ASPECTS OF CULTURE,

ETHNOCENTRISM AND CULTURAL

RELATIVISM
Module in Understanding Culture, Society,
and Politics
Quarter 1 ● Module 3

Ruby O. Kidlo
Developer
Department of Education • Cordillera Administrative Region
Name:__________________________ Grade & Strand:_____________
Teacher:________________________ Score:____________________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF CAR
Wangal, La Trinidad, Benguet

Published by
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the DepEd Schools Division of Baguio City – Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

ii
 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID) which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ academic performance specifically
in the Social Sciences.

Date of Development : August ,2020

Resource Location : DepEd Schools Division of Baguio City
Learning Area : Social Science
Grade Level : 12
Learning Resource Type : Module
Language : English
Quarter/Week : Q1/W3
Learning Competency/Code : Explain the importance of cultural relativism in
attaining cultural understanding (MELC)

iii
 ACKNOWLEDGMENT

The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would
not be possible without these people who gave their support, helping hand and
cooperation:
To my colleagues in the Social Sciences whom I share a common passion and
love of teaching; to the school’s staff who unselfishly extended their support for the
immediate accomplishment of this endeavor; and to my family whom I gained daily
inspiration.
Bringing back all the glory to God Almighty- the source of all wisdom.

Development Team
Author: Ruby O. Kidlo
Illustrator: Jerrielle N. Acop

School Learning Resources Management Committee

Edward C. Vicente School Principal
Pia P. Duligas School Assistant School Head
Genevieve C. Tudlong School LR Coordinator
Norbert C. Lartec Master Specialists
Glenda S. Saludo Learning Area Coordinator

Quality Assurance Team

Jacqueline G. Lampac EPS – Science
Lourdes B. Lomas-e PSDS – BCNHS District

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Victor A. Fernandez Education Program Specialist II - LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

SORAYA T. FACULO, PhD

Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

iv
 TABLE OF CONTENTS

COPYRIGHT NOTICE ................................................................................................ii

PREFACE .................................................................................................................. iii
ACKNOWLEDGMENT ...............................................................................................iv
TABLE OF CONTENTS ............................................................................................. v
What I Need to Know ................................................................................................. 2
What I Know ............................................................................................................... 3
What’s In .................................................................................................................... 5
What’s New ................................................................................................................ 4
Activity : Word Hunt ............................................................................................. 4
What’s In It ................................................................................................................. 6
What’s More ............................................................................................................... 9
Activity 1: Alternative-Response………………………………………………………9
Activity 2: Organize Me! ..................................................................................... 10
Activity 3: Explain Me!.........................................................................................10
What I Have Learned ............................................................................................. 111
Activity: Generalize Me! ................................................................................... 111
What I Can Do……………………………………………………………………………...11
Activity 1: Read, Understand and Answer Me! ....................................................... 111
Post -Assessment .................................................................................................. 133
ANSWER KEY ....................................................................................................... 155
REFERENCES ....................................................................................................... 166

v
 ASPECTS OF CULTURE,
ETHNOCENTRISM AND CULTURAL
RELATIVISM
Module in Understanding Culture, Society,
and Politics
Quarter 1 ● Module 3

Ruby O. Kidlo
Developer
Department of Education • Cordillera Administrative Region

1
 A thorough understanding of culture and the importance of cultural relativism leads us
to a better appreciation of every culture. Likewise, acquisition of ideas about diverse cultures
and recognize cultural relativism and social inclusiveness is an avenue to overcome
prejudices.
In this module, you will learn about aspects of Culture, Ethnocentrism and Cultural
Relativism as orientations in viewing other cultures. Major discussions center on the
significance of an extensive understanding of cross-cultural norms as a tool towards societal
cohesion. Eliminating the barriers among intra-groups, as well as enhancing inter-cultural unity
shall be the universal objective of this endeavour, as we stride towards the global village.

How to use this module:

1. Before answering the activities, you have to read, analyse, and understand the
directions.
2. Follow the instruction/s given in every activity.
3. If you have questions, inform your teacher so she can help/guide you accordingly.

Learning Objectives
At the end of the module, you should be able to:
1. identify aspects of culture and society;
2. explain the advantages and disadvantages of ethnocentrism and cultural relativism;
3. enhance understanding of cultural relativism through brief narrative responses; and
4. discuss how cultural relativism help in attaining cultural understanding.

Here is an outline of the different parts of your learning module. The descriptions will
guide you on what to expect on each part of the module.

Icon Label Description

What I need This states the learning objectives that you need to achieve
to know as you study this module.

What I know This is to check what you already know about the lesson on
this module. If you answered all the questions here correctly,
then you may skip studying this module.
What’s In This connects the current lesson with a topic or concept
necessary to your understanding.

What’s New This introduces the lesson to be tackled through an activity.

What’s In it This contains a brief discussion of the learning module

lesson. Think of it as the lecture section of the lesson.

What’s These are activities to check your understanding and to

More apply what you have learned from the lesson.

What I have This generalizes the essential ideas tackled from this
Learned module.

2
 What I Can This is a real life application of what you have learned.
Do

Post- This is an evaluation of what you have learned from this

Assessment learning material.

Additional This is an activity that will strengthen and fortify your

Activity knowledge about the lesson.

What I Know

Answer the exercises below to test your prior knowledge on the aspects of culture,
ethnocentrism and cultural relativism.
Let’s begin!
Pre-Test: Multiple Choice
Directions: Write the letter of the correct answer on a separate sheet of paper.

1. Foreign cultures are better and superior. The statement shows

A. cultural relativism. B. ethnocentrism.
C. xenocentrism. D. acculturation.
2. Patronizing own products is an example of____________________.
A. ethnocentrism B. xenocentrism
C. cultural relativism D. cultural universals
3. Preference of having imported goods rather than patronizing own products refers to
A. xenophobia. B. xenocentrism.
B. ethnocentrism. D. cultural relativism.
4. Which of the following is an original Filipino culture?
A. Cock fighting B. Bayanihan system
C. Birthday celebration D. Basketball game
5. Which among the following highlights the authenticity or uniqueness of every culture?
A. cultural relativism B. ethnocentrism
C. xenocentrism D. acculturation
6. Female circumcision is a practice in parts of Africa, which aims to prepare young girls for
womanhood and marriage. What cultural practice is being described?
A. cultural relativism B. ethnocentrism
C. xenocentrism D. acculturation
7. An individual feels that his/her culture is the most appropriate as compared with others
exhibits
A. cultural relativism. B. ethnocentrism.
C. xenocentrism. D. acculturation.

8. The Mursi tribe of Ethiopia, Africa wear lip plates as a sign of beauty and to attract men.
Which among the following aspects of culture refer to this statement?

3
 A. Culture is learned C. Culture is shared
B. Culture affects biology D. Culture is adaptive
9. Viewing the behaviour of people from the perspective of their own culture refers to
A. cultural integration. C. cultural relativism.
B. culture shock. D. cultural universals.
10. Which among the following statements is FALSE about ethnocentrism?
A. Every culture is unique in its own way.
B. “My culture is the center of all.”
C. “Own culture is the best”
D. The belief in the superiority of own culture.
11. The following are true about cultural relativism EXCEPT
A. The idea that a person’s beliefs, values, and practices should be understood
based on the person’s own culture.
B. Every culture is beautiful in its own way.
C. Judging other culture by means of own standards.
D. Respect for cultural differences.

12. Dodong, a transferee from the foothills of Mount Pinatubo in the Zambales Range in the
province of Pampanga, is always bullied by his classmates because of his kinky hair and
dark skin. What cultural practice is this?
A. Xenocentrism C. Ethnocentrism
B. Cultural Relativism D. Enculturation
13. This global pandemic urges students of any stature to embrace virtual learning. Lorna,
who hails from the outskirts of Nueva Vizcaya was helpless but succumb to the challenges
of the new normal. At last, she is now at par with other students from the urban centers. This
means that culture is _____.
A. shared B. learned
C. transmitted D. maladaptive
14. During the colonial period, the Spaniards observed that the Indios were fond of eating
“rotten fish,” which was subjected to criticism. In reality, it was the “bagoong,” a local
delicacy of the natives. This is an example of_______.
A. cultural relativism B. ethnocentrism
C. xenocentrism D. cultural universals
15. The English language has been the medium of instruction in Philippine public education.
Attempts to use Filipino as a substitute did not work, realizing that its usage in all the
academic disciplines is impossible. This will partly explain why we even teach Filipino
nationalism in a foreign language. This has reference to
A. cultural relativism. B. ethnocentrism.
C. xenocentrism. D. cultural universals.

4
 What’s In

You have learned in the previous module on how to analyze aspects and changes in
the society, which will give you a better outlook in the society and provides you a healthy
understanding on why people differ in values, beliefs, customs, and traditions.

In this module, you will learn about ethnocentrism and cultural relativism which
centers on the significance of an extensive understanding of cross-cultural norms in attaining
cultural understanding.

What’s New

Activity : Word Hunt

Directions: The words in the box are related to Aspects of culture, ethnocentrism and
cultural relativism. Encircle the words then write them on the appropriate column provided
below. Clues are provided for your guide.

5
CLUES:
1. Process of learning own culture
2. Satisfies the socio-cultural needs of man
3. Culture is body of values, symbols, meanings…
4. Culture is used by humans as a tool for survival.
5. Culture is something that is made and developed.
6. Culture is a social heritage.
7. Culture is shared by the members of the group.
8. Own culture is the best
9. Respect to other cultures
10. Foreign culture is the best.

Aspects of Culture Ethnocentrism and Cultural

Relativism

What’s In It

After answering the activities in the previous pages, I hope you were able acquire knowledge or at
least have an idea about the content of this module. For you to be more enlightened, brief discussion
on the Aspects of Culture, Ethnocentrism, and Cultural Relativism is provided for you.

ASPECTS OF CULTURE
Edward Taylor contends that culture is a complex whole comprising of knowledge,
beliefs, ideas and habits among others. As such, an accounting and analysis of its aspects is
significant in the daily grind of life.
First, culture is dynamic and is constantly changing. New ideas and innovations are
added while old ways are discarded. However, due to its flexibility and adaptability, people
easily cope with these changes. For instance, the unprecedented impacts of the recent
global pandemic exert pressure to the academe to shift from classroom- based instruction to
distance learning scheme.
Second, culture is learned and shared. Through learning something, the universal
impact of sharing may result to the formation of customary actions of a group. Language
could be considered as a basic example of this aspect of culture. Through the process of
socialization, different behavior patterns are developed. This will in a way explain why

6
Filipinos are more resilient than other people, or the Japanese are more disciplined than the
rest of their neighbors in the region.
Lastly, it must be noted that acquiring and learning culture is a process of culture
preservation. For this to happen, it must be transmitted to avoid extinction. Nonetheless,
culture is diffused through the medium of expressions, such as oral, written and symbols.

Cultural Relativism and Ethnocentrism

Viewing the behavior of a certain population from the perception of ones’ own
standard is called cultural relativism. It highlights the authenticity or uniqueness of every
culture. Its goal is to promote understanding of cultural norms which are not familiar to one’s
own culture. Nevertheless, Macionis (2002) asserted that cultural relativism is not that easy
to adopt since it requires an understanding of unfamiliar values and norms as well as
suspending cultural standards that we are used to.

On the other hand, ethnocentrism is the practice of judging another culture as inferior
by the standards of one’s own culture. It is the practice of cultural supremacy that promotes
the belief that one’s own culture is the center of all and therefore superior to all. In short, own
culture is the best.

Moreover, Adora et al. (2016) asserts that cultural relativism reduces ethnocentrism
since too much focus on one’s identity will hinder the growth of a society. However, by
embracing cultural relativism, it promotes greater diversity and understanding of ethical
differences. Hence, it reduces the ill-effects of cultural diversity and serves a tool towards
global cohesion and unity.

Cultural Relativism: A Tool Towards Cultural Understanding

Sociologists assert that “we live in a world full of diverse ethnicity and that is why it is
important for us to have a wide perspective and understanding of different cultures. Through
culture, people develop a sense of belonging, personal growth and the capacity to empathize
and associate with others.” Meanwhile, cultural divide hinders unity and amity not only among
communities but among nations as well. However, the quest to eliminate the barriers through
cultural relativism is indeed a challenging and a continuous process. Fortunately, the onset
of globalization paved way to the cultivation of cross-cultural relationship between and
among cultures across the globe. Accordingly, this relationship is “the idea that people from
different cultures can have relationships that acknowledge, respect and begin to understand
each other’s diverse lives.

7
 Due to limitations usually brought about by diverse traditions, people of different
stature are usually bound by biases of ethnocentrism. Using the standard of one’s culture in
judging others is halted by cultural relativism which only aims to the promotion of cultural
equity. Scholars assert that cultural norms and values derive their meaning within a specific
social context. This is also based on the idea that “there is no absolute standard of good or
evil, therefore every decision and judgment of what is right and wrong is individually decided
in each society.” The concept of cultural relativism also means that any opinion on ethics is
subject to the perspective of each person within their culture. Overall, there is no right or
wrong ethical system. In a holistic understanding of the term cultural relativism, it tries to
promote the understanding of cultural practices that are unfamiliar to other cultures.

For example, the practice of genital mutilation or genital cutting among some tribes in
Africa, as a means of welcoming womanhood is bound by culture, tradition, and religion.
This practice per se never ceases despite western criticisms. On the other hand, cultural
relativism can be seen with the Chinese culture and their process of feet binding. “Foot
binding was to stop the growth of the foot and make them smaller. The process often began
between four and seven years old. It caused the big toe to be closer to the heel causing the
foot to bow. In China, small feet were beautiful and a symbol of status. The women wanted
their feet to be “three-inch golden lotuses.” It was also the only way to marry into money.
Because men only wanted women with small feet, even after this practice was banned in
1912, women continued to do it. To Western cultures the idea of feet binding might seems
torturous, but for the Chinese culture it was a symbol of beauty that has been ingrained the
culture for hundreds of years. The idea of beauty differs from culture to culture.”

Thus, cultural relativism, as a new way of seeing, is a necessary optic to perceive the
socio-cultural reality in today's multicultural, world society. It is "new" in the sense that most
people tend to be socialized within an ethnocentric perspective. To move away from such a
view and encompass a culturally relativistic one can be rather traumatic for most people. Yet
such a perspective is necessary if a person is to become a "world citizens"-a person who is
able to transcend his/her own racial/ ethnic, gender, cultural and socio-political reality and
identify with humankind throughout the world, at all levels of human need. S/he is a
transcending person who knows no boundaries, and whose operating life-principle is
compassion-the ability to take the role of the other. (Dr. Caleb Rosado, 1998)

8
 What’s More

Activity 1: Alternative- Response Item

Directions: Evaluate whether the statements in the first column are true or false. In
column B, write the word True if the statement is correct, and False if otherwise.

A B
1. Cultural relativism is the practice of becoming more culturally aware
and responsive.

2. The belief that whether cultures are either equal or different denotes
ethnocentrism.
3. Ethnocentrism encourages the idea that one’s own ways are the best.
4. Viewing the behavior of a certain population from the perception of
one’s own standard is called ethnocentrism.

5. Cultural relativism promotes an understanding of unfamiliar values and

norms as well as cultural standards.
6. The practice of judging other culture as inferior by the standards of
one’s own culture refers to xenocentrism.

7. Cultural divide does not hinder unity and amity among nations.
8. People everywhere think that their own ideas, opinions, expectations,
and traditions are right, true, proper, and moral.

9. Through culture, people develop a sense of belonging, personal

growth and the capacity to associate with others.

10. Due to limitations brought about by diverse traditions, people of

different stature are usually bound by biases of ethnocentrism.

9
Activity 2: Organize Me!

Directions: Through a graphic organizer, identify and briefly explain at least two advantages
and disadvantages of ethnocentrism and cultural relativism. Write your answers on the
boxes provided.

Advantages Disadvantages Advantages Disadvantages

Activity 3: Explain Me!

Directions: In 3-5 sentences, discuss how cultural relativism help in attaining cultural
understanding. Write your answer on the space provided.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

10
Activity: Generalize Me!
Directions: To check the level of your learnings, write important concepts covered in this
module using the matrix below.

ETHNOCENTRISM AND
CULTURAL RELATIVISM

Activity 1: Read, Understand and Answer Me!

Filipino hospitality is often mistaken as a description of a

national identity rather than a common trait among
Filipinos. The uniqueness of this character won admiration
from tourists who frequently visited our country. Of
course, one can fully understand such practice by digging
deeper into our own culture.

11
Name:__________________________________ Grade & Strand____________________
Date:___________________________________

1. In your own observation, how does Filipino hospitality differs from western practices.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. If you were asked by a foreigner to explain why we value hospitality, what will be your
answer?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. From an insider’s point of view, is it also proper for us to offer the best of what we can, say
for example, providing the best cuisines to visitors to the extent of spending much beyond
our reach? What other examples can you add?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

12
 Assessment

To check your full understanding of the

lesson, answer the activity below.

Good Luck!

Multiple Choice. Write the letter of the correct answer on a separate sheet of paper.

1. It refers to the perception that every culture is unique in its own way.
A. Cultural relativism C. Cultural universals
B. Ethnocentrism D. Xenocentrism

2. Highlighting the authenticity or uniqueness of every culture refers to

A. cultural relativism. C. cultural universals.
B. ethnocentrism D. xenocentrism.

3. An act of judging a person’s culture as inferior basing from his/her own cultural standards
refers to
A. cultural relativism C. cultural universals
B. ethnocentrism D. xenocentrism

4. Which of the following is not an original Filipino culture?

A. Birthday celebration C. Pamamanhikan
B. Bayanihan system D. Pagmamano

5. Which of the following statements is FALSE about cultural relativism?

A. The idea that a person’s beliefs, values, and practices should be understood
based on the person’s own culture.
B. Every culture is beautiful in its own way.
C. Judging other culture by means of own standards.
D. Respect for cultural differences.

6. The early Chinese women wanted their feet to be “three-inch golden lotus,” since it was a
symbol of beauty. What cultural practice is being described?
A. Cultural relativism C. Cultural universals
B. Ethnocentrism D. Xenocentrism

7. Mario, a transferee from the foothills of Mount Pinatubo in the Zambales Range in the
province of Pampanga, is always bullied by his classmates because of his kinky hair and
dark skin. What cultural practice is this?
A. Xenocentrism C. Ethnocentrism
B. Cultural Relativism D. Enculturation
8. This global pandemic urges students of any stature to embrace virtual learning. Lorna,
who hails from the outskirts of Nueva Vizcaya was helpless but succumb to the challenges
of the new normal. At last, she is now at par with other students from the urban centers. This
means that culture is _____.
A. shared B. learned C. transmitted D. maladaptive

13
9. During the colonial period, the Spaniards observed that the Indios were fond of eating
“rotten fish,” which was subjected to criticism. In reality, it was the “bagoong,” a local
delicacy of the natives. This is an example of_______.
A. cultural relativism B. ethnocentrism
C. xenocentrism D. cultural universals
10. The English language has been the medium of instruction in Philippine public education.
Attempts to use Filipino as a substitute did not work, realizing that its usage in all the
academic disciplines is impossible. This will partly explain why we even teach Filipino
nationalism in a foreign language. This has reference to
A. cultural relativism. B. ethnocentrism.
C. xenocentrism. D. cultural universals.

11. If you board a nearly empty bus in South Africa, it is regarded as polite to sit next to the
only person there but not in the United States where such act is considered “weird.” What
insight can you derive out of this contrasting practice?
A. I would rather judge such an act from my own perspective;
B. Norms that you are used to are either right or wrong, it is just different.
C. Such practice with a more convincing cultural impact must be favoured.
D. African practices are regarded as inferior as compared to the west.

12. The world has been enriched with thousands of different cultures since the dawn of
civilization. For instance, western cultures consider slurping sounds rude in consuming food.
Whereas, eating noodles with a slurping sound in Japan is a way of indicating enjoyment of
the food. Which statement best describes cultural relativism?
A. It is indeed a pleasure to consume noodles with slurping sound.
B. Eating with a slurping sound is against table etiquette among most cultures.
C. Whichever is preferred by many shall be regarded as the better practice.
D. Astonishing customs are to be treated with full respect and not be judged from
one’s own standard.

13. How can you promote cultural relativism?

A. Use of one’s cultural heritage as the starting point to judge other cultures.
B. Discouraging cultural practices of some groups which are deemed
disadvantageous to the interest of the society.
C. Educating people about other cultures and increasing literacy is of great help.
D. Promotion of a standard culture that fits the challenges of the present set up.

14. The Igorot’s value of ‘inayan’ (the fear of committing evil as sanctioned by ‘karma’), as
well as the belief of ‘anitos,’ gained enormous understanding among the rest of the Filipinos
and foreigners. Which among the following statements does not speak of cultural relativism?
A. It is a mechanism to impose which shall be considered as the best practice of
society.
B. Maintains that man’s opinion within a given culture defines what is right & wrong.
C. It is a mistaken idea that there are no objective standards by which own society
can be judged because each culture is entitled to its own beliefs and practices.
D. It is the ability to understand a culture on its own terms and not to make judgments
using the standards of one’s own culture.
15. Apartheid (racial segregation) was a discriminatory practice in South Africa during the
British rule. In the same reign the Filipinos during the height of Spanish rule were also
discriminated. What do you think was the motivating force behind these discriminatory acts?
A. To instil fear among the colonials.
B. To promote inferiority as a means of preventing insurrection.
C. Cultural and political gaps are inherent in colonization.
D. A display of white supremacy among all races.

14
 15
What I Can Do Post-Test (Assessment)
1. A
Answer may vary
2. A
3. B
4. A
5. C
6. B
7. C
8. B
9. A
10. C
11. B
12. D
13. C
14. A
15. D
What I Know What’s New What’s More What I Have Learned
(Pre-test)
1. C Aspects of Ethnocentrism Activity 1
2. A Culture & Cultural 1. True Answer may vary
3. B Relativism 2. False
4. B Gratifying Enculturation 3. True
5. A Ideational Ethnocentrism 4. False
6. B adaptive Cultural 5. True
relativism
7. B 6. False
Learned xenocentrism
8. B 7. False
Transmitted
9. C 8. True
social
10. A 9. True
11. C 10. True
12. C Activity 2 & 3
13. B - Answers may
14. A vary
15. C
4
ANSWER KEY
 REFERENCES

Adora, Melvin A., et al. Understanding Culture, Society and Politics. Philippines:
Wise Ideas Publishing Co., 2016.
Contreras, Antonio P., Arleigh Ross D. Dela Cruz, Dennis S. Erasga, and Cecile C.
Fadrigon. Understanding Culture, Society, and Politics. Quezon City:
Phonenix Publishing House, Inc., 2016.
Hughes and Kroehler (2016). Sociology The Core.
Macionis, John J. Sociology. New Jersey: Pearson Education Asia Pte Ltd., 2002.
https://www.andrew.cmu.edu/course/80-
241/guided_inquiries/articles/cultural_rel.html

https://www.ipl.org/essay/The-Importance-Of-Cultural-Relativism-FKK5MQ74SCF6

https://courses.lumenlearning.com/wm-
introductiontosociology/chapter/ethnocentrism-and-cultural-relativism/

16