UNDERSTANDING CULTURE, SOCIETY, AND • Race (one’s social identity)

POLITICS
M1 LESSON 1 • Social class (depicts one’s
SOCIETY – refers to a group of people who privilege in life)
live together, usually in a specific geographical • Gender (determines an
location. individual’s role in a society)
- CHARACTERISTICS: • Sexual orientation (their
1. LIKENESS – may be the social acceptance in a
beginning assumed or real community)
common lineage, tribal affinity, • Religion (beliefs and what an
family benefit. individual practices)
2. RECIPROCAL AWARENESS – • Language (defines how an
belongingness. individual communicates and
3. DIFFERENCES – diversity or express themselves, also how
variation. the connect to their cultural
4. INTERDEPENDENCE routes.)
5. COOPERATION CULTURE – refers to the way of life shared
6. CONFLICT – enables change. by a group of people.
SOCIOLOGY – scientific study of society and
human behavior in relation to its environment. - The shared knowledge that binds a
society together.
- From Greek words SOCIUS ELEMENTS OF CULTURE
(companion) and LOGOS (the study 1.) LANGUAGE (verbal/nonverbal) –
of). influences how we understand the
- At the personal level, sociology world around us.
investigates the social causes and 2.) NORMS – standards and expectations
consequences of such things as for behaving.
romantic love, racial and gender - FORMAL (mores/law) – refer to the
identity, family conflict, deviant standards of behavior considered the
behavior, aging, and religious faith. most important in any society.
- At the social level, sociology examines - INFORMAL (folkways/customs) –
and explains matters like crime and refer to standards of behavior that are
law, poverty and wealth, prejudice and considered less important but still
discrimination, schools and education, influence how we behave.
business firms, urban community, and 3.) RITUALS – established procedures
social movements. and ceremonies that often mark
- At the global level, sociology studies transitions in the life course.
such phenomena as population growth - Both reflect and transmit a culture’s
and migration, war and peace, and norms and other elements from one
economic development. generation to the next.
SOCIAL LOCATION – a way of classifying
one’s self from other members of a society. - Example. Rite of Passage, Courtship,
Marriage, Burial, Graduations.
- Also determines which CULTURE one VALUES – involve judgments of what is good
belongs to. or bad and desirable or undesirable.
- This may refer to:
ARTIFACTS – material objects, that constitute OBSERVATIONS ABOUT SOCIAL, POLITICAL
a society’s material culture. AND CULTURAL BEHAVIOR AND PHENOMENA.
- In most simple societies, artifacts are
largely limited to a few tools, the huts
people live in, and the clothing they
wear.
POLITICS – encompasses process, activities,
structure, hence it encompasses the
government itself.
- “Man is by nature, a political animal.” –
Aristotle
- “Politics is in its broadest sense, is the
activity through which people make,
preserve and amend the general rules
under which they live.” (Macmillan,
2017).
THREE BRANCHES OF GOVERNMENT
1. THE LEGISLATIVE BRANCH – is - The five situations reflect human
authorized to make laws, alter, and behaviors being propelled by powerful
repeal them through the power vested motivators. Whether it’s religion, social
in the Philippine Congress. traditions, sexual preferences, or
- This institution is divided into the political motivation, these actions
Senate and the House of represent an individual or a collective’s
Representatives. values and beliefs.
2. THE EXECUTIVE BRANCH – carries OBSERVATION ON SOCIAL, POLITICAL, AND
out laws. It is composed of the CULTURAL CHANGE
President and the Vice President who
are elected by direct popular vote and
serve a term of six years.
- THE JUDICIAL BRANCH –evaluates
laws. It holds the power to settle
controversies involving rights that are
legally demandable and enforceable.
This branch determines whether or
not there has been a grave abuse of
discretion amounting to lack or excess
of jurisdiction on the part and
instrumentality of the government. It
is made up of a Supreme Court and
lower courts.
- The following scenarios show how
culture, society, and politics can be
subjected to change as time passes.
This represents the malleability of
culture, society, and politics.
 - These scenarios are manifestations of POLITICAL SCIENCE – is the systematic
social, cultural, and political changes. study of governance by the application of
These are brought by new empirical and generally scientific methods of
technological platforms which analysis.
facilitates immediate self-expression - Seeks to understand human behavior
and interactions or may also be a form as political animal rather it also try
of devolving negative changes in the and advocate the kind of political
power which certain group of people behavior or conduct humans should
possess. have for the betterment of humanity
INTERSECTIONS OF ANTHROPOLOGY, along with other species being.
SOCIOLOGY, AND POLITICAL SCIENCE - E.g. No coup plans, AFP, PNP reassure
ANTHROPOLOGY – a scientific study of Duterte
humanity. - Political Science can help us
- A science that deals with the study of understand political hierarchies as well
human beings and their humanity as structures that enable the
through the examination of a people’s oppression or promotion of human
biological and cultural past and rights. It evaluates the laws a certain
comparing these with that of another society follow whether they are
group or community. oppressive or abusive towards its
- Aims to understand and evaluate the subjects. It also allows the
progress of human life. understanding of power structures and
- E.g. Early human fossil remains found its effects in the societies ways of
in Philippines cave may herald new living.
species.
- Anthropology can be used to M1 LESSON 2 – THREE PERSPECTIVES IN
understand the pattern of living in SOCIOLOGY
terms of social structure, cultural STRUCTURAL FUNCTIONALISM – each
patterns and political hierarchies, aspect of society is interdependent, and
which can be used to justify of explain contributes to society’s functioning as a whole.
current phenomena. - Society is seen as a complex system
SOCIOLOGY - The scientific study of the whose parts work together to promote
society which necessarily entails the study of stability and social order.
all human activities in the society. SOCIAL CONSENSUS OR COHESION – is
- Sociology also seeks to understand under functionalism, society is held together
human beings in groups, or in a by this.
broader context. - Members of society agree upon and
RELEVANCE - Through Sociology, we can work together to achieve what is best
identify patterns of behavior, as well as for society as a whole.
explain social phenomena. This will enable our - TWO KINDS OF CONSENSUS:
society to address current or anticipated social Mechanical Solidarity and Organic
problems. Furthermore, Sociology looks beyond Solidarity.
numbers which means, it considers • MECHANICAL SOLIDARITY – a
motivations and behavior not just as an form of social cohesion that arises
individual but also as a collective. when people in a society maintain
 similar values and beliefs, and
engage in similar types of work.
- E.g. family of farmers, fisher folks, etc.
• ORGANIC SOLIDARITY – is a
form of social cohesion that arises
when the people in a society are
interdependent, but hold to varying
values and beliefs, and engage in
varying types of work.
- E.g. Metropolitan societies.
2 TYPES OF HUMAN FUNCTION (ROBERT
MERTON)
1.) MANIFEST FUNCTIONS – intentional
and obvious.
- E.g. going to school to learn.
2.) LATENT FUNCTIONS – unintentional
and not obvious
- E.g. going to school to make social
connections.
SYMBOLIC INTERACTIONISM – considers
the symbol and details of everyday life, what
these symbols mean, and how they interact
with each other.
- Gives serious thought on how people
act, and then seeks to determine what
meanings individuals assign to their
own actions and symbols, as well as to
those of others.
SOCIAL CONFLICT THEORY – views society
as being composed of different groups that
struggle over scarce resources- like power,
money, land, food, or status.
- THE 3 KEY POINTS OF SOCIAL
CONFLICT THEORY
1. Inequality and power imbalance.
2. Social change
3. Class conflict
CLASS CONFLICT (KARL MARX) – views - SOCIAL MOVEMENTS inspire
society as having different classes based on discontented members of a society to
their relationship to the means of production. bring about a change.
- TWO CLASSES UNDER CAPITALISM POLITICAL IDENTITIES – refers to a
1. BOURGEOISIE (exploitation) – specific political party affiliation or partisan
owns the means of production. identity.
2. PROLETARIAT (conflict) – sells - For many voters, belonging to a
their labor to survive. political party is not simply a voting
decision.
- Factors
1. Family and socialization – your
political identity is based on what
your family has told you.
2. Geography – can also influence
your political identity, depending
3. Life experiences –
4. Challenges
CHALLENGES/FACTORS AFFECTING
POLITICAL IDENTITY
1. Economic class
2. Geographical location
CULTURAL VARIATION – refers to the 3. Educational attainment
diverse social practice that different cultures 4. Ideologies
observe.
- E.g. different customs of people living
in cities and in provinces.
- Rural Customs – strong reliance on
traditional values.
- Urban Customs – prefer convenience
than traditional.
- Difference between generations X, Y,
and Z.
- Extended family
- Machismo
- “Maria Clara”
SOCIAL CHANGE – refers to any significant
alteration over time in behavior patterns, and
cultural values and norms.
- A movement that yields social
consequence
- E.g. Industrial revolution, Abolition of
slavery, Feminism, Martial law, People
power, Modernization, Diaspora
M1 LESSON 3 – CULTURE - E.g. wearing decent clothes for specific
CULTURE (in an ANTHROPOLOGICAL events or occasions. (not laughing
perspective) – is a complex whole which when someone makes a mistake).
encompasses beliefs, practices, values, 6. LAW – a rule or policy that governs
attitudes, laws norms, artefacts, symbols, the conduct of men which is mostly
knowledge, and everything that a person enacted by a sovereign power.
learns and shares as a member of a society. STATUS – is any position that an individual
ENCULTURATION – a diffusion of one’s can occupy in society.
culture to another through diverse means, - It is not a ranked position, but simply
namely learning, imposition by force, and label that implies certain roles that
conquest, among others. must be performed.
- IDENTITY FORMATION – the - E.g. being a singer, a student, and an
formation of the identity of an artist at the same time.
individual through his interaction with 2 TYPES OF VALUES
other people. 1. ASCRIBED – it is given at birth or
ELEMENTS OF CULTURE assigned later in life.
1. BELIEFS – the conceptions and ideas
of a man regarding his environment. - E.g. age, sex, ethnicity, and
2. SYMBOLS – anything that has membership in a family.
meaning and represents something 2. ACHIEVED – it is acquired
else. willfully and consciously through
3. LANGUAGE – a set of symbols that effort, talent, decisions, and
expresses ideas which enables people accomplishments.
to formulate thoughts and - E.g. being someone’s
communicate with one another. girlfriend/boyfriend, being a top
4. VALUES – a sum of all ideas and student, etc.
concepts that desirable in a particular ASPECTS OF CULTURE
culture. CULTURE IS LEARNED – ENCULTURATION
- Are experimented by a particular – the process of learning the accepted norms
society to check its relevance and and values of the culture or society where the
appropriateness to existing norms and individual lives.
laws. CULTURE IS SHARED – it is not something
that an individual alone can possess.
- Are created and shaped in the CULTURE IS CUMULATIVE – based on the
community through time. knowledge and understanding gained from
5. NORMS – a concrete set of rules and specific experiences.
standards to be observed by man in CULTURE IS DYNAMIC – it exists as a
his cultural setting. continuous process.
- are culturally determined rules that CULTURE IS DIVERSE – it varies from
guide people regarding what’s right, society to society.
wrong, proper, or improper. CULTURE IS COMMUNICATED – it is
- It creates predictability in daily affairs communicated from one generation to another
and interactions, making it easier to through language.
live with other members of society.
CULTURE (in an SOCIOLOGICAL
perspective)
1. MAINSTREAM CULTURE d. the desire to eliminate the
- Includes the cultural patterns that are presence of the other group to
broadly in line with a society’s cultural secure a presumed purity.
ideas and values. MULTICULTURISM (CULTURAL
a. LOW CULTURE (POP CULTURE) RELATIVISM) – recognizes cultural diversity
- Includes the cultural behaviors and while advocating for equal standing for all
ideas that are popular with most cultural traditions.
people in a society. - Appreciation of other cultures may
b. HIGH CULTURE come from two reasons:
- Refers to cultural patterns that a. Acquisition of sufficient knowledge
distinguish a society’s elite. about other culture.
2. SUBCULTURE b. Direct exposure to other cultures.
- refers to the cultural patterns that set M2 LESSON 1 – EVOLUTION IN A SOCIAL
apart a segment of a society’s AND CULTURAL CONTEXT
population. EVOLUTION – in biology, evolution is the
3. COUNTER-CULTURE change in the characteristics of a species over
- pushes back on mainstream culture in several generations and relies on the process
an attempt to change how society of natural selection.
functions. - THE THEORY OF EVOLUTION – is
- E.g. feminism, LGBTQI rights. based on the idea that all species are
ETHNOCENTRISM – seeing one culture as related and gradually change over
superior than the other. time.
- The practice of judging one culture by - Evolution relies on there being genetic
the standards of another. variation in a population which affects
a. It encourages the solidarity of a the physical characteristics
group in a negative way. (phenotype) of an organism.
b. It hinders the understanding or - Some of these characteristics may
the cooperation between groups. give the individual an advantage over
c. It leads to cultural conflict. other individuals which they can then
XENOCENTRISM – is characterized by a pass on to their offspring.
strong belief that one’s own culture (products,
style, or ideas) is - CHARLES DARWIN’S THEORY OF
inferior to those which originate elsewhere. EVOLUTION – states that evolution
happens by natural selection.
- E.g. Filipino’s preference for imported
goods because anything abroad is - Individuals in a species show variation
better (Balikbayan Box). in physical characteristics. This
XENOPHOBIA – it is the fear of what is variation is because of differences in
perceived as foreign or strange. their genes.
- It may include: - Individuals with characteristics best
a. The fear of losing identity suited to their environment are more
b. Suspicion of the other group’s likely to survive, finding food, avoiding
activities predators and resisting disease. These
c. aggression individuals are more likely to reproduce
 and pass their genes on to their - These early farmers also domesticated
children. lentils, chickpeas, peas and flax.
- Individuals that are poorly adapted to 2. LIVESTOCK
their environment are less likely to - The first livestock were domesticated
survive and reproduce. Therefore their from animals that Neolithic humans
genes are less likely to be passed on hunted for meat.
to the next generation. - Domestic pigs were bred from wild
- As a consequence those individuals boards, for instance, while goats came
most suited to their environment from the PERSIAN IBEX.
survive and given enough time, the - The first farm animals also included
species will gradually evolve. sheep and cattle.
THE MESOLITHIC PERIOD – also known as
the MIDDLE STONE AGE, was the second - These originated in Mesopotamia
part of the Stone Age. between 10,000 and 13,000 years ago.
- This age is characterized by the - Water buffalo and yak were
appearance of MICROLITHS (small domesticated shortly after China,
bladed stone tools). India and Tibet.
THIS LEADS TO THE CREATION OF
- The Mesolithic Age was a transitional EMPIRES.
phase between the Paleolithic Age and EVOLUTION IN A SOCIAL AND POLITICAL
the Neolithic Age. CONTEXT: SOCIAL DARWINISM , The
- The people of this age lived on application of the principles of evolution
hunting, fishing, and food gathering; proposed by Darwin to sociology and politics.
later on they also domesticated “SURVIVAL OF THE FITTEST” – a term
animals. coined by HERBERT SPENCER was an English
THE NEOLITHIC REVOLUTION – also called Philosopher who initiated a philosophy called
the AGRICULTURAL REVOLUTION, marked SOCIAL DARWINISM.
the transition in human history from small - HERBERT SPENCER – coined the
nomadic bands of hunter-gathers to larger, term “survival of the fittest” 7 years
agricultural settlements and early civilization. before Darwin’s publication of his
- Started around 10,000 B.C. in the theory of natural history, THE ORIGIN
FERTILE CRESCENT (the west by the OF THE SPECIES in 1859.
Mediterranean Sea and on the east by AN EXCERPT OF SOCIAL DARWINISM (By
the Persian Gulf), H. Spencer) – all legislation which assists the
- A BOOMERANG-SHAPED region of people in the satisfaction of their natural
the Middle East where humans first wants or in any other way does for them what
took up farming. they may be fairly expected to do for
AGRICULTURAL INVENTIONS themselves, arises from a radically wrong
1. PLANT DOMESTICATION understanding of human experience.
- Cereals such as emmer wheat, einkorn - It wholly neglects the condition of
wheat and barley were among the man’s earthly being, and altogether
first crops domesticated by Neolithic loses sight of one of the great and
farming communities in the Fertile universal laws of creation (Every man
Crescent. for himself).
 - [it] defeats its own end. Instead of bring them dogs whichthey bought to
diminishing suffering, it eventually supplement their daily needs.
increases it, it favors the multiplication
of those worst fitted for existence, M2 LESSON 2 – SOCIALIZATION
and, by consequence, hinders the SOCIALIZATION – the cultural process of
multiplication of those best fitted for learning to participate in group life.
existence – leaving, as it does, less - Lifelong process of human interaction
room for them … by which human potential develops
- [such] legislation … rests upon the through the social learning of culture.
assumption, that men are not fitted to - The social process through which we
take care of themselves. It treats develop our personalities and human
them as so many children … potential and learn about our society
SOCIAL DARWINISM IN ACTION – the and culture.
most infamous instance of Social Darwinism in AGENTS OF SOCIALIZATION – they are the
action is in the genocidal policies of the Nazi significant people, groups, and institutions that
German Government in the 1930s and 40s. shape our sense of self and social identity
- It was openly embraced as promoting help us realize our human capacities, and
the notion that the strongest should teach us to negotiate that world in which we
naturally prevail, and was a key feature live.
of Nazi propaganda films, some which 1. Family
illustrated it with scenes of beetles a. Religion
fighting each other. 2. School
SOCIAL DARWINISM AND RACISM – 3. Peer Group
during the process of recruiting for the 4. Government
Philippine Exhibit, there was evident use of 5. Mass Media
trickery on some occasions in order to gather TYPES OF SOCIALIZATION
tribal people for the Exhibit. Some of the 1. PRIMARY SOCIALIZATION – Your first
recruits were not aware of their destination experiences with language, values, beliefs,
until they arrived in St. Louis. Similarly, a behaviors, and norms of your society.
knowledgeable recruit had signed up as a. GENDER SOCIALIZATION – learning
belonging to an Igorot tribe to which he does the psychological and social traits
not belong in his desire to come to America. associated with a person’s sex.
- The head-hunting, dog-eating Igorot’s b. RACE SOCIALIZATION – the process
were the greatest attraction at the through which children learn the
Philippine Exhibit, not only because of behaviors, values, and attitudes
their novelty, the scanty dressing associated with racial groups.
ofthe males and their daily dancing to c. CLASS SOCIALIZATION – teaches
the tom-tombeats, but also because of the norms, values, traits, and behaviors
their appetite for dogmeat which is a as a person develop on the social class
normal part of their diet. a person belongs.
ANTICIPATORY SOCIALIZATION – where
- THE CITY OF ST. LOUIS – provided the three forms of socialization belong, or the
them a supply of dogsat the agreed social process where people learn to take on
amount of 20 dogs a week, but thisdid the values and standards of groups that they
not appear to be sufficient, as they plan to join.
had alsoencouraged local people to
 2. SECONDARY SOCIALIZATION – the PERSONALITY – in sociology, personality is
process through which children become defined as the totality of a person. All the
socialized outside the home, within attributes of the person that help shape his
society at large. personality.
- This often starts in school. - A person’s fairly consistent pattern of
a. PEER GROUPS – social groups acting, thinking, and feeling (Macionis,
whose members have interests, 2007).
social position, and usually age in - It is acquired through the process of
common. socialization.
JAMES COLEMAN – American Sociologist NATURE VS. NATURE – is human behavior
- Coleman conducted a study in the determined by the environment, either
1950’s to determine how social prenatal or during a person’s life, or by a
interactions affect teenage education. person’s genes?
The study arrived at the following - NATURE – genetic inheritance and
social categories: other biological factors
• Nerds - NATURE – generally taken as the
• Jocks influence of external factors after
• Leading Crowds (popular kids) conception (the product of exposure,
experience, and learning of an
• Burnouts individual).
- These classifications lead to SOCIAL THEORIES OF PERSONALITY
PRESCRIPTIONS, or the behaviors THE TRIPARTITE PSYCHE – SIGMUND
that were expected of people in those FREUD
groups. - According to Freud, our personality
- The study suggested that WHO YOU develops from the interactions among
HANG OUT WITH AFFECTS HOW what he proposed as the three
WELL YOU DO IN SCHOOL. This fundamental structures of the human
implies that peer groups help mold mind:
what traits we end up with. a. ID – the most primitive of the
RESOCIALIZATION – the process of three structures, is concerned with
developing a new set of norms, values, or instant gratification of basic
beliefs, by breaking down your existing identity physical needs and urges. It
and then using rewards and punishments to operates entirely unconsciously
build up a whole new you. (outside of conscious thought).
TOTAL INSTITUTION – coined by ERVING b. SUPEREGO – concerned with
GOFFMAN social rules and morals similar to
- Refers to places like military prisons, what many people call their
boarding schools, or psychiatric “conscience” or their “moral
institutions that control all aspects of compass”.
their residents’ lives. - It develops as a child learns what
- The you that you are, has been their culture considers right and
powerfully shaped by people and wrong.
institutions.
 c. EGO – the rational, pragmatic part 4. LATENCY (6 years to puberty)
of our personality. It is less - At this stage, sexual urges are usually
primitive than the ID and is partly repressed, and the individual spends
conscious and partly unconscious. most of his/her time interacting with
- It is considered as the SELF. the same sex peers, engaging in
THE ICEBERG THEORY hobbies and acquiring skills.
THE FREUD PSYCHOSEXUAL STAGES OF 5. GENITAL STAGE (Puberty onward)
DEVELOPMENT - The focus of Freud psychosexual stage
1. ORAL STAGE (0-1 year old) is on the sexual urges that are
- A child derives pleasure from oral reawakened and are directed toward
activities, such as sucking and tasting. opposite sex peers, with genitals as
- Successful fulfillment of the child’s the primary source of pleasure.
feeding needs, and proper weaning - Individuals who completed the earlier
may result in the establishment of stages successfully become well
trust. too much or too little adjusted, caring and secure individuals.
gratification can bring about an oral JEAN PIAGET’S THEORY OF COGNITIVE
fixation for the adult individual. DEVELOPMENT
2. ANAL STAGE (2-3 years old) 1. THE SENDORIMOTOR STAGE
- The main source of gratification at - Ages birth to 2 years.
this stage is the ability to control MAJOR CHARACTERISTICS AND
bladder movement and the elimination DEVELOPMENTAL CHANGES:
or retention of feces. - The infant knows the world through
- A positive and appropriate experience their movements and sensations..
revolving around potty training can - Children learn about the world through
encourage competence, creativity, and basic actions such as sucking,
productivity in individuals. grasping, looking, and listening.
- Contrary, anal fixations can translate - Infants learn that things continue to
into obsession with perfection, extreme exist even though they cannot be seen
cleanliness, and control or the opposite (object permanence).
which is messiness and disorganization - They are separate beings from the
in adulthood. people and objects around them.
3. PHALLIC STAGE (3-6 years old) 2. THE PREOPERATIONAL STAGE
- The focus of pleasure is the genitals. - Ages 2 to 7 years.
- Boys start to perceive their father as MAJOR CHARACTERISTICS AND
rivals for their mother’s affections, DEVELOPMENTAL CHANGES:
while girls feel similarly towards their - Children begin to think symbolically
mother. and learn to use words and pictures to
- Fear of punishment can lead to represent objects.
repression of feelings felt toward the - Children at this stage tend to be
opposite sex parent. egocentric and struggle to see things
- Fixation at this stage may bring about from the perspective of others.
sexual deviancy or weak sexual identity. - While they are getting better with
language and thinking, they still tend
 to think about things in very concrete ERIK ERIKSON’S STAGES OF
terms. PSYCHOLOGICAL DEVELOPMENT
3. THE CONCRETE OPERATIONAL
STAGE
- Ages 7 to 11 years
MAJOR CHARACTERISTICS AND
DEVELOPMENTAL CHANGES
- During this stage, children begin to
thinking logically about concrete
events.
- They begin to understand the concept
of conversation; that the amount of
liquid in a short, wide cup is equal to
that in a tall, skinny glass, for example. TRUST VS. MISTRUST – from birth to 12
- Their thinking becomes more logical months of age, infants must learn that adults
and organized, but they still very can be trusted.
concrete. AUTONOMY VS. SHAME/DOUBT – as toddlers
- Children begin using inductive logic, or ages 1-3 years begin to explore their world,
reasoning from specific information to they learn that they can control their actions
a general principle. and act on their environment to get results.
4. THE FORMAL OPERATIONAL STAGE INITIATIVE VS. GUILT – once children reach
the preschool stage (ages 3-6 years), they are
- Ages 12 and up. capable of initiating activities and asserting
MAJOR CHARACTERISTICS AND control over their world through social
DEVELOPMENTAL CHANGES: interactions and play.
- At this stage, the adolescent or young INDUSTRY VS. INFERIORITY – during the
adult begins to think abstractly and elementary school stage (ages 6-12), children
reason about hypotherical problems. face the task of industry vs. inferiority.
- Abstract thought emerges. - Children begin to compare themselves
- Teens begin to think more about with their peers to see how they
moral, philosophical, ethical, social, and measure up.
political issues that require theoretical IDENTITY VS. ROLE CONFUSION – in
and abstract reasoning. adolescence (ages 12-18), children face the
- Begin to use deductive logic, or task of identity vs. role confusion.
reasoning from a general principle to a - According to Erikson, an adolescent’s
specific information. main task is developing a sense of
self. They struggle with questions such
as “who am I?” and “what do I want
to do with my life?” along the way,
most adolescents try on many
different selves to see which ones fit;
they explore various roles and ideas,
set goals, and attempt to discover
their “adult” selves.
INTIMACY VS. ISOLATION – people in early really speak or walk. She had no development
adulthood (20s through early 40s) are of the self. Even though her body has aged
concerned with intimacy vs. isolation. After we biologically, her ‘self’ had not developed,
have developed a sense of self in adolescence, because this is something that emerges
we are ready to share our life with others. through social interaction.
However, if other stages have not been C.H. COOLEY’S LOOKING GLASS SELF –
successfully resolved, young adults may have Cooley argued that the self is a product of
trouble developing and maintaining successful our social interactions with other people that
relationships with others. involves three steps.
GENERATIVITY VS. STAGNATION – when 1. the imagination of our appearance to
people reach their 40s, they enter the time other people and associated feelings.
known as middle adulthood, which extends to 2. Imagining that others are evaluating
the mid-60s. our behavior.
- During this stage, middle-aged adults 3. We develop feelings and react to the
begin contributing to the next imaginary evaluations of ourselves as
generation, often through childbirth objects.
and caring for others; those who do
not master this task may experience M2 LESSON 3: PERSONALITY IN THE
stagnation and feel as though they are PHILIPPINE CONTEXT
not leaving a mark on the world in a PERSONALITY – it is the sum total of
meaningful way. behaviors, attitude, beliefs, and values that are
INTEGRITY VS. DESPAIR – from the mid- characteristics of an individual.
60s to the end of life, we are in the period of FACTORS IN PERSONALITY DEVELOPMENT
development known as late adulthood. 1. HEREDITARY
Erikson’s task at this stage is called integrity - Characteristics that are present at
vs. despair. birth, such as body build, hair type, eye
- He said that people in late adulthood color, and skin pigmentation.
reflect on their lives and feel either a 2. BIRTH ORDER
sense of satisfaction or a sense of - The order in which we are born into
failure. our families also influence our
GEORGE HERBERT MEAD’S THEORY OF personalities.
THE SELF – according to Mead, the self, the 3. PARENTAL CHARACTERISTICS
part of one’s personality composed of self- - Personality development in children is
awareness and self-image, emerges through also influenced by the characteristics
social interaction. of the parents.
SEVERAL ASSUMPTIONS 4. THE CULTURAL ENVIRONMENT
1. That the self develops only throygh - Cultural environment determines the
social interaction. basic types of personality traits of a
2. That social interaction involves the person.
exchange of symbol. THE FILIPINO CONCEPT OF PERSONALITY
3. That understanding symbol involves 1. “BAHALA NA:” ATTITUDE
being able to take the role of another.
THE CASE OF GENIE WILEY – Genie was a - The bahala na trait or the equivalent
girl who was left alone in a room until she was of the Spanish Que Sera Sera became
13. When she was found at 12, she couldn’t a defense mechanism for Filipinos, to
 preserve mental balance and mitigate - Also refers to as INFORMAL
the adverse effects of their failures. DEVIANCE
2. HOSPITABLE AND PEACEFUL - E.g. wearing revealing clothes, doing
- Filipinos consider it a privilege to be inappropriate behaviors.
able to offer help and friendship to all SANCTIONS – are imposed by society to
foreigners, including their former regulate people’s thoughts into behaviors in
colonial masters. ways that limit, or punish deviance.
3. RELIGIOSITY - Also known as SOCIAL CONTROL.
- Filipinos have strong beliefs about TYPES OF SANCTIONS
their religion and these beliefs are 1. POSITIVE SANCTIONS
stronger, than more urbanized the 2. NEGATIVE SANCTIONS
area. POSITIVE SANCTIONS – affirmative
4. LOYALTY AND GRATEFUL reactions, usually in response to conformity.
- Filipinos are loyal and grateful to NEGATIVE SANCTIONS – negative social
friends who are good and ever reliable reactions to deviance.
in both good times and in adversity. FORMAL SANCTIONING OF DEVIANCE –
- Filipinos are ever grateful to their occurs when norms are codified into law and
benefactors and their utang na loob. violation almost always result in negative
5. ADAPTABILITY AND RESILIENCY sanctions from justice system.
- Filipinos can integrate in any culture - E.g. the police, the courts, the prison
and can cope in any climate. system.
6. RESPECT FOR ELDERS DEGREES OF DEVIANCE
- A character trait that has remains a 1. PRIMARY DEVIANCE – it is the
customary law among Filipinos respect occasional violation of norms.
for elders. - Individuals who commit act of primary
- Respect for elders includes respect for deviance do not see themselves as
the authority of elder brothers and deviant and neither does society.
sisters. 2. SECONDARY DEVIANCE – it refers to
DEVIANCE – is a violation of established deviance as a lifestyle and results in
contextual, cultural, or social norms, whether the individual being labeled as deviant
folkways, mores, or codified law. and believing that label.
THREE MAIN FORMS OF SOCIAL
- Anything that deviates from what SANCTION FOR DEVIANCE
people generally accepts as normal. 1. LEGAL SANCTION
TYPES OF DEVIANT ACTIVITIES 2. STIGMATIZATION
1. CRIME (OSTRACIZATION)
- The violation of formally enacted laws 3. PREFERENCE FOR ONE BEHAVIOR
- Also known as FORMAL DEVIANCE OVER ANOTHER
- E.g. robbery, theft, rape, murder, and FUNCTIONALIST PERSPECTIVES – it is a
assault. natural part of the society.
2. VOLATIONS OF INFORMAL SOCIAL - Deviance results from the strain of
NORMS goals incompatible with the available
- Violation of norms that have not been means of achieving them.
codified into law.
 - According to STRAIN THEORY, INTERACTIONIST PERSPECTIVE
deviance is a natural growth of the - Interaction among individuals
values, norms, and the structure of influences deviance.
society. CONTROL THEORY – suggests that strong
5 TYPES OF DEVIANCE bonds make people conform to norms and
1. CONFORMIST refrain from deviance.
2. INNOVATION - This theory explains deviance as a
3. RITUALISM natural occurrence.
4. RETREATISM - It is interested in why people conform
5. REBELLION rather than in the causes of deviance.
COFORMIST – accepts the society’s goals
and the socially acceptable means of - According to TRAVIS HIRSCHI, a
achieving them. leading control theorist, people develop
INNOVATION – it is a response due to strain bonds to their communities in four
generated by our culture’s emphasis on wealth ways;
and the lack of opportunities. 1. FIRST – they form attachments
RITUALISM – rejects the society’s goals but with others- parents, teachers, and
accepts society’s institutionalized means. friends who accept the norms of
RETREATISM – it is the rejection of both society.
cultural goals and means, letting the person in 2. SECOND – they have a strong
question “drop out”. belief in society’s moral codes,
REBELLION – similar to retreatism but they accepting that some behavior is
go one step further to a “counterculture” that simply wrong.
supports other social order. 3. THIRD – they show commitment
to traditional societal values and
METRON’S STRAIN THEORY OF DEVIANCE goals, such as getting a good
education or job.
4. FOURTH – they are fully involved
in nondeviant activities, leaving no
time for deviant behavior.
CULTURAL TRANSMISSION THEORY –
proposes that deviance is a learned behavior.
- Socialization is also central to cultural
transmission theory.
CONFLICT PERSPECTIVES - It explains deviance as a behavior
DEVIANCE – is a result of competition and learned in much the same way that
social inequality. nondeviant behavior is learned through
- People without power commit deviant interaction with others.
acts to obtain economic rewards or to LABELING THEORY – examines how
improve their low self-esteem and individuals are identified as deviant.
stop feeling powerless. - It focuses on how individuals come to
- The ruling classes label as deviant any be identified as deviant.
behavior that threatens their power. - It believes in the idea that all people
commit deviant acts, yet not everyone
is labeled as deviant.
M2 LESSON 4: HOW SOCIETY IS 4. The members of the group feel a
ORGANIZED sense of identity.
“We are lonesome animals. We spend all our NOT EVERY COLLECTION OF INDIVIDUALS
life trying to be less lonesome.” – John FORM A GROUP.
Steinbeck 1. SOCIAL CATEGORY (people with a
HUMANS – always move and live in groups status in common).
since the ancient times. - Shares social characteristic, like
- Bond and survive together. gender, race, ethnicity, nationality, age,
GROUPS – smaller units that compose a class, etc.
society. - E.g. women, homeowners, soldiers,
It is a unit of interacting personalities with an skilled workers, professionals,
interdependence of roles and statuses existing millionaires, college graduates, and
between members. Roman Catholics.
IMPORTANCE OF GROUPS – by SALCEDO in 2. CROWD
2002. - Loosely formed collection of people in
1. The group is a transmitter of culture. one place.
2. The group is a means of social
control. - E.g. students sitting in a large stadium
3. The group socializes the individual. with interaction at a limited extent).
4. The group is the source of ideas. 3. SOCIAL AGGREGATE
5. The group trains the individuals in - A collection of people who are in the
communications. same place at the same time, but who
SOCIAL GROUPS – is two or more people otherwise do not necessarily have
who identify with the interact with one anything in common, and who may not
another (Macionis, 2012). interact with each other.
- It is where human beings come - E.g. when we walk down a crowded
together in couples, families, circle of sidewalk, eat in a restaurant, ride
friends, churches, clubs, businesses, public transit with other passengers,
neighborhoods, and large organizations. and shop in stores.
- Whatever the form, it is made up of FACTORS THAT NFLUENCE GROUPS
people with shared experiences, 1. Motivational base shared by
loyalties, and interests. individual.
2. Size of group
- A collection of people who have 3. Type of group goals
something in common and who believe 4. Kind of group structure
that what they have in common is LEADER – someone who influences other
significant. people in the group.
CHARACTERISTICS OF A SOCIAL GROUP
1. Group members interact on a fairly - INSTRUMENTAL LEADER – focuses
regular basis through communication. on the group’s goal, giving orders, and
2. Members should develop a structure making plans in order to achieve those
where each member assumes a goals.
specific status and adopts a - EXPRESSIVE LEADER – looking to
particular role. increase harmony and minimize
3. Certain orderly procedures and conflict with other group.
values are agreed upon.
LEADERSHIP STYLES
AUTHORITARIAN LEADERS – lead by giving ACCORDING TO SELF-IDENTIFICATION
orders and setting down rules which they 1. IN-GROUPS
expect the group to follow. - A member can identify him/herself
DEMOCRATIC LEADERS – lead by trying to within that group & individuals feel at
reach a consensus instead of issuing orders. home.
- They consider all viewpoints to try and - IN-GROUP INDICATORS
reach a decision. - Ethnicity, race, faith and ideology.
LAISSEZ-FAIRE LEADERS – they are
extremely permissive, and mostly leave the - Common interests, pastime or hobbies
group to function on its own. like playing chess, cooking,
GROUPS WITHIN SOCIETY backpacking, gardening, etc.
GROUPS ACCORDING TO TIES - Very specific: being students of one
1. PRIMARY GROUP school, citizens of a country,
- Small, intimate and less specialized employees of a company etc.
group, bound a very strong sense of 2. OUT-GROUPS
belonging. - A social unit to which individuals do
- It is joined by the primary not belong due to differences in social
relationships where people: categories and with which they do not
identify.
• Spend a great deal of time
together. - E.g. the Thomasians and Lasallians. I
play chess intensely that I do not
• Engage in a wide range of hang-out with basketball players.
activities. 3. REFERENCE GROUPS
• They feel that they know one - The group is used to determine the
another pretty well. reference point in so far as the kind
2. SECONDARY GROUP of expected behavior or norm one
- A LARGE AND IMPERSONAL social should act or manifest.
group whose members pursue a - A person can have multiple reference
specific goal or activity. groups.
- Involve WEAK EMOTIONAL TIES and - It can be used as basis for what
little personal knowledge of one someone aspires to be- role model.
another. - Has great influence in the way we
- E.g. students enrolled in the same create our own identities, the group
course at a university who may not we form & aspire us to be what we
see one another after the semester want.
ends. 4. NETWORK
- A series or web of social ties involving
people or groups of individuals
connected to each other.
- E.g. connected through friendship,
family, business relationship, academic
institutions, religious organizations.