W h a t i s It
Parts of a Whol e
In different subj ects i n senior h i g h school, the w o r d part or parts is often
u s e d i n di f ferent topics. F o r e x a m p l e i n M a t h e ma t i c s, i t is t ackl ed i n t h e l esson o n
fraction, i n E n gl i s h w e a l w a ys h e a r t he t opi c P a r t s o f a S e n t e nce, P a r t s o f S p e e c h ,
a n d m a n y m ore. W e also l ear ned the different parts of the b o d y in Sci ence subjects.
M o st simply, w e define part s as subdivisions into w h i c h somet hing is or is regarded
as divided a n d w h i c h together constitute t he whol e . T h e w o r d w h o l e is s i mpl y
def ined a s t he c o mp l et eness of t he parts or c o mp o ne nts.
I n t h e w o r l d w e l i ve i n, w e a r e t h e p a r t s a n d t h e s o c i e t y i s t h e w h o l e . T h e
question is h o w can w e b e c o me a productive part of the society w e live in?
S o m e i mpor t ant factors that w e h a ve t o consider a s part of t he w h o l e soci ety
are the following:
1. P r i ma r y Identity o r Indi vi duation - it is def i ned a s t he c o n c ept o f per sonal
identity. T h e s e a r e t he n o r m s that a n i ndi vi dual l ear ns t h r o u gh t h e
society.
Exampl e s:
a. V a l u e s - W e o f t e n s e e t h e t agl i n e “ H o n e s t y i s t h e b e s t p o l i c y ” i n
e ve r y cl assr oom, h o n e st y is a n e x a mp l e of val ues w e l earned f r o m
our family.
b. At t itudes- “ T a kb o ! M a y aso!”, yo u r act ion w h e n y o u ar e scar ed of
s o m e t h i n g is a n e x a m p l e o f at t itude. It c a n b e g o o d o r b a d a c t i o n
or behavior.
c. Be l i e f s- “ W o w a n g t a b a n g bat a, n a p a ka l u s o g s i gu r o n ya . ” It is a n
opi nion that w e believe to b e real a n d true.
2 . S e c o n d a r y Id e n t i t y - it i s a l s o k n o w n a s s o c i a l i d e n t i t y. A s a c h i l d g e t s
socialized w i t h t he society h e participates in t he construction o f his
s e c o n d a r y i d e n t i t y. T h i s i n c l u d e s t h e r o l e s a n d s t a t u s e s t h a t t h e
individual has to per f or m a s part of his society.
Exampl e s:
a. O c c u p a t i on o f t e n c o r r e s p o nd s w i t h i n c o m e a n d e d u c at io n a l
a t t a i nme nt , w h i c h c o m b i n e d d e t e r mi n e a per son's soci al cl ass.
H o w e ve r , occupations wi t h hi gh occupational prestige c a n increase
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o n e 's s o ci al c l a s s w i t h o u t a c o r r e s p o n d i n g i n c r e a s e i n i n di cat or s,
s u c h as i n c o me .
b. Educ a tional b a c kgr o u n d i ncludes yo u r hi gh s c hool a n d in college
c. E c o n o m i c s t a t u s c a n b e c o n s i d e r e d b y y o u r o c c u p a t i o n a n d
income.
d. G e n d e r refers t o the socially constructed roles, behaviors, activities
a n d a t t r ibut es t h a t a g i v e n s o c i e t y c o n s i d e r s a p p r o p r i a t e f o r m e n
a n d women. Unlike sex which refers to t h e biological
c h a r a c t e r is t ic s o f h u m a n s s u c h a s m a l e o r f e m a l e ( W o r l d H e a l t h
Organization 2013) .
S tat us refers t o a n individual’s pos i t i on in society w h i c h carries w i t h it a set
of def i ned rights a n d obligations. R o l e s refer t o t he sets of expectation w h ich
o c c u p y a par t i cular s t a t u s (A l e j a n d r i a 2 0 1 5 ). F o r e x a m p l e , y o u r st at us i s a s e n i o r
high school student therefore yo u r role is to study hard in order to earn a high
school di ploma .
H e r e ar e t he six ( 6) pri nci pl es o f gest alt l a w s a p p l i e d t o g l o bal n e t w o r k s that
w e have to consider as part of the society.
a. F i gu re refers t o the peopl e i n a nation w h i c h m a y var y in t er ms of color, size
etc.
b. S i m i l a r i t y s t at es t h e t h i n gs w h i c h s h ar e char act er i stics s u c h a s s h a p e , si ze,
color, texture, a n d good composition (geographical setting a n d
characteristics of different nation)
c. P r o x i m i t y states t hat “obj ect s o r s h a p e s t hat a r e c l os e t o o n e a n ot h er
a p p e a r t o f o r m gr o u p s ” . E v e n if t h e s h a p e s , si zes, a n d o b j ects a r e r adi cal l y
d i f f er ent, t h e y w i l l a p p e a r a s a g r o u p if t h e y a r e c l o s e t o ge t h e r . ( R e f e r s t o
close nei ghbor i ng countries w h ich possess s a m e cultural b a c kgr o u n d etc.)
d . C l o s u r e i n v o l v e s t h e p r o v i s i o n o f m i s s i n g d e t ail s t o b e a p a r t o f p o t e n t i a l
pattern o r o n c e cl osure is a chi eved, t h e el i mination o f details u n n e ce ssar y t o
establish a pat tern ma t c h . E x a m p l e s a r e go ve r n a nce, l a w s , a n d others.
e. C o n t i n u i t y s t at es t h a t t h i n g s t e n d t o c o n t i n u e s h a p e s b e y o n d t h e i r e n d i n g
p o i nt s ( i nt erc o n n e c t i o n s t o c r o s s c o u n t ri es e s s e n c e o f g l o b a l izat ion o r
evolution of generation).
f. S y m m e t r y o r O r d e r c o n n o t e s s t a b i l i t y a n d p e a c e a n d o r d e r , l i k e s e t s o f
instruction o r r ef erence. It d o e s n o t gi ve t he i mp r essi on o f t hings that
“something is out of balance, missing or wrong.”