SLA No. 5.

The Socio-cultural Background of the Social Sciences

Course Code/Number: Social Studies Major 1
Course Title: Foundations of Social Studies
Professor: Dr. Reynaldo B. Inocian

I. Lesson Overview
Aside from the historical and philosophical backgrounds, the nature of social studies is
undeniably culture-based. Our worldviews about everything including our actions are shaped by
culture. It trumps everything. Civics and culture in the elementary level is the foundation in
understanding the relevance of social studies to the society, the nation, and the world, in order to
become a better citizen. SLA-5 provides the philosophical visualization of the social sciences.
You are encouraged to read it and perform the required activities and worksheets.

II. Intended Learning Outcomes

Reading the contents and performing the learning tasks of this SLA-3 within a week, the
students are expected to:
1. Differentiate the components of culture;
2. Show appreciation of culture to personal life; and
3. Perform one of the listed activities in this module.

III. Learning Content and Activities

The Nature of Culture

“Culture is the context in which we live and work, including beliefs, behavioral rules,
traditions, and rituals” (Grodnitzky, 2017). Furthermore, he said that culture trumps biology and
psychology. Our human behavior and actions are shaped by culture. The course of our social
engagement with other people shaped and molded various forms of human interaction. In this
process, culture has been formed as a result of this social interaction. Culture is derived from a
Latin word cultura, which means care or “cultus”, which means civilization (Palispis, 1997;
2007), stemming from “colere”, which means to "tend, guard, cultivate, till.” Just like a farmer
who cultivates the soil in order to yield abundant harvests, we as a social being also need to
cultivate our inner resources in order to be called refined or shall we say cultured. A cultured
human individual exudes an exquisite taste of these various aspects of human life such as:

Language: The oldest human institution and the most sophisticated medium of expression for
better communication and understanding;

Arts & Sciences: The most advanced and refined forms of human expression through human
creation and invention;

Thought: The ways, in which people perceive, interpret, and understand the world around
them through overt and covert manifestations;

Spirituality: The value system transmitted through generations for the inner well-being of
human beings, expressed through language and actions as observed in prayers and rituals;

Social activity: The shared pursuits within a cultural community, demonstrated in a variety of
festivities and life-celebrating events; and

Interaction: The social aspects of human contact, including the give-and-take of socialization,
negotiation, protocol, summit, and other forms of conventions in local, regional, national, and
international communities.

These various ways of culture are refined according to the level of educational attainment or
educational experience the individuals and group of individuals have acquired to maintain a
cultured society. Culture, can also be referred to as cumulative deposit of knowledge, experience,
beliefs, values, attitudes, meanings, hierarchies, religions, notions of time, roles, spatial relations,
concepts of the universe, and material objects and possessions acquired by a group of people in

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the course of generations through individual and group striving. There are two major types of
culture: material and non-material. Material Culture includes the tangible aspects of culture like
artifacts, mounds, edifices, bridges, and other man-made evidence. The Non-material Culture
includes the intangible aspects of culture or otherwise known as the “living cultures”
like: values, beliefs, customs, traditions, etc.

Culture can also be understood in both deductive and inductive perspectives, whether it is
universally or specifically viewed as culture universals, or culture specifics. Cultural Universals
refer to the deductive view of culture acceptable to all. For instance, the preference of the culture
of peace against the culture of violence has its universal connotation. Whatever is the
terminology used whether “kalinaw” (Cebuano-Bisaya), “kapayapaan” (Tagalog) “ping”
(Chinese), “shanti” (Hindu), “irene'' (Greek) or basically known in English as (peace) has a
global connotation to shun disorder. In school, the use of standard books of knowledge
(encyclopedia) is a cultural universal in the field of education. Cultural Specifics refer to the
inductive view of culture relative to the universally accepted notion. For instance, the practice of
“bayanihan” (service-oriented teamwork without monetary value in return), “pagsasabong”
(cockfighting) remains a culture specific, a practice peculiar in the Philippines only. In school,
the use of books in the Filipino language emphasizing Filipino lifestyles is basically culture-
specific, which has nothing to do with any universal account.

Levels of Culture Classification

According to Louis Henry Morgan, (1877) culture can be classified into 7 levels such as cited
by Tagalog (2011):

1. Lower Savagery. This began with the earliest humanity characterized by fruits and nuts
subsistence. People are dependent on what nature has to offer. This is time for foraging for wild
fruits and berries.

2. Middle Savagery. This began with the discovery of fishing technology and the use of fire.
This is the time that fire was required to the bodies, scare the beast, and ultimately discover
broiling as a means of cooking.

3. Upper Savagery. This began with the use of bow and arrow for hunting purposes. This is time
for hunting animals in the wild as a source for food.

4. Lower Barbarism. This began with pottery-making to produce containers to store water
and food.

5. Middle Barbarism. This began in the Old World with the domestication of plants and
animals/in the New World with the development of irrigation cultivation. This is the time that
horticulture began.

6. Upper Barbarism. This began with smelting iron and the use of iron tools to produce
weapons for farming and for war.

7. Civilization. This began with the invention of phonetic-alphabet and with the system of
writing.

These levels of culture are very useful now in understanding how culture evolves with time.
It gives us the entire view that some aspects of culture in different levels are still in existence
even in the transition of time.

Components of Culture

1. Norms refer to the society’s standards of social behavior. These can be classified into three
types that regulate acceptable social behavior. These are as follows:

1.1. Folkways are less significant social norms that violation of which is seemingly
forgivable. This includes habits, customs, superstition, and the like. If someone does not use a
spoon and fork during the actual banquet or does not take a bath for a week or a month, it is

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forgivable, there is no punishment for such violation, but the erring persons are reminded to
outdo the usual practice in maintaining acceptable social order.

1.2. Mores are more significant social norms than any form of violation of which is
seemingly punishable. This includes traditions, ethos of the society, and regulated social and
political order. If someone violated the policies of the school institution, then he or she will face
corresponding sanctions as stipulated by the school’s manual of operations or any student
handbook relative for that matter.

1.3. Laws are the most significant social norms that any form of violation of which is
seriously punishable. This includes the violation of any provision of the constitution, republic
act, international edict, local ordinances and the like. Those found guilty of these violations are
sentenced in jail or if not in some other cultures, they are even sentenced to death.

2. Values are worth something good or desirable. Values can be exhibited in various
dimensions of the human person. The human person as a self is a member of the community
imbued with social, economic, political, moral, intellectual, spiritual, and physical values

3. Language refers to any system of symbols that have specific and arbitrary meaning in a
given society. It is this symbolic communication or language that sets human beings apart from
other species (Palispis, 2007). With the use of language, teachers and students in a classroom can
transmit their thoughts, feelings, and emotions of certain events then and now. Language
involves listening, speaking, reading and writing. It is a system of signs, symbols, gestures, or
rules used in communicating or the communication of thoughts and feelings through a system of
arbitrary signals, such as voice sounds, gestures, or written symbols (DepEd ATEP-BEAM,
2007). In this instructional material, language is divided into two major components such as:
langue and parole within an identified language. Langue refers to the phonics, signs, symbols,
and grammatical system. Parole is the actual speech or the way speakers of a language use it for
expressions. In the outset, language influences our behavior as a manifestation of a collective
interpretation of social reality as a tool for the perpetuation and expansion of culture. Language
can also be categorized into verbal and non-verbal as it is subsequently expounded.

3.1. Verbal Language refers to oral and written forms of communication. In oral
communication, the language is spoken. While, in written communication, the language is
scribbled in any space material using a prescribed structure namely phonology, morphology,
syntax, semantics, and pragmatics. To Bernstein, (1985) and Cole & Cole (1981) in Hardman,
Drew, Egan, & Wolf (1991), enumerated the language and its corresponding definitions:

3.1.1. Phonology represents the system of speech sounds that an individual utters; that is,
rules regarding how sounds can be used and combined. For example, the word “pig” has three
phonemes.

3.1.2. Morphology is concerned with the form and internal structure of words; that is, the
transformations of words in terms of such areas and numbers – like present to past tense, or
singular to plural. For example, when we add “s” to “pig” we have produced the plural form,
“pigs” with two morphemes or meaning units – the concept of pig and the concept of plural.
Such transformations involve prefixes, suffixes, and inflections like for example the word
“insubordination” with “subordinate” as its root word, prefix “in” and suffix “ion”. Inflections of
the word fantasy as phantom or phantasm with one meaning as something imagined or invisible
creates a variety in terms of nuances and intonations.

3.1.3. Syntax involves the rules governing sentence structure – the “order and the way in
which words and sequences of words are combined into phrases, clauses, and sentences”. For
example, the sentence “She will help Rose” suggests a declaration that changes in meaning when
the order of words is changed to “Will she help Rose?”

3.1.4. Semantics represents the components of language most concerned with the meaning or
understanding of language. It involves the meaning of a word to an individual, which may be
unique in one’s personal mental dictionary (e.g., meaning of the adjective “nice” in the phrase
“nice house”).

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 3.1.5. Pragmatics is concerned with the use of language in social contexts, including rules
that govern language functions (the reason for communicating) and rules that govern the choice
of codes (alternate message forms) to be used when communicating”. For example, the different
ways a professor talks when lecturing to a class versus chatting at a party.

3.2. Non-verbal Language refers to any form of communication exhibited through the use of
body movements, facial expressions, and hand gestures.

3.2.1. Kinetics refers to body motion like gestures, facial position and body movement that
could reflect attitudes, moods, emotions, and even deception and lies. For example, when
Teacher Edna exhibits the best smiles as a start for the day’s lesson, then her students can
interpret that she has a happy disposition. If she found out that one of her students is telling
something without eye contact, there is a possibility that this fellow is lying and deceiving her
about the truth.

3.2.2. Paralanguage refers to voice quality/timbre (delightful or repulsive), volume (loud or

soft), pitch (high or low), tempo/rhythm/rate/cadence/beat (fast or slow), and expression
(laughing or weeping, yawning or giggling, gasping or sighing) reflect a distinct personality,
level of education, and attitudes. For example, Teacher Karen’s chime-like yet sonorous voice
has developed interest among her students compared with Teacher Cora’s forlorn voice that
invites her students to nap eventually.

3.2.3. Proxemics refers to spaces or distances of people in daily interactions. It is said the
close we become to someone generates the feeling of warmth and acceptance, while the farther
we become can be understood that we are wintry and insipid that eventually lead to rejection.

3.2.4. Chronemics refers to the use of time in expressing certain things. Time and language
can communicate a sense of responsibility, interest, and respect. When Teacher Maria has
something to say to her principal regarding the academic achievement of one of her students,
then she has to plan first in her mind what and how to approach the principal, what to say, how to
say it, and what are the possible reactions. When the time comes then, it is automatic that there is
clear communication with respect to each other’s thoughts and feelings. Sometimes when it is
not planned this way the chronemics yields to conflict and future resistance that would escalate
further hostilities or just common misunderstandings.

3.2.5. Adornments refer to the use of clothes, perfumes, wigs, false eyelashes, skin, hair and
even objects surrounding the speaker. The teacher in the classroom is a model enough for her or
him to be dubbed as the best visual material. Lavish accessories are not allowed for a teacher to
look like a clown. Simplicity with decency is the magic for students to acquire maximum
learning.

Memorandum Circular No. 19, S. 2000 from the Civil Service Commission stipulates the
Revised Code of Prescribed Uniform for all Government Officials and Employees in the
Workplace as follows with penalty in case of violation as provided under Section 22 (C) Rule
XIV, Revised Omnibus Rules Implementing Book V of the Administrative Code of 1987
(Executive Order No. 292).

1) When there is no prescribed office uniform, employees shall be dressed in appropriate

business attire. …The wearing of “maong” pants, although generally chronicled, may be
considered as appropriate attire when paired with a collared polo/shirt (for male employees) …
2) The following attire shall be prohibited for all government employees when performing
official functions inside the workplace like:
(a) Gauzy, transparent or net-like shirt or blouses;
(b) Sando, strapless or spaghetti-strap blouse (unless worn as undershirt, tank-tops, blouse
with over-plunging necklaces);
(c) Micro-mini skirt, walking shorts, cycling shorts, leggings, tights, and jogging pants;
(d) Rubber sandals, rubber slippers, “bakya”;
3) The following shall also be prohibited during office hours and within official premises.
(a) Ostentatious display of jewelry, except for special occasions and during official
celebrations;
(b) Wearing of heavy theatrical make-up.

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 4) In the implementation of this dress code, certain exemptions may be allowed, on the
following groups:
(a) When the nature of work of the official or employee demands that he or she wears
clothing other than those prescribed;
(b) When religious affiliation or creed or any legitimate practice by the employee in relation
thereto, requires him/her to wear particular clothing;
(c) Physical disabilities and other legitimate health reasons;
(d) Pregnant employees are allowed to wear maternity dress during the period of their
pregnancy;
(e)Employees who lost a loved one can wear mourning clothes during the period of
mourning;
(f) Other circumstances analogous to the foregoing.

3.2.6. Haptics refers to the use of: touching, stroking, hitting, greeting, holding, and guiding
as effective means of communication. When a specific student in a class is not paying attention,
the teacher can use “Proximity and Touch” control by going right away to the misbehaving
student and tapping his or her back reminding him or her to pay attention. When the kindergarten
pupils have a hard time holding the pencil because of poor grasping skill, then the teacher can
make use of physical prompt by holding their hands and guiding them to write in appropriate
strokes.

3.2.7. Oculesics refers to the study of the role of eye contact. Tria and Jao (2009) enumerated
the rules about eye contact.

3.2.7.1. A looker may invite interaction by staring at another person who is across
the room.
3.2.7.2. Mutual friendly gaze connotes positive interaction.
3.2.7.3. Direct eye contact while speaking manifests sincerity and honesty.
3.2.7.4. The usual short intermittent gazes of longer duration have the tendency to be
interpreted as having a task to be less important.

It is said that linguistic diversity to whatever sort reflects cultural diversity. A concrete
example is the 13 ethno-linguistic groups that comprised the Moro people manifest a
community’s wealth of signs, symbols and words that reflect experiences of its people and its
environment (DepEd ATEP-BEAM, 2007).

4. Fashions refer to the styles of clothes, bags, and other personal accessories like rings,
necklaces, bangles, and anklets. In school, these refer to both old and new or both low and high
technologies used in enhancing effective learning transfer. Teachers’ fashion in order to enhance
their physical looks is strictly regulated in order not to divert students’ attention and focus on
learning.

5. Fads refer to the popular vogue as these are displayed in magazines, billboards,
mannequins in shops in the department stores. In the school culture, acquiring the latest books as
library collections for the betterment of a student's reading culture is an acceptable educational
fad.

6. Crazes are obsessions of certain groups of people in a certain locality. In rural areas, for
example, the obsession of a husband in cockfighting spares most of his income, sacrificing the
basic needs of his family. In academia, the reading obsession of a teacher is one of the best
practices in order to generate information for the enhancement of his or her craft of teaching
limited to the production of manuscripts, modules, and monographs as a sign of intellectual
maturity.

Fashions, fads, and crazes are short-lived norms with which people are expected to comply
(Palispis,1997 & 2007) in a certain period of time. These are subject to change for future
adaptability.

Characteristics of Culture

1. Culture is dynamic.

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 The dynamism of culture can be obviously seen in all walks of life. In the corporate world,
policies and standards of the company are observed by its stakeholders. Likewise, this situation
is also seen in the real operation standards of the school where teachers and students are duty
bound to observe for the realization of its Vision, Mission, Goals, and Objectives. The dynamism
of the school’s VMGO can be measured by the quality of its operations and its graduates. After a
reasonable time of its implementation, then this standard should undergo a regular revision after
a thorough evaluation in order to maintain greatness. The culture of greatness can transcend
dynamically in simple ways in safeguarding quality and excellence with a high sense of honesty
and integrity.

2. Culture is shared.

Culture is not dormant and passive. Being dynamic, this culture has to be shared for wider
dissemination. For instance, the culture of teaching in the College of Education is shared by the
academics as part of passionate tutelage with their disciples – the students. This is a moral
ascendancy to be enforced so that in the end this culture is also shared and be passed on to our
students in the school community to whom they served their best legacies.

3. Culture is ideational.

Any existing culture: material or non-material represents a certain notion of acceptability and
recognition. For instance, when we see the crucifix as a material object, we imagine a diverse
idea like a Lord’s suffering, a symbol of Christianity, a pendant, a letter “T”, and a sign of
addition in mathematics. Likewise, in the classroom, when the students see a book placed on
the table, then probably one would think of it as a source of knowledge, a symbol of the academy
or an indispensable tool for reading.

4. Culture is learned and acquired.

Once culture is shared to others then it is their choice to accept or reject it. Once it is
found valuable or useful, then anyone is expected to acquire it for constant use. For example,
when late 18th century American teachers (Thomasites) arrived and introduced American
education under the guise of normal education, then without remorse because of its functional
relevance we acquired it. After the establishment of Philippine Normal School in Manila in 1901,
a subsequent year after (1902), five branches of Normal Schools under the umbrella of
Philippine School were established in various provinces in the archipelago through a Summer
Teaching Institute for the educational needs of our people such as in the Ilocos region which is
now the Don Mariano Marcos State University was named as the (Ilocos Vacation Normal
School); in Nueva Caseres (the Bicol region) which is now the Bicol State University was named
as (Bicol Vacation Normal School); in Central Visayas region which is now the Cebu Normal
University was named as the (Cebu Vacation Normal School), in Western Visayas region which
is now the West Visayas State University was named as the (Ilo-ilo Vacation Normal School);
and in the Mindanao region in Cagayan the Ozamiz (Bukidnon today) as the Bukidnon State
University was named as the (Cagayan de Ozamis Vacation Normal School). Today, the
proliferation of these normal schools in the system of Philippine education has carved a niche of
an acquired culture of excellence in teacher-education with more than a century-old of an
unquestionable efficacy. The culture of emphasizing the object-lesson method by the
Thomasites has ascended more to learning acquisition than the use of rote memorization by the
Spaniards. The use of didactic materials and didactic strategies remained the most influential
measure for academic excellence until the late 60s.

5. Culture gratifies human needs.

Without the Thomasites as our first teachers in a formal school, then our need for education
would not become as impressive compared to the parochial schools established by the Spaniards.
The education needs of our people at that time were answered which were highly selective for
the opulent and illustrious families (illustrado and principalia) during the Spanish times. There
was a massive call for children to be in school in order to learn the 3Rs that are reading,
(w)riting, and (a)rithmetic with one medium of instruction and that is the use of English. With
gratification of the needs of our people in those days, most of them reached their dreams as
professionals, who were trusted by the Thomasites to carry on the lead before the American
political control was challenged by the Japanese control during the Second World War.

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 6. Culture tends toward integration.

We cannot afford to be succumbed by the total influence of American culture to education

after the Thomasites introduced this to us. The move for Filipinization became apparent, the
Filipino language – as a conglomeration of different dialects spoken in the diverse regions of the
country was integrated with American-English language and used as a medium of instruction in
the classroom. However, existing issues whether or not to use complete English or Filipino as a
medium of instruction in most of the subjects remains a challenge between national and global
imperatives. For us, it is an option whether or not we have to accept a Filipinized English
(Taglish) or Englisized Filipino (Enggalog).

As evidently shown in the emergence of these words for “Taglish”; we have enough code-
switched statements in both oral and written communication. For instance, “Sumakay ng jeep
(for riding a jeepney), Sumayaw sa disco party (for dancing in a disco party), “Maghihintay sa
park for (waiting at the park), these are few of the examples of language code-switching.
Another is commonly heard among other people in public places with these utterances ``I read
books para pagtibayin ang aking knowledge (I read books in order to enhance my knowledge);
“napansin nila na may disturbance sa kabila” (they noticed the disturbance at the back); and “be
careful sa pagsipilyo ng mga teeth mo baka dumudugo yung gums mo” (be careful when you
brush your teeth to prevent gum irritation). This is an example of language code mixing.

For “Enggalog” lexicons, we have these few examples such as “bolpen” (pen), “notbuk”
(notebook). “skul” (school), “titser” (teacher), “propesor” (professor), and “drayber” (driver).
These borrowed words are indeed examples of highly diffused and globally accepted influence
of the English language. Call these as an adulteration of our language cultural heritage but indeed
it is an unstoppable phenomenon of global language hybridization – a component of culture mix
toward integration.

7. Culture is cumulative.

With our sensory systems activated 24-7 every now and then, lifestyles that we learned are
always then added and accumulated. With this, our individual brain is the best reservoir of such
accumulation. For instance, in the culture of education, the parochial schools established by the
Spanish officials offer children to learn Spanish language and Christian values with “Doctrina
Christiana” (Christian Doctrine) for children of the “principalia” (opulent and influential
members) in the society. This was not abolished by the Thomasites during the American period
but rather retained with cumulative instruction in English open to all children regardless of status
whether rich or poor in the society. To this date, this parochial school is cumulated to a stature of
the public-school system. Since then and now, we see the culture of education in the Philippines
evolving with significant increasing highlights – an evidence of its developmental milestones.

8. Culture is transmitted.

Every mentor in a school institution is tasked to transmit the culture of excellence and
efficacy of the teaching profession to students under an excellent tutelage with the hope that
when they become teachers in their own time, they can also bestow the zeal expected of their
career. For instance, the culture of reading books required by the Thomasites before is still
handed up to now by some of our teachers. But this culture needs to be rectified because of
media dominance that jeopardized the culture of reading, which, in turn, little by little replaced
with the culture of viewing more especially in the case of more exposure of children to television
shows rather than in reading an educational book. We need a strong push to encourage our
students to develop a habit of reading in response to the inevitable explosion of knowledge. By
reading, our students can broaden their horizon and use knowledge as a weapon to fight for
ignorance and eliminate bigotry. The late president of the United States of America, Thomas
Jefferson, once said “the future of the nation depends upon the amount of information the
citizens deserve to know from reading”. Let us not deprive our right from reading. Through
reading, we can see a lot of opportunities in life, solutions of or varied problems, and above all to
be more productive in every moment in our lives.

9. Culture is adaptive.

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 Once culture becomes acceptable, then it would be easy for us to adapt and make it our basic
way of life. For instance, our adaptation to the English language is already rooted in us among
Asian nations; we are regarded as the best speakers of American-English – a culture that is
worthy to be celebrated. This has attracted other Asians like Koreans and Japanese to study
English with us. Not only that they learn English from us but consciously or unconsciously we
also learn a lot from their practices and attitudes. Likewise, we appreciate the parsimonious
attitude of the Koreans when they are insisting for their minimal change from a taxi driver after a
kilometer fare. Enumerable number of our countrymen lend the mode of dressing to our Japanese
tourists. Some courses in university in the field of arts require the study of Japanese language
(Nihonggo) as part of their curriculum. This substantiates the element of adaptation for common
understanding between these two nations or among nations as well.

10. Culture is social.

In as much as the carrier of culture is human being, then, socialization of culture is very
apparent. This is very evident in interaction or in other discourses of communication. The
symbiotic relationship of the teacher and the students inside and outside of the classroom is
indeed cultural. When students greet “good morning”, it is etched by the culture of respect to the
dignity and integrity of the teacher, likewise, when the teacher responded the same greeting, this
shows the culture of propriety of social engagement, which we call it far-fetched to modesty or
social reputation.

Modes in Acquiring Culture

Don’t we ever think that culture is acquired instantly as we think about it easily? (Palispis E.
S., 1997) stated that there are “three ways by which culture is acquired: by imitation, by
indoctrination or formal training, and by conditioning through the system of rewards”.

1. Imitation refers to the replication of the behavior or culture through modeling and
observation. Albert Bandura in his “Imitation Theory of Learning” emphasizes modeling of any
adult’s behavior or a culture of a mature individual to the young. This is prevalent in the
socialization process, whereas the child grows in the environment, he or she is exposed to
different cultural learning experiences inside and outside of the classroom that shape up
significant behavior because of its proven desirability or shape out insignificant ones which do
not bring any good at all. This is indeed what Cooley labeled as “looking-glass-self”(become
social climber just to imitate others) in social engagement.

2. Indoctrination takes the form of formal training or teaching of a teacher to his or her
students both inside and outside of the classroom. When an individual is interacting with his or
her co-individuals in a society, agreement or disagreement is formed. When it resulted in an
agreement and is considered binding, certain norms are respected to protect the common good,
however, if it resulted in a disagreement, individuals will seek for a reconciliation to prevent
future hostilities. Indoctrination of culture can take place in the aforementioned factors
depending on the motives and the social expectations of people:

2.1. Enculturation refers to the process of imbibing (take it or leave it) the culture to the
people in a formalized system of education. For instance, if we want our students to value the
cultural heritage of our people in the Pre-Spanish times, then there is that dire need to expose and
teach them the culture in those days through formal lecture and case analysis. Another example
is if we want to teach our young the value of kissing the hands of our elders, then we model them
how by kissing the hands of grandma or grandpa. This is called the method of demonstration or
showing to the young on its meaning and significance. This is Kounin’s “ripple effect!”(e.g. in a
class of water you put a juice in it, the water becomes orange) that few individuals imitate the
culture the majority subsequently follows similarly.

2.2. Acculturation refers to the inculcation or the enforcement of a dominant culture to a

minor culture group either brought by colonization or migration. It is the replacement of the traits
of one culture with those with another, such as what happened to many indigenous peoples
across the globe during the process of colonization (DepEd-BEAM, ATEP Module, 2007). For
instance, when the Spaniards colonized the Philippines in 1565, Roy Lopez de Legazpi, his men,
and the friars introduced Christianity to the natives by force. Such kind of terrorism resulted in
for the execution of natives who resisted in favor of their local beliefs and the abandonment of

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these beliefs in exchange for worship of the cross under one God. In the case of foreign
migration, a classic Filipino family who went to the United States and stayed there for good
embraced the American culture without remorse, in exchange for their Filipino cultural identity.
This is Hawthorne’s “halo effect!” with enough amounts of biases of the dominant American
culture ceasing or eliminating the inferior Filipino culture.

2.3. Assimilation is a process of adopting a different, often dominant culture, by an

individual (DepEd-BEAM, ATEP Module: 2007). This is the dissolution of a practiced culture in
exchange to a popular culture. For instance, when a Filipino works in the United States of
America for a number of years, his or her Filipino culture wanes eventually as he or she
embraces the new American culture. Another example is, the invasion of the Spaniards for more
than three centuries in the Philippines, had assimilated the culture of Christianity over and above
pagan practices. In the school setting, if the students decide to change their learning habits for
better learning by adapting something new from their usual practices, then concrete assimilation
of learning is evident. This process is what we call “unlearning”. This is also known as the
“placebo effect!” with mental conditioning that a new cultural option would bring a better
outcome even if the reality would prove otherwise.

2.4. Transculturation is a phenomenon of merging and converging cultures through

various forms of contacts: mass media, business, migration, education, and others through
cultural adaptation in different processes. This happens mostly in cross-cultural convergences,
where amalgamation – culture mixing becomes apparent. For instance, Gina has travelled to
more than 25 countries all over the world commissioned by her scholarships and career related
opportunities. She has been exposed to different cultures of these countries and assessed what is
worth to be accepted and also discarded. When her Japanese mentor emphasized the use of 5 S in
the workplace, she wished for the adaptation of this which was not our ingenious Filipino
practice in our workplace. If Gina realizes the positive repercussions of adapting 5 S in her
company as she is fully convinced by her Japanese counterpart, then the prophecy of a Japanese
mentor was fulfilled. This is what Rosenthal said as the “Pygmalion effect!” which means the
Japanese mentor’s wish was fully realized.

3. Conditioning is a behaviorist process of learning a culture through Stimulus-Response

connection (SR) with the use of rewards. For instance, every time a Catholic devotee passes by a
church, he or she will simply make a sign of the cross. When someone receives an icon of a saint
as a gift from a friend, he or she starts to venerate it, then this is a conditioning behavior.
Learning a specific culture through conditioning takes enough practice through constant
repetition. Frequency of its beliefs and practices enhances stability. Once writing is done
frequently, it can develop the individual to become a prolific writer in the future when his or her
works are appreciated by the public. This appreciation is the reward of his or her effort.

Processes of Culture Adaptation or Transculturation

Adaptation symbolizes a certain condition worthy of our life’s existence, goals, and
expectations. Culturally, this can be observed into these processes:

1. Parallelism

It refers to the independent development of a culture characteristic in two widely separated

cultures. There are different species of feline animals (cats) but its culture of domestication
emerged in almost all different places in the world. Elsewhere, we see the culture of reading and
writing as a parallel learning practice in almost all corners of the world despite its specificity and
style. This is the law of identical elements. Likewise, the style of ancient Filipino architecture in
the rural areas has a parallel resemblance to the style of architecture of Indonesian houses. This
is evidence of sharing our parallel cultural roots. The different styles of Cebuano rice pouch-
weaving (puso) for rice dumpling is parallel to the Yakans’ (tamu), Indonesians’ (ketipat), the
Malaysians’ (ketupat), and the Thais’ (katupat) with similar cultural orientation for rice rituals in
farm villages.

2. Diffusion

It refers to the spreading of culture from specific places to other places brought by media or
any foreign contact. For instance, what we learn in a fashion magazine in terms of the latest trend

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in fashion, the next time around we buy the stuff. The contact of the Korean students in different
schools that offer English language has influenced the culture of the Filipino teachers toward the
exquisite taste of their mode of dressing which they buy in the store immediately. In the
classroom, if the teacher is sent to a seminar or training relative to his or her profession, the
amount of new learning in this exposure is diffused in the actual performance of his or her craft.

2.1. Fusion

It is the convergence of two or more cultures – a process of blending and integrating these
cultures that creates dualism and hybridization. For instance, if a Filipino scholar is sent to
France for advanced studies, directly or indirectly he or she learns French culture. When given
the time to go back to the Philippines, he or she is blending this new culture with the Filipino
practices with ease and satisfaction. This is the process of “re-learning” or otherwise known as
reorganization of a variety of learning experiences.

2.2. Fission

It is the divergence of a specific culture of a certain group or groups of people brought by

environmental and social movements. For example, the migration of people from one country to
another due to economic reasons, political upheaval, environmental fury, social conflict, and
religious intolerance, has diverged the uniqueness of a culture to a new blend of hybridization in
foreign cultures. It is a diaspora that no one can prevent but accept as part of the infusion process
with the popular culture of a new social group.

3. Amalgamation

This is a culture-blending of different cultural elements in a specific place after being

influenced by external cultural factors. Like, for instance, the borrowing of the cultural practices
of more than two countries in the world to be mixed with the identified local culture of a specific
place. In a typical house, the design of the roof is Mediterranean with French windows, and
British floor tiles, pieces of wooden furniture from Thailand, porcelain wares from China,
interior jars from Japan, mural paintings in the lobby from Africa, Mexican foods during
breakfast, Australian dish during lunch, and Caribbean dish during dinner. These three meals are
also inspired by garnishing dried fish and “bago-ong” (salted appetizer) in the Philippines. All
these are amalgamated practices. Evidence of amalgamation can also be measured in the
following:

3.1. Dualism is the process of blending the two cultures like Filipino and Italian. dogs

3.2. Hybridization is the process of blending two or more cultures in the mainstream of
Filipino acceptable cultures. For instance, we learn English from the Americans, Christian
religion from the Spaniards, rice boiling from the Chinese, pig-roasting (lechon) from the Pacific
Polynesian islands, ballroom dancing from the Latin Americans, and a lot of these convergences.
As a result of this combination, a Filipino cultural identity is reshaped.

3.3. Habituation is a form of formation or training where individuals are exposed

constantly to a usual routine of exposure. For instance, if these individuals wish to learn the
Chinese culture of using chopsticks, then a series of exposure to eating in Chinese restaurants is
needed to condition them. This is also a similar case of a teacher establishing routines and
discipline inside the classroom where those who follow intently would be given rewards or
recognition and those who defy would be given appropriate punishment.

Cultural Heritage

Heritage refers to any form of culture tangible or intangible which has indicative meaning,
significance, and inherent value that shape the life or existence of an individual, community,
institution, and nation in achieving its personal and collective identity.

Brigoli; and Java (2010) in their lecture “Preserving the Cebuano Cultural Heritage
through Education” enumerated the following values for a culture to be called a heritage.

1. Social Value

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 The Plaza Independencia (a public park located in Cebu City) beside Port San Pedro (a
fortress constructed by the Spanish colonizers in Cebu) was a place in the past where people
convened for social and political meetings. This place before and now has also served as a usual
rendezvous of men and women who want to find their soul-mates for a lasting relationship – a
common place for dating friends, convergences for appointments and social and political
gatherings. This is the reason; the place got its social value as a cultural heritage.

2. Aesthetic Value

The intricate designs of pieces of jewelry dubbed as the “Surigao Treasures” housed in the
National Museum exhibit the artistic and fine craftsmanship of the Ancient Filipinos that no
modern goldsmith or jewelers could ever make. These treasures exhibit a heritage of a unique
Filipino craftsmanship and ingenuity. Notwithstanding, the Catholic Church in Bantayan Island
in the northern part of Cebu province, also exhibits this aesthetic value as it is seen on its
carvings in the church facade.

3. Authentic Value

The genuine clothes of our country’s hero, Dr. Jose P. Rizal, housed in the museum of the
University of Southern Philippines, remind us the value of respect about our country’s legend.
The “palmetta” used by our teachers to spank erring students inside the classroom is a genuine
example that there must be discipline in education. Though, it appears this practice is obviously a
corporal punishment now, but in the past, this was a symbol of obedience and respect to persons
with authority.

4. Historical Value

The old edifice of Cebu Vacation Normal School, (Cebu Normal University now) - that
houses the Administration offices, was then used as the headquarters of the Japanese “kempetai”
army, where horrible killings of torture, strangulation, and other inhuman acts of human life
annihilations were done has continuously standing as a historical reminder of the painful vestiges
of World War II in the Philippines. With this historical value, we see the significance of the
enumerable lives lost during the war would bind our thoughts together for our commitment in
establishing a culture of peace in the university so that their restless souls would finally find
solace in the firmaments of heaven. Let us make bridges for harmony and peace rather than make
walls of apathy and violence that flaunt misguided arrogance among some, in a way that CNU
slogan for “reinventing for greatness” would never be in vain.

5. Symbolic Value

The different designs of “puso” (rice-poached dumpling) in the Visayas region denote a
different form of symbolism, typical for upland farming rituals in their idealism toward a
supernatural being (deities) in their casual farm-life activities. Though this was prevalent during
the Pre-Spanish era, the identity of puso-making (rice-pouch-making) industry is still noted as
unique not just for its economic value but also its anthropological significance.

Cultural Issues: Factors for Integration and Disintegration

Culture in its purest context can be a tool for building peace and solidarity when it binds
common direction to protect the common good. This is the essence of culture integration.
However, once there is a divergence of cultural beliefs and expectations deterrent for the general
welfare in protecting the common interests, cultural issues may arise which would end up to
culture disintegration.

Cultural Relativism

This is the cultural notion of treating diversities of culture to almost equal acceptable
tolerance without any form of discrimination or infringement. The oxymoron “unity in
diversity” sets forth the essence of cultural relativism. This happens when culture is not treated
as dominant or inferior, strong or weak, significant or trivial. Once a culture group encroaches
the identities of other cultures conflict may arise which might end up to unavoidable hostilities.

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 Ethnocentrism

This is a cultural notion of disintegration when one dominant culture group dominates the
inferior cultural groups of the minorities. This happens during colonization when the colonizers
wiped out the culture of the colonies due to maximum inculcation and whoever goes against
them would eventually face sanctions or even persecutions. For instance, the tribal religions in
some indigenous peoples in the villages were abolished in lieu of the acceptance of Christianity.
This is simply abolition or strong rejection of the peripheral cultures as imposition of the
dominant culture group.

Multiculturalism

This is a cultural notion of asserting and or reasserting cultural pluralism and culture
relativism in diverse perspectives with tolerance, respect, and social regard without violation in
any form such as rejection, discrimination, and indifference. The noble intention of having a
global culture is an example of this principle. For instance, in a highly multicultural classroom in
the United States of America, Teacher Sandra is a Jamaican Physical Education teacher who
introduces a Caribbean religious song in the class in which she translates it into English. When
she narrates the meaning of the song, her class is composed of multicultural students who are
White Americans, Black Americans, Filipino-Americans, Chinese-Americans, Vietnamese-
Americans, Korean-Americans, and Japanese Americans who were able to listen and appreciated
it. Teacher Sandra asks each of these students to present any song or dance so that each one
could learn and appreciate other cultures.

Youth Subcultures

The youth generation of today is no longer the same decades ago. There was the punk and the
hip-hop generation. Others call other youth groups as the generation X. Oftentimes; adult groups
usually don’t understand these youths because they have their own sub-cultures. Subculture is a
subset of a macro culture that usually extends a different blend of culture ideals. For instance,
men are regarded to have a universal culture of protector of the weak because of their masculine
prowess. Gays who are feminine in their ways resemble a different sub-culture as being weak
and fragile. They have different lingo which are created among their support groups.

Culture Shock

It is a form of distress of a new culture an individual was exposed to in a new place away
from his or her native place. It is characterized by the feeling of discomfort of a foreign culture.
For example, a Filipino teacher who teaches in the United States of America finds American
culture bizarre contrary to what she used to practice in the Philippines. Intimate kissing of a
couple in an elevator is a common practice in the US, however, in the Philippines, we are
oriented on the tenet that we are not allowed to display private affections in public. This is
indeed showing cultural differences.

Cultural Lag

It is a form of cultural discomfort of the individual’s own culture for a period of absence due
to migration in a foreign land and after that long period, a decision is made in returning back to
the native land which culture has totally changed or modified. The modification or alteration of
the original culture the individual left for that long period of time until the moment his or her
arrival creates a cultural lag. For instance, Mr. and Mrs. Bontuyan left the Philippines in 1968 for
the United States of America and lived there for forty-two years. They got adjusted to American
culture. When they decided to come back to the Philippines for a visit, they had a cultural lag of
some Filipino words that they cannot understand. For instance, someone uses the word “shota”
which they can hardly decipher because at the time they left in 1968, they were used to
understanding it as “sinta”, and then “kasintahan” with only one meaning, (girlfriend).

In the outset, the cultural rudiments illustrated in this module led us to understand the nitty-
gritty of education concept and to the aspects of multicultural education in particular. Education
without cultural roots is totally nothing. By mere orientation of the Greek words “educare” (to
nurture) and “educere” (to nourish) in which the word education has been derived has been

12
culturally oriented in a strong and a vastly civilized society. Culture is primarily regarded as the
centerpiece of civilization, which is regarded as complex cultures. However, let us not be
overwhelmed with the good things culture has contributed to civilization because oftentimes,
culture can also destroy civilizations obviously brought by conflict that ignited to coercion. To
Montessori, in Costelloe (1972), “a civilized man is a kind of a contented prisoner, and if now he
is warned that he should enjoy nature for his own health, does so timidly and with his eyes on the
alert for any danger”. This is the real test of how we are civilized due to our strength, supremacy,
and prestige or uncivilized because of our weaknesses, inferiority, and contempt.

Don’t get excited yet, you need to know how to use the self-learning activities.
Following the constructivist approach, active learning takes place based on selective
choices. Considering that you don’t have the same level of knowledge and experience
about the learning context, you have the option to choose which level of KMUP
(Knowledge, Mastery, Understanding and Reflections, and Productions and Performances)
activities you need to perform provided that you need to completely do it with joy.
1. Pick for knowledge if you do not have any amount of information about the
learning content.
2. If you have knowledge, then you need to explore your skills to enhance it, in order
to reach for mastery.
3. Once you have mastery, then, you need to pick understanding and reflections based
on what you know and master.
4. Some of you don’t need knowledge, process, and understanding; but you need these
cognitive tools already to produce an outcome that contributes to the greater good,
then pick for activities related for the development of products and performances.

Knowledge Activity
1. How is education shaped by culture? Substantiate with facts and other related situations.
2. How can teachers be cultural watchdogs for cultural heritage preservation?

Skills Activity
A. Make a personal cultural map by filling-out this chart.

Norms Imitation/Conditioning

Values Indoctrination

Language Me Amalgamation

Fashions Parallelism

Fads Diffusion

Crazes Assimilation

Understanding and Reflections Activity

1. What are your reflections on cultural foundations of social studies? Write the on the
Reflection Chart as guide, encode this in an A4 size bond paper.

A REFLECTION CHART
Reflections On Reflections In Reflections About
(new insights or knowledge) (feelings, emotions, and (plan of actions or
appreciation) recommendations)

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 Creative Activity
Write a Manifesto to preserve the cultural heritage of the Filipino nation as a show window
in some highly multicultural countries in the world. Follow this Format

Title: Manifesto for the Preservation of the Cultural Heritage of the Nation

I. Preamble
II. Articles:
Sections:
III. Fixed Programs
IV. Developmental Programs
V. Interventions for Success

A Negotiated Activity
1. What other output that you need to do as evidence to learn on the topics discussed in
SLA5, which is not related to the four activity options provided above?

IV. Learning Enhancement

This learning enhancement is provided in order to increase the amount of learning in this
particular module.

A. For Students with Internet Connection

1. Download the given links below and watch it.

2. Give the importance of philosophical foundations of social science.
3. Post it in your blog or wiki.

1. Why Culture Trumps Everything?

https://www.youtube.com/watch?v=KZMLNr3nKTA

B. For Students without Internet Connection

1. Think of any symbol to draw representing your own culture.

2. Draw this symbol more creatively and provide a one paragraph description.
3. Submit this completed output after a week.

V. Outcomes-based Assessment

Direction: Answer the multiple-choice item test by choosing the letter representing the correct
answer using the Answer Sheet Provided at the last page of this module. There is no need to
return this module back to us. ONLY THE DETACHED AND FILLED OUT ANSWER SHEET
WILL BE RETRIEVED BACK. Attach this together with the selected output you made in of the
selected activities and worksheets.

1. Which characteristics of culture in this situation “Rose changed her dress style
after she saw it from the fashion magazine she bought from the mall”?
A. culture is acquired. B. Culture is shared.
C. Culture is ideational. D. Culture gratifies human needs.

2. Which characteristics of culture this situation depicts “having lived in Chinatown

for the past 10 years, Lucille has adapted the Chinese ways in using chopsticks with
her encounter of her Chinese associates”?
A. Culture is acquired. B. Culture is cumulative.
C. Culture is social. D. Culture gratifies human needs.
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3. The cross has been recognized as a symbol of Christianity. This fact relates a
specific a specific characteristic of culture is ___________.
A. adaptive B. ideational C. integrative D. social

4. Which includes material culture?

A. laws, mores, folkways B. beliefs, customs, traditions
C. norms, values, rules D. tools, weapons, implements

5. It is a model of behavior which tells what is right from wrong.

A. belief B. custom C. folkway D. norm

6. Norms indicate society’s standards of:

A. proprietary. B. morality. C. ethics. D. legality.

7. Which social norms are regarded as less significant?

A. folkways B. mores C. laws D. none of these

8. Which situation applies the definition of a folkway?

A. A mother reminds her teenage daughter not to engage in pre-marital sex.
B. Luisa told her daughter the value of courtship before marriage takes place.
C. Maria teaches her children to greet the old folks whenever they meet them.
D. John always shows his good attitudes toward his boss.

9. Cebu is known for Sinulog while Ati-atihan for Aklan. These traditions show the
concept of:
A. ethnocentrism B. cultural relativism C. culture shock D. cultural
dualism

10. The word “langgam” has varied meanings: this would ants among the Tagalogs,
birds among the Cebuanos, and “aswang” among the Maranaws - a mythical creature
of a dog that devours human flesh. This situation shows the components of culture
called _________.
A. religion B. language C. tradition D. custom

11. A process of total elimination of the local culture in lieu of the newly accepted
culture.
A. assimilation B. enculturation C. acculturation D. diffusion

12. It is a process of introducing a dominant culture to eliminate the local culture with
the use of force.
A. ethnocentrism B. culture shock C. culture lag D. relativism

13. It is a feeling of discomfort in a foreign culture.

A. ethnocentrism B. culture shock C. culture lag D. relativism

14. It is a feeling of discomfort of one’s own culture after a period of missing it in a

foreign land.
A. ethnocentrism B. culture shock C. culture lag D. relativism

15. Intermarriages of two individuals with different cultures may result in _____.
A. acculturation B. amalgamation C. assimilation D. enculturation

16. Learning a new culture through foreign contact is known as _____.

A. acculturation B. amalgamation C. assimilation D. enculturation

17. Once culture is transmitted and shared, then this will become a _____.
A. civilization B. finesse C. heritage D. pop culture

18. These are similar terms EXCEPT one.

A. customs B. folkways C. habits D. norms

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 19. What is an issue deterrent to multiculturalism?
A. poverty B. public health C. racism D. xenophobia

20. What non-verbal language is used when observing social distancing during the
time of COVID-19 pandemic?
A. chronemics B. kinetics C. oculesics D. proxemics

VI. Learners’ Feedback

Are you satisfied with the results of the formative assessment and the results of the
activities and worksheets? Then, what plan do you initiate to improve it? What extra tasks do
you need to exert in order to learn more and prepare for the summative assessment which will be
one of the bases in the computation of your grades?

References

Brigoli, G. (2010). Preserving the Church Cultural heritage. Sponsored Lectured. Cebu City:
Cebu Normal University.

Costelloe, J. S. (1972). Maria Montessori: The Discovery of the Child. Toronto: Fides
Publishers, Inc. & Ballantine Books.

DepEd ATEP-BEAM. (2007, May 15). The Nature of Culture. Module for Social Dimensions.
Davao City, Davao, Philippines: DepEd ATEP-BEAM.

Grodnitzky, G. ( 2017 Culture Trumps Everything). Culture Trumps Everything . TEDx Talks (p.
YouTube Video). Wilmington : https://www.youtube.com/watch?v=KZMLNr3nKTA.

Hardman, M., Drew, C. J., Egan, M. W., & Wolf, B. (1991). Human exceptionality. Psychology
in Schools, vol. 28, 276-277. https://sci-hub.tw/https://doi.org/10.1002/1520-
6807(199107)28:3%3C276::AID-PITS2310280313%3E3.0.CO;2-5.

Java, M. R. (2010). Preserving Cebuano Cultural Heritage Through Education . Sponsored

Lecture. Cebu City: Cebu Normal University.

Palispis, E. S. (2007). Introduction to Sociology and Anthropology. Quezon City: Rex Bookstore.

Tria, G. E., & Jao, L. V. (2009). Group Dynamics. Quezon City: Rex Bookstore.

ANSWER SHEET SUMMATIVE ASSESSMENT

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1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.

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