TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION INC.

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SEC. Reg. No. 200630691 / Tel. No. 216-6824
E-mail Address: tcit2007@yahoo.com

Supplementary Learning
Materials for
Senior High School

Grade Level: Grade 12

Core Subject: Introduction to the Philosophy of the Human Person
Semester: 1st

LEARNING COMPETENCY:

Most Essential Learning Competencies K to 12 CG Code

7.2 Compare different forms of societies PPT11/12-Iig-7.2
and individuals (eg. Agrarian, Industrial
and Virtual)

Prepared by: Ralph Kenneth M. Bauya, LPT

Contact number: 09103719248

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 DIFFERENT SOCIETIES AND INDIVIDUALITIES

Introduction to the Philosophy of the Human Person Learning Material

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

In this module, you will learn how to engage with others and communicate
effectively especially with those who have differences. Learn that every person may be
different physically, mentally or underprivileged has still the same worth and dignity with
others.

At the end of the module, you should be able to:

 Express thoughts about the importance of the different societies,

 Create conclusions about the importance of one society to the other society,
 Appreciate the usefulness of the agrarian, industrial and virtual society in your
present society.

Direction: Read each question carefully. Write AS is the statement talk about Agrarian
Society, IS for Industrial Society and VS for Virtual Society. (2 POINTS EACH)

1. Baking loaves of bread in a factory as opposed to a small bakery that makes

bread by hand.
2. Agricultural lands useful to the farmers to make some goods out of it.
3. Playing video games in the middle of the sun.
4. Filipino once sad “Magtamin ay di biro”.
5. Farms that harvest vegetables using machinery instead of human labor.

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Task 1: Direction: Read the message below and decode its meaning. Write your
answer
on the blank.

“sytoiec wihttuo inualidiv si thonign”

1. Were you able to decode the message? As an individual, what does the message
emphasizes?

2. What is individuality means to you?

3. What is the relationship between the society and other society around you? Explain.

Task 2: Direction: Make a mnemonics using the word SOCIETY that best describe the
society where you belong right now.

For example:
S – Safe,
O – Overwhelming,
C – Cooperative
I – Interactive
E – Encouraging and
T – Trusted
Y – You

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Answer the following questions and write your answer in the box below.
1. Based on the activity, what is the society that you have?
2. What can you say about the society that you are facing right now because of this
pandemic?
3. Why do you think is the best way that you can help to improve your society in this
time of pandemic?

1.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________

2.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________

3.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________

Agricultural Societies

Agricultural
societies developed
some 5,000 years ago
in the Middle East,
thanks to the invention
of the plow. When
pulled by oxen and
other large animals, the
plow allowed for much
more cultivation of
crops than the simple
tools of horticultural
societies permitted.
The wheel was also
invented about the same time, and written language and numbers began to be used.
The development of agricultural societies thus marked a watershed in the development
of human society. Ancient Egypt, China, Greece, and Rome were all agricultural
societies, and India and many other large nations today remain primarily agricultural.

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 We have already seen that the greater food production of horticultural and
pastoral societies led them to become larger than hunting-and-gathering societies and
to have more trade and greater inequality and conflict. Agricultural societies continue all
these trends. First, because they produce so much more food than horticultural and
pastoral societies, they often become quite large, with their numbers sometimes
reaching into the millions. Second, their huge food surpluses lead to extensive trade,
both within the society itself and with other societies. Third, the surpluses and trade both
lead to degrees of wealth unknown in the earlier types of societies and thus to
unprecedented inequality, exemplified in the appearance for the first time of peasants,
people who work on the land of rich landowners. Finally, agricultural societies’ greater
size and inequality also produce more conflict. Some of this conflict is internal, as rich
landowners struggle with each other for even greater wealth and power, and peasants
sometimes engage in revolts. Other conflict is external, as the governments of these
societies seek other markets for trade and greater wealth.

If gender inequality becomes somewhat greater in horticultural and pastoral

societies than in hunting-and-gathering ones, it becomes very pronounced in agricultural
societies. An important reason for this is the hard, physically taxing work in the fields,
much of it using large plow animals, that characterizes these societies. Then, too,
women are often pregnant in these societies, because large families provide more
bodies to work in the fields and thus more income. Because men do more of the
physical labor in agricultural societies—labor on which these societies depend—they
have acquired greater power over women (Brettell & Sargent, 2009).Brettell, C. B., &
Sargent, C. F. (Eds.). (2009). Gender in cross-cultural perspective (5th ed.). Upper
Saddle River, NJ: Prentice Hall. In the Standard Cross-Cultural Sample, agricultural
societies are much more likely than hunting-and-gathering ones to believe men should
dominate women.

Industrial Societies

Industrial societies emerged in the 1700s as the development of machines and

then factories replaced the plow and other agricultural equipment as the primary mode
of production. The first machines were steam- and water-powered, but eventually, of
course, electricity became the main source of power. The growth of industrial societies
marked such a great transformation in many of the world’s societies that we now call the
period from about 1750 to the late 1800s the Industrial Revolution. This revolution has
had enormous consequences in almost every aspect of society, some for the better and
some for the worse.

On the positive side, industrialization brought about technological advances that

improved people’s health and expanded their life spans. As noted earlier, there is also a
greater emphasis in industrial societies on individualism, and people in these societies
typically enjoy greater political freedom than those in older societies. Compared to
agricultural societies, industrial societies also have lowered economic and gender
inequality. In industrial societies, people do have a greater chance to pull themselves up
by their bootstraps than was true in earlier societies, and rags-to-riches stories continue
to illustrate the opportunity available under industrialization. That said, we will see in
later chapters that economic and gender inequality remains substantial in many
industrial societies.

On the negative side, industrialization meant the rise and growth of large cities
and concentrated poverty and degrading conditions in these cities, as the novels of
Charles Dickens poignantly remind us. This urbanization changed the character of
social life by creating a more impersonal and less traditional Gesellschaft society. It also
led to riots and other urban violence that, among other things, helped fuel the rise of the
modern police force and forced factory owners to improve workplace conditions. Today
industrial societies consume most of the world’s resources, pollute its environment to an
unprecedented degree, and have compiled nuclear arsenals that could undo thousands
of years of human society in an instant.
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http://www.americanyawp.com/text/wp-content/uploads/Mulberry-Street-New-York-
City1.jpg

Post-Industrial Societies

We are increasingly living in what has been called the information technology
age (or just information age), as wireless technology vies with machines and factories
as the basis for our economy. Compared to industrial economies, we now have many
more service jobs, ranging from housecleaning to secretarial work to repairing
computers. Societies in which this transition is happening are moving from an industrial
to a postindustrial phase of development. In postindustrial societies, then, information
technology and service jobs have replaced machines and manufacturing jobs as the
primary dimension of the economy (Bell, 1999).Bell, D. (Ed.). (1999). The coming of
post-industrial society: A venture in social forecasting. New York, NY: Basic Books. If
the car was the sign of the economic and social times back in the 1920s, then the
smartphone or netbook/laptop is the sign of the economic and social future in the early
years of the 21st century. If the factory was the dominant workplace at the beginning of
the 20th century, with workers standing at their positions by conveyor belts, then cell
phone, computer, and software companies are dominant industries at the beginning of
the 21st century, with workers, almost all of them much better educated than their
earlier factory counterparts, huddled over their wireless technology at home, at work, or
on the road. In short, the Industrial Revolution has been replaced by the Information
Revolution, and we now have what has been called an information society (Hassan,
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2008).Hassan, R. (2008). The information society: Cyber dreams and digital nightmares.
Malden, MA: Polity.

As part of post industrialization in the United States, many manufacturing

companies have moved their operations from U.S. cities to overseas sites. Since the
1980s, this process has raised unemployment in cities, many of whose residents lack
the college education and other training needed in the information sector. Partly for this
reason, some scholars fear that the information age will aggravate the disparities we
already have between the “haves” and “have-nots” of society, as people lacking a
college education will have even more trouble finding gainful employment than they do
now (W. J. Wilson, 2009).Wilson, W. J. (2009). The economic plight of inner-city black
males. In E. Anderson (Ed.), Against the wall: Poor, young, black, and male (pp. 55–70).
Philadelphia: University of Pennsylvania Press. In the international arena, postindustrial
societies may also have a leg up over industrial or, especially, agricultural societies as
the world moves ever more into the information age.

Societies are classified according to their development and use of technology.

For most of human history, people lived in preindustrial societies characterized by
limited technology and low production of goods. After the Industrial Revolution, many
societies based their economies around mechanized labor, leading to greater profits
and a trend toward greater social mobility. At the turn of the new millennium, a new type
of society emerged. This postindustrial, or information, society is built on digital
technology and non-material goods.

Virtual Society

Virtual societies, a group of people, who may or may not meet one another face
to face, who exchange words and ideas through the mediation of digital networks.

The first use of the term virtual community appeared in a article by Gene Youngblood
written in 1984 but published in 1986 about Electronic Cafe (1984), an art project by
artists Kit Galloway and Sherrie Rabinowitz that connected five restaurants around Los
Angeles and an art museum through a live video link. The term gained popularity after a
1987 article written by Howard Rheingold for The Whole Earth Review. In The Virtual
Community (1993), Rheingold expanded on his article to offer the following definition:
Even before the ARPANET, in the early 1960s, the PLATO computer-based education
system included online community features. Douglas Engelbart, who ran the
ARPANET’s first Network Information Center, had grown a “bootstrapping community”
at the Stanford Research Institute (SRI), located at Stanford University in California,

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through use of his pioneering oNLine System (NLS) before the ARPANET was
launched.

By the beginning of the 21st century, the four computer nodes (University of California
at Los Angeles, SRI, University of California at Santa Barbara, and University of Utah)
that constituted the ARPANET community in 1969 had expanded to include some one
billion people with access to the Internet. With several billion mobile telephones with
Internet connections now in existence, a significant portion of the human population
conduct some of their social affairs by means of computer networks. The range of
networked activities has greatly expanded since Rheingold described bulletin board
systems (BBSs), chat rooms, mailing lists, USENET newsgroups, and MUDs (multiuser
dungeons) in 1993. In the 21st century people meet, play, conduct discourse, socialize,
do business, and organize collective action through instant messages, blogs (including
videoblogs), RSS feeds (a format for subscribing to and receiving regularly updated
content from Web sites), wikis, social network services such
as MySpace and Facebook, photo and media-sharing communities such as Flickr,
massively multiplayer online games such as Lineage and World of Warcraft, and
immersive virtual worlds such as Second Life. Virtual communities and social media
have coevolved as emerging technologies have afforded new kinds of interaction and as
different groups of people have appropriated media for new purposes.

Screen from World of Warcraft, a “massively multiplayer” online game (MMOG).

© 2006 Blizzard Entertainment, all rights reserved
The emergence of globally networked publics has raised a number of psychological,
sociological, economic, and political issues, and these issues have in turn stimulated the
creation of new courses and research programs in social media, virtual communities,
and cyberculture studies. In particular, the widespread use of online communication
tools has raised questions of identity and the presentation of self, community or
pseudocommunity, collective action, public sphere, social capital, and quality of
attention.

A number of different critiques arose as cyberculture studies emerged. A

political critique of early online activism questioned whether online relationships offered
a kind of comforting simulation of collective action. On close inspection, the question of
what actually defines a community has turned out to be complex: American sociologist
George A. Hillery, Jr., compiled 92 different definitions. Canadian sociologist Barry
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Wellman defined community as “networks of interpersonal ties that provide sociability,
support, information, a sense of belonging, and social identity”—and
offered empirical evidence that at least some virtual communities fit these criteria. As
has happened in the past, what people mean when they speak of community is shifting.

Playing video games and watching movies at an Internet café in Wuhu, Anhui province, China.

As the early digital enthusiasts, builders, and researchers were joined by a more
representative sample of the world’s population, a broader and not always wholesome
representation of human behaviour manifested itself online. Life online in the 21st
century enabled terrorists and various cybercriminals to make use of the same many-to-
many digital networks that enable support groups for disease victims and caregivers,
disaster relief action, distance learning, and community-building efforts. Soldiers in
battle taunt their enemies with text messages, disseminate information through instant
messaging, and communicate home through online videos. With so many young people
spending so much of their time online, many parents and “real world” community
leaders expressed concerns about the possible effects of overindulging in such virtual
social lives. In addition, in an environment where anyone can publish anything or make
any claim online, the need to include an understanding of social media in education has
given rise to advocates for “participatory pedagogy.”

Students of online social behaviour have noted a shift from “group-centric”

characterizations of online socializing to a perspective that takes into account
“networked individualism.” Again, quoting Wellman:

Although people often view the world in terms of groups, they function in networks. In
networked societies: boundaries are permeable, interactions are with diverse others,
connections switch between multiple networks, and hierarchies can be flatter and
recursive.…Most people operate in multiple, thinly-connected, partial communities as
they deal with networks of kin, neighbours, friends, workmates and organizational ties.
Rather than fitting into the same group as those around them, each person has his/her
own “personal community.”
It is likely that community-centred forms of online communication will continue to flourish
—in the medical community alone, mutual support groups will continue to afford strong
and persistent bonds between people whose primary communications take place online.
At the same time, it is also likely that the prevalence of individual-centred social network
services and the proliferation of personal communication devices will feed the evolution
of “networked individualism.” Cyberculture studies, necessarily an interdisciplinary
pursuit, is likely to continue to grow as more human socialization is mediated by digital
networks.

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TASK 3.
DIRECTION: Write at least 3 sentences each society in where you can explain why are
those societies are significant in the society you belong right now.

Agrarian Society

Your Society

Virtual Society Industrial Society

TASK 4
DIRECTION: Answer the following questions. Write your answers in the box. See
rubrics below.

Reflect on the people closest to you and evaluate the main importance of the 3 societies
above. Ask someone personal or even message online on why is it important that we
this following societies in present time.

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 Glossary

The following terms used in this module are defined as follows:

Agrarian society - Is any community whose economy is based on

producing and maintaining crops and farmland. Another
way to define an agrarian society is by seeing how
much of a nation's total production is in agriculture
Industrial society - is a society driven by the use of technology to enable
mass production, supporting a large population with a
high capacity for division of labour.
Virtual community - is a social network of individuals who connect through
specific social media, potentially crossing geographical
and political boundaries in order to pursue mutual
interests or goals.

ANSWER KEY
Try This! (Individual)

1. IS
2. AS
3. VS
4. AS
5. IS

Do This!
Task 1 – (Individual)
Task 2 – (Individual)
Explore! – (Individual)
 Answers may vary
Apply what you have learned! –
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  Answers may vary
Reflect! (Individual)
 Answers may vary
Assess what you have learned! –

References

How Individual form Society. Retrieved from: https://www.quora.com/How-do-

individuals-form-societies-and-how-are-individuals-transformed-by-societies

Man and Society. Retrieved from:

https://www.marxists.org/reference/archive/spirkin/works/dialectical-materialism/
ch05-s04.html

Individual and Society: Retrieved from:

https://escholarship.org/content/qt3zg4k60s/qt3zg4k60s.pdf?t=lnpquj

Prepared by:

RALPH KENNETH M. BAUYA

Grade 12 Teacher

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