PHILIPPINE INTEGRATED SCHOOL FOUNDATION, INC.

SENIOR HIGH SCHOOL DEPARTMENT

Bangon, Marawi City 9700
School ID: 478012
email add: nadjamoh16@[Link] , FB account: Pis FI
2ND Semester School Year 2020 - 2021

UNDERSTANDING CULTURE
SOCIETY AND POLITICS 12

MODULE 2 AND 3
(Understanding Culture and Society)
(Atienza, Maria Ela et al. Understanding Culture Society and
Politics. C & E Publishing, Inc. 2016)

NAME:

GRADE/STRAND/SECTION:

TEACHER: Hamida D. Ansary, LPT

 Lesso
Society and Culture
n 1
A society is characterized by the presence of the following elements: a) social
solidarity, whereby members of the community live together for mutual benefit; b)
shared identity and culture among members that serve as basis for their patterns of
action and behavior; c) a common language; d) a large population and the ability
sustain succeeding generations of members; e) definite geographical area; and f)
political, economic, and social organization.
Social scientists have also identified five (5) major types of societies
according to
how they changed and developed over time. Hunting and gathering communities
date as far back as several million years ago and were considered the first societies.
The basic social and economic units were the family and local clan which organized
hunting and gathering activities and distributed the accumulated food supply. The
earliest societies soon gave way to horticultural and pastoral societies. Their
emergence was brought about by the gradual shift from the hunting-and-gathering
lifestyle to a more sedentary life, and the introduction of agriculture as a more
stable food production method. Horticultural societies relied on the cultivation of
plants as their primary source of food, while pastoral societies depended on the
domestication of animals. Around 10,000 years ago, the development and spread of
agriculture led to the emergence of civilizations in Mesopotamia and China, and this
brought about the establishment of agricultural societies. Food production
became more efficient due to the new methods of farming, the invention of more
advanced tools, and the establishment of permanent settlements. Meanwhile, the
beginning of the Industrial Revolution in England during the latter half of the 18th
century transformed agricultural societies to industrial societies. Technological
advancements resulted in the invention of machines that improved production. The
rise of urban centers or Cities was also a major development during this period.
Since the latter portion of the 20th century, many countries have become post-
industrialist societies, where Knowledge is a commodity and technological
innovation is key to long-lasting growth and development.

Culture is one of the important bases that define and influence a society.
Culture refers to the set of beliefs, ideas, values, practices, knowledge, history and
shared experiences, attitudes, as well as material objects and possessions
accumulated over time and shared by the members of society. The classic definition
of culture is based on E.B. Tylor's concept which states that culture is "that complex
whole which encompasses beliefs, practices, values, attitudes, laws, norms,
artifacts, symbols, knowledge, and everything that a person learns and shares as a
member of society." There are two primary categories of culture: material culture
and nonmaterial culture.
Though individual societies have varying histories, experiences, identities,
and organizations, all of them have four vital cultural components: symbols,
language, values, and norms. Symbols refer to things that convey meaning or
represent an idea. They are essential in communication, shaping thoughts and
ideas, and defining a society's culture. Language, meanwhile, is a set of symbols
that enables members of society to communicate verbally (spoken) and nonverbally
(written, gestures). Values are shared ideas, norms, and principles that provide
members of society the standards that pertain to what is right or wrong, good or
bad, desirable or undesirable. Norms are shared rules of conduct that determine
specific behavior among society members. There are various categories of norms
according to their social importance. Folkways are norms that may be violated
without serious consequences. Mores are norms within moral connotations. Laws
are norms that are legally enacted and enforced.

The process of culture and identity formation within society is facilitated

through socialization and enculturation. Socialization refers to the lifelong process
of forging identity through social interaction. Language, as well as social agents that
teach aspects of culture to the members of society, also contributes to the
socialization of the individual. Enculturation refers to the process by which an
individual learns or acquires the important aspects of his or her society's culture.

It is important to understand that culture is dynamic. There are elements of

culture that have remained through the ages but there are also some aspects that
have adapted to the realities of the present context. Context refers to particular
circumstances of a certain culture and is defined by location, weather, time period,
and other factors. When we become aware of the whole context of our own culture,
and we are able to understand that some of its aspects are shared, some are
contested, some are indigenous, and others are influenced by other societies. A
contextual and relational approach enables us to understand the existence of
multitude of societies that have their own unique cultures. An example of this is the
presence of Chinese communities or "Chinatowns" in several countries. These
communities allow a two-way process of socialization and enculturation as various
aspects of their culture, including their food, language, and customs, are shared
with their host or adopted countries. Likewise, these Chinese communities also
adopt some of the cultural elements of their host or adopted countries.

Lesso Society and Culture

n 2 According
Disciplines
to the Three

Anthropology considers culture as the central focus of its discipline. It

studies the different cultures of different societies. Anthropology examines and
provides explanations for the existence of different cultural patterns as well as the
similarities and differences between different cultures. In their studies of various
cultures, anthropologists have adopted two major views with regard to how cultures
should be considered in comparison to others. The relativistic approach considers
cultures as equal. This view holds that there are no "superior" and inferior" cultures,
and each is unique in its own way.

The ethnocentric approach is the belief that one's native culture is superior other
cultures. Ethnocentric societies tend to have a negative view of other countries and
people.

Ethnocentrism diminishes or invalidates other" ways of life and creates a

distorted view of one's own. As a result, this could affect individual behavior and
relationships with other cultures. Extreme forms of ethnocentrism have led to wars
or colonization. William Howard Taft, for example, once referred to the Filipinos the
Americans *little brown brothers" who needed to be supervised by the United States
of America in establishing a society and government that approximates "Anglo-
American standards."
Conversely, there are some societies that have the tendency to consider their
culture as inferior to others. This is called xenocentrism. Some Filipinos share the
perception that some aspects of Philippine culture are inferior compared to foreign
cultures, particularly those of our former colonizers. Filipinos who have this
perception are considered as Filipinos with "colonial mentality." Another
manifestation of xenocentrism and colonial mentality is the preference of Filipinos
to speak in English or other European languages.

At present, majority of modern societies place emphasis on cultural

relativism, which recognizes and accepts the cultural differences between
societies. This view believes that every aspect of a culture can justified by the
context in which the culture has been formed. No particular culture therefore can
claim superiority over other cultures. However, it calls for a keen assessment of
other cultures to gain a holistic understanding of their uniqueness. Knowing and
understanding the nature and characteristics of societies and their respective
cultures should always precede judgment and action. Interaction between members
of different societies is more likely to succeed if everybody is aware ad is respectful
of cultural diversity.
 Sociology relates culture with the overall context of social order. There are
different sociological perspectives that explain this order. Structural
functionalism operates on the assumption that society is a stable and orderly
system. Structural functionalists consider culture as a glue that binds society
together, leading to social order. Conflict theory assumes that there is a constant
power struggle among the various social groups and institutions within society.
Conflict theorists study the culture of "dominant classes" and analyze how this
culture is imposed on other classes. The effective domination of this class facilitated
by culture brings about social order. Symbolic interactionism views individual
and group behavior and social interactions as defining features of society. Symbolic
interactionists believe that culture provides shared meanings to the members of
society. The more meanings are shared, the more society ensures social order.

Political science also examines culture as a vital aspect of society. Culture,

together with political socialization, is analyzed in order to explain political behavior
such as voting patterns and the behavior of leaders. Culture 1s seen as an
important element in building social capital and could also lead to future conflicts
and division. Political science also looks into the decline of cultural domination by
Western countries and the subsequent rise of multiculturalism, an ideology that
acknowledges and promotes cultural diversity within society. Multiculturalism
entails the establishment of political groups and institutions comprised of people
from diverse cultures. This view challenges the idea of the nation-state and the
advancement of nationalist and ultranationalist policies.

Instead of cultural relativism, some have advanced the concept of cultural

sensitivity. Cultural relativism implies that all aspects of a particular culture
should be accepted and even celebrated. Cultural sensitivity advances
awareness and acceptance of cultural differences but encourages a critical stance
in dealing with issues regarding diversity.

Lesso
Culture and Cultural
n 3 Change

No matter what culture a people are a part of, one thing is certain, it will
change. Culture appears to be crucial in our intersected world, which is made of so
many anthropologically diverse societies, but punctured by conflicts and struggles
associated with religion, ethnicity, ethical beliefs, and, fundamentally, the
elements which make up culture.

Cultural Change can be successful only when you have a good

understanding of the difference between the culture you had, and the culture you
are trying to build. People need to be both empowered and motivated so that
change can take place. Culture change when something new opens up, new way
of living and when new ideas influence culture.

Moreover, cultural change leads to chain reaction, whenever a change is

incorporated into culture and become defined as a ‘social necessity’, new needs
emerge, generating the desire to still changes which complement or supplement
the original changes.

Activity 1- Know My Culture

List at least 10 Meranao customs, beliefs, practices and traditions that you
are practicing at home. Write your answer together with the questions
below on a separated long bond paper either Encoded or Handwritten
and attached it on your Answer Sheet on the day of submission.

List of customs, beliefs, and traditions that you are practicing at home

10

Guide Questions

1. Why do we behave like this?

2. Are these cultural traits unchangeable or subject to historical and
social changes?

What is Cultural Change?

Society strives its continuity and existence according to the environmental
conditions of its surrounding. People have been descending from generation to
generation with the addition of new ideas and objects. This dynamic process of
society enhances culture with refreshment and for every generation a new culture
than for the previous. A stagnant society is dead but there is none today how so
primitive it may be. Technological developments and social changes in the form of
‘evolution’ and ‘progress’ of any rate exist there as the adjustment factors change
them according to the environmental conditions. Hence the societies and cultures
are undergoing changes with a continued process.

Definitions of Cultural Change

Following are the some of the definitions by renowned sociologists.

1. Horton & Hunt: “changes in the culture of society is called cultural

change.”
2. Kingsley Davis: “cultural changes embarrasses Occurring in any
branch of culture including, art, science, technology, philosophy etc. as well
as changes in the forms and rules of social organization.”
3. David Dressler and Donald Caens: “It is the modification or
discontinuance of existing ‘tried’ and ‘tested’ procedures transmitted to us
from the culture of the past, as well as the introduction of new procedures.”

Culture changes through developments in technology, political belief and

religious ideas. External encounters with diverse societies and environmental
factors also change cultural beliefs. Cultural change sometimes causes a backlash
from those with more traditional social views.
 Cultural change occurs due to the diffusion of ideas from one society to
another. Examples of this include the emergence of the Buddhist religion in China,
and the exportation of American culture through Hollywood television and films.
Cultural change also occurs through syncretism, or when ideas from different
cultures mix.

Sources of Cultural Change

1. Discovery- It is a new perception of an aspect of reality that already
exists.
2. Invention- It is the combination or new use of existing
knowledge to produce something that did not exist before.
3. Diffusion- It is the spreading of cultural traits from group to another
group.
4. Acculturation. It is cultural modification of an individual, group, or
people by adapting to or borrowing traits from another culture.
5. Assimilation. It is the process of combination of two cultures in to
one culture with comprising cultural traits.

Activity 2. Where do I Got You?

From your responses in Activity 1, identify where does you get the customs,
beliefs and traditions you practiced at home. Write if said practices is Discovered,
Invented, Diffused, Acculturated or Assimilated. Write your answer together
with the questions below on a separated long bond paper either Encoded
or Handwritten and attached it on your Answer Sheet on the day of
submission.

No List of customs, beliefs, practices and Sources of Change

traditions that you are practicing at home
(Answers from Activity 1)
1
2
3
4
5
6
7
8
9
10

Process Questions:

1. How did you acquire your customs, beliefs and traditions that you are
practicing at home?
2. Having learned the concepts of culture, how do you explain the
current “addiction” of Filipinos to K Pop and Korean telenovelas? Why do
you think young Filipinos enjoy them more than Filipino telenovelas?

Activity 4- Draw me a Culture!

What is your idea about CULTURE and SOCIETY? Draw a picture or make a poster that
demonstrate Meranao culture. Attached it on your Answer Sheet on the day of submission.
Rubric in Drawing/Poster Making

Category Descriptions Points Score

Content It shows the different 10

aspects/changes of culture

Creativity Clear and precise message of the 10

illustration with the concept of
society and culture.

Over-All Clean, organize, attractive and 20

Presentation vibrant appearance

Total 40

POST-TEST

A. Fill in the blank.

Directions: Write your answer on the Assessment Page.

__________1. It is the set of beliefs, ideas, values, practices, knowledge, history and
shared experiences, attitudes, and material objects and possessions accumulated
over time and shared by the members of the society.
__________2. It is the process whereby an individual learns and acquires the culture
of the society he or she belongs to.
__________3. Its major elements include common language, geographical area, large
membership, and shared identity and culture.
__________4. A type of community dating back millions of years ago that is
considered as the first society.
__________5. It refers to the shared rules of conduct that determine specific behavior
among society members.
__________6. It consists of the intangible properties and elements of the society that
influence the patterns of action and behavior of its members.
__________7. This type of community saw an increase in food production and enabled
permanent settlement.
__________8. It is the belief in the superiority of one's own culture.
__________9. It is the belief in the inferiority in one's own culture.
__________10. It refers to the knowledge, awareness,
and acceptance of the differences in culture but allows room for a critical stance
amidst diversity.

B. True or False
Directions: Write TRUE if the statement is correct. Write False if otherwise. Write
your answer on the ASSESSMENT PAGE.
__________1. Mutually interdependent relationships can be formed among members
of society.
__________2. A contextual and relational approach enables us to understand the
existence of a multitude of societies that have their own unique cultures.
__________3. Cultural relativism and multiculturalism make it impossible to
synthesize a particular society's overall identity.
__________4. As culture is dynamic and changing, it is possible for a society to forge
an identity and culture that are completely different from its past.
__________5. Sociology, anthropology, and
enable us to understand the various aspects related political science to society and
culture.
__________6. Horticultural and pastoral societies relied largely on hunting and
gathering as primary means of obtaining food.
__________7. The government's declaration of the Eid al-Fitr as a national holiday is
an example of cultural sensitivity.
__________8. Colonial mentality is an example of ethnocentrism.
__________9. A community without a definite geographical area is still considered a
society.
__________10. There are various sociological perspectives that aid in relating culture
to the overall social order.
 Lesso

n 4 Socialization and Enculturation

John Locke, a British enlightenment philosopher, said that the human mind at
birth is nothing but a blank space, or tabula rasa. As a child grows, various
experiences imprint knowledge on his or her mind. The human mind, for Locke,
acquires information about the outside world through the senses, and this
information molds and defines a persons’ awareness and view of the outside world.
Locke definitely did not believe that the human mind has innate conceptions.
Throughout a person’s life, simple ideas are integrated with more complex ones,
and this define his or her political, economic, and social affairs.

Socialization refers to the lifelong process of social interaction through

which people acquire their identities and necessary survival skills in society. It
prepares - new members of society and trains them to think, feel, and act in
appropriate ways. Socialization is considered the central process of social life, and is
also a process of member recruitment and replacement

In the early years of American sociology, the process of socialization was

equated with “civilization.” In this view, it was assumed that an unruly human
nature or fierce individualism existed prior to an individual’s encounter with society.
Socialization then was tantamount to “taming” individualists so that they would
willingly cooperate with others on common goals and conform to socially acceptable
ways of behaving.
However, as the field of sociology developed over time, socialization was
increasingly viewed in the context of internalization. Internalization refers to the
process of accepting the social norms, attitudes, roles, and values transmitted by
people and social groups within society as one’s own. Society, for its part, is seen as
the primary factor responsible for how individuals learn to think and behave. This is
the view of functionalists like Talcott Parsons, who explains that if people failed to
play their expected roles or behaved “strangely,” there is incomplete or inadequate
socialization. This means the members of society have not yet fully acquired and
learned what is expected of them. However, functionalists do not consider that
socialization might vary from person to person, or that individuals might have
needs, desires, values, or behaviors different from those that society expects or
demands of them.
Interpretevist sociologists, on the other hand, see socialization as an
interactive process between individuals and other members of society. This view
gives importance to the independence of the individuals and their capacity to define
their own personal views and ideas. They then engage other members of society in
an effort to integrate their own views, beliefs, and ways into society. An example of
socialization in the interpretevist view is the changing definition of the family.
Decades ago, single-parent families, especially an unwed mother and her child, do
not conform to the conventional definition of family and was frowned upon by
society. However, the increased prevalence of single mothers over the next few
years, and the growing assertion of single parents regarding their identity as a
family, have led to a gradual acceptance of single-parent families at present. This
phenomenon shows how a segment of society can gradually gain acceptance in
society through constant interaction with other, more mainstream members of
society.

The synthesized view identifies three significant aspects of socialization:

social context, content and process, and results. Social context refers to the
particular circumstances of a society and consists of its culture, language, and the
social structures that define social class, ethnicity, and gender. It also includes
social and historical events, mechanisms of power and control, and institutions and
individuals that engage the person in the socialization process. The content and
process of socialization refer to how socializing activities are structured. Content
refers to ideas, beliefs, behavior, and other information that are passed on by
members of society to the individual; the process refers to the methods of
interaction that enable the content to be given to the person undergoing
socialization. Socialization is considered a highly interactive process which enables
old and new members to cooperate with and exercise mutual influence on one
another.
Results refer to the outcomes of socialization, and are evident when
individuals begin to practice the behaviors, attitudes, and values that society
considers necessary for them to function effectively as its members. An example of
a result is the ability of an individual to speak his or her native language, and
understand and comply with basic rules and norms in his or her community. A
significant result of socialization is self-identity, which refers to the establishment
of a unique sense of identity and an awareness of how it relates to their society and
the world.

For their part, anthropologists view socialization in terms of becoming familiar

with one’s own culture, and use the term enculturation to describe the process of
being socialized into a specific culture. Through enculturation, individuals learn
cultural symbols, norms, values, and language by observing and interacting with
family, friends, teachers, and the rest of society.
Socialization and enculturation go hand-in-hand in instilling in the individual
the accepted values, norms, and standards of behavior in society through social
rules on behavior and laws. Additionally, these processes also impart social status,
roles, and identity on members of society. Socialization and enculturation occur
throughout an individuals’ life from childhood, adolescence, adulthood, old age,
until death.

Lesso
Agents of Socialization
n 5 and Enculturation
An important part of the socialization and enculturation processes are the
social groups that people come in contact and interact with throughout their lives.
These groups are called participants or agents of socialization and enculturation,
and consist of persons, groups, and institutions that teach people essential
knowledge to participate successfully in society. An individual encounter these
agents or participants throughout his or her life. The most prominent agents of
socialization include the family, school, peer groups, mass media, religion, the
state, and social and historical events.

The Family

The family is the primary agent of socialization of an individual upon birth,

throughout infancy, and up to childhood. Parents and other family members are
essential for the early care and development of the child, and as the child matures,
the family becomes an important venue for social engagement and political
socialization.

Apart from defining the identity of the individual as a member of society, the
family itself as an institution is also defined by the changes that society undergoes.
The traditional view of the family at present is experiencing change, and more
children are receiving primary care from other individuals apart from their parents.
The prevalence of single-parent families and OFWs has given rise to families where
one or both parents are absent, leading to other individuals to take on the
responsibility of child-rearing. These may include members of the extended family
such as aunts, uncles, cousins, and other relatives who influence the child during
his or her formative years. Other households also employ helpers or yayas who are
tasked to look after the child. Children who attend preschool or daycare centers
also receive care from teachers or early childhood development professionals who
supervise the child’s early education and training.
Despite the changes to the dynamics of the family, it continues to be a
primary network for the transmission of values, attitudes, and behaviors. Children
are first socialized at home within the family structure and they learn what is and
what is not permissible behavior. They learn obligations, often with clearly defined
responsibilities, from family members, and also become aware of their rights and
privileges. Parents and family members also have a significant role in planning the
future of their children. The family, as a significant agent of political socialization,
also determines the political values and views of children. In most Western
countries, individual affiliations with political parties are often determined by the
party affiliations of family members. The family also exerts a great influence on
religious affiliation and belief. Oftentimes, the child is baptized or indoctrinated into
the religious belief of the family. It is only later in adulthood that most individuals
assert their own religious and political beliefs, often coming into conflict with the
ideas and beliefs of their family.

Schools

Schools have a critical and active role in socialization, as their various

academic and social activities mold students’ beliefs, values, and attitudes. Schools
teach students important values like competitiveness, cooperation, conformity,
innovation, punctuality, orderliness, and respect for authority. In addition, students
learn the value of self-improvement and hard work through classroom activities and
learning tasks which give them opportunities to apply their knowledge and skills.
Students also benefit from the constant guidance and evaluation provided by
teachers.

Schools are also venues for political socialization. Governments make it a

point to include in the curriculum knowledge and values that are essential for the
promotion or preservation of the ideal social, political, and economic system in
society. All States attempt to perpetuate certain core values but the substance of
these values, as well as the methods used to instill them, may vary depending on
the particular social context.
Schools are also vital in the development of political unity by establishing
shared identities among citizens who come from diverse social and cultural
backgrounds. Schools provide information that highlight and reinforce the shared
identities that unite members of a nation. Apart from learning about the varied
ethnolinguistic groups, cultures, religions, and geographic regions in the county,
Filipino children are taught the common values, historical experiences, and shared
symbols, rituals, and practices such as the Lupang Hinirang, the Panatang
Makabayan, and the national language.

Through education, students become more aware of the interactions between

people and social institutions and how these influence society. The school also
provides students venues for increased political and social participation, enabling
them to become increasingly aware of political issues, processes, and opportunities
for involvement. This results in students taking on more mature and responsible
political roles as they grow into adulthood, and they begin to exercise their rights
and responsibilities in their respective communities by voting and becoming active
supporters of certain political or social causes.

Peer Groups

Peer groups also reinforce acceptable behaviors introduced by the family and
school, allow a certain degree of independence from family and certain figures of
authority, and are also a means for socialization and involvement in social and
political issues. Peer groups refer to people who share the same interests or
characteristics such as age and social background. For instance, children going to
school form groups with other children of their age. Through interaction, these
children develop habits such as sharing toys, food, and other resources; playing
games; and doing school work. By having a peer group, a child attains a sense of
belonging and a shared identity with other members of the group because of
mutual support, shared activities, and common interests.

Peer groups for the most part is formed by informal, spontaneous, and
voluntary means. There are certain organized groups, however, that can be
considered peer groups since they allow individuals who share similar backgrounds
and interests to come together. Examples of these organizations are the Boy
Scouts, Girl Scouts, and the Young Liberals. Peer groups, in fact, are often utilized
by governments to further their interests. In these instances, peer groups become
active agent, political socialization, targeting not only the youth but also adults.
Democratic states encourage organizations to foster camaraderie and a sense of
unity and purpose. This is to encourage greater citizen involvement across age
groups. Some states authoritarian governments use peer groups to reshape
attitudes and beliefs and compel citizens to subscribe to their views and agendas.
This was seen in the decades prior to the Second World War, when the Nazi Party in
Germany directed a large-scale Social movement with an elaborate network of
centrally-controlled peer groups, former Soviet Union also utilized this strategy
when its Communist Party Organize clubs and civic associations to further the
communist cause.

Mass Media

Mass media includes forms of communication such as books, Magazines

newspapers, other print materials, radio, television, and movies. It is a powerful
agent of socialization which is widely used by many institutions and organizations
involved in the use of print and electronic communication.
Mass media functions as a socializing agent in the following ways: it is a
source of information regarding events in society; it presents various viewpoints
regarding events and developments within society; and it provides entertainment
by showcasing other people’s experiences. The prevalence of mass media within
society results in its enormous impact and influence on people’s views, behavior,
and attitudes.

Government and mass media are also closely related. Most democratic states
have government-owned television and radio stations that are regulated by
agencies tasked with enforcing policies ensuring freedom of the press and
upholding professional standards in media and communication. The relationship
between mass media and politics is very complex, and scholars have varied views
regarding how mass media influences and shapes people’s attitudes and behavior.

The pluralist model portrays media as an ideological marketplace that

enhances debate and electoral choice. Examples of these are talk shows that
engage in discussions on relevant social issues, and live debates that allow political
candidates to engage in discussion and inform the citizens regarding their
respective government programs. The market model suggests that media reflects
the views of the general public, and that media presents what they think the people
want. This is seen in television networks where telenovelas and “reality shows” are
dominant on air, since these types of shows are seen by media owners and
executives as the most popular forms of entertainment among the people. The
dominant-ideology and elite-values models, meanwhile put emphasis on the
influence of bias in the activities of media institutions. The dominant-ideology model
traces this bias to links between media and the political and social elite. This could
be seen in instances when prominent business or political figures own, control, or
exert influence over certain media outlets through their business or social
connections. The elite-values model, meanwhile, recognizes media bias as a
product of the personal views of media professionals such as journalists,
broadcasters, and editors.

The influence of media, however, is lesser among people who have been
exposed to more agents of socialization and have a stable set of political and social
views. Other views point to the contribution of media to a decline in political
awareness and participation, as people now spend more time watching television
and devote their time to entertainment rather than informing themselves on
significant social issues. This leads to a decline in the sense of community which is
vital in upholding democracy.

Religion and State

Both religion and state are considered as the ultimate sources of authority,
making the church and government important agents of socialization. Religion
exerts a great influence on the views of a person, legitimizes accepted social
practices, provides stability to society, and can even be sources of social change.

The state’s response to religion is fairly complex. In democratic states, the

separation of church and state is guaranteed, though in reality, the state defines
and limits the influence of religion on society through laws, regulations, and other
means. The interactions between the church and government often define the
boundaries of their relationship, and determine the place religion occupies within
the larger political order. However, in many nondemocratic states, the government
often restricts church activities and persecutes its members. Some authoritarian
states, however, use the church to lend legitimacy to dictatorial regimes and
repressive policies. Throughout history, religion has either been used to promote
noble aims or subverted to serve less righteous causes such as the persecution of
minorities or to justify wars and conflict.

The state, meanwhile, participates in socialization through laws and other

regulations that reinforce appropriate behavior, and help form values and attitudes
of the citizens. Through laws, the state upholds important concepts such as rights
and responsibilities, and regulates the behavior of its citizens through the use of
rewards or sanctions. While the state has an overwhelming influence over the lives
of its citizens, society, on the other hand, also defines certain aspects of the state.
Laws are defined and influenced by the values and attitudes of citizens, and citizens
work together to enforce laws and other regulations in society.

Major Social and Historical Events

Major social and political events can also be significant socializing forces for
an entire generation. The changes and developments brought about by historical
events often cause transformations in the values, attitudes, and views that define
societies, leading to further changes in the behavior and traditions of societies.
Western societies have been greatly affected by major historical events such as the
Great Depression, the Holocaust in Europe, the two World Wars, the civil rights
movement in the United States, and the Vietnam War.

Generations of Filipinos have been affected by various historical events like

the Second World War, the Martial Law period, and the First People Power in 1986.
The views and attitudes of Filipinos who have lived through these events were
greatly defined by the changes these events introduced. For instance, those who
lived through the Marcos regime and experienced the First People Power have a
high regard for upholding democracy and fighting authoritarianism. These
individuals often express dismay at the tendency of today’s generation to glorify
authoritarianism and embrace personalities who display dictatorial tendencies.

Historical events, however, tend to affect individuals and societies differently.

Just as family members may have varied political and religious views, individuals
may consider and react to events in different ways. This is most evident when
considering the legacy of the Marcos dictatorship in our country. Certain families,
groups, and communities that have benefited during the Martial Law period often
see that historical period as a time of progress and stability, and often highlight its
benefits. Others, especially those who were part of the opposition to the Marcos
regime, consider this period as a time of repression and tend to highlight the
negative aspects of that time. Variations in the interpretation of historical events
often lead to substantial variations in socialization within a society — one segment
of the population may grow up to appreciate a more positive version of a historical
event, while another will have a different, more negative account of the event. This
disparity tends to give rise to complications that threaten the unity and stability
within a society.

This is the reason why the state is one agent of socialization that takes an
interest in defining a cohesive history for its society. Some countries choose to
adopt a single, uniform history which must be taught to all citizens. Other countries,
on the other hand, have a more liberal approach in dealing with their histories, and
encourage critical study, discussion, and debate regarding significant moments in
history.

Other challenges to socialization emerge when dealing with multicultural or

multiethnic nations. These nations attempt to implement a socialization process
that will unite people into a single, cohesive community. However, this process is
not often successful and there will be some groups that will not be successfully
integrated and will be unable to share the norms, rules, and laws of the larger
society. Over time, social differences give rise to conflicts, and if these go
unaddressed, social conflicts will give way to the eventual breakup of society.
 Lesso
Conformity, Deviance,
n 6 and Social Control
Conformity

Groups exert great influence on an individual’s thoughts, values, attitudes,

and behavior. They also provide a sense of identity and belongingness that enable
the Person to relate fully with other group members. For an individual to continue
functioning as a member of the group, he or she should conform to the general
behaviors and attitudes prevalent within it.

Conformity refers to the process of altering one’s thoughts and actions to

adapt to the accepted behavior within his or her group or society. Social psychology
considers conformity as a product of pressure exerted by the group on the
individual. Herbert Kelman identifies three types of conformity: compliance,
identification, ang internalization or acceptance.

Compliance refers to the outward conformity to social pressure but privately

disagreeing with it. This action is often motivated by the desire to gain rewards or
avoid punishment. This is the least enduring type of conformity, since the
motivation provided by rewards and punishments may not always be present, or
the authority figure may be unable to exert his or her influence fully on the group or
society at all times.

Identification, on the other hand, refers to the individual adopting a certain

behavior because it enables him or her to have a satisfying relationship with the
members of his or her group. The individuals also adopt the opinions and values of
the group, and may strive to emulate an authority figure—usually a parent or leader
that he or she respects or admires.

Internalization or acceptance involves both public compliance and internal

acceptance of the norms and standards imposed by the group. This is the most
permanent and deeply-rooted response to social influence. Acceptance or
internalization is motivated by the desire to be right, with the authority figure or
person of influence being deemed trustworthy, credible, and of good judgment.
Acceptance eventually results to the integration of the group’s set of beliefs and
behavior into the individual’s own framework.

Deviance

Deviance is defined as a behavior that elicits a strong negative reaction from

group members and involves actions that violate commonly held social norms.
What is defined as deviance, however, varies depending on the context of the group
or society. What may be considered normal behavior in one culture may be
considered deviant behavior in others. For instance, during the Nazi regime in
Germany, many individuals were singled out as deviants—Jews, gypsies, the
disabled, homosexuals, and other “non-Aryans.” However, Germany and the rest of
Europe at present officially no longer consider these people as deviants. Another
example is the case of women driving cars. In the Philippines, women drivers are a
common sight, but in Saudi Arabia driving a car is considered an undesirable
behavior for women and is banned by law.
There are various views regarding the causes of and influences on social
deviance. Biological and psychological theories consider deviance as being
influenced by biological factors such as genetics, but these views have been largely
discredited. Sociologists believe that conformity and deviance are closely tied
concepts, and that social influences such as socioeconomic status and relationships
of power define how individuals react to authority and behave in certain situations.
Thus, deviant or criminal behavior is learned in the same way as abiding by the law.
For example, a child growing up in the slums and interacting with gangs on a
regular basis eventually conforms to the set of behaviors which are characteristic of
“gang behavior” which is considered deviant by the rest of society. Another child
who is brought up in a safe and secure neighborhood eventually acquires and
internalizes law-abiding values that characterize him or her as a “productive
citizen.” The child from the slums and the child from the safe neighborhood will
view each other’s behavior as departures from their idea of what is the norm, thus,
each will view the other as a deviant.

This view often leads sociologists to have varied assessments of deviance

and crime. Those who follow a structural-functionalist framework consider crime
and deviance as the result of structural tensions and lack of moral regulation within
society. Emile Durkheim uses the term anomie to refer to a condition where social
control becomes ineffective due to the loss of shared values and sense of purpose
in society. This gives way to either the breakdown of traditional life or a period of
social change.

Another sociologist, Robert Merton, relates deviance to the strain felt by

individuals whenever social norms conflict with reality. His structural strain
theory argues that the tensions and strains between socially-approved goals and
an individual’s ability to meet them will lead to deviance. For example, a
construction worker who has been trying to gain employment for months but is
unable to do so will have increasing frustration with society. The worker aspires to
socially-approved goals and gain lawful employment, but society’s inability to
provide him the means to gain employment may force him into less-desirable
means of livelihood or even crime.

The subcultural view points to the emergence of deviant behavior within

certain groups in society or subcultures. The set of values and behavior prevalent
within these groups makes them very prone to engage in deviant or criminal
behavior. This perspective originated from sociological studies of gangs and youth
culture which determine that these groups tended to celebrate defiance,
delinquency, and nonconformity as traits that define their identity as a group. These
traits, however, also render them most vulnerable to deviant or criminal behavior.

The symbolic-interactionist view considers deviance as a socially constructed

phenomenon influenced largely by interpersonal relationships between members of
Society. This view is related to the labeling theory, which believes that there is
actually no deviance in society; deviance only emerges when society begins
labeling Certain actions as “deviant” or “undesirable.” Labeling comes into play
when society deems the behaviors of a certain group, such as gang members, as
deviant. This labeling reinforces negative views regarding the group, which further
drives them toward deviance. The judgment of society, in this case, modifies the
group’s and their member’s self-concept and also changes the way other members
of society relate to the labeled group or individual. This view also believes that
deviant behavior emerges and is reinforced by interacting with people who display
deviance. Additionally, people are more prone to display deviant behavior when
their family members or other people close to them display the same deviant
behavior.
The conflict perspective, meanwhile, analyzes deviance in the framework
of competing interests between social groups and the maintenance of power among
the elites. This view considers concepts of deviance as a reflection of society’s
inequalities as those who are less powerful in society or minorities are more likely to
be considered as deviants or criminals. Examples of these groups include the poor
and ethnic or religious minorities.

Finally, control theories consider deviance as emerging because of

inadequate social controls. If society is unable to maintain control and order, it
encourages members to engage in deviant behavior. The broken windows theory
suggests a direct relationship between social disorder and deviance, and that
maintaining even an appearance of order is sufficient to discourage deviance. An
example is a local government maintaining constant police presence and
cleanliness in areas associated with criminality to discourage the occurrence of
petty crimes and vandalism.

Social Control and Sanctions

Social control is defined as any systematic means and practices used to

maintain norms, rules, and laws; regulate conflict; and discourage deviant behavior.
Sanctions are the most common means of social control, and are often employed to
address conflicts and violations of social norms. Sanctions can be formal or
informal.
Formal sanctions are those provided for by laws and other regulations in
society. Laws formally designate certain deviant behaviors as crimes, and prescribe
sanctions for such acts. The adoption and enforcement of laws serve to reinforce
accepted social norms, as well as define deviant behaviors that merit punishment in
society. Each society has its own set of definitions regarding crime and the
appropriate sanctions to be applied. For instance, several states in the United
States impose the death penalty on crimes such as murder. Meanwhile, Philippine
law provides for the imposition of the death penalty on certain crimes, but the
government has chosen to suspend the imposition of death penalty since 2006.
Other sanctions provided for crimes include imprisonment, banishment, fines, and
corporal punishment.
Informal sanctions are most commonly imposed by smaller societies,
communities, or groups. There are no set laws or regulations that define the nature
of these sanctions, and these are often arbitrarily agreed upon by members of the
group or society. Ostracism and social stigma are the most common forms of
informal sanction. An ostracized individual is forcibly isolated from the rest of
society for a certain time. A stigmatized person, on the other hand, still remains
within society put is subject to isolation and rejection by other members of society.
Gossip is considered as another way of imposing informal sanctions, as it is an
informal means of monitoring and censuring the behavior of certain individuals.

Lesso
Humanity Dignity and
n 7 Humans Rights
Human dignity refers to the idea that a person has the innate right to be
valued, respected, and treated well. Human rights are legal, social, and ethical
principles that consider the human person as deserving of liberties and protections
by virtue of his or her human dignity.

Human dignity and human rights are significant concerns when dealing with
socialization and issues on deviance and social control. Socialization primarily aims
to instill recognition of and respect for human rights and dignity. These issues are
also legitimate concerns when society deals with deviance and the enforcement of
social control.

Human rights are founded on natural rights, which are universal and
inalienable, and are not contingent on laws, customs, beliefs, or values of a
particular culture. Examples of these rights are the right to life and freedom. Human
rights are considered to have the following characteristics:

o They are universal because they belong to all human beings regardless of
race, religion, gender, and other characteristics.

o They are fundamental since they cannot be taken away from any human
being.

o They are indivisible as various rights are interrelated and given equal
importance.

o They are absolute since they cannot be qualified and are considered basic
necessities for living a genuine life.

A major legal instrument that upholds the recognition of human rights is the
Universal Declaration of Human Rights (UDHR), which was drafted by the United
Nations Commission on Human Rights in 1948. This document was one of the major
results of the end of the Second World War. The atrocities committed during the
War convinced many countries of the need to craft an international charter that will
ensure that such crimes will no longer be repeated.
 The Universal Declaration of Human Rights

[Link] human beings are born free and equal. Each individual is gifted with
reason and conscience.

[Link] shall be no discrimination in the recognition of rights. Whatever your

race, color, sex, language, religion, political or other opinion, birth, or status, you
are entitled to the same rights as other people. [Link] all have the right to life and to
live freely and safely.
[Link] shall be no slavery. We cannot make another person our slave.
[Link] one has any right to torture or hurt another person, or subject them to
inhuman or degrading treatment. . [Link] has the right to equal and fair
treatment under the law.
[Link] are entitled to equal protection of their rights under the law.
[Link] have the right to seek protection and remedy from the courts in case
our rights are violated.
[Link] cannot be placed under arrest or imprisoned without good reason.
[Link] are all entitled to a fair and public trial by an impartial court.
11.A person accused of a crime is presumed to be innocent until proven
guilty by the court. The accused also has the right to defend himself or herself and
prove his or her innocence.

[Link] have the right to privacy. Nobody has the right to come into our
homes, open our letters, or interfere with our daily activities. We also have the right
to defend our name and reputation.

[Link] have the right to travel to any place in our country and even travel to
other countries.

[Link] have the right to seek protection in other countries if we are being
persecuted in our own country.

[Link] has a right to a nationality and one cannot be deprived of his or

her nationality.

[Link] consenting adults have the right to be married and start a family. Men
and women have the same rights when they are married and when they are
separated.

[Link] has the right to own property. A person’s property cannot be

taken away from him without reason.

[Link] person has freedom of thought, belief, and religion. One also has the
right to freely practice his or her beliefs and religion, or change them if they wish.

[Link] has the right to have an opinion and to freely express their
thoughts and ideas.
[Link] have the right to gather together and associate with other people
freely.
[Link] have the right to participate in government, have access to public
services, and vote in the elections. [Link] has the right to affordable housing,
medicine, education, and childcare.
[Link] have the right to be employed and to choose our profession. We also
have the right to be paid justly for our work, to be given protection in our
workplace, and to join a trade union.
[Link] has the right to rest and leisure, and to be given reasonable
hours of work.
[Link] as the right to live a good life and have adequate food, clothing
and shelter. The elderly, unemployed, disabled, and children have the right to be
cared for.
[Link] right to education. Basic education should be free, and higher
education should be affordable and easily available for all. Education should lead to
the full development of the individual. Parents have the right to decide on their
children’s education.
 [Link] has the right to be part of their community and culture, to enjoy
the arts, and share in the benefits of scientific advancement. A person also has the
right to ownership of his or her own artistic or intellectual creation.

28. All persons have the right to live in a society that upholds human rights
and freedoms.

[Link] has the duty to uphold not only their own rights but also the
rights of others, and to responsibly exercise their rights and freedoms.

30. No individual, group, or government can take away your human rights.
Source: [Link]; [Link]

ASSESSMENT

A. True or False
Directions: Write TRUE if the statement is correct. Write False if otherwise. Write
your answer on the ASSESSMENT PAGE.

__________1. Socialization refers to the lifelong process of social interaction through

which people acquire their identities and necessary survival skills in society.
__________2. Internalization refers to the process of accepting social norms,
attitudes, roles, and values transmitted by people and social groups within society
as one’s own.
__________3. Results refer to the outcomes of socialization, and are evident when
individuals begin to practice the behaviors, attitudes, and values that society
considers necessary for them to function effectively as its members.
__________4. Enculturation refers the process of being socialized into a specific
culture.
__________5. Family is the primary agent of socialization of an individual.
__________6. Mass Media is a powerful agent of socialization which is widely used by
many institutions and organizations.
__________7. The pluralist model portrays media as an ideological marketplace that
enhances debate and electoral choice.
__________8. Conformity refers to the process of altering one’s thoughts and actions
to adapt to the accepted behavior within his or her group or society.
__________9. Compliance refers to the outward conformity to social pressure but
privately disagreeing with it.
__________10. Identification refers to the individual adopting a certain behavior
because it enables him or her to have a satisfying relationship with the members of
his or her group.

ACTIVITY 1. (20 pts)

Directions: Watch the short French Film (11-minute duration), Majorité Oprimée
(Majority Oppressed) by Elenore Pourriat (2010). You can watch the film on
YouTube, after watching the film answer the following questions below. Write your
answer on a separate long bond paper either encoded or handwritten and
attached it on your ANSWER SHEET on the day of submission. Your answer
must be at least 200 words in total.

1. What are the norms depicted in the film?

 2. How are the norms and social control enforced in the film?
3. What are the punishments for deviant behavior?
4. What type of compliance does the protagonist exhibit? Did he exhibit deviant
behavior?

ACTIVITY 2. (20 pts)

Directions: Cut out or print at least two local or international news articles related to
human rights example war on drugs in the Philippines and the COVID-19
Pandemic. Paste the news articles on a long bond paper then identify the human
rights featured in the articles and determine whether these rights are violated and
denied, or exercised and protected. Attached your news articles on your
ANSWER SHEET on the day of submission.