also, perhaps, local religious and law enforcement
agencies.
2. CULTURAL
Every culture includes a somewhat different web of patterns and meanings:
ways of earning a living, systems of trade and government, social roles, religions,
traditions in clothing and foods and arts, expectations for behavior, attitudes
toward other cultures, and beliefs and values about all of these activities which
in turn shape the human person into a social being.
3. CLASS
The class into which people are born affects what language, diet, tastes, and
interests they will have as children, and therefore influences how they will
perceive the social world.
4. TECHNOLOGY
The high value placed on new technological invention in many parts of the
world has led to increasingly rapid and inexpensive communication and travel,
which in turn has led to the rapid spread of fashions and ideas in clothing, food,
music, and forms of recreation. Books, magazines, radio, and television describe
ways to dress, raise children, make money, find happiness, get married, cook,
and make love.
5. GROUPS
People voluntarily join groups based on shared occupations, beliefs, or
interests (such as unions, political parties, or clubs). Membership in these
groups influences how people think of themselves and how others think of them.
6. SOCIAL ORGANIZATIONS
• This may serve many purposes beyond those for which they formally exist.
o Private clubs that exist ostensibly for recreation are frequently
important places for engaging in business transactions;
o Universities that formally exist to promote learning and scholarship
may help to promote or to reduce class distinctions;
o Business and religious organizations often have political and social
agendas that go beyond making a profit or ministering to people. In
many cases, an unstated purpose of groups is to exclude people in
particular categories from their activities—yet another form of
discrimination.

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7. GOVERNMENTS
Generally attempt to engineer social change by means of policies, laws,
incentives, or coercion. Sometimes these efforts work effectively and actually
make it possible to avoid social conflict. At other times they may precipitate
conflict.
8. EXTERNAL FACTORS
Including war, migration, colonial domination, imported ideas, technology or
plagues, and natural disasters—also shape the ways in which each society
evolves. Natural disasters such as storms or drought can cause failure of crops,
bringing hardship and famine, and sometimes migration or revolution.
9. COMMUNICATION AND TRANSPORTATION
Also stimulate social change. Groups previously isolated geographically or
politically become ever more aware of different ways of thinking, living, and
behaving, and sometimes of the existence of vastly different standards of living.
Migrations and mass media lead not only to cultural mixing but also to the
extinction of some cultures and the rapid evolution of others.

SOCIALIZATION
This means being recruited into social practices and learning how to execute
them competently, is how humans “learn” certain priors about the world, as well as
ways of interpreting their own experience.

What’s More

Activity 3.1 Know How!

Direction: Given the social forces, identify how they mold your self. Do this in a
separate sheet of paper.

SOCIAL FORCES/NETWORS IMPACT TO HUMAN MIND AND BEHAVIOR

FAMILY
CHURCH
SOCIAL MEDIA
PEERS

15
 What I Have Learned

Congratulations! Let us wrap up your learnings. Below is a short quiz that

will assess your understanding about the lesson- Social Impact of Globalization.

Activity 3.2 Fill Me Up!

Direction: Fill in the blank with the correct answer. Do this in a separate sheet.

1. Every includes a somewhat different web of patterns and

meanings which in turn shape the human person into a social being.
2. This means being recruited into social practices and learning how to
execute them competently, is how humans “learn” certain priors about
the world, as well as ways of interpreting their own experience.
3. The into which people are born affects what language, diet,
tastes, and interests they will have as children, and therefore
influences how they will perceive the social world.
4. This has led to increasingly rapid and inexpensive communication and
travel, which in turn has led to the rapid spread of fashions and ideas
in clothing, food, music, and forms of recreation
5. This setting includes home, school, neighborhood, and also, perhaps,
local religious and law enforcement agencies which enable a child to
learn how to think and behave, by means of instruction, rewards and
punishment, and example provided by the people around him/her.

What I Can Do

Well done, dear student! This is now the gauge of your learnings by doing the
activity below.

Activity 3.3. Make it Visible!

Direction: Make a slogan to raise awareness about a current social issue. Make it
more symbolic by adding pictures and or symbols behind the slogan. Complete this
task in a separate sheet of paper.

16
 Lesson
Self and Others in the
4 Community
Good day, learner! Our previous topic was able to bring out the best in you,
and that was awesome. I know that you are excited to know more but before going
further, try to ponder on this, “How do we interact with others in the community?”

Learning Objectives:

1. Discuss intersubjectivity;
2. Provide value on how concepts and theories of society form individuality; and
3. Establish linkage between self and others by creating a commitment board
that will indicate indispensable role in the community.

What’s In

You did well, learner! We are on the fourth part of our module. Again, don’t
forget to wash your hands or sanitize and use alcohol before and after doing things.
In the previous lesson, we talked about how social networks/forces influence
the human mind and behavior. To further our knowledge, let us do the activity below.

Review
Enumerative Essay. Enumerate the ten (10) impacts on human mind and behavior
and provide an explanation in not less than twenty (20) substantial words on each
enumerated item. Write your answer on the provided worksheet.

IMPACTS OF SOCIETY ON HUMAN MIND AND BEHAVIOR

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

17
 What’s New

Are you ready for the new lesson? In this topic, we will learn how self and
others interact in the community.
Activity: “Do Not Put The Blame on ME!”
Direction: Write in the boxes the name of four people with whom you have a genuine
relationships with and indicate how they have helped you on your personal growth.
Then on the outer circles, write down all your contributions in the community where
you belong. Redraw the graphic organizer on the provided worksheet

ME

What Is It

A. INTERSUBJECTIVITY IN THE SOCIETY

The interaction between self and the other is related to the philosophical view
of intersubjectivity, which is the mutual recognition of each other as persons.

How does intersubjectivity define our interactions with other person?

EMPATHY
AVAILABILITY ETHICS OF CARE ALIENATION
Refers as the ability
Defines as the Called as an ethical Known as a
to share emotions
willingness of a theory that pessimistic view
but unlike
sympathy, where we person to be emphasizes the that considers
just feel the presesnt and be at moral dimension of human relationship
the disposal of relationships and as frustating and
emotion; this
another. Whenever interactions. often inauthentic or
emotion is driven by
there is no Because of this,a deceptive. This
a person's
manisfestations of person will be urged arises when a
awareness that the
other is the person self-reservations in to help others person ceases to
with thoughs and time and reasons especially those view the other as a
feelings.In short, we will we then be able who are vulnerable, dependable person
are putting to be genuinely discouraged, broke, which will lead him
somone's shoes and available. and unloved. to be consumed
walking with them. with invaluable
relationships.

18
The intersubjectivity of the human person is considered as a “being with others,”
which means that his or her identity are shaped by how they relate empathy,
availability, ethics of care, and even alienation with others.

B. CONCEPTS OF SOCIOLOGY AND THEORIES OF SOCIETY

The French philosopher Auguste Comte, often called the “father of sociology,”
coined the term sociology as the scientific study of society. He believed that all
societies develop and progress through the following stages: religious, metaphysical,
and scientific.

Meanwhile, the 19th century Englishman Herbert Spencer compared society

to a living organisms with interdependent part.

Hitherto, Karl Marx, the German political philosopher and economist, argued
that Spencer’s healthy societal “organism” was a falsehood. Rather than
interdependence and stability, Marx claimed the social conflict, and competition
mark all societies.

Thus, countless individuals contributed to sociology’s development and the

above-mentioned were just a few who deserved special mention.

The Social Contract Theory

To fully understand the true character of society, some prominent social
theorist imagined humans as living in a so-called "natural state," removed from
modernity and civilization.
Thomas Hobbes - He John Locke - He Jean Jacques Rousseau
considered that the proposed that persons in - He believed that even if
persons in their natural their natural state are the people organize and
states are governed by more cooperative and establish an authority or
their desires and these reasonable. This is under government, the concept
often lead to conflict with the concept known as the of "general will" where
their fellowmen but "consent of the the people have
eventually the people governed," where society empowered the
agreed to enter into a is formed among government to act on their
"social contract" by individuals that cooperate behalf and considered to
which they will have to and share burden of be the best judge of what
control their natural upholding the welfare of is most will be beneficial
tendencies and impose its people. for the society.
order; by then society will
be able to ensure the
survival of humanity.

19
C. ROLES IN THE SOCIETY
FUNCTIONS OF COMMUNITY
In sociology, community is defined as a group who follow a social structure
within a society (culture, norms, values, status). They may work together to organize
social life within a particular place, or they may be bound by a sense of belongingness
sustained across time and space.
COMMUNITY MEMBERS AND INDIVIDUAL ROLES
Community members are the heart of healthy community whom include all
those who live, learn, work, play, and pray together. Two of those salient community
members are the context experts and community historians, where context experts
provide insights into the history and culture of a community and known to be
organizers and networkers; while community historians are known to bring depth of
clout to their constituencies for what worked and did not work in the past and what
solutions will work as to where to access resources within communities. Moreover,
the following are the primary roles an individual should take part.
► Leadership - Formal leadership role in a community organization, circle of
friends, and often considered as individuals who gets things done and provide critical
insights into the dynamics at play in local communities but will remain as an
inspiration to everyone despite of having an authority and power.
► Civic Engagement – This will give community members power to improve
their community and a say in the policies that will impact their lives with regards to
their financial stability, health, security, and safety.
► Build Relationship – This will equate how the family brought up a well-
mannered and respectful person who will value and create harmonious relationship.
It is the important part of creating change.

What’s More

Activity 4.1. “Hot Seat!”

Direction: Give your judgement on how will you respond and interact with other
person on the given scenarios below. Write your answer on the provided worksheet.
A. You won the swimming competition held in your school but you found out
that your co-swimmer had an accident during the contest. How can you share
empathy as a winner?

B. You are about to get married one week from now but your bestfriend had lost
her first born baby and she severely needed you. How can you be available
amid your special marriage preparation?

C. You became a prominent doctor in your community and you went abroad. You
happened to treat your long-lost father who left your mother before you were
born. How can you possibly ensure doing the ethics of care as a challenged
professional and as a broken daughter?

D. You are a pastor in a local church and you have a new church member who
is always alone and does not want to be surrounded by anyone. How will you
free him in the prison of alienation?

20
 What I Have Learned

Congratulations! Let us wrap up your learnings. Below is an activity that will

assess your understanding about the lesson- Self and Others in the Community.
Activity 4.2 “Do You Understand?”
Direction: On the left part of the table are concept of sociology and the theories of
society by the renowned individuals. Paraphrase their statement and write it on the
right side of the table. Write your answer on the provided worksheet.

Concept and Theories of Sociology and Society Your Understanding

1. Auguste Comte believed that all societies develop and
progress through religious, metaphysical, and scientific
stages.
2. Herbert Spencer compared society to a living organisms
with interdependent part.
3. Karl Marx claimed that social conflict and competition
mark all societies.
4. Thomas Hobbes considered society has to ensure the
survival of humanity.
5. John Locke believed that society is formed among
individuals that cooperate and share burden of upholding
the welfare of its people.

What I Can Do

Activity 4.3 “I Am A Role Model”

Direction: Create an artistic commitment board that will designate your
indispensable role in the community you belong to. Follow the format below and write
your answer on the provided worksheet.
MY INDESPENDSABLE ROLE
Family As a/an…

Friend As a/an…

School As a/an…

Church As a/an…

21
 Assessment

Welcome to the most important day of this week’s lesson. Did you enjoy
learning the different activities? Now, be ready on your major task for this lesson.
For this last part of the module, you will assess how far you have gone with
our topics. Again, do not forget to mind your health; washing of hands before and
after touching anything is the new normal. Try to bring back to your memory all of
the important lessons this module contains and answer the post-test below to the
best of your ability.
‘
Post-Test
Test I. Identification
Direction: Identify the concept being described or defined in the following items.
Write your answer in a separate sheet of paper.

1. It is the characteristics of the neural network system of the human brain

which keeps people connected to each other.
2. The process in which the ability to think is both developed and expressed.
3. It asserts that through sense experience, real knowledge is attained
because it is based on what our sight, hearing, smell and other senses tell
us.
4. John Locke’s reference to the human mind as a blank slate, theorizing
that a man upon his birth has no mental content.
5. This school of thought views the self as socially constructed in relation to
social forces and structures and the product of ongoing negotiations of
meaning.
6. The critical locus of the interaction between the brain and the social world.
7. This processes external inputs and internal subjective experience
consisting of the experience of the body.
8. This theory explains that we come to develop a self-image on the basis of
the messages we get from others, as we understand them.
9. A person having a clear perception of oneself, including his or her
thoughts, emotions, identity, and actions.
10. This means being recruited into social practices and learning how to
execute them competently, is how humans “learn” certain priors about
the world, as well as ways of interpreting their own experience.

22
 11. This has led to increasingly rapid and inexpensive communication and
travel, which in turn has led to the rapid spread of fashions and ideas
in clothing, food, music, and forms of recreation.
12. This setting includes home, school, neighborhood, and also, perhaps,
local religious and law enforcement agencies which enable a child to
learn how to think and behave.
13. Refers to the ability to share emotions.
14. He compared society to a living organisms with interdependent part.
15. According to , society will be able to ensure the survival
of humanity.

Additional Activities

Activity: Speak Your Thoughts!

Direction: Complete the table below to sum-up your learnings about the lesson. Do
this in a separate sheet of paper.

Does it help me to become a

How do I learn from the society? psychosocial being? In what ways?

Activity: Explore Your Limits!

Fill in the table with your abilities and limitations as a psychosocial individual.

I CAN I CANNOT

Activity: Observation Exercise

Direction: For an hour, watch how people conduct among themselves the
observance of social distancing. Write down your findings below in a separate sheet
of paper.

23
References
Books
Mangiduyos, G.P. (2017). Trends, Networks, and Critical Thinking in the 21st
Century. Sampaloc, Manila, Philippines: Rex Bookstore Inc.
Ramos, Christine Carmela R. PhD (2016). Introduction to the Philosophy of the
Human Person. pp 9-10. Manila, Philippines: REX Book Store Inc.
Robert D. Abella (2016). Introduction to the Philosophy of the Human Person.pp 43-
58. 93-116. 839 EDSA, South Traingle, Quezon City, Philippines: C & E Publishing
Inc.
Soccio, Douglas. (2007). Archetypes of Wisdom.California:Thomson Wadsworth.
Vega, V.A., Prieto, N.G., & Carreon, M. L. (2015). Social Dimensions of Education.
Quezon, Manila, Philippines: Lorimar Publishing Inc.
Websites
Poems, N., Poems, B. and Port, O., 2020. Using The Senses To Describe The Beach,
Ocean Port, Beach Poem. [online] Family Friend Poems. Available at:
<https://www.familyfriendpoems.com/poem/ocean-port> [Accessed 22 July 2020].
2020. [online] Available at: <http://itsa.ucsfeduc/-
eliotf?WhyIamalsoaSymbolic.html> [Accessed 25 July 2020].
Psychologistworld.com. 2020. Stimulus-Response Theory: The 'Carrot On A Stick'
Explanation Of Behavior. [online] Available at:
<https://www.psychologistworld.com/behavior/stimulus-response-theory>
[Accessed 27 July 2020].
2020. [online] Available at:
<https://www.ncbi.nlm.gov/pmc/articles/PMC2588649> [Accessed 24 July 2020].
<https://www.tandfonline.com/doi/full/10.1080/17470919.2018.1471003https:/
/www.tandfonline.com/doi/full/10.1080/17470919.2018.1471003> [Accessed 29
July 2020].
2020. [online] Available at: <https://thedecisionlab.com/impact-social-
compponents-human-behaviour/> [Accessed 25 July 2020].
prezi.com. 2020. Self, Others,& The Community: Social Skills. [online] Available at:
<https://prezi.com/pnpug7is6znn/self-others-the community-social-skills/>
[Accessed 28 July 2020].
Countyhealthrankings.org.2020. [online] Available at:
<https://www.countyhealthrankings.org/take-action-to-improve-health/partner-
center/community-members> [Accessed 29 July 2020].
Google.com. 2020. Redirect Notice. [online] Available at:
<https://www.google.com/amp/s/othersociologist.com/2013/11/20/sociology-
commmunity/amp> [Accessed 30 July 2020].
2020. [online] Available at:
<https://www.sparknotes.com/sociology/sociology/society-and-culture/section4>
[Accessed 22 July 2020].
Other SourcesTrends, Networks, and Critical Thinking in the 21st Century
Curriculum Guide

24
 DISCLAIMER
This self- learning module (SLM) was developed by DepEd SOCCSSKARGEN with the
primary objective of preparing for and addressing the new normal. Context of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learner of Region XII in all public
schools beginning School Year 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly encourage
feedbacks, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph