Mod 5 - Hum 309 MT PBST 31 A-1, Qc. Palmero PDF

PNTC COLLEGES
Zone III, Lt. Cantimbuhan St. Poblacion, Dasmariñas City
GENERAL EDUCATION
ONLINE DISTANCE LEARNING MODULE
COURSE CODE HUM 309 PRE-REQUISITE None

COURSE TITLE Arts and Humanities SEMESTER 1st
(World Geography and Intercultural Relationship)
UNITS 3 YEAR LEVEL 1st
COURSE DESCRIPTION This module is designed to allow learners to study the world and the different cultures.
Learners will learn the themes of geography, the features that define the earth, the
climate patterns of the earth, and how to study peoples and cultures around the world.
This includes the human, physical, and cultural traits of an area.
MODULE 5 (WEEK 5)
Culture: Elements of Culture, Symbols, Norms
Languages of the World, Characteristics of Language, Religions of the World
TOPIC LEARNING OUTCOMES
The students shall be able to:

1. Discuss the definition of culture, unity and diversity.
2. Identify the different elements and variation of culture.
3. Stress out the importance of culture.
4. Distinguish the culture from unity and diversity.
5. Identify the diverse culture across the globe to their purpose.
6. Distinguish the languages of the world.
7. Discuss the religions of the world through picture analysis.
ENGAGE
1. Analyze and differentiate the pictures below, What do you observed?
2. What is the relevance of the picture A to picture B?
Picture A
Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

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Picture B
EXPLORE
1. Describe the pictures below. What do you observed?
2. What is the relevance of the pictures to our topic?

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EXPLAIN AND ELABORATE
Meaning of Culture
 The word culture, from the Latin root colere (to inhabit, to cultivate, or to honor), generally refers to
patterns of human activity and the symbolic structures that give such activity significance.
 Different definitions of "culture" reflect different theoretical orientations for understanding, or criteria for
valuing, human activity.
 Anthropologists most commonly use the term "culture" to refer to the universal human capacity to classify,
codify, and communicate their experiences symbolically.
Nature of Culture
 It is a complex of features held by a social group, which may be as small as a family or a tribe, or as large as a
racial or ethnic group, a nation, or in the age of globalization, by people all over the world.
 Culture has been called "the way of life for an entire society." As such, it includes codes of manners, dress,
language, religion, rituals, norms of behavior such as law and morality, and systems of belief.
Cultural Development and Changes

 Culture change is a term used in public policy making that emphasizes the influence of cultural capital on
individual and community behavior.
 It has been sometimes called repositioning of culture, which means the reconstruction of the cultural
concept of a society.
 According to Raimon Panikkar identified 29 ways in which cultural change can be brought about, including
growth, development, evolution, involution, renovation, reconception, reform, innovation, revivalism,
revolution, mutation, progress, diffusion, osmosis, borrowing, eclecticism,
syncretism, modernization, indigenization, and transformation.
 In this context, modernization could be viewed as adoption of Enlightenment era beliefs and practices, such
as science, rationalism, industry, commerce, democracy, and the notion of progress.
 The term culture is often difficult to differentiate from the term ethnicity. In this
textbook, ethnicity indicates traits people are born with, including genetic backgrounds, physical features, or
birthplaces. People have little choice in matters of ethnicity.
 The term culture indicates what people learn after they are born, including language, religion, and customs
or traditions. Individuals can change matters of culture by individual choice after they are born. These two
terms help us identify human patterns and understand a country’s driving forces.
 The terms culture and ethnicity might also be confused in the issue of ethnic cleansing, which refers to the
forced removal of a people from their homeland by a stronger force of a different people.
 Ethnic cleansing might truly indicate two distinct ethnic groups: one driving the other out of their homeland
and taking it over.
 On the other hand, ethnic cleansing might also be technically cultural cleansing if both the aggressor and the
group driven out are of the same ethnic stock but hold different cultural values, such as religion or language.
The term ethnic cleansing has been used to describe either case.

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Figure 1.26 Major Language Families of the World
Languages of the World
 Language is the communication mode of human culture, and it represents the complete diversity of
thought, literature, and the arts. All the billions of people on the planet speak at least one language.
 While Ethnologue, a publication pertaining to the world’s languages, estimates that there were 6,909 living
languages in the world as of 2009, the exact number may never be determined.
 Other data sets count languages differently, but most agree that there are more than 6,000.
 There are even communities in various parts of the world where people can communicate by whistling
messages to each other or by using clicking sounds.
 Of the more than 6,000 languages, about a dozen are spoken by more than one hundred million people
each. These are the world’s main languages used in the most populous countries.
 However, the vast majority of the world’s languages are spoken by a relatively small number of people. In
fact, many languages have no written form and are spoken by declining numbers of people.
 Language experts estimate that up to half the world’s living languages could be lost by the end of the
twenty-first century as a result of globalization.
 New languages form when populations live in isolation, and in the current era, as the world’s populations
are increasingly interacting with each other, languages are being abandoned and their speakers are
switching to more useful tongues.
 There are nine dominant language families in the world. Each of the languages within a language family
shares a common ancestral language. An example of a language family is the Indo-European family, which
has a number of branches of language groups that come from the same base: a language called Proto-Indo-
European that was probably spoken about six thousand years ago.
 As populations migrated away from the ancestral homeland, their language evolved and separated into
many new languages.
 The three largest language groups of the Indo-European family used in Europe are the Germanic, Romance,
and Slavic groups. Other Indo-European languages include Hindi (spoken in India) and Persian (spoken in
Iran).
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Language Characteristics
The following terms are used to describe language characteristics.
 accent. An accent is the pronunciation of words within a language that is different from that used by a different
group of the same language. For example, people in Mississippi pronounce words differently from people in North
Dakota, but the differences are less severe than dialects.
 creole. Similar to pidgin, a creole language arises from contact between two other languages and has features of
both. However, Creole is a pidgin that becomes a primary language spoken by people at home. Creole languages
are often developed in colonial settings as a dialect of the colonial language (usually French or English). For
example, in the former French colony of Haiti, a French-based creole language was developed that is spoken by
people at home, while French is typically used for professional purposes.
 dead language. A dead language is one that is no longer used for local communication. For example, Latin is no
longer used by local people to communicate but is still used by the Roman Catholic Church in some of its services.
 dialect. A dialect is a regional variety of a language that uses different grammar or pronunciation. Examples
include American English versus British English. Linguists suggest that there are three main dialects of the English
language in the United States: a Southern dialect, a midland dialect, and a Northern dialect. Television and public
media communication has brought a focus on more uniform speech patterns that have diminished the differences
between these three dialects.
 isolated language. An isolated language is one not connected to any other language on Earth. For example,
Basque is not connected to any other language and is only spoken in the region of the Pyrenees between Spain
and France.
lingua franca. A lingua franca is a second language used for commercial purposes with others outside a language
group but not used in personal lives. For example, Swahili is used by millions in Africa for doing business with
people outside their own group but is not used to communicate within local communities.
 official language. The official language is the language that is on record by a country to be used for all its official
government purposes. For example, in India the official language is Hindi, though in many places the lingua franca
is English and several local languages may be spoken.
 pidgin. A pidgin is a simplified, created language used to communicate between two or more groups that do not
have a language in common.
 For example, Residents of New Guinea mix English words with their own language to create a new language that
can bridge speakers of different local language groups. Though the words are in English, the grammar and
sentence structure is mixed up according to local vocabulary. There are many English-based pidgin languages
around the world.
 slang. Slang is the local use of informal words or phrases that are not part of the official language. For example, a
lot of musicians use slang in their lyrics.
Elements of Cultures
1. Language
 A group of words or ideas having common meaning and is shared to a social situation is called language.
Language is the entrance to a culture.
 Language is a set of socially sound pattern, words, and sentences having specific meaning and terminology
common to the same culture. you can learn effects of ethnocentrism.
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 Language is a source of communication and to transmit message from one person to another. It is the
method to mold the behavior and experience of a person. Language differs from culture to culture and is
transmitted from one generation to another.
 Language is like a vehicle through which we can carry out our complex social activities. Language is the
foundation of a culture and ticket to the entrance of a social life.
 Animal have not culture because they have no specific language to transmit worlds to others. So, language is
the key to open a social life of an individual with some special characteristics.
2. Symbols
 Culture is a system of symbols. Symbols are anything used to represent express and stand for an event
situation.
 Symbols direct to guide our behavior. It is used to show an event of past, present or future. For example the
heap of ash show that the something has been burnt or the wet street shows that it has rained.
 Bowing head, whistling, winkling of eyes situation, all are the symbols, which express a specific object idea
about other.
 Baith Ullah is the symbol of God and we pray to it. American Shake their hand to answer for No. Other
examples are flag, anthem, picture, statues are symbols. Symbols are the short expression for the
identification of an object or situation.
3. Norms
 Norms as elements of culture are the rules and the guidelines which specify the behavior of an individual.
Norms keep a person within the boundary of society and its culture.
 It gives us restriction about something which to do and which not to do. It molds our behavior and gives as
knowledge about wrong and right.
 Norms can be divided into:
a. Folkways
Folkways are the simple customary ways of the people. It is the normal and habitual action of people within a
culture. Folkways are the recognized or accepted ways of behavior. These are the behavior pattern which a
person use generally in his daily life.
b. Mores
Mores is a Latin word and the plural of mos which means customs or beliefs accordance with a group
customary expectation. It is the “must” behavior of a person. Mores refers to “what ought to be and what
ought not to be.”
Mores are serious norms but are informed like folkways.
They have a serious binding on a group the violation of mores threats to social order. Punishment may be
both formal and informal for the violation of mores.
4. Values
 Anything getting importance in our daily life becomes our values. The origin of values is not biological but it
is social production while living in society the values develop.
 Values depend upon the culture. Culture varies from society to society and thus values are different in every
social situation. Values are what we like and what we say will in our society values are the good idea and
thinking of a person.
 Some values are hereditary which we gain from our elders, books and parents. The culture is full of values
and can transmit from one generation to another. When a natural object get a meaning it becomes a value.

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5. Belief
 Every sect within a culture having some beliefs for cultural refuge. These beliefs are responsible from the
spiritual fulfillment of needs and wants. Muslims believe in God, Holly Prophet, The Day of Judgment,
recitation of Holly Quran, Hajj etc.
 Sikh wear bangle in one hand, bear a long beard, keeping a dagger. Cross for Christians and a necklace or a
cotton thread around nick, the water of ganga and are sacred for Hindus.
6. Cognitive Elements
 Cognitive elements of culture are those though which an individual know how to cope with an existing social
situation.
 How to survive, how make shelter from storms and other natural calamities, how to travel and transport
etc. are the practical knowledge which make a culture. Such knowledge is carefully thought to every
generation.
Religions of the World
 Religious geography is the study of the distribution of religions and their relationship to their place of origin.
Religious geographers recognize three main types of religions: universal (or universalizing), ethnic (or
cultural), and tribal (or traditional) religions. Universal religions include Christianity, Islam, and various forms
of Buddhism.
 These religions attempt to gain worldwide acceptance and appeal to all types of people, and they actively
look for new members, or converts. Ethnic religions appeal to a single ethnic group or culture.
 These religions do not actively seek out converts. Broader ethnic religions include Judaism, Shintoism,
Hinduism, and Chinese religions that embrace Confucianism and Taoism. Finally, traditional religions involve
the belief in some form of supernatural power that people can appeal to for help, including ancestor
worship and the belief in spirits that live in various aspects of nature, such as trees, mountaintops, and
streams (this is often called animism). Subsaharan Africa is home to many traditional religions.
Figure 1.27 Major Religions of the World and

Their Respective Percentage of the World Population

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 Although the world’s primary religions are listed here, many other religions are practiced around the world,
as well as many variations of the religions outlined here.
 The top four religions by population are Christianity, Islam, Hinduism, and Buddhism. Because the official
doctrine of Communism was nonreligious or atheist, there are actually many more followers of Buddhism in
China than demographic listings indicate. The percentage of the world’s population that follows Buddhism is
probably much higher than the 6 percent often listed for this religion.
 Christianity and Islam originated out of Judaism in the eastern Mediterranean and the Arabian Peninsula.
Both are monotheistic religions that look to the Jewish patriarch Abraham as a founding personage.
Christianity, based on the life and teachings of Jesus Christ, who lived in Palestine in the first century CE,
spread rapidly through the Roman Empire. Islam is based on the teachings of Muhammad, a seventh-
century religious and political figure who lived on the Arabian Peninsula. Islam spread rapidly across North
Africa, east across southern Asia, and north to Europe in the centuries after Muhammad’s death.
 Buddhism is a religion or way of life based on the teachings and life of Siddhartha Gautama, who lived in
what is now India/Nepal around the fifth century BCE. There are three main branches of Buddhism:
southern or Theravada Buddhism, eastern or Mahayana Buddhism, and northern or Vajrayana (Tibetan)
Buddhism.
 Hinduism, a religious tradition that originated on the Indian subcontinent, is one of the oldest major
religions still practiced in the world, and it may date back to as far as 2000 BCE or earlier. Unlike other world
religions, Hinduism has no single founder and is a conglomerate of diverse beliefs and traditions. Hinduism
has a large body of scripture, including the Vedas, the Upanishads, and epic tales such as the Mahabharata
and the Ramayana.
 Sikhism, a religion founded in the Punjab region of southern Asia, is a monotheistic religion centered on
justice and faith. High importance is placed on the principle of equality between all people. The writings of
former gurus are the basis for the religion.
 Judaism is the religion of the Jewish people, whose traditions and ethics are embodied in the Jewish
religious texts, the Tanakh, and the Talmud. According to Jewish tradition, Judaism began with the covenant
between God and Abraham around 2000 BCE.
 Shintoism is a major ethnic religion of Japan focused on the worship of kami, which are spirits of places,
things, and processes.
 Confucianism and Taoism are ethnic Chinese religions based on morality and the teachings of religious
scholars such as Confucius.

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Figure 1.28 Major Religions of the World
EVALUATE
1. What is culture mean?

2. What are the characteristics of language?
3. What are the elements of culture? Compare and contrast the culture to ethnicity using Venn
diagram.
4. How cultural diversity across the globe?
5. What are the languages of the world?
6. What are the main types of religion of the world?
EXTEND
1. Are you comfortable with your workplace culture? If yes, Why?

2. How would you characterize your own culture?
3. Briefly discuss, How does your culture molded you as a good citizenship?

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References:
Books:
R1 - Agno, Lyd ia N. & Juanico, Meliton B. 2001. Physical Geography. Rex Bookstore Inc. Sampaloc,
Manila
R2 - Coloma, Teresita M., Llenas, Milrose P., Meer, Teresita C., Villamil, Alicia T. 2012. Essential of
Sociology and Anthropology; An Interactive Study. C&E Publishing Inc. Quezon City.
R3 - Duka, Cecilio D. 2007. World Geography. Revised Edition. Rex Bookstore Inc. Sampaloc, Manila
R4 - Leano, Roman Jr., 2005. Society and Culture for College students: A modular approach.
Mindshapers. Makati City
R5 - Palispis, Epitacio S. 2007. Introduction to sociology and anthropology. Rex Bookstore Inc. Sampaloc,
Manila
Links:
R6- en.wikipedia.org/wiki/Culture, ww.thoughtco.com/culture-definition-4135409
R7- www.dictionary.com/browse/culture
R8- https://open.lib.umn.edu/worldgeography/chapter/1-3-population-and-culture/
Revision Status:
MOD HUM 309(5)

Rev.: 01
Issue Date:
September 10, 2021

Rev.03 Page 10 of 10

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PNTC COLLEGES

Zone III, Lt. Cantimbuhan St. Poblacion, Dasmariñas City

COURSE CODE HUM 309 PRE-REQUISITE None

The students shall be able to:

1. Analyze and differentiate the pictures below, What do you observed?

2. What is the relevance of the picture A to picture B?

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

1. Describe the pictures below. What do you observed?

2. What is the relevance of the pictures to our topic?

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

EXPLAIN AND ELABORATE

Cultural Development and Changes

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

Figure 1.26 Major Language Families of the World

Languages of the World

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

Religions of the World

Figure 1.27 Major Religions of the World and

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

Figure 1.28 Major Religions of the World

1. What is culture mean?

1. Are you comfortable with your workplace culture? If yes, Why?

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

MOD HUM 309(5)

Form No. BPM2-CME 20 F-009 HUM 309 (Module 5)

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