Quarter 3 SLM UCSP

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Department of Education
Region IV – MIMAROPA
ORIENTAL MINDORO NATIONAL HIGH SCHOOL
(Formerly Jose J. Leido, Jr. Memorial National High School) J. P. Rizal St., San Vicente East, Calapan City
Division of Calapan City Telefax No. (043) 288 – 8811
www.jjleidocalapan.com.ph
Understanding Culture Society and Politics

WEEK 1
MELC – Discuss the nature, goals and perspectives in/of anthropology, sociology and political science
Sociology – is the study of human societies. It is a branch of social science that uses various methods of
empirical investigation and critical analysis to develop and refine a body of knowledge about human social
structure and activity. Its subject matter ranges from the micro level of face – to – face interaction to the macro
level of societies at large. It is a broad discipline in terms of both methodology and subject matter.
– It studies human social behavior. Social Interaction is how people relate to one another and influence each
other’s behavior.
– Its traditional focuses have included social stratification, social relations, social interaction, religion, culture
and deviance.
The Nature of Sociology

A perspective is a particular point of view. We all see what is happening around us through our own
perspective.
The Discipline of the Social Sciences

Social Science is a branch of learning that deals with human society.
Sociological Perspective
The sociological perspective helps you see that all people are social beings. It tells you that your behavior is
influenced by social factors and that they have learned from your behavior.
 ACTIVITY/TO DO/NOTE: In your paper/notebook;

1. Research/Explore the Origins of Sociology during the 1700s up to 1800s.
2. Write down the names of The European Scholars from 1700s up to 1900s.
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Theoretical Perspective
Three broad theoretical perspective form the basis of modern sociology. These are the functionalist
perspective, the conflict perspective and the interactionalist perspective. Essentially, each one is a lens that
presents a slightly different image of society or focuses on different aspect of social life.
1. Functionalist Perspective focuses heavily on the structure of society, it is also called structural
functionalism. According to functionalists, society is held together through consensus. Most people agree
on what is best for the society and work together to ensure that the social system runs smoothly. Topics of
interest to functionalist sociologists include the functions that family, religion, education, and the economy
serve in society.
According to Robert Merton (1996), there are two kinds of functions:

a. Manifest Function is the intended and recognized consequence of some elements of society. For
example, the manifest function of the automobile is to provide speed and transportation from one place
to another.
b. Latent Function is unintended and unrecognized consequences of an element society. A latent
function of the automobile is to gain social standing through the display of wealth.
c. Dysfunction is the negative consequence an element has for the stability of the social system.
Dysfunctional elements such as crime, disrupt the working society as a whole and create social
problem. Dysfunction can lead to social change, because to re-establish social stability, the various
elements of the society must adopt and adjust.
Assumptions of Functionalism
a. A society is a relatively integrated whole.
b. A society tends to seek relative stability.
c. Most aspect of the society contribute to the society’s well-being and survival.
d. A society rest on the consensus of its members.
2. Conflict Perspective focuses on the force in the society that emphasizes conflict, competition, change, and
constraint within the society (Giddens, 1987, 2005) Conflict theorist s are interested in the how those who
possess more power in the society exercise control over those with less power in the society. Conflict
theorists do not limit their intention to acts of violent conflict. They are also interested in the nonviolent
competition between various groups in the society, men and women of different ages, or people of
different racial or national backgrounds. Some of the topics that conflict sociologists research include
decision making in the family, relationships among racial groups and disputes between workers and
employees.
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Assumptions of the Conflict perfective

a. A society experiences inconsistency and conflict everywhere.
b. A society is continually suspected to change.
c. A society involves the constraint and coercion of some members of the society.
3. Symbolic Interactionalist Perspective focus on how the people use symbols when interacting. This
involves imagining how others see things. Interactionist see social interaction, as more individuals reacting
to each other’s action. Rather, it involves individuals constantly defining and interpreting each other’s
action.
Essential Elements:
a. Meaning -The individual respond to people and things based on the meanings he or she gives to those
people or things.
b. Language- Meanings arise out of the social interaction through the vehicle of language that the
individual has with others.
c. Thought – The individual adjusts and modifies meaning through thought - a kind of internal
conversation.
Assumptions in the Symbolic Interactionalist Perspective

a. People’s interpretations of symbols are based on the meaning they learn from others
b. People base their interaction on their interpretation of symbols
c. Symbols permit people to have internal conversation. Thus, they can gear their interaction to the
behavior that they think others expect of them and the behavior they expect from others.
ANTHROPOLOGY The etymology or origin of the term anthropology can be traced back to two Greek
words, ‘anthropos’ and ‘logos’. When translated into English,
‘anthropos’ means human’ while ‘logos’ refers to ‘knowledge’. In this sense, anthropology can be
understood as the ‘knowledge about humans’ (Ibid.). It has its intellectual origins in both natural
sciences and the humanities.
Its basic questions concern, “What defines homo sapiens? Who are the ancestors of modern Homo sapiens?
“What are our physical traits?” “How do we behave?” “Why are there variations and differences among
different group of humans?” ”How has the evolutionary past of homo sapiens influenced its social
organizations and culture?”, etc.
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POLITICAL SCIENCE is a social science concerned with the theory and practice of politics and the
description and the analysis of political system and political behavior. It is often described as the study of
politics defined as “who gets what, when and how.” Political Science has several subfields including
political theory, public policy, national politics, international relations and comparative politics.
It is methodologically diverse, to the discipline include classical political philosophy. interpretivism,
structuralism, and behavioralism, realism, pluralism and institutionalism. It uses methods and techniques
that relate to the kinds of inquiries sought: primary sources such as historical document and official
records, secondary sources such as scholarly journal articles, survey research, statistical analysis, case
studies and model building.
It is a social science concerned with the theory and practice of politics and the description and analysis of
political systems and political behavior.
As one of the social sciences, uses methods and techniques that relate to the kinds of inquiries sought.
Sociological Approaches to the Study of Society

Sociologists use three theoretical approaches: the structural-functional approach, the social-conflict
approach, and the symbolic-interaction approach. A theoretical approach is a basic image of society that
guides thinking and research (Macionis 2012: 12)
Structural-Functional Approach
Structural-functionalists view society as a “complex system whose parts work together to promote
solidarity and stability” (Macionis 2012: 12). It involves an analysis of social structure, “any relatively
stable pattern of social behavior. Social structure gives our lives shape—in families, the workplace, the
classroom, the community.” The approach seeks to identify a structure’s social functions, or “the
consequences of any social pattern for the operation of society as a whole” (Ibid). It is an approach that is
influenced by the ideas of Auguste Comte (1798–1857) who coined the term sociology in 1838, and Emile
Durkheim (18581917).
Robert K. Merton (1910–2003) also made significant contributions by distinguishing between “manifest
functions, the recognized and intended consequences of any social pattern and latent functions, the
unrecognized and unintended consequences of any social pattern. He also recognized social dysfunction,
any social pattern that may disrupt the operation of society” (Macionis 2012:13).
Social-Conflict Approach
The social-conflict approach sees society as an “arena of inequality that generates conflict and change”
(Macionis 2012: 13). It therefore highlights inequality and change. In contrast to the structural-functionalist
approach, it does not see the social structure as promoting the smooth operation of society. Instead, it focuses
on how social patterns benefit the dominant groups in society. Typically, “people on top try to protect their
privileges while the disadvantaged try to gain more for themselves”(Ibid).
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Symbolic-Interaction Approach
The symbolic-interaction approach sees society as the “product of the everyday interactions of
individuals” (Macionis 2012: 16). Human beings live in a world of symbols. In the process of social
interaction, they attach meaning to everything.
Macro and micro levels of analysis
- It should be noted that the Structural-Functional and Social-Conflict Approaches Have a macro-level
orientation, or a broad focus on social structures that shape. Society as a whole. In contrast, the Symbolic-
Interaction Approach uses a micro level orientation a close-up focus on social interaction in specific
situations (Macionis 2012: 16).
Table: Compare and contrast

Sociology Anthropology
 Focuses on social process  Focuses on culture

 Recent social science  Recent social science
 Understands way of life, society culture  Understand way of life, society culture
 Complimented by anthropological research  Complimented by sociological

research
 Originated from Western civilization  Originated from primitive groups
(historical) ( pre historic)
 Method: particular ( sampling)  Methods: generic (holistic)
 ACTIVITY/TO DO/ NOTE RESEARCH ? EXPLORE.

Read available materials for the following. You may use dictionary or research on the internet.
Write your answer in your paper/notebook.
Other Areas of Sociology:
1. Social Organization
2. Social Psychology
3. Social Change and Social Disorganization
4. Human Ecology
5. Population and Demography
6. Sociological Theory and Method 7. Applied Sociology
Branches of Anthropology
1. Physical - Racial history - Paleontology -Human Genetics
2. Cultural - Ethnography – Ethnology- Social Anthropology
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3. Archaeology
4. Linguistic
References:
Sociology https://www.google.com/search?
q=sociology&rlz=1C1CHBF_enPH924PH926&oq=Sociology&aqs=chrome.0.0i433i512j0i131i433i512j0i131i433i457i
512j0i512l2j0i131i433i512j0i512l4.1192j0j7&sourceid=chrome&ie=UTF-8
Famous Philosophers https://www.google.com/search?q=1.+Research

%2FExplore+the+Origins+of+Sociology+during+the+1700s+up+to+1800s.&rlz=1C1CHBF_enPH924PH926&oq=1.%09R
esearch
%2FExplore+the+Origins+of+Sociology+during+the+1700s+up+to+1800s.&aqs=chrome..69i57j69i58.1533j0j7&sourceid=
chrome&ie=UTF-8
Branches of Sociology
https://www.google.com/search?
q=branches+of+anthropology&rlz=1C1CHBF_enPH924PH926&oq=Branches+of+Anthropology&aqs=chrome.0.0i512l8j0i
22i30l2.2676j0j7&sourceid=chrome&ie=UTF-8
Anthropology
q=anthropology&rlz=1C1CHBF_enPH924PH926&oq=ANTHROPOLOGY&aqs=chrome.0.0i67i433l2j0i67j0i67i131i433i
457j0i67l6.1511j0j7&sourceid=chrome&ie=UTF-8
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WEEK 2
MELC – Analyse the concept, aspect and changes in/ of culture and society.
Culture-the customary beliefs, social forms, and material traits of a racial, religious, or social
group
Human Cultural variation- refers to the differences in social behaviors that different cultures
exhibit around the world, ex. Good etiquette in one culture may be considered bad in another.
Ex. Smiling in the Philippines is a good etiquette while in Japan smiling is showing shyness.
Subculture – is a part of the dominant culture but differs from it in some important respects.
Example: Residents of Manila Chinatown in Binondo, Manila have many broad Phil. Cultural
traits, such as going to public school, playing with toys and working at similar jobs, it also
includes the Chinese language and specific foods and celebrations that are not shared by most
Filipinos.
Counterculture – is a subculture deliberately and consciously opposed to certain central belief

or attitudes of the dominant culture.
• Examples of primary teenage counter cultures include the “goth” and the “punk”
scenes.
Cultural Change-is a term used in public policy making that emphasizes the influences of
cultural capital on individual and the community behavior.
• All cultures around the world are constantly changing
• Reasons for change
1. Discovery – the process of finding something that already exist
2. Invention – the creation of something new
3. Diffusion- the borrowing aspects of culture from other cultures
 ACTIVITY 1 /TO DO /Note:

INQUIRY:
Observe from your surroundings. Ask your parents or older adult on the changes that
occurred in the past years or decades that changed the culture. Have your answers
written in your paper/notebook.
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Society-a community, nation, or broad grouping of people having common traditions,

institution and collective activities and interests
Social Differences - are the situations where people are discriminated against on the basis
of social, economic, and racial inequality.
Social Change- refers to any significant alteration over time in behavior patterns and cultural
values and norms, the transformation of culture and social organization/ structure over time.
Characteristic of Social Change

• It happens everywhere, but the rate of change varies from place to place.
• It is sometimes intentional but often unplanned.
• Social change often generates controversy.
• Some changes matter more than others do.
Causes of Social Change

1. Cultural change – a system that constantly loses and gains components.
 Invention – produce new products, ideas and social patterns
 Discovery –finding something that has been found before or finding something new in
something that already exist.
 Diffusion – spreading of ideas and objects to other societies, involve trading, migration,
and mass communication
2. Conflict- to come into collision or disagreement; be contradictory, at variance, or in opposition;
clash
3. Idealistic Factors – include values, beliefs and ideologies

Ex: Freedom and Self – determination, Material growth and security
Nationalism, Capitalism, Marxism
4. The Need For Adaptation

a. Ex: the development of efficient bureaucracies is an adaptive response of firms to
competitive economic environment.
5. Environmental Factors-(ecological factors) is any factor, abiotic or biotic, that influences the
living organisms Ex. Drought and famine external elements
e.g. Economy, politics, regulations, climate, geography, technology, cultural trends, etc.
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6. Economic & Political Advantage – international shifts in economic and political gain (ASEAN
SUMMIT)
7. Demographic Change – occurs from an increase in the population or human migration between
the areas.
8. Social Movements and Change – type of group action; defined as organizational structures and
strategies that may empower oppressed population to mount effective challenges and resist the
more powerful and advantaged elites
9. Consumerism- is a social and economic order and ideology that encourages the acquisition of
goods and services in ever-increasing amounts
10. The Role of Values and Ethics

 Values – are central organising principles or ideas that govern and determine human
behaviour.
 Ethics-a system of moral principles; the rules of conduct recognized in respect to a
particular class of human actions or a particular group culture, etc.
11. Religion- a cause, a principle, or a system of beliefs held to with ardour (passion) and faith
12. Technology and Information-involves the development, maintenance, and the use of computer
systems, software, and networks for the processing and distribution data.
 ACTIVITY 2 /TO DO /Note:

Choose 5 Causes of social change. Analyse how it affect the society.
Write your answer in your paper/notebook.
References:
Culture
q=Culture&rlz=1C1CHBF_enPH924PH926&oq=Culture&aqs=chrome..69i57j0i433i512l2j0i512j0i13
1i433i512j0i433i512j0i512l2j0i433i512j0i512.1407j0j7&sourceid=chrome&ie=UTF-8
Human Cultural Variation https://www.google.com/search?q=Human+Cultural+variation-

&rlz=1C1CHBF_enPH924PH926&oq=Human+Cultural+variation-
&aqs=chrome..69i57j0i22i30l9.1225j0j7&sourceid=chrome&ie=UTF-8
Causes of Social Change
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q=causes+of+social+change&rlz=1C1CHBF_enPH924PH926&oq=Causes+of+Social+Change&aqs=chrome.0.0i512l1
0.1132j0j7&sourceid=chrome&ie=UTF-8

WEEK 3
MELC- Explain the importance of cultural relativism in attaining cultural understanding.
Cultural Relativism – the belief that culture should be judged by their own standards rather than by applying the
standard of another culture.
The idea of cultural relativism underscores the impression that the culture in every society should be understood and
regarded on its own terms. Societies are qualitatively different from one another, such that each one has its own “unique
inner logic” (Eriksen 2001: 14). Cultural traits can only be known and valued in the context of the society by which they
emerge and are practiced. Cultural relativism promotes the idea that a society has to be viewed from the inside so that
inner logic can be better explained. A society’s idea of a good life will not likely be shared by another society that
interprets the notion of “good” from a sharply different social perspective. In other words, each society has a different
yardstick in appreciating the value of its own cultural trait. Cultural relativism, however, cannot be regarded as the flip
side of ethnocentrism. The concept of cultural relativism is more analytical and methodological rather than being a
moral principle. Anthropologists apply the concept of cultural relativity in investigating and comparing societies without
declaring one being better or more preferable to the other. Moreover, appreciating and accepting the uniqueness of one
society’s cultural trait does not mean that universal human moral traits of right or wrong no longer apply. For instance,
cultural traits that promote subjugation of women by hurting or killing them do not necessarily mean that they are right
by virtue of one society’s inner logic. There are underlying patterns of human cultural traits that are common and
universally acceptable to humanity.
Ethnocentrism – One people learn their culture, they tend to become strongly committed to it. In fact, they often cannot
imagine any other way of life, they may judge others in terms of their own cultural standards, this tendency to view
one’s culture and group as superior.
When people find cultural practices and values not their own as disturbing and threatening, that can be regarded as
ethnocentrism. A literal meaning of ethnocentrism is the regard that one’s own culture and society is the center of
everything and therefore far more superior than others (Kottak 2012: 39; Eriksen 2001:7). It is understandable that
people laud and hold importance to the cultural values that were taught them by their parents, elders, and other institutions
of their society. The problem is when a person or groups of people regard their own society’s set of cultural values as the
only agreeable, acceptable, and highly respectable set of convictions. Such a perspective can harden into chauvinism, a
position that everything about the other culture is wrong, unreasonable, detestable, and even wicked. From this perspective,
the practices and institutions of people from other societies are regarded as inferior, less intelligent, and even vicious. An
ethnocentric attitude can be an obstacle to understanding each other culture and foster tensions within or between societies.
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 ACTIVITY 1 /TO DO/NOTE:

 In your paper/notebook, Write (5) five or more advantages and disadvantages of cultural relativism and
ethnocentrism.
Topic Advantages Disadvantages
Ethnocentrism 1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Cultural 1. 1.
Relativism 2. 2.
3. 3.
4. 4.
5. 5.
A Cultural explanation of human behaviour

- The people of different societies have different beliefs and customs, and these influences their behavior.
THE FILIPINO CONCEPT OF PERSONALITY

– Filipinos place a high premium on personality.
- Personality of person might be described as warm or despicable, aggressive or low – keyed: weak or strong, or
authoritative or withdrawn.
- Personality as the general impression a person projects to others.
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Some Filipino Character Traits
1. Bahala na Attitude –Is always hopeful in the supreme power which is expressed by the Bahala na Attitude.
2. Hospitality - It is a pleasure and an honor to accept visitors, local or foreigners, to build genuine relationships and
friendship with them.
3. Peace loving citizen- unity minded people thus causing peace among groups.
4. Religiosity- often consider religious practices and rituals as symbols of faith.
5. Loyalty- trustworthiness and faithfulness are shown in many form, in marriage, politics etc.
6. Debt of Gratitude- Filipinos are grateful and can easily show gratefulness in a thankful manner.
7. Adaptability- the quality of being able to adjust to new conditions especially in many trials.
8. Resiliency- the capacity to recover quickly from difficulties, toughness especially in times of calamities.
9. Respect for Elders- it is very important to treat elders or elderly people with respect.
 ACTIVITY 2 /TO DO/NOTE: In your paper/notebook. Cite or mention two or more situations wherein the
abovementioned Traits of Filipinos are shown.
Defining Culture and Society from the Perspectives of Anthropology and Sociology
The study of culture was first used by the pioneer English Anthropologist Edward B. Taylor, he said that culture is the
complex whole, which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits,
acquired by man as a member of society.
Elements/Components of Culture
1) Tradition –refers to custom, rituals, belief, folklore, and habits in a given ethic group.
2) Beliefs – are the ideas, viewpoints and attitudes of the particular group of society.
3) Values – are the common ethical standards in a civilized society wherein group members have the ability to
distinguish what is right or wrong.
4) Norms - are the proper conduct of social behavior that should be followed in the society.
Types:
Folkways – are the expected behavior being participated in certain ethnic groups.
Mores – are the long – established customs and traditions that have bearing in moral and ethical values of
the society.
i Language – is a form of communication that represents the spoken and written words to convey
information to an individual or group of people.
ii Laws –are the rules, regulation and guiding policies of societal institutions.
Aspects of Culture
a. Dynamic, flexible and adaptive

The cultural adaptation is the evolutionary process that modifies the social life of the people in the given natural
environment.
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• The social evolutionary process is created by the condition of the natural environment that human being
constantly adapting on any changes.
• The biological modifications and adjustments are always flexible to adapt even in the harsh conditions of the
environment.
• The human adaptations use innovative way to create new cultural dimension on its way of life from the cultural
transformation of clothing, food shelter, music, arts including the beliefs, traditions and history.
b. Shared and Contested ( Given a Reality of Social Differentiation)

Culture works by social dynamism using language, communication technologies and commercial trade.
• The use of language as a form of social communication such as group communication, informal communications,
discussion and public speaking.
• The use of communication technologies through powerful media tools such as computers, television, DVD and cell
phones.
• The commercial trade and global enterprises provide the better social exchange through the manufactured goods and
services provide in the public and private enterprise.
c. Learned through socialization and enculturation

The cultural transmission or enculturation is the best way to describe culture is learned.
• The members of the group learn to understand and apply certain ideals, values. Expectations, beliefs and traditions
to the society.
• The younger generations readily accept the norms of the society as a part of their education to sustain the societal
system within their family or tribe.
• The culture is only learned by the language, literature, arts, music and local history that are passed across generation.
d. Patterned social interactions

Culture is patterned by specific dimension of social life such as the economic and political activities, and social
activities:
• The economic activities are patterned by the innovation and inventions of cultural groups that need to be integrated
by the social life of the members of the society.
• There are activities that we always do such as going to toilet, washing the hands, cleaning the house, driving the car
etc.
• There are cultural values that are patterned to be followed to live on specific group of people with unique cultures
that individual must also follow to integrate similar social life.
e. Integrated and at times unstable

Culture is different from each other as we must consider the social experiences, traditions, norms, mores and other
cultural ways in the community.
• The group members of the conformed with the ways of living within the bounds of beliefs, expectations, and norms
• The behavioural conformity is expected to follow any violations within the norms have specific sanctions as to the
provisions of law or even a given set of norms in the social context.
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• The social interaction of ma follows the collective activities with common goals including specific norms, traditions
and beliefs which is followed as a blueprint of its distinct cultural existence in the society.
f. Transmitted Through Socialization / Enculturation

The cumulative culture may be passed from one generation to the next generation.
Generally, the group product usually done by cultural diffusion, innovation and amalgamation of cultures.
• The group product is made through the social interaction among the members of the group to form a unique life in a
given geographical location.
• The group product is multi – dimension activities that provide the understanding and learning the elements of culture
such as values, beliefs, norms, language, folkways, mores, laws, material culture and technology.
• The group products primarily use language and education of the offspring to ensure the survival of the culture and
tradition of the tribe.
g. Requires Language and Others Forms of Communication

The communication process uses symbol to identify the given actions, attitudes, and behaviors of the people.
• The use of language has varied types of symbols depending on its natural environment, exposure, and education to
groups or tribes, the social experience and influence.
• The social experiences as a whole provides specific communicative symbols along arts, music, literature, history and
other forms of societal actions.
• The abstract knowledge is reinforced in the way they understand and learn the feelings, ideas and behaviors of
certain group of people in the society.
 ACTIVITY 3 /TO DO/NOTE:
REFLECTION: In your paper/notebook. Reflect how each aspect of culture affects the attitude and behavior
of people in a given environment? How does it affect the society?
REFERENCES:
Cultural Relativism https://www.google.com/search?

q=cultural+relativism&rlz=1C1CHBF_enPH924PH926&oq=Cultural+Relativism&aqs=chrome.0.0i433i512j0i512l9.11
86j0j7&sourceid=chrome&ie=UTF-8
Elements Of Culture
https://www.google.com/search?q=elements
%2Fcomponents+of+culture&rlz=1C1CHBF_enPH924PH926&oq=Elements
%2FComponents+of+Culture&aqs=chrome.0.0i512j0i22i30j0i390l2j69i58.1192j0j7&sourceid=chrome&ie=UTF-8
Aspect of Culture
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q=aspects+of+culture&rlz=1C1CHBF_enPH924PH926&oq=Aspects+of+Culture&aqs=chrome.0.0i67l2j0i512l7j
0i20i263i512.1108j0j7&sourceid=chrome&ie=UTF-8

WEEK 4
MELC- Analyze the significance of cultural, social, political and economic symbols and practices
Symbols are the basis of culture. A symbol is an object, word, or action that stands for something else with no natural
relationship that is culturally defined. Everything one does throughout their life is based and organized through cultural
symbolism.
Symbolism is when something represents abstract ideas or concepts. Some good examples of symbols/symbolism
would be objects, figures, sounds, and colors. For example, in the Hawaiian culture, the performance of a Lua is a symbol of
their land and heritage which is performed through song and dance. Also, they could be facial expressions or word
interpretations. Symbols mean different things to different people, which is why it is impossible to hypothesize how a
specific culture will symbolize something. Some symbols are gained from experience, while others are gained from culture.
One of the most common cultural symbols is language. For example, the letters of an alphabet symbolize the sounds of a
specific spoken language. Symbolism leads to the “Layers of Meaning” concept. Culture is the meaning that is shared to
provide guiding principles for individual meaning.
It is important for anthropologists to consider their own cultural background when looking at symbolism in a different
culture. This is because many symbols, though similar in appearance, can mean drastically different things. These symbols
can best be understood or interpreted though the eyes of the culture that they pertain to, otherwise they may lose their unique
significance. One example of a misinterpreted cultural symbol is the “whirl log” symbol commonly used in Southwestern
Native American blanket weaving. This symbol is almost identical to the Nazi Swastika, and therefore brings a negative
response from many Americans. Although the Native American symbol has nothing to do with Nazi or Germanic
symbolism, this design is rarely used on blankets today because of the symbolic misinterpretation.
Status symbols also indicate the cultural values of a society or a subculture. For example, in a commercial society,
having money or wealth and things that can be bought by wealth, such as cars, houses, or fine clothing, are
considered status symbols. Where warriors are respected, a scar can represent honor or courage. Society prepares
individuals to occupy statuses and roles (Macionis 2012: 127–128).
Status refers a social position that a person holds.

An ascribed status is a social position a person receives at birth or takes on involuntarily later in life.
Examples of ascribed statuses include being a daughter, a Filipino, a teenager, or a widower.
Achieved status refers to a social position a person takes on voluntarily that reflects personal ability and effort.
Achieved statuses include honors student, athlete, nurse, software writer, and thief. Role refers to behavior expected of
someone who holds a particular status.
Sex refers to the biological characteristics distinguishing male and female (Macionis 2012: 169). Sex is based on
chromosomes, anatomy, hormones, reproductive systems, and other physiological components.
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Gender refers to those social, cultural, and psychological traits linked to males and females through particular social
contexts. Sex makes us male or female; gender makes us masculine or feminine. All the major agents of socialization—
family, peer groups, schools, and the mass media—reinforce cultural definitions of what is feminine and masculine.
(Dionisio 1992: 1-2; Macionis 2012: 170).

ACTIVITY 1/TO DO/NOTE:
Directions: In your paper/notebook. Draw a square. Put a circle in the middle. Divide your drawing into four sections.
Write the following information of yourself in the 4 spaces:
a. gender
b. socio-economic class
c. ethnicity
d. religion
REFERENCES:
Symbolism
q=symbolism&rlz=1C1CHBF_enPH924PH926&oq=Symbolism&aqs=chrome.0.0i433i512l2j0i512j0i433i512j0i512l6.
Example of symbolism in Society

q=Example+of+symbolism+society&rlz=1C1CHBF_enPH924PH926&sxsrf=ALeKk02viKIDNihE5NriXxbgvBc27b3d
Cg%3A1629621152486&ei=oAsiYeOGHYL4-
Qaonr3wBQ&oq=Example+of+symbolism+society&gs_lcp=Cgdnd3Mtd2l6EAMyBggAEBYQHjoHCAAQRxCwAzo
ECCMQJzoFCAAQgARKBQg6EgExSgQIQRgAUNYuWJZUYKhcaAFwAngAgAHsAYgBthWSAQYwLjE3LjGYA
QCgAQHIAQjAAQE&sclient=gws-wiz&ved=0ahUKEwjj1qXvm8TyAhUCfN4KHShPD14Q4dUDCA4&uact=5

WEEK 5
MELC- Explain the context, content, processes, and consequences of Socialization
Socialization – Perucci ( 1983) defines socialization as the process through which a person acquires the behavior and
skills that are essential for social existence, it occurs when a person has learned to develop his potentials and has adapted
to his society and culture in order to exist. It is the process by which a person learns and generally accepts the
established ways of a particular social group or society. It encourages desirable behaviour and discourages objectionable
acts.
The Importance of Socialization

- Socialization is the cultural process of learning how to participate in group life. The role of socialization is to
acquaint individuals with the norms of a given social group or society. It prepares individuals to participate in a
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group by illustrating the expectations of a certain group. Socialization is very important for children, who begin the
process at home with family, and continue it at school.
Personality –is the sum total of behaviors, attitudes, beliefs and values that are characteristic of an individual, our
personality determines how we adjust to our environment and how we react in specific situations.
Factors in Personality Development
1. Heredity- First used in the 1530s, the noun heredity comes from the Latin word “hereditatem”, meaning "condition
of being an heir." It can refer to inheriting characteristics from your parents, or it can refer more broadly to the passing
on of genetic factors from one generation to the next.
2. Birth Order- (Birth order theory) was developed by Alfred Adler in the twentieth century; it stated: the order in
which a child was born impacted his or her personality.
3. Parental Characteristics - are important for explaining a series of outcomes for children, such as, health, education,
and occupation. These are also central because they help to define a child's group membership.
4. The Cultural Development- Culture is a powerful driver for development, with community-wide social, economic
and environmental impacts. Peoples' lifestyles, individual behaviour, consumption patterns, values related to
environmental stewardship and our interaction with the natural environment are mostly influenced by their cultures.
Social Interaction –a form of action and function through which people and organization relate to one another. It is an
exchange between two or more individuals and is a building block of society. It can be studied between groups of two
(dyads), three (triads) or larger social groups. By interacting with one another, people design rules, institutions, and
systems within which they seek to live.
Social process – refers to the repetitive forms of behavior, which are commonly found in social life. By social
processes we mean those ways in which individuals and groups interact and establish social relationships. There are
various of forms of social interaction such as cooperation, conflict, competition and accommodation etc.
Some Theories of Socialization
1. Personal Identity Theory: The Tabula Rasa (John Locke )–refers to the state of mind in its hypothetical
primary blank or empty state before receiving outside impressions. John Locke a philosopher in the 1600s claimed
that each of us is born without personality. John Locke speaks of personal identity and survival of consciousness
after death. A criterion of personal identity through time is given. Such a criterion specifies, insofar as that is
possible, the necessary and sufficient conditions for the survival of persons. John Locke holds that personal identity
is a matter of psychological continuity. He considered personal identity (or the self) to be founded on consciousness
(viz. memory), and not on the substance of either the soul or the body.
The issue of personal identity and its determents has always been of concern for many philosophers. Questions are
raised as to what does being the person that you are, from one day to the next, necessarily consist of. Personal
identity theory is the philosophical confrontation with the ultimate questions of our own existence, such as who are
we, and is there a life after death? This sort of analysis of personal identity provides a set of necessary and sufficient
conditions for the identity of the person over time. In the modern philosophy of mind, this concept of personal
identity is sometimes referred to as the diachronic problem of personal identity. The synchronic problem is
grounded in the question of what features or traits characterize a given person at one time. There are several general
17
theories of this identity problem. John Locke (29 August 1632-28 October 1704) was one of the philosophers who
were against the Cartesian theory that soul accounts for personal identity. Chapter XXVII on "Identity and
Diversity" in An Essay Concerning Human Understanding (Locke, 1689/1997) has been said to be one of the first
modern conceptualizations of consciousness as the repeated self-identification of oneself, in which Locke gives his
account of identity and personal identity in the second edition of the Essay. Locke holds that personal identity is a
matter of psychological continuity. Arguing against both the Augustinian view of man as originally sinful and the
Cartesian position, which holds that man innately knows basic logical propositions, Locke posits an "empty" mind, a
tabula rasa, which is shaped by experience, and sensations and reflections being the two sources of all our ideas.
2. The Looking – Glass Self

- Social psychologist Charles Horton Cooley was one of founders of the interactionist perspective of sociology.
According to him, the development of looking – glass self is a 3 step process that is constantly taking place.
a. We imagine how we appear to others
b. Based on their reactions to us, we attempt to determine whether others view us as we view ourselves
c. We use our perceptions of how others judge us to develop feelings about ourselves.
3. Role – Taking
- According to George Herbert Mead, seeing ourselves as others see us is only the beginning, eventually we not
only see ourselves as other see us but also actually take on, or pretend to take the roles of others.
Agents of Socialization
1. The Family – most important agent of socialization in most societies.

 Parents – most important socializing agents.
Several Factors explain why socialization is not a process of direct teaching:
a. Socialization usually involve two parents
b. The direct- teaching of socialization fails to take into account how persuasive and subtle socialization is.
Socialization occurs as much by example as direct verbal means.
 Parental Differences in Socialization - Parental socialization styles are defined more as emotional context or
climate than as a set of specific parenting practices, meaning that depending on said context,
each parent's individual practices (affect, communication, strictness, etc.) would have a different meaning for
their child.
 Reverse Socialization: Children Influencing Parents
- Ex: Children acting to change behaviors, attitudes or values of their parent
2. The Peer Group – is a primary group composed of individuals of roughly and similar social characteristics.
3. The School- is an agent of socialization that not only teach us subject knowledge and life skills but also social skills
through our interactions with teachers, staff, and other students.
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4. The Mass Media - usage cultivates worldviews and values, for example political attitudes and cultural, gender, or
minority stereotypes. Mass media have been described in numerous studies as powerful agents of
political socialization
5. Church- Religion is a collection of cultural systems, belief systems, and worldviews that relate humanity to
spirituality and, sometimes, to moral values. Parental religious participation is the most influential part of religious
socialization–more so than religious peers or religious beliefs
 TO DO/NOTE: ACTIVITY 1 In your paper/ notebook. Write An Essay.

 How the Mass Media as an Agent of Socialization affect the youth today. Consider the positive and
the negative effects.
Rubrics for ESSAY
The Process of Socialization
Socialization is the lifelong social experience by which people develop their human potential and learn culture.
Unlike other living species, whose behavior is mostly or entirely set by biology, humans need social experience to learn their
culture and to survive. Social experience is also the foundation of personality, a person’s fairly consistent patterns of acting,
thinking and feeling (Macionis 2012: 102). Socialization is also defined as the process of preparing members for
membership in a given group in society. Through socialization, individuals learn the norms and values of their society.
Values are culturally defined standards that people use to decide what is desirable, good, and beautiful and that
serve as broad guidelines for social living.
Norms are the rules and expectations by which a society guides the behaviour of its members.
The process of learning culture is something that starts from the moment we're born and continues throughout our entire
lives. The process of learning our own culture is called enculturation, while the process of learning another culture is
called acculturation.
THEORIES OF SOCIALIZATION
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There are many theories on how the self, as a product of socialization, is formed. We will examine the work of four
researchers: Sigmund Freud, Charles Cooley, George Herbert Mead, and Jean Piaget (Macionis 2012: 104–108).
Freud’s model of personality. Sigmund Freud (1856–1939) combined basic needs and the influence of society into a model
of personality with three parts: id, ego, and superego.
The id represents the human being’s basic drives, or biological and physical needs which are unconscious and demand
immediate satisfaction. In the human personality, the superego refers to the cultural values and norms internalized by an
individual. Society, through its values and norms, opposes the self-centered id. The ego is, thus, a person’s conscious
efforts to balance innate pleasure-seeking drives (id) with the demands of society (superego).
Piaget’s Theory of Cognitive Development. From his studies of human cognition, or how people think and understand.
Jean Piaget (1896–1980) identified four stages of cognitive development.
Four Stages of Cognitive Development.

Stage one is the sensorimotor stage (first two years of life), the level of human development at which individuals know
the world only through the five senses. This stage is begins when a baby is born, he or she starts developing
both physically and cognitively. Physical skills include crawling, grasping, and pulling, as well as general physical
growth. However, as babies develop cognitive skills, they start thinking about their behaviors and reacting to
different stimuli such as noises, movement, and emotions. This is what defines the sensorimotor stage. For
example, a baby might giggle or smile because he or she perceived something as funny or interesting. Giggling
or smiling is an example of a reaction induced by cognitive development, so it would fall under the sensorimotor
stage. To further understand the sensorimotor stage, let's look at each of its sub-stages.
Stage two is the preoperational stage (about age two to seven) at which individuals first use language and other symbols.
Language development is one of the hallmarks of this period.
Piaget noted that children in this stage do not understand yet concrete logic, cannot mentally manipulate information, and
are unable to take the point of view of other people, which he termed egocentrism. During the preoperational stage, children
also become increasingly adept at using symbols, as evidenced by the increase in playing and pretending. For example, a
child is able to use an object to represent something else, such as pretending a broom is a horse. Role-playing also becomes
important—children often play the roles of "mommy," "daddy," "doctor," and many other characters.
Stage three is concrete operational stage (between the ages of seven and eleven) at which individuals first see causal
connections in their surroundings. It is characterized by the development of logical thought. Thinking still tends to be very
concrete, children become much more logical and sophisticated in their thinking during this stage of development. While
this is an important stage in and of itself, it also serves as an important transition between earlier stages of development and
the coming stage where kids will learn how to think more abstractly and hypothetically. Kids at this age become more
logical about concrete and specific things, but they still struggle with abstract ideas.
The last stage is the formal operational stage (about age twelve) at which individuals think abstractly and critically.
Piaget (1970) devised several tests of formal operational thought. One of the simplest was the 'third eye problem'.
Children were asked where they would put an extra eye, if they were able to have a third one, and why.
Schaffer (1988) reported that when asked this question, 9-year-olds all suggested that the third eye should be on the
forehead. However, 11-year-olds were more inventive, for example suggesting that a third eye placed on the hand would be
useful for seeing round corners.
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Formal operational thinking has also been tested experimentally using the pendulum task (Inhelder & Piaget, 1958). The
method involved a length of string and a set of weights. Participants had to consider three factors (variables) the length of
the string, the heaviness of the weight and the strength of push. The task was to work out which factor was most important in
determining the speed of swing of the pendulum. Participants can vary the length of the pendulum string, and vary the
weight. They can measure the pendulum speed by counting the number of swings per minute. To find the correct answer the
participant has to grasp the idea of the experimental method -that is to vary one variable at a time (e.g. trying different
lengths with the same weight). A participant who tries different lengths with different weights is likely to end up with the
wrong answer. Children in the formal operational stage approached the task systematically, testing one variable (such as
varying the length of the string) at a time to see its effect. However, younger children typically tried out these variations
randomly or changed two things at the same time. Piaget concluded that the systematic approach indicated the children were
thinking logically, in the abstract, and could see the relationships between things. These are the characteristics of the formal
operational stage. Psychologists who have replicated this research, or used a similar problem, have generally found that
children cannot complete the task successfully until they are older. Robert Siegler (1979) gave children a balance beam task
in which some discs were placed either side of the center of balance. The researcher changed the number of discs or moved
them along the beam, each time asking the child to predict which way the balance would go. He studied the answers given
by children from five years upwards, concluding that they apply rules which develop in the same sequence as, and thus
reflect, Piaget's findings.
Like Piaget, he found that eventually the children were able to take into account the interaction between the weight of the
discs and the distance from the center, and so successfully predict balance. However, this did not happen until participants
were between 13 and 17 years of age.
He concluded that children's cognitive development is based on acquiring and using rules in increasingly more complex
situations, rather than in stages.
Mead’s Theory of the Social Self. George Herbert Mead (1863–1931) For Mead, the
self is a part of our personality and includes self-awareness and self-image. It is the
product of social experience, and is not guided by biological drives (see Freud) or
biological maturation (see Piaget). According to Mead, the key to developing the self
is learning to take the role of the other. Infants can do this only through imitation and,
without understanding underlying intentions, have no self. As children learn to use
language and other symbols, the self emerges in the form of play. Play involves
assuming roles modelled on significant others, or people, such as parents, who have
special importance for socialization. Then, children learn to take the roles of several
others at once, and move from simple play with one other to complex games involving many others. This theory also
constitutes three Stage Role-Taking Process
Three Stage Role-Taking Process

Stage 1: The Preparatory Stage The preparatory stage lasts from the time we are born until we are about age two. In
this stage, children mimic those around them. This is why parents of young children typically do not want you to use
foul language around them. If your two-year-old can “read,” what he or she has most likely done is memorized from the
book that had been read to him or her.
21
Stage 2: The Play Stage This stage is from about age two to six, children are in the play stage. During the play
stage, children play pretend and do not adhere to the rules in organized games like soccer or freeze tag. Have you
ever played a game with children of this age? It is far easier to just go with any “rules” they come up with during the
course of the game than trying to enforce any “rules” upon them. It also in this stage that when they play house, they
are literally pretending to be the mommy or the daddy that they know.
Stage 3: The Game Stage The third stage is the game stage, which is from about age seven onwards. In this stage,
children can begin to understand and adhere to the rules of games. They can begin to play more formalized games
because they begin to understand other people’s perspective–or the perspective of the generalized other. In this
stage, when children play pretend, they may still play house but are pretending to a mommy or a daddy independent
of the one that resides in their home. The generalized other refers to the viewpoint of the social group at large. The
child begins taking this perspective into account during this stage.
Cooley’s Looking-glass Self. Charles Horton Cooley (1864–1929) used the phrase looking-glass self to mean a self-image
based on how we think others see us. As we interact with others, the people around us become a mirror (an object that
people used to call a “looking glass”) in which we can see ourselves. What we think of ourselves, then, depends on how we
think others see us. For example, if we think others see us as clever, we will think of ourselves in the same way. But if we
feel they think of us as clumsy, then that is how we will see ourselves.
 ACTIVITY 1 /TO DO/NOTE: Write your answer in your paper/notebook.
1. Which among these theories you find interesting? Does it apply to you as well?
2. Explain briefly The Four Stages of Piaget’s Cognitive Development.
3. Cite an experience from your childhood that illustrates one of Mead’s three stages of role-taking.
4. Tell, describe or identify one toy that would be appropriate for a child in each of Mead’s stages. Explain why.
5. Name a television show that children in the preparatory stage, play stage, or game stage would find it interesting
to watch. Explain.
 ACTIVITY 2 /TO DO/NOTE: Write your answer in your notebook.

 Make Biography Graphic Organizer for the following significant individuals.
1. Sigmund Freud 3. Charles Horton Cooley
2. Jean Piaget 4. George Herbert Mead
This is a tool that assists with understanding a character of a historical figure more in-depth. It brings attention to
various important factors about a person’s life.
22
Follow these steps:
Step 1: Gather as much information you can about the character you are studying. You can also refer to online resources,
or ask from teachers or experts.
Step 2: As you analyse the information you have gathered, isolate the facts that stand out or you think are important.
Step 3: Use your biography graphic organizer to lay out the information in a presentable way. You can add images to
make it more comprehensible as well.
 ACTIVITY 3 / TO DO/NOTE: Write your answer in your notebook.
23
Compare and Contrast the following Theory of Development

1. Mead’s Theory of the Social Self.
2. Piaget’s Theory of Cognitive Development.
Graphic Organizers for Compare and Contrast: Double Bubble Map
The double bubble map is one of the popular thinking maps. It is used to identify similar and different qualities between
two ideas/topics.
Follow these steps:
Step 1: Write down the two ideas/ topics you are comparing in the two bubbles in the center.
Step 2: As you brainstorm and analyse the topic, write down the differences in the bubbles radiating from the centre.
Step 3: Write down the similarities in the bubbles that are common to both topics.
24
RUBRIC FOR GRAPHIC ORGANIZERS
Criteria 4pts 3pts 2pts 1pt
Explanation A complete response Good solid response Explanation is Misses key points
with a detailed with clear unclear
explanation explanation
Shows substantial Response shows Response lacks
Demonstrated Shows complete understanding of the some understanding understanding of the
knowledge understanding of problem, ideas and of the problem. idea or topic
questions/processes. processes
Requirements Goes beyond the Meets the Hardly meets the Does not meet the
requirement requirement requirement requirement
REFERENCES:
Process of Socialization
q=the+process+of+socialization&rlz=1C1CHBF_enPH924PH926&oq=The+Process+of+Socialization&aqs=chrome.0.0i51
2l2j0i20i263i512j0i512l7.1003j0j7&sourceid=chrome&ie=UTF-8
Agents of Socialization
q=agents+of+socialization&rlz=1C1CHBF_enPH924PH926&oq=Agents+of+Socialization&aqs=chrome.0.0i67j0i512l9.89
Four Stages of Cognitive Development

q=Four+Stages+of+Cognitive+Development.&rlz=1C1CHBF_enPH924PH926&oq=Four+Stages+of+Cognitive+Developm
ent.&aqs=chrome..69i57j0i22i30l7j0i390.1058j0j7&sourceid=chrome&ie=UTF-8
25

WEEK 6
MELC- Analyze the forms and functions of social organizations.
Social Organization- is a pattern of relationships between and among individuals and social groups. Characteristics of
social organization can include qualities such as sexual composition, spatiotemporal cohesion, leadership, structure,
division of labor, communication systems, and so on. Social organizations or institutions arise out of social needs and
situations of members. These organizations are the means through which individuals adjust their behavior to
environmental conditions. It consists of all the ways by which men live and work together, more especially of all the
programmed, ordered and coordinated relations of the members of the society.” Social organizations at different levels
organize and give expression to collective behaviour. They coordinate and crystallize numerous interests of individuals
and groups.
Two Broad Types
Kinship- those which grow out of affinity
Family: It is the earliest and the most universal of all social institutions. It is also the most natural, simplest
and permanent form of social organization. In society, individuals are primarily organized into separate families and
households. Family is generally composed of husband, wife and their children. It may be defined as a group of
persons, united either by the ties of marriage or blood relationship, having a common household, a common
tradition or culture. The form and features of family may be different from place to place and country to country but
family as a social group exists everywhere. It may rightly be described as the keystone of the social arch. It performs
a variety of functions like biological, emotional, economic, educational and cultural.
Clan: The members of a clan are supposed to be the descendants of common ancestors. They usually bear
common surname. They are usually found among primitive people and members act through the guidance of a
chieftain. They are associated through common social, religious and cultural ceremonies. Members practice
exogamy; they do not marry a person belonging to the same clan. All members worship a totem or a symbolic object
like cow, bull, bird etc.
Tribe: A tribe is a wider social organization than clan and has been defined as “a social group of a simple kind, and
members of which speak a common dialect, have a common government and act together for such common purpose
as welfare.” Tribe is usually formed after a stronger clan subordinates a weaker one. Tribe has a government with a
tribal chief as its head. It is organized for military purposes and has a common dialect and language. Though devoid
of blood relationship, a tribe maintains solidarity among its members.
Voluntary- those that result from the free and voluntary associations of members. A brief analysis of a few such
organizations may be given.
26
Community: One way of organizing individuals on secular lines is through formation of communities and
associations. A community is defined as “the total organization of social life within a limited area.” A community is
a self-sufficient group based on common life. The area of a community may range from narrow to very broad (even
global) limits.
Association: A group of individuals who come together for certain purposes. It has no separate legal personality,
unlike a limited company. It is often regulated by a constitution and rules and run by office bearers.
 ACTIVITY 1 /TO DO/Note: In your paper/notebook,

1. Write some house agreement/rules / dos’ & don’ts your family observe at home?
2. Ask your parents/old members of the family about some rules in your community, examples may be
from your homeowners’ association or barangay.
3. Do you find following some rules significant as a member of a social organization or group?
Social Categorization – means of classifying people according to shared trait or a common status. ex. Students, women,
teenagers.
Social Networks – is a social structure made up of sets of social actors (such as individuals or organizations), sets of
dyadic ties, and other social interactions between actors.
Social Aggregate – when people gather in the same place at the same time but lack organization or lasting patterns of
interaction, they form an aggregate ex. Passengers on an airplane, the crowd at a basketball game
Reference Groups –is a collection of people that we use as a standard of comparison for ourselves regardless of
whether we are part of that group. We rely on reference groups to understand social norms, which then shape our values,
ideas, behaviour and appearance.
1. Primary Group- is typically a small social group (small – scale society) whose members share close,
personal, enduring relationships, meet emotional and support needs, characterized by intimate face - to –
face association and cooperation, Cooley describes the primary groups as the nursery of human nature
because it where the child is first socialized, acquires and experienced love, affection, tolerance,
kindness, loyalty, fairness and sense of justice. Ex. Family, neighbourhood and play – groups.
2. Secondary Group – are formal, large, impersonal group, which are formed to accomplish some specific
tasks, people interact on a less personal level than in a primary group and their relationships are
temporary rather than long lasting, is one you have chosen to be a part of, based on interest and
activities. Ex. Employment, vendor- to – client relationship
3. Informal Group –when 2 or more individuals interact with each other on issues and concern affecting
their interest and welfare. Ex. Cooperatives, Faculty associations, Parent – Teacher Associations
4. Formal Group – is a formal organization with an established philosophy of vision and mission in
achieving goals and objectives. Ex. The Volunteers against Crime and corruption (VACC)
5. In – Group – a social group which a member feels respect and loyalty, a group that an individual
identifies in positive direction.
6. Out – Group –a social group toward which a person feels a sense of competition or opposition, a group
that an individual identifies in negative direction.
27
 ACTIVITY /TO DO/NOTE: In your paper/notebook.

Draw a table and complete the data. Complete the table/matrix below by citing examples of various kinds of
groups in the Philippine context.
Types of Group Name Objectives
1. Primary
2. Secondary
3. In – Groups
4. Out – Groups
5. Networks
SOCIAL GROUP
“No man is an island.” (English poet John Donne) “Man is by nature a social animal”. (Aristotle the legendary
Greek philosopher) This only means that man does not live in isolation. His daily life is made up largely of participating in
groups. So, men everywhere live in groups, such as family, clan, tribe, community etc. Besides it, people form group
consciously to satisfy various needs. So they live in group, natural and artificial. In short, a social group in an aggregation of
individuals in which: a) Definite relations exist between individuals composing it and b) Each individual is conscious of the
group itself and its symbols. Viewed in this way, family, village, school, nation, political party or trade union etc. are some
of examples of groups.
Definitions:
“A group is any collection of human beings who are brought into social relationships with one another”.-Maclver
“A group is an aggregate of individuals which persists in time, which has one or more interests, and activities in common
and which is organized”.- A.W.Green:
“Whenever two or more individuals come together and influence one another, they may be said to constitute social group. -
Ogburn and Nimkoff
“A group is a number of persons, two or more, who have common objects of attention, who are stimulating to each other,
who have common loyalty and participate in similar activities.”- E.S. Bogardus
“Groups are aggregates or categories of people who have a consciousness of membership and of interaction” -Horton and
Hunt
Importance of Groups
1. The group is a transmitter of culture. Cultural transmission is a one-way system in which culture is passed onto a
person through certain channels.
2. The group is a means of social control. Social control is the process of a group regulating itself according to its
beliefs, principles, and values.
3. The group socializes the individual. Group socialization is the theory that an individual's peer groups, rather than
parental figures, are the primary influence of personality and behaviour in adulthood.
4. The group is a source of ideas. Sources of ideas according to a study by Scheer A group collects ideas together,
28
5. The group trains the individual in communications. When communication occurs between two persons, it is called
interpersonal communication. On the other hand, when more than two individuals are involved, it is called group
communication.
Some examples;
1. Peer Group –a group with members approximately the same age, social status and interest, people are relatively
equal in terms of power when they interact with peers.
2. Clique - a group of people that have many of the same interest & commonly found in High School/ College setting;
most of the time they have a name & rules for themselves.
3. Club - a group, which usually requires one to apply to become a member. Ex. Sporting Club
4. Cabal – a group of people united in some close design together, usually to promote their private views or interest in
a church, state, or other community, often by intrigue.
5. Household - all individuals who live in the same home.
6. Community - a group of people with a commonality or sometimes a complex net of overlapping commonalities.
7. Gang – usually an urban group that gathers in a particular area, they are usually known in many countries to cause
social unrest and also have negative influence on the members and may be a target for the law enforcers in case of
any social vices.
8. Mob – usually a group of people that has taken the law into their own hands, groups which gather temporarily for a
particular reason.
9. Posse - was originally found in English common law, generally obsolete and survives only in America, where it is
the law enforcement equivalent of summoning the militia for military purposes, can also refer to a street group.
10. Squad – a small group, of around 3 to 15 people, who work as a team to accomplish their goals.
11. Dyad – a social group with two members, typically more intense than in larger groups because neither member
shares the other’s attention with anyone else.
12. Triad – a social group with 3 members, more stable than a dyad because one member can act as a mediator, the
relationship between the other two become strained.
13. Team – works in a similar way to a squad.
 ACTIVITY 1 /TO DO/Note: In your paper/ notebook.

Draw. YOUR CIRCLE OF SOCIAL GROUPS . Identify the groups that you are a part of. Write the
names of group/groups inside the circle.
My Social Groups
Process Questions: Answer the following.
29
1. Who/ what group(s) is/are the closest to you?

2. Who/ what group(s) is/are farthest from you?
3. Are there some group(s) that are connected with each other? What are they?
4. What are the factors that you consider when identifying a group’s proximity to you?
REFERENCES:
Social Organization
q=social+organization&rlz=1C1CHBF_enPH924PH926&oq=Social+Organization&aqs=chrome.0.0i433i512j
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Social Groups
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Types of Social Organization

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WEEK 7
MELC- Explain the forms and functions of state and non-state institutions.
Definition: State
‘The state is a distinct set of institutions that has the authority to make rules which govern society.’ According to
the Oxford Dictionary of Sociology (1994). These institutions, according to Miliband (1969), are the government,
the administration (the civil service), the judiciary and parliamentary assemblies. State power lies in these
institutions.
Max Weber defined it as ‘the social institution that holds a monopoly over the use of force’. It has a ‘monopoly’ of
legitimate violence ‘within a specific territory”. Hence, the state includes such institutions as the armed forces, civil service
or bureaucracy, police, judiciary and local and national councils of elected representatives, such as parliament.
It is a set of institutions which describe the terrain and parameters for political conflicts between various interests over the
use of resources and the direction of public policy. All sociologists have been particularly concerned with the state, and they
have examined it in relation to society as a whole, rather than in isolation. The main concern is the description analysis, and
explanation of the state as an institution which claims a monopoly of the legitimate use of force within a given territory.
Different parts of the state apparatus can have different interests and conflicting preferences. Because of this, there are
frequently conflicts between elected politicians and nonelected civil servants or the judiciary over policy and resources.
Moreover, its boundaries have not been clearly defined and are constantly changing. It is here useful to bear in mind
Althusser’s concept of state apparatuses. The capacity of the state to control the armed forces and police (repressive state
apparatus) as well as the major means of communication, notably the media (the ideological state apparatus) is crucial to its
power.
‘A state exists where there is a political apparatus of government (institutions like a parliament, civil services officials, etc.)
ruling over a given territory, whose authority is backed by a legal system and by the capacity to use military force to
implement its policies.’ Anthony Giddens (1997)
Dunleavy and O’Leary (1967) have suggested the following five characteristics of the modern state:
1. The state is a recognizably separate institution or set of institutions, so differentiated from the rest of its society as to
create identifiable public and private spheres.
2. The State is sovereign, or the supreme power, within its territory, and by definition the ultimate authority for all law.
3. The state’s sovereignty extends to all the individuals within a given territory, irrespective of formal positions held in
the government or rule-making institutions.
4. The modern state’s personnel are mostly recruited and trained for management in a bureaucratic manner.
5. The state has the capacity to extract monetary revenues (taxation) to finance its activities from its subject—
population.
All modern societies are nation-states, usually having some form of congressional or parliamentary system. A nation-state is
a nation governed by a state whose authority coincides with the boundaries of the nation. Their system of government lays
claim to specific territories, possesses formalized codes of law, and is backed by the control of military force.
Nation-states have come into existence generally after 19th century. The world today is largely organized into nation-states.
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According to Giddens (1997), their main characteristics, viz., sovereignty, citizenship and nationalism, are discussed as
under:
Sovereignty:
All nation-states are sovereign states. The notion of ‘sovereignty’ refers to the authority of a government over a clearly
defined territory with clear cut borders, within which it is the supreme power.
Citizenship:
In modern societies most people living within the borders of the political system are citizens, having common rights and
duties and knowing themselves to be part of a nation. Almost everyone in the world today is a member of a definite political
order.
Nationalism:
A community acquires a distinctive character through its association with nationalism. Nationalism can be defined as ‘a set
of symbols and beliefs providing the sense of being part of a single political community’. It is the main expression of
feelings of identity with a distinct sovereign community.
Nationalistic loyalties do not always fit with the physical boarders marking the territories of states in the world today. While
the relation between the nation-state and nationalism is a complicated one, the two have come into being as part of the same
process.
Nationalism has become an increasingly powerful force in the world, serving as a basis not only of collective social identity
but also for political mobilization and action, especially through the use of warfare. The consequences of nationalism often
breed extremism and feelings of ethnocentrism (a tendency to think and act blindly that our culture is superior to those of
others) resulting into political conflicts. Extreme forms of nationalism have engulfed many nations into warfare.
In addition, the other definition of nationalism is the 'identification with one's own nation and support for its interests,
especially to the exclusion or detriment of the interests of other nations.
 TO DO: NOTE: ACTIVITY 1: Write in your notebook.

REFLECTION: As a youth/ student how can you express Nationalism? Refer to the rubric below for your
reflection. Points /Scoring: 4pts=100%, 3pts=85% , 2pts = 75% , 1pt = 70%
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https:pinterest.com
Functions of the State:

The state is organized around a set of social functions as with all social institutions. It is an important agency of social
control which performs this function through laws.
The main functions are maintaining law, order and stability, resolving various kinds of disputes through the legal system,
providing common defense, and looking out for the welfare of the population in ways that are beyond the means of the
individual, such as implementing public health measures, providing mass education and underwriting expensive medical
research. From a conflict perspective, the state operates in the interests of various dominant groups, such as economic
classes and racial and ethnic groups.
Lean Mayher (1971) stated the following basic functions of the state:
1. Limiting internal power struggles to maintain internal peace.
2. Bringing power to bear on other societies in defense of national interest or in expanding and building empire.
3. Controlling the members of society so as to bind them to the pursuit of collective goals.
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4. Recognizing and implementing the interests and demands of various groups.
 ACTIVITY 2 /TO DO : NOTE : Write in your paper/notebook.
• Analyze Lean Mayher’s concept of the basic function of state :

“Recognizing and implementing the interest and demands of various groups.” (10pts)
• Research/Read and write in your paper/notebook the Preamble of The 1987 Philippine Constitution. (10 pts)
• Inquiry: Philippine Government: (Two Levels Only)

• Give the names of the head of both the executive and legislative level of government.
• Give the names of the members of the legislative level- at least 10 members - House of Senate; at least
10 members House of Representatives (20pts)
https:hierarchystructure.com
Non-state institutions
These are groups and organizations which operate outside the support of any state or government.
They are referred to be ‘stateless’ since they are considered to be independent of any state, although, they usually collaborate
with the government in implementing projects. Non-state institutions assume different functions and focus on a specific
objective. In general, they develop certain services needed by members of the society for their progress.
There are different non-state institutions that operate in society. Two of them are banks and corporations.
Banks
The term ‘bank’ has no single definition, for many authors have provided their own definition of it. For the purposes of
uniformity, we define a bank as a financial institution licensed to provide several financial services to different types of
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customers. Banks are in operation mainly for their deposit and lending function. Customers are allowed to deposit their
money to banks which grow through an interest rate. Banks also provide loans, at a higher interest rate, to customers who
need money either for personal consumption or for investment and businesses. This process of taking in deposits and
lending them to customers in need is called financial intermediation. This means that the bank serves as a connecting link
between its depositors and borrowers of money.
Banks also act as a custodian of customer’s money, which help guarantee the safety of each deposit. When a person puts his
money in a bank, the amount given is maintained in a deposit or savings account which prevents the risk of theft and
robbery. Certain types of bank accounts also make it possible for customers to withdraw money as needed. This ensures a
more secured transaction of funds. Some secondary functions of a bank include money remittance, which make it easier for
people to send money from one place to another. This holds importance especially for overseas Filipino workers (OFWs)
who provide financial assistance to their families in the Philippines. Most banks also accept payments to house and other
utilities such as electricity and water utility. This function of the bank eases the transaction of its customers with utility
companies.
Other bank functions include currency exchange, allowing customers to convert foreign currencies to another currency they
need and safety deposit boxes, which provides customers a safe place to keep their priced possessions (e.g. gold, silver, or
jewelries). Due to the countless services that banks provide, there are types of bank which only specialize in a specific bank
function. However, there is no clear line categorizing banks to a classification since one bank may engage itself in several
functions. In this case, a specific bank can be classified into two or more bank types.
Some of the most common types of banks are as follows:
 A retail bank is a type of bank that focuses on consumers or the general public as its customers. One’s personal bank
account, like checking and savings account, are usually in a retail bank. Retail banks can be considered to be the most
common and widespread of all the types of banks.
 A commercial bank also provides the same services as a retail bank; however, it focuses on businesses and
businessmen as its main customers. Commercial banks provide short term loans for businessmen to be used for
investment purposes.
 An investment or an industrial bank provide medium and long-term loans and deposits to business industries.
 Agricultural banks, as the name suggests, caters to the financial needs of farmers and the farming industry. They
provide short-term and long-term loans to facilitate agricultural activities. Loans from this type of bank is used for
buying seeds, fertilizers, land, or any materials needed for farming. An agricultural country such as the Philippines is
unsurprisingly abundant of agricultural banks.
 The central bank is the main financial institution in a country since it supervises the monetary system in the country.
It functions as a regulating institution to all other banks in a country and it issues all the bank notes (or money bills)
and coins of the country in which it operates. The Bangko Sentral ng Pilipinas is the central bank of the Philippines. A
central bank is the only banking institution established through a special law of the government, which makes the
government of great influence to its central bank.
Corporation
A corporation is an organization, created by a group of people known as shareholders, which is legally recognized to act as
a single person in carrying out certain goals and objectives. As a ‘legal person’, a corporation is mandated to enjoy the
rights, privileges, and responsibilities of an individual. Using its own name, a corporation has the right to enter into
contracts, to hire employees, and to loan and borrow money. It is also authorized to have its own assets.
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Any corporation-owned property belongs to the corporation itself and not to the owners of the corporation. Like most
individuals, a corporation is also obligated to pay taxes. This non-state institution is created to operate businesses and to
pursue a common objective, may it be profit oriented or not. Although, many corporations are usually set up for profit. It is
important to take note that a corporation is a distinct and separate entity from the people who own it. This enables the
corporation to have powers and liabilities of its own. Any debt of the corporation is the responsibility of only the corporation
itself; shareholders cannot be personally held accountable for these debts. This feature also enables the corporation to sue
and be sued in behalf of its name. Any lawsuits directed to the corporation is solely the responsibility of the corporation
itself and not of its owners.
There are different types of corporations that are classified based on specific factors like the corporation’s purpose.
• A business corporation is created to operate and to generate profit. Companies like McDonald’s and Starbucks are
examples of a business corporation.
• A non-profit corporation is established with a purpose of serving the public rather than pursuing profits.
Banks, Corporations and their Social Implications
Banks and corporations both play a part in the economic growth of society. As mentioned earlier, financial intermediation in
a bank allows the institution to issue loans to borrowing customers (individual or group) who need money for their
investment, at a higher interest rate. This loan will, then, facilitate businesses and investments. In short, loans from the bank
will keep businesses going. Continued operation of businesses leads to greater chances of generating more income for the
business and increasing employment. More income would entail more savings to be deposited in a bank which will be used
to lend to future customers.In this case, it can be seen that the bank plays a role in facilitating the cycle of expediting
investments and generating more income and savings.
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Cooperatives
According to the International Labor Organization (ILO), a cooperative is “an autonomous association of persons united
voluntarily to meet their common economic, social, and cultural needs and aspirations, through a jointly owned and
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democratically controlled enterprise”. Members of a cooperative usually joins together in order to achieve a specific
objective, an objective which usually benefits the members of the organization itself. In short, cooperatives are mainly
structured to benefit its members and to satisfy its members’ needs. In a cooperative, the people who use its products or
services are the same people who own and control the organization. Cooperatives exist among different industries and are
composed of different types of people, may it be farmers, consumers, or workers.
There are several principles that uniquely characterize this non-state institution. It is an essential characteristic of a
cooperative that its owners and financers are also the people who use the cooperative.
Meaning, in a typical cooperative, the customers are also the ones who own the organization. These members or users are
also the ones who have control over the cooperative. They have the power to elect a board of directors which will handle the
overall operation of the organization. Users or customers of a cooperative are also the ones who benefit from it. To have a
clearer grasp of these principles characterizing cooperatives, let us look at an example of a consumer cooperative. The
function of a consumer cooperative is to provide products and commodities needed by people. A consumer cooperative may
put up a supermarket to satisfy this necessity for certain products.
The people that serve as primary customers of the supermarket are usually the people who created the cooperative itself.
They created the cooperative because they needed an organization that would meet their specific objective. Since these
customers are the financers and owners of
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the cooperative, they also have the power and control to elect their board of directors through a democratic election (i.e. one
vote per member). The board is expected to spearhead the general operation of the supermarket.
Although non-members of the cooperative can also shop and be customers in the said supermarket, only cooperative
members are entitled to benefits and profits of the organization. Assuming that the supermarket generated a profitable
income, the cooperative must distribute this profit to its customers who are also members and owners of the association.
Benefits from such profits can be monetary in form or discounts to products sold.
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The International Cooperative Alliance also came up with seven principles to characterize a cooperative. These principles
are as follows: (a) voluntary and open membership, (b) democratic member control, (c) member economic participation, (d)
autonomy and independence, (e) education, training and information, (f) cooperation among cooperatives, and (g) concern
for the community.
There are several types of cooperatives, depending on its specific function and purpose.
• A credit cooperative provides financial services to its members, including securing savings and creating funds to be
used for issuing loans.
• A consumer cooperative operates mainly to obtain and distribute products and commodities to its customers, both
members and non-members.
• Producer cooperatives aids those in the sector of production, either agricultural or industrial.
A subtype of a producer cooperative is agricultural cooperatives which help producers or
farmers in marketing their crops as well as in purchasing supplies needed for further production.
• A service cooperative (or a worker cooperative) concentrates on helping workers in the service-oriented occupations
(i.e. health care, transportation, labor) by creating employment opportunities and other benefits to its members.
• A multi-purpose cooperative undertakes two or more functions of different cooperatives. For example, multi-purpose
cooperative could act as a consumer cooperative and establish a supermarket. At the same time, it could also provide
financial services like a credit cooperative.
Trade Unions
Part of the universal human rights of every individual is his right to organize and form associations that would protect his
rights as a worker; the embodiment of this right is trade unions. A trade union or labor union is an organization with a
membership composed of workers or employees from related fields, which aim to represent the interests and rights of its
members, both in the workplace and in the society.
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While an individual has the capacity to demand better conditions from his employer, trade unions recognize that a unity of
several employees would act as a more powerful tool in advancing these interests. This is how trade unions became the
voice of the workers to the management; they serve as link between employees and their employers. Trade unions work to
improve certain issues like wage adjustment, good working environment, and rewards and other benefits.
There are different types of trade unions according to its members.
• General union representation of workers with a range of jobs and skills, from different industries and companies. An
example of this type of union is a trade union of drivers, janitors and office workers.
• Industrial unions composition of workers from one particular industry, across different levels of the hierarchy. A
trade union of all employees who work in the mining industry (with different levels and positions) is an example of an
industrial union.
• Craft union seeks to represent skilled workers doing the same work who may be employed in different industries. A
craft union of carpenters is one example.
• A white-collar union is composed of professionals doing similar jobs across different industries. A trade union of
teachers and professors is an example of a white-collar union.
Although there are many types of trade unions, these classifications still perform the same functions expected from a trade
union. In addition, a trade union may not only be limited to a particular company. Here are unions in the Philippines which
are composed of several workers from different companies.
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Defining Transnational Advocacy Groups
To have a general understanding of what a transnational advocacy group is, it is better to first individually define terms that
make of it. The word ‘transnational’ denotes something that goes beyond one’s national borders. ‘Advocacy’ can be defined
as issues or causes that are being defended or supported by a certain group of people known as advocates. A ‘group’, as you
were familiarized in previous lessons, is generally defined as a collection of individuals with significant relations among
each other.
Combining these terms and definitions, we may define a transnational advocacy group as a collection of actors
(individuals or groups) characterized by their fluid and open relations with each other, united by their commitment to work
on and defend certain issues and causes that are relevant across several nations. They “use the power of information, ideas,
and strategies to influence the value context within which states make policies”. Transnational advocacy groups are also
referred to as “transnational advocacy networks” due to the nature of actors’ connection with each other.
As discussed in a previous lesson, networks are a web of weak social ties among groups and individuals. This definition may
also apply to the relationship of actors in a transnational advocacy group. Actors in the group can be a combination of
advocates and activists, non-government organizations, foundations, church, media, politicians, or corporate business actors.
Their relationships are not highly structured and crystallized but they are loosely organized and connected as they share
values and exchange information about certain issues which they are committed to promote.
The word ‘transnational’ characterize this network of actors since members of a transnational advocacy group come from
different nations involved. In addition, the term ‘transnational’ also illustrates the group’s involvement to certain ‘trans-
sovereign’ issues— issues that exist in multiple countries. These issues include human rights, women’s rights,
environmental protection, and indigenous peoples’ rights.
Functions and Strategies
The main function of a transnational advocacy group is the creation and development of advocacies and campaigns about
certain causes, issues, ideas, values and beliefs. These campaigns aim to motivate changes in policies, which are necessary
for the betterment of people involved. Since this non-state institution do not have inherent power to make instant policy
changes in the state, they use, instead, the power of information dissemination, together with other strategies, to influence
state actors who are in legitimate position to create such changes.
Keck and Sikkink named four tactics used by transnational advocacy groups to influence the state’s behavior and policy
making. These are information politics, symbolic politics, leverage politics, and accountability politics.
1. Information politics is the ability to produce and circulate accurate and credible ideas and information to persuade
people and motivate them to take action. Transnational advocacy groups do these through campaigns and other
ways of communication.
2. Symbolic politics is the ability of the group to interpret and use symbols or stories in such a way that it would
emphasize the issue at hand. They provide explanations about an event and connects it to the specific cause. For
example, the death and extinction of certain animal species may be used by environmental advocacy groups to raise
awareness about environmental degradation.
3. Leverage politics enables transnational advocacy groups to use some form of leverage, to tap and influence target
actors that are powerful enough to institute policy changes. These powerful actors may come from the government,
larger institutions (e.g. World Bank), or even corporate business owners.
4. Accountability politics happens as transnational advocacy groups convince state actors to change their position
about certain issues, and persuades them further to act upon their verbal support about certain issues. Advocacy
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groups can use their power of information to expose the discrepancy between an actor’s words and his action. Let’s
take for example, a senator who verbally expressed his support about protecting indigenous peoples’ rights. In this
scenario, the senator has confirmed his position about the issue, but he does not make any concrete actions in
support of the cause. Because of this, advocacy groups may point out to the public, the inconsistency between the
senator’s words and his actions (or lack thereof). This will then push the senator be true to his word and translate
them into concrete operations.
Development Agencies
The establishment of development agencies can be found in history. In the Second World War, many countries had been
grounds for attacks and bombings which resulted to crises such as starvation and food scarcity, among others. Because of
these, many European countries saw the need for the creation of an organization that would attend to the crises brought
about by the war.
Development agencies were formed as a response to crises like war damage and industrial decline. In some countries, such
agencies were established with the hope of stimulating economic development, post- war. Development agencies have come
a long way since they were first established, as thousands of them are currently operating within the globe.
Nonetheless, there is still no solid formula to create this type of non-state institution since different development agencies
across the world have a range of specific functions and roles. This lack of common understanding about development
agencies makes it more difficult to define it. In general, we refer to development agencies as groups or entities that are
tasked and committed to pursue certain developmental agendas of a state. They are an institution that provides help in
support of a state’s economic growth and social progress.
Roles of Development Agencies
As mentioned earlier, development agencies have a range of tasks. It is, however, important to note that it is up to the
organization to decide which among the wide array of tasks they will pursue. Normally, specific tasks of a development
agency are dependent on the aspect of development it focuses on. In a research commissioned by the Organization for
Economic
Cooperation and Development (OECD), the roles of development agencies may include;
• strategic roles, such as coordinating with local actors and international donors, monitoring the local economy, and
strategic planning for economic and local development;
• asset and investment roles, such as land and property management, funding and investing in local development
projects, income generation, and provision of grants or donations for other organizations;
• innovation, enterprise, skills, and employment roles, which include workforce and skills development, employment
creation, and support of small and medium scale businesses;
• promotional roles, like foreign investment promotions and project management; and
• capacity building roles which include providing technical assistance to other local development organizations and
informing them of good practices and models.
The word international organization is an umbrella term used to refer to institutions established by three or more states as
voluntary members, formed through a formal agreement or treaty, in order to promote cooperation and coordination among
them. Members of an international organization work together for the development and management of their common
interests.
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The main feature and characteristic of an international organization which distinguishes it from other non-state institutions,
is that its membership is entirely composed of national states or governments. These member states give power to the
international organization which gives the institution some degree of authority to manage and govern the same member
states. International organizations tend to focus on different agendas. The decision of what agendas to pursue by an
organization exclusively depends on the interests of its members. Some agendas may be economic (e.g. finance and
investments), humanitarian (e.g. human welfare, human rights), or environmental (e.g. global warming, climate change,
biodiversity) in nature.
Significance of International Organizations
International organizations provide an avenue for different countries and states to connect. This connection among countries
help form international laws, norms, and ideas, which in turn strengthen the relationship among member states. These norms
also serve as guides on how to regulate and manage these member states.
Through the development of these norms, states are guided in their actions both locally and internationally. Due to the
presence of an independent international institution, issues that are present across different national borders will be
addressed and recognized. There will be a body to monitor actions of member states and investigate those actions against
humanity (e.g. human rights violation). In the end, we can claim that international organizations have been embedded in the
lives of people, as they perform multiple functions— tasks that aim to improve the lives of people by pursuing different
development agendas
 ACTIVITY 3 /TO DO/NOTE: Write in your paper/ notebook.

EXPLORE.
• Research the Top Five banking institution in the world.
• Research the top ten banking institution in the country.
REFERENCES:
Max Weber Definition of State

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me..69i57.13099j0j7&sourceid=chrome&ie=UTF-8
Non state social implications

https://www.google.com/search?q=Banks
%2C+Corporations+and+their+Social+Implications&rlz=1C1CHBF_enPH924PH926&oq=Banks
%2C+Corporations+and+their+Social+Implications&aqs=chrome..69i57j33i160.881j0j7&sourceid=chrome&ie=UTF-8
Top Banking Institution in the World

https://www.google.com/search?q=
%E2%80%A2+Research+the+Top+Five+banking+institution+in+the+world.&rlz=1C1CHBF_enPH924PH926&oq=
%E2%80%A2%09Research+the+Top+Five+banking+institution+in+the+world.&aqs=chrome..69i57j0i22i30j0i390l2.1
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WEEK 8
MELC- Examine the functions and importance of education in the society.
Education – is a social process.
Function of Education in society (Formal and Informal)
1. Development of personality of individuals- Personality development occurs by the ongoing interaction of

temperament, character, thus the socialization process of an individual continues at school.
2. Transmission of culture- Cultural transmission is the process through which cultural elements, in the form of
attitudes, values, beliefs, and behavioral scripts, are passed onto and taught to individuals and groups
3. Preservation of culture- It does the overall development of a human being. In long term education has the power and
potential to change the mind-set of the society across the globe. Education makes us aware about our culture and
heritages. Thus education has an important impact on the preservation and transmission of our culture
4. Socialization of young- Justify the importance of socialization for children, in terms of both primary and the child's
family, school, religious institution, neighborhood, and peer group.
5. Creation of knowledge- Education gives us a knowledge of the world around us and changes it into something
better. It develops in us a perspective of looking at life. It helps us build opinions and have points of view on things
in life.
6. Productive citizenry- Education also assist in molding a child's behaviour, social skills, and adjustability. A good
citizen is someone who is deserving of the state's protection and love because of their behaviour within the state –
someone who would without a doubt- serve their society with the best of the families.
7. Self – actualization - a person's desire to use all their abilities to achieve and be everything that they possibly can.
 ACTIVITY 1 /TO DO/NOTE: In a Separate Bond Paper

 POSTER MAKING. Create a Poster. Importance / functions of education as a theme.
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https://www.google.com/search?q=rubrics+for+poster+making&tbm=isch&chips=q:rubrics+for+poster+making,g_
Purpose of Education in Society
1. Education is Self-Empowerment- Education is basically self-empowerment, making you strong enough to look after
yourself in any kind of situation. Once you are enough educated, you can bring about development for the greater
good of mankind.
2. Financial Stability and Dignity of Life - Financial stability therefore ensures you don't fall victim to money related
stress and mental disorders. Money affords you healthy food and if necessary, medical care. Even financially strong
people experience stress, but for different reasons.
3. Growth in Personal Aspiration- Educational aspiration reflects educational goals an individual sets for
himself/herself. Students whose academic self-schema is positive are more likely to have confidence in their ability
to achieve; they tend to value education, and see the process of education attainment as more positive and rewarding
4. On the Job Efficiency- Education prepares you for employment so you can perform the duties that job requires.
Then, that employment gives you experience that is like education, which makes it possible to get employment at a
higher level.
5. Helps Plan Ahead -Those who are successful have planned ahead, finding many benefits, including the following;
assessing risks and opportunities, becoming proactive, improving performance, enough time to develop teams, time
for revising and updating the plan, it is a rewarding experience.
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6. Job Seeker vs. Job Provider. Here are some tips to help make yourself more employable and stand out from the
crowd after graduation.
• Get involved in university life.
• Ask careers for professional advice.
• Keep a record.
• Work hard and get good grades.
• Volunteering.
• Work experience.
• Networking.
• Understand the graduate job market.
7. “An Idle Mind is the Devil’s Workshop.” When an individual’s is not busy doing anything, it tends to think of harm
or undesirable ideas, more likely disrupting orderliness in an individual’s life or in the society as a whole.
 ACTIVITY 2 /TO DO/NOTE: Write in your paper/notebook.

ESSAY ( 3-5 paragraphs)
 Reflect on Purpose of Education- item no.3 “Growth in Personal Aspiration”. How can education
help achieve an individual/personal growth?
REFERENCES:
Function of Education in society (Formal and Informal)
https://www.google.com/search?q=Function+of+Education+in+society+
(Formal+and+Informal)&rlz=1C1CHBF_enPH924PH926&oq=Function+of+Education+in+society+
(Formal+and+Informal)&aqs=chrome..69i57j0i22i30j0i390.951j0j7&sourceid=chrome&ie=UTF-8
Purpose of Education in Society

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Understanding Culture Society and Politics

The Nature of Sociology

The Discipline of the Social Sciences

 ACTIVITY/TO DO/NOTE: In your paper/notebook;

According to Robert Merton (1996), there are two kinds of functions:

Assumptions of the Conflict perfective

Assumptions in the Symbolic Interactionalist Perspective

Sociological Approaches to the Study of Society

Table: Compare and contrast

 Focuses on social process  Focuses on culture

 Complimented by anthropological research  Complimented by sociological

 ACTIVITY/TO DO/ NOTE RESEARCH ? EXPLORE.

Famous Philosophers https://www.google.com/search?q=1.+Research

Understanding Culture Society and Politics

Counterculture – is a subculture deliberately and consciously opposed to certain central belief

 ACTIVITY 1 /TO DO /Note:

Society-a community, nation, or broad grouping of people having common traditions,

Characteristic of Social Change

Causes of Social Change

3. Idealistic Factors – include values, beliefs and ideologies

4. The Need For Adaptation

10. The Role of Values and Ethics

 ACTIVITY 2 /TO DO /Note:

Human Cultural Variation https://www.google.com/search?q=Human+Cultural+variation-

Causes of Social Change

Understanding Culture Society and Politics

 ACTIVITY 1 /TO DO/NOTE:

A Cultural explanation of human behaviour

THE FILIPINO CONCEPT OF PERSONALITY

Some Filipino Character Traits

a. Dynamic, flexible and adaptive

b. Shared and Contested ( Given a Reality of Social Differentiation)

c. Learned through socialization and enculturation

d. Patterned social interactions

e. Integrated and at times unstable

f. Transmitted Through Socialization / Enculturation

g. Requires Language and Others Forms of Communication

 ACTIVITY 3 /TO DO/NOTE:

Cultural Relativism https://www.google.com/search?

Understanding Culture Society and Politics

Status refers a social position that a person holds.

Example of symbolism in Society

Understanding Culture Society and Politics

The Importance of Socialization

Factors in Personality Development

Some Theories of Socialization

2. The Looking – Glass Self

1. The Family – most important agent of socialization in most societies.

 TO DO/NOTE: ACTIVITY 1 In your paper/ notebook. Write An Essay.

Rubrics for ESSAY

The Process of Socialization

Four Stages of Cognitive Development.

Three Stage Role-Taking Process

 ACTIVITY 1 /TO DO/NOTE: Write your answer in your paper/notebook.

 ACTIVITY 2 /TO DO/NOTE: Write your answer in your notebook.

Follow these steps:

 ACTIVITY 3 / TO DO/NOTE: Write your answer in your notebook.

Compare and Contrast the following Theory of Development

Follow these steps:

RUBRIC FOR GRAPHIC ORGANIZERS

Criteria 4pts 3pts 2pts 1pt

Four Stages of Cognitive Development

Understanding Culture Society and Politics