Allama Iqbal open University

Assignment :-8606
Assignment 1
QNo1
(a) Concept of social structure
Ans : The social structure in society is the textured social structures that both arise from and regulate the
behaviors of individuals. Additionally, it is presumed that society is grouped into structurally associated
communities or sets of functions with multiple tasks, meanings, or motives. Family, faith, law, culture, and
class provide examples of social structure. It contrasts with the "social system" which refers to the structure
of the parent in which these different structures are integrated. Thus, broader systems such as economic
systems, legal systems, political systems, cultural systems, etc. are greatly affected by social structures.
Definition :-
The social framework has been defined as:

• The relationship between definite individuals or groups;

• The enduring patterns of behaviour in relation to each other by participants in a social system; and
Institutionalized standards or cognitive structures that organize the behavior of the social system's
actors.
Institutional vs Relational
In addition, Lopez and Scott (2000) differentiate between two kinds of structure:

• Institutional structure :-
"social structure is seen as comprising those cultural or normative patterns that define the expectations
of agents hold about each other's behaviour and that organize their enduring relations with each other.
The social structure is seen as comprising those cultural or normative patterns that define agents'
expectations about the actions of each other and organize their lasting relationships with each other.

• Relational structure:'
social structure is seen as containing the relationships themselves, understood as patterns of causal
interconnection and interdependence between agents and their actions, as well as the roles they
occupy.'
Micro vs Edit Macro
It is also possible to separate social structure into microstructures and macrostructures:

Microstructure:
The pattern of relationships between the most basic elements of social life, which cannot be further
separated and do not have their own social structure (e.g. pattern of relations between individuals in
a group composed of individuals, where individuals have no social structure; or a structure of
organizations as a pattern of relations between social positions or social roles, where those positions
and roles have no structure by themselves).

Macrostructure:
The pattern of interactions between objects only with a structure of their own (e.g. a political social
structure between political parties, as political parties have their own social structure).
Other types
Normative structures:
the pattern of relationships between norms and modes of operations of individuals with different
social roles in a given system (organization)
Ideal structures:
the pattern of relationships between views and opinions of individuals in various social positions
Structures of interest:
pattern of relationships between objectives and preferences of individuals with different social roles
Structures of interaction:
 ways of contact between people from different social positions

CLASSROOM SOCIAL STRATIFICATION -DETERMINANTS

• Material status
children of wealthy families and children of parents with low incomes
• Family status
orphaned children, separated parents' children, children raised in institutions, by relatives or foster
families.

Material status of learners and social status Stratification

• Recently, students tend to build high self-esteem on the basis of material ideals and the influence of
parents, not on the basis of their skill and accomplishments in school.

• Students with exceptional class scores, but not from families with high material wealth, are
sometimes exposed to irony and sarcasm often.

(b)How can a teacher help in promoting social interaction among students ?

Ans:-
Strategies for teaching to encourage social contact

You must implement a few teaching methods to increase the chance of your students engaging with
each other in a constructive manner. Here are a few forms tested by teachers that facilitate positive
social interaction between classmates.
• Jobs in class

For social interaction, classroom jobs are perfect because they force students to work with one
another. Not all students get along, as you know, but when they are forced to interact with all sorts
of individuals, they need to learn how to interact with all, regardless of whether or not they get along.
A strength that all kids need to have is having the opportunity to work well with others. So, offering
them classroom jobs is the best way to train them for the real world. A couple of suggestions here.

Choose two kids to be door holders or appoint two kids to work together to distribute or collect
documents. Try to pick two students who wouldn't usually gravitate towards each other. This will
require them to learn how to communicate with learners other than themselves. You may also give
an assignment to your students that helps them to communicate with the other students as well. You
may have two students, for example, to be the morning greeter. "By saying "Good morning" and
giving them a high five or a handshake, one child would welcome their classmate into the classroom,
while another child would ask them, "How are you doing today? ” Such types of jobs involve social
contact between all students, and there is no way around them. This is not only a fun way to start the
day off, but it will also help create a sense of community in the classroom.

• Free play
Free play is an important part of the growth of a child because evidence indicates that it leads
to a child's cognitive, physical, social, and emotional well-being. Not only is it beneficial for
their body and mind, but it is perfect for their social skills to improve as well. Many teachers
are frustrated with the tension of having to fulfill the curriculum's requirements, that they do
not find time to play or save it for if they have a few extra minutes to spare. When you don't
integrate play into the curriculum, what happens is that students appear to lack expertise in
communication and problem-solving.
When kids play, without guidance from a teacher or an adult, they learn to work together and
figure things out on their own. It's a time when kids learn to be leaders, learn to listen to
others, and even learn to stick to each other.

Immersive learning centre:-

Another teaching technique that can increase the possibility of positive peer social interaction
among students is immersive learning centers. The best thing about learning centers is that
they are designed so that learners have to connect with each other. How you set up the center
doesn't matter, because students will have to communicate with each other. When it comes
to building learning centres, there are several choices for you to choose from. You can have
all students work together on the same project or you can have all students work alone, but
for only one section of the core, on the same project. Whichever option you choose, students
will always be at a table together, which ensures that they will chat and connect with each
other. Ultimately, the way you arrange it depends on how you want the students to
communicate with each other.

Immersive learning

QNO2:
 (a) Discuss importance of culture diversity in a society
What language are you speaking? What religion is yours? The holidays are you
celebrating? What is the racial identity of you? What ethnic background do you have?
What culture is yours? Why does cultural diversity matter so much?
Our culture is what defines us, our actions and our identity are influenced by it. It refers
to the common language, beliefs, values, norms, behaviors, and material objects that are
passed down from one generation to the next. Culture is our way of living.
• What is meant by "culturally diverse"?
The word "culturally diverse" and the definition of "multiculturalism" are also used
interchangeably.

Seven significant acts involved in the concept of multiculturalism were defined by

sociologist Dr. Caleb Rosado, who specializes in diversity and multiculturalism:
• appreciation of the rich diversity of cultures;
• tolerance for differences;
• acknowledging the validity of different cultural expressions and contributions;
• assessing what other cultures offer;
• encouraging diverse groups to contribute;

Why is it a "good thing" to have cultural diversity?

As our nation, workplaces, and schools increasingly consist of different cultural, racial, and
ethnic groups, cultural diversity is significant. We can learn from each other, but first, we need
to have a degree of mutual understanding. Within the world in which we work, learning about
other cultures helps us consider various viewpoints. It helps dispel negative perceptions about
various groups and personal prejudices.

Furthermore, cultural diversity allows us to identify and appreciate "ways of being" which are
not inherently our own. So that we can build bridges to trust, appreciation, and understanding
through cultures as we communicate with others.

• Increase your comprehension of other cultures by communicating with individuals outside

your own society.
Do not enforce beliefs that can contradict or be conflicting with other cultures on others.
• Recognize that their deficiencies in English proficiency in no way reflect their degree of
intellectual functioning when engaging with someone who may not be fluent in English.
• Recognize and recognize that principles such as family, gender roles, spirituality, and
emotional well-being within the helping profession differ greatly across cultures and affect
behaviour.
• Advocate for the use of materials reflective of the different cultural groups within the local
community and society in general within the workplace, educational climate, and/or clinical
environment.
• Intervene sufficiently when you witness someone participating in actions that reflect cultural
insensitivity, bias or discrimination.
• Listen, embrace, and welcome people and thoughts that are different from your own in a
constructive way.
(b) How can group Dynamics be applied in your daily classroom teaching ?
Dynamics mean change, and group dynamics suggest behavioral change by group
interaction. As we know, students live in school classes, such as their classroom, play
group, hobby club, science club, library, etc.

It is common for students to communicate in groups with each other to meet their needs,
obtain information, provide messages, etc. As we understand that human behavior is not
static, the behavior of members who continuously interact undergoes continuous changes
as students interact with other members of their group/groups. Because of their group
contact with group members, this sort of shift in student behavior is called group
dynamics.

• To provide students with appropriate criteria for their adjustment:

If the instructor has fundamental knowledge of group dynamics, he/she will provide
his/her students with sufficient guidance for their adaptation. As we know that education
is aimed at making the nation's people socially adaptable, we want our students to have a
good adjustment with their peers, classmates, playmates, and others.
Students can often face some problems about their transition process. If the teacher is
well equipped with the basic knowledge of group dynamics, if the teacher knows how a
student can communicate favorably with other members of his/her group, then he/she
(teacher) will provide students with sufficient guidance on their adaptation.

• To strengthen the class's emotional and social climate:

As we know, we can not even imagine organizing in the classroom a participatory,

productive and weak teaching-learning process that does not have a proper emotional and
social atmosphere. If the students of the class have hostile attitudes towards each other,
if they behave unsociably as rivals, if they don't care about others' feelings, desires,
aspirations, then in that kind of class we should not expect a good teaching-learning
process transaction.
A instructor will direct his or her students to make proper adjustment and healthy
interaction with each other through the study of group dynamics. The emotional and social
environment of the course can be strengthened by teachers.

• In order to strengthen group relations in the class:

We can see some unique association patterns among the students of the class as-stars,
isolates, mutual pairs, chains, etc. If the instructor has fundamental knowledge of group
dynamics, he/she will play a role in leadership. The leader's position is now changing from
being authoritarian to being democratic and participatory.
• To work with social classes effectively:

In different classes, teachers have to organize different events. Teachers should learn
about group dynamics in order to interact effectively with social groups in the classroom,
in the playground, in the laboratory, in co-curricular activities.
As we know, we can't find all students with the same qualities, needs, desires, etc. in a
class. They may have differing socio-economic backgrounds
Teachers should try to establish the positive relationship between these students. A full
understanding of group dynamics and the process of interaction should be accessible to
this teacher.

• In the party, to remove tensions and stresses:

Since we know that the group's conflicts and stresses disturb the class's learning
environment. To eliminate these, a teacher should try. A instructor should have learned
the community dynamic process for this.
 As a whole, the role of a teacher is not just to teach the students, but he/she should strive
to build constructive class circumstances that could inspire students to learn participatory
and armful learning. A teacher should have detailed knowledge of group dynamics to assist
a teacher in classroom transaction for this form of development.

QNO3
(a)Highlight the role of education in preserving the culture of society
Culture Preservation:
Culture is a society's blood vein, which needs to be conserved. Assisting in the preservation of culture or social
heritage is an important feature of education.

Education aims to inculcate the traditions, practices, beliefs, arts, morality,

etc. into the tender minds of pupils through its specialized agencies

Culture's Transmission:
In addition to preserving culture, the role of education is to preserve the continuity of culture by transmitting,
through its various programs and activities, current cultural experiences, values, rituals, customs, etc., from one
generation to another. Without this transmission, the survival of the nation will be the toughest challenge, and it is
possible to stifle human development. In absolute chaos and misunderstanding, culture reels.

Men will become savages, and they will break up human relationships into pieces. The substance of unity in every
society, therefore, is its precious community.

The Personality Moulding:

The personality that is formed and moulded by education is a universal feature of culture. The identity of an
individual begins to grow as he or she continues to forge a network of relationships with other members of society.

Education according to the behavioral habits or culture of the current community makes this type of interaction
possible. In simple words, culture is an informal social influence agency that tends to mold and shape people's
actions in a favorable manner.

Knowledge?!!! Education is the ability to meet the situation in life. But education has been a label for someone to
get a job in a better place these days. If he has some fundamental knowledge of mathematics and the ability to deal
with numerous individuals around him, one can succeed in business. More than enough, that is. Education has
turned out to be something that money, especially in India, can buy. The Greek word 'educo' originated in education,
which means growing from inside. Training has turned out to be something in today's world that can gain a good
social standing and get a good marriage proposal and something that will give you a wild card entry to your dream
career.

What is a teacher's position in the preservation of tradition and culture?

One of the most significant rituals and an important part of our society is now the teacher student relationship. The
importance of a teacher in the life of a person has been emphasized in each of our holy books including geetas. The
teacher shows us the things in our lives that we need to master to excel. The student and teacher relationship was
considered sacred and the teacher was referred to as having a position above the gods. This is the value of an
instructor in our society. The instructor also has a responsibility to instill in the minds of younger generations the
ideals and morals of their customs and culture.

(b)Evaluate the effect of the school on formation of student's behaviour.

Ans: Family, friends, school and the broader community all have an impact on the actions of students and on learning
and well-being. Personal characteristics such as age, sex, personality, temperament and mental and physical health
also influence the way we behave.

The following model helps us identify how our learning, well-being and growth are affected by various environments
and how risk and protective factors can influence them. Risk factors, such as economic disadvantages, for example,
will increase the likelihood that a problem will grow and continue. The effect of risk factors can be reduced by
protective factors, such as a positive family and culture.

Intrinsically, ed and active society is focused on high-technology that is evolving at a rapid pace, requiring a current
outline of adaptability and versatility, based on consistent services and capabilities. This should lead to a deep reform
of the educational method in schools by emphasizing the value of methods for the management of classrooms in
order to achieve the aims of each learning activity. The idea of active learning should be compared to that of an
active teacher, since the transition of knowledge from a teacher as a central unit to the students has become an
inept form of practicing teaching at present.
To cultivate the socio-emotional skills of students, what constructive strategies should teachers implemen?
Explicitly teaching socio-emotional skills: some interventions consist of introducing a sequence of "plan-do-review"
(i.e. preparing, completing and evaluating a task with teachers and other students), as the Perry Preschool Project
did, or using particular materials, as the Construye T Program of Mexico.

Using socio-emotional language: teachers can motivate students by using language that encourages effort and
work, provides positive affirmation, or helps them to compare a desired future with its present reality.
Improving interaction between teacher and student: It is important for teachers to show that they care about their
students, that they strive to be fair, and that they provide warmth and support.

Promoting cooperative learning: teachers should allow them to consciously work together in a meaningful way
around content, rather than making students work in groups.

Improving the management of classrooms: effective management of classrooms leads to improved teaching self-
efficacy and coordination of classrooms, greater engagement of students, less disruptive activities that interfere
with learning, happy and healthy classrooms, and an understanding that how students learn is as important as what
they learn.

QNo3
Elaborate the process of civilization
Without any culture, human infants are born. They must be turned into cultural and socially adept animals by their
parents, teachers, and others. To hear the preceding word pronounced, the general method of acquiring culture is
referred to as socialization by clicking this button. We learn the vocabulary of the society we are born into during
socialization, as well as the roles we have to play in life. Girls learn how to be daughters, sisters, mates, wives, and
mothers, for instance. Furthermore, they hear about the occupational tasks their culture has in store for them.
We also learn and normally follow the norms of our society by pressing this icon to hear the preceding word
pronounced through the process of socialization. Norms are the conceptions retained by most members of society
of acceptable and anticipated actions. While socialization refers to the general phase of cultural acquisition,
anthropologists use the word enculturation to hear the preceding term pronounced for the process of being
socialized to a specific culture by clicking on this icon. Your parents and the other individuals who raised you have
enculturated you to your unique community.
In the personality forming process, socialization is critical. While the majority of human personality is the product of
our genes, the mechanism of socialization can shape it in specific ways by fostering specific values and attitudes and
providing experiences selectively. This most definitely accounts for much of the disparity in one culture compared
to another between the common types of personality. For eg, to hear the preceding term pronounced tribesmen of
the central Malay Peninsula of Malaysia, the Semai click on this icon usually are gentle people who do not like violent,
aggressive people.
As a matter of fact, they stop them wherever possible. By comparison, to hear the previous term pronounced Indians
on the border region between Venezuela and Brazil, the Yanomamö click this icon typically train their boys to be
strong and violent. The ideal man of Yanomamö does not shrink from bullying and intense emotions. Currently, he
is searching them out. Likewise, through the emotionally strong act of self-inflicted pain, Shiite Muslim men of Iran
are supposed at times to publicly express their religious faith.
Within a culture, effective socialization can result in uniformity. It is possible that if all children undergo the same
socialization, they will have the same values and aspirations. This reality has provided national governments around
the world a strong incentive to standardize education and make it compulsory for all children. A important political
tool for manipulating individuals is to determine what subjects will be learned and how they are taught. It is less
likely that those who internalize society's expectations will violate the law or want drastic societal changes. In all
cultures, however, there are individuals that do not comply with societal standards of normalcy because they have
been "abnormally" socialized, i.e. because they have not internalized society's norms. These individuals are typically
branded as deviant or even mentally ill by their culture.
Large-scale populations are commonly composed of several ethnic groups, such as the United States. As a result,
early socialization also differs in strategies, aims, and aspirations in various communities. As these diverse cultures
are not culturally homogeneous, they have no unanimous consensus as to what the common norms should be.

How Are Kids Socialized?

Socialization is a process of learning that starts shortly after birth. The time with the most extreme and the most
crucial socialization is early childhood. It is then that we gain vocabulary and understand the basics of our society. It
is also when a great deal of our identity takes shape. Throughout our lives, though, we continue to be socialized. We
are entering new statuses as we mature and need to learn the right roles for them. We also have interactions that
teach us lessons and potentially lead us to change our values, aspirations, and character. The experience of being
assaulted, for example, is likely to cause a woman to be distrustful of others. Looking around the globe, we see that
various cultures use various methods to socialize their children. There are two broad kinds of methods of teaching—
formal and informal. What mainly occurs in a classroom is formal education. It is typically organized, supervised and
guided primarily by adult teachers who are "knowers." Informal education, on the other hand, can take place
anywhere. It requires imitation of what others are doing and doing, as well as experimentation and repeated basic
skills practice. This is what happens when adult experiences in their games are role-played by children. This cross-
cultural socialization research is provocative. Perhaps you are now asking yourself what strategies you can use to
monitor your children's actions. Will you spank or threaten to do so with them? Would you use praise only? Will you
belittle them for not behaving, or tease them? Would you want to make your kids self-reliant and autonomous, or
would you discourage them in favor of continued dependency? Most of us will be interested in raising kids for some
point in our lives. Are you going to do that in the same way that you were raised? You are also likely to do so because
you have been socialized that way. In most cases, abusive parents have been abused by their parents. Similarly,
gentle, indulgent parents themselves were raised that way. Is there a right or wrong way for children to be
socialized? The response depends to some degree on the frame of reference. In one society, what is true may be
incorrect in another.
(b)determine the role and responsibilities of teacher in socialization
The role of the teacher is the most important one in a child's socialization process after the family or parents. To
promote the socialization process, a teacher should do the following:
 1. Culture transmission:
Culture influences the actions of an individual. Regulation of the fennel powers and It is only with the help
of culture that the creation of sociable elements is possible. The teacher is supposed to To familiarize the
students with th culture of society and to preserve a sense of appreciation for it. ThisThis will aid in a child's
socialization.
2. Teachers should coordinate group events to help promote the promotion of group work.
The mechanism of a child's socialization and motivating children to engage in it. It will, this will Enabling team spirit
in them.
3.For the proper socialization of a child,
the teacher should develop smooth ties with the children and interact more and more with them in order to shape
the social atmosphere. A teacher should create a high degree of social atmosphere in the school. The principal,
educators, teachers, administrators, and staff should stay away from disputes, groupism, and filthy politics. In a way
that represents mutual affection, friendship, compassion and peace, they should act.
4.Intercultural Feeling Growth-Kids
from various cultural backgrounds come to a stage of development College to get an education. The teacher should
build the kind of emotions in kids that Make them recognize the cultures of others and value them, strive to
understand their point of view and rise above all the narrow/petty emotions.
5. Presentation of Social Values-
Teachers should present high ideals before children by introducing high ideals Their sayings and various actions that
would make a child imitate them and behave in a way that would Which is incredibly sociable. This will aid in a child's
socialization.
6.Healthy Human Relationships-
To promote the socialization process, healthy human relationships are necessary. Therefore, a teacher is responsible
for establishing safe and smooth human relationships in the classroom. Healthy relationships in a school should be
formed between students, teachers, student-teacher, student-principal and teacher-principal. The school
atmosphere should be packed with safe and smooth interactions with humans.
7. School Traditions-
School traditions have a significant influence on a child's socialization. Therefore, from the social point of view, a
teacher should build safe and helpful traditions, rouse faith in children for those traditions
8.Good Competition Feeling-
Healthy competition has an important role in a child's socialization. Therefore, in children, a teacher should create a
feeling of healthy competition.

9. The school should be a community center, and the school itself should be a community center. The ones
Programmes that have a clear connection with the events in the neighborhood should be coordinated and organized
there. If members of the school and family collaborate with community members,As the members of the community
cooperate with the members of the school and family, there will be an acceptable The stable socialization of children
QNO5
(a) Discuss the role of the religious groups in influencing social behaviour ?
Our values and behaviors are influenced by our experiences, the climate and even genetics. These convictions, in
turn, affect our behavior and decide our actions. Beliefs that are generally recognized are part of our culture and
form the world we live in in many respects.

The greatest belief system that has existed for thousands of years is undoubtedly faith. It is a code of behavior in
many respects, a rule book that enables believers to act in a non-primitive or cultured way. To promote social
bonding, the earliest types of religion were set up. In fact, religious practices are also believed to be adaptive and
have evolved to preserve survival and reproductive benefits. No wonder, then, that this mechanism is essential for
thought patterns and plays a critical role in establishing a community's self-identity and social identity, which then
forms behaviors, cultural norms, and affects the actions of individuals and groups. Children are especially susceptible
to religious beliefs and the ideas of gods and other supernatural agents, leading to a teleological bias in accepting
explanations of the phenomena, based on the reason they serve rather than their assumed causes that continue
into adulthood (Kelemen, 2004). These attitudes rely on factors such as beliefs about the nature of Religion,
immortality and omnipresence; attributions about psychological features such as justice, compassion and harshness;
and attributions about the causal role of God and motivations in the events of one's life.
Most, if not all religions, have some thematic principles, namely concepts of god and love, fairness, altruism, miracle
works and peacekeeping, that make them similar to each other. Each religion, however, has elements and beliefs
that set them apart from each other. These gaps in ideology may not be clear and easy to distinguish, but they are
present and account for a great deal of disharmony and discord. This is largely due to unfounded and skewed
deductions by certain adherents of religious scriptures that go against universal principles. In addition, a relatively
recent trend is the coexistence of different religions in a single group or country. Sacrifices and wars in the name of
religion are not unheard of, with some of the relevant examples being the Crusades, the Sati Scheme, Buddhist
Burma, the Jihadists and the Witch-hunt, which ended thousands of lives.
It seems to serve where compassion and kindness towards all are imbibed, but also instigates religious hate, violence
and religious martyrdom, especially in radical martyrdoms.
By infusing 'god-fearing' elements in scriptures, such as the notion of karma and reincarnation in Hinduism, heaven-
hell and redemption in Christianity, paradise and hell in Islamism, happy afterlife and reincarnation in indigenous
Chinese folk religions, and release from the reincarnation loop, most religions impose moral actions by positive and
negative reinforcement. This was further reiterated in the study by Shariff and Norenzayan (2011), where they found
that when they believe in frightening and punishing supernatural agents, people are more likely to act in a moral or
honest way. They concluded in their subsequent studies that the notion of hell exists to make people behave in a
spiritual and ethical way, while there is the notion of heaven (or its counterpart in other religions) to make people
feel good and to have a direct and optimistic relationship with happiness. However, another potential explanation
for this indicates that religious views may have nothing to do with it. Rather, by priming, religious scriptures or rituals
serve as a spiritual reminder and enable us to act in a moral and honest manner
It is important to note here that while in some of the behaviors, religious beliefs can play a causal role, it is not the
only factor influencing behaviour. Research supports that religious beliefs and behaviour are associated, but does
this necessarily suggest that there is a causality? It doesn't really matter if one assumes that in order to adapt and
work, people shape these belief structures, or whether current beliefs affect religious attitudes. What is important
is how we use such a powerful tool (or abuse it), and to what degree we let it affect our actions.
(b) Explain the collaboration among these institutions which may lead towards national development :
For every community and person, education is important. It is life itself, but not life's preparation. Man has many
attributes. For the improvement of the nation, these qualities of the person should be created. Thus, for overall
individual, social and national growth, education plays a complementary role. It helps a person to realize his highest
self and goal. Below are the main functions and roles of education for individuals, society and the country. Training
is taken as an attempt to bring about a shift in human behavior in which they can understand society. From the point
of view of the wellbeing of a Society, education implies culture transmission. A social heritage culture is another
name for this social heritage. It is a platitude to say that man is born into a biological heritage. The root of all human
accomplishments is culture, in a subtle way. In the words of E.B. Tylor: "Culture is that 'complex whole' that includes
knowledge, beliefs, art, morals, law, customs and any other 'capabilities and habits acquired by man as a member
of society. In the interests of the stability and continuity of society, this culture is transmitted by every society to its
next generation. Education is the process of cultural transmission. J.S. Mill has defined reference to education." The
cultural transmission mechanism is education. J.S.—J.S. Education is the culture that each generation deliberately
gives to those who are to be its successors, in order to qualify for at least maintaining the level of improvement that
has been maintained, and if possible to raise it. In the above definition, two points must be noted..
Only through education is the preservation of culture possible. Culture preservation is the goal of all activities of
every generation. For example, the life of our culture is in the hands of our youth. If they ignore or overlook the glory
of their culture and begin to imitate another culture, it will be detrimental to the present progress of country. b)
There is no culture which can be said to be perfect. There is a need to refine it. For instance, though Pakistani culture
has a hoary past is one of the great illustrations of ancient cultures, is claimed to be timeless, still a number of
customs which have grown with it over time such as the caste system.