SCHOOL OF ST.

JOSEPH THE WORKER,

INC.
formerly Lyceum of Echague
Cabugao, Echague, Isabela
400431- Senior High School Department

MODULE 1: UNDERSTANDING CULTURE, SOCIETY,

AND THE POLITICS
Prayer
Lord Jesus, I humbly ask your Holy Spirit to guide us in our everyday battle. I
thank you for the gift of life and love. Open our hearts for those who are in need and
we ask that you intercede for them, fulfilling their needs according to your will.
Cover our scars with your healing hands oh Lord and show us the path to your
Kingdom. We surrender everything to you. In Jesus name we pray, Amen.

Learning Objectives
At the end of this lesson, you should be able to:
 discuss the nature, goals, and perspectives in/of anthropology, sociology and political science
 analyze the concept, aspects and changes in/of culture and society
__________________________________________________________________________________________

DISCUSSION

1.1 DEFINING CULTURE, SOCIETY, AND POLITICS

 Culture
-defined as the sum of an individual’s way of life, ranging from food he or she eats, the clothes he or she
wears, and the house where he or she lives. It also includes both the material and nonmaterial things that he or
she possesses or acquires.
-non-material things are the norms and values as well as the intangiable aspects of his or her existence:
music, dance, poetry, and other forms of expressions that showcase his or her creativity and artistry.
-also includes fads and fashion trends, manners and taboos as well as scientific knowledge and
technology that manifest through tangiable aspects, such as architectural and engineering wonders,
advancement in medicine, and breakthroughs in transportation and communication.
 Society
-generally defined as an organized group or groups of interdependent people who share a common
territory, language, and culture, and who act together for collective survival and well-being.
-the ways that people depend upon one another can be seen in different social features, such as their
economic, communication, and defense systems. They are also bound together by a general sense of common
identity and pride of place.
-in reality, there can be no culture without a society and so far there are no known human societies that
do not exhibit culture.
 Politics
-refers to the “theory, art, and practice of government”.
-the political institution is a relatively stable cluster of statuses, general norms, and role behavior, which
are involved in the acquisition and exercise of power and decision=making in society(Turner: 215).

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 -the institution that sets up the social norms and values as to who will possess “the monopoly of
legitimate use of physical force within a given territory,” how that power is acquired and maintained, and how
that power is organized and exercised, comprises the state(Weber: 216).
-as defined in democratic principles, is a status granted to individuals or institutions to properly run the
government and implement the rule of the law in a society.
-the President or Prime Minister and the members of the cabinet are granted with executive power,
which is the right to execute governance and implement laws. Meanwhile, members of the legislature , which
include senators and congressmen, are given the legislative power to make and pass laws for the executive
power to implement. Likewise, the members of the judiciary are tasked to interpret laws in accordance with a
society’s standards and norms.
-with these ascribed roles and functions to perform, it is expected that all branches of the
government(executive, legislative, and judiciary) work harmoniously to maintain the balance of power.
*These aforementioned concepts—culture, society, and politics—are essential in understanding human behavior
and social groups. Later, in the Concepts in Action section, you will be asked to provide information about
yourself: your gender, socioeconomic status, ethnicity, religion, exceptionality, and nationality. But first you
need to pay attention to the following concepts and their meanings.
 GENDER
- Socially-constructed characteristics of being male or female(Eccles:43). In short, it refers to society’s
division of humanity into two distinctive categories based on sex.
-serves as a guide on how males and females think and act about themselves; the ways they interact with
others; and how they perform their various roles in society.
-while sex chiefly centers on biological differences, gender is the culturally-learned difference between
men and women.
-There is a popular notion that gender deals only with differences, wherein society constructs masculine
and feminine people. However, in reality, it is how society confers power on each of these sexes that leads
to the development of a sense of empowerment and sensitivity.
-Overall, gender also operates as a dimension of inequality. This is especially true in relation to the
division of labor where each society ascribes gender stereotypes to a particular job domain.
 SOCIOECONOMIC STATUS
-refers to the category of persons who have more or less the same socioeconomic privileges in a society.
These privileges are due to inherited wealth and/or the occupational status of the breadwinner in the
household(Panopio, etc:327).
-The types of social class/status operate in varying forces and combinations at different times within a
society or in diverse societies. In the Philippines, three types of social classes are identified: upper, middle,
and the lower classes. (The other categorization is classes A,B,C,D and E.)
-Upper class consists of elite families. They are considered the most productive in terms of resource
generation and oftentimes very successful in their respective fields of interests and endeavors—be it
agriculture, industry, business, and government. It has two general types: the new rich(nouveau riche) and
traditional upper class. New rich are those who have humble beginnings and often experienced rags-to-
riches turn of fortunes. On the other hand, Traditional upper class is made up of descendants of powerful
elite families who acquired their wealth through inheritance or birthright.
-Middle class is composed of small business and industry operators mostly owners and managers,
professionals office workers, and farm owners with income sufficient enough to provide comfortable and
decent living.
-Lower class are farm employees, skilled and unskilled artisans, service workers, and people who may
be unemployed or underemployed or those who belong to indigent families or informal sectors fall on the
lower class. Comparatively speaking, this group is the largest in terms of number and relatively earns their
living through substinence(Panopio: 328).
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 -Substinence lifestyle is manifested through the following conditions:
(1) A family could hardly eat three decent meals a day
(2) The daily income of the breadwinner could hardly feed the entire family
(3) The breadwinner does not have a permanent job.
-Other than the three types of social status discussed above, the class A,B,C,D,E categorization is also
used by some academic institutions and think tanks in the Philippines.
-these categories are best explained by the survey conducted by the Social Weather Stations in 2011
Class % Share in Number Of Families Average Annual Income
(In Pesos)
AB 1% 1,857,000
C 9% 603,000
D 60% 191,000
E 30% 62,000

 ETHNICITY
-is the expression of the set of cultural ideas held a distinct ethnic or indigenous group.
-An ethnic groups refers to people who collectively and publicly identify themselves as distinct and
unique based on distinguishable cultural features that set them apart from others, such as language,
shared ancestry, common origin, customs, and traditions (Haviland, et. Al.:313)
-based on the 2000 census of the National Statistics Office(NSO), the eight major ethno-linguistic
groups in the Philippines are the:
Tagalog 28% of the population
Cebuano 13.1%
Ilocano 9%
Bisaya/ Binisaya 7.6%
Ilonggo/ Hiligaynon 7.5%
Bikol 6%
Waray 3.4%
Others 25.3% (CIA)
 RELIGION
-organized system of ideas about the sopiritual sphere or the supernatural, along with associated
ceremonial or ritualistic practices by which people try to interpret and/or influence aspects of the universe
otherwise beyond human control(Haviland, et. al.: 554).
-In the 2000 census, Catholics compromised 82.9% of the population (Roman Catholic 80.9%,
Aglipayan 2%); Islam/Muslims 5%; Evangelical 2.8%; Iglesia ni Kristo 2.3%; other Christian
denominations, mostly Protestant groups 4.5%; others 1.8%; unspecified 0.6%; and no religion at all 0.1%
(CIA).
 EXCEPTIONALITY
-refers to the state of being intellectually gifted and/or having physically or mentally challenged
conditions concerning personality/behavior, communication (learning disability, speech impairment, and

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 hearing problems), intellect (mild intellectual and mental development disabilities), physical appearance
(blind-low vision), or a combination of more than one specific exceptionally or disability (MinEd: 2).
 NATIONALITY
-legal relationship that binds a person and a country. It allows the state to protect and have jurisdiction
over a person(Wels:29).
-Citizenship or nationality gives people a sense of identity and belongingness. Individuals who are
legally born of Filipino parents and those naturalized in the Philippines are granted Filipino citizenship.

1.2 SOCIAL, POLITICAL, AND CULTURAL BEHAVIOR AND PHENOMENA

 Norms serve as guide or models or behavior that influence how people behave. They set limits within
which individuals may seek alternative ways to achieve their goals. In the Philippines, for example,
children are expected to express their respect to their elders through the act of pagmamano.
Norms are often inthe form of rules, standards, or prescriptions that are strictly followed by people
who adhere on certain conventions and perform specific [Link] norms, indicate a society’s standards of
propriety, morality, ethics, and legality.
 NORMS OF DECENCY AND CONVENTIONALITY
 Norm of Appropriateness and Norm of Conventionality
-most adhered norms in society, commonly exhibited on the type of clothing a person wears in a
specific occasion. This norms also includes the manners and behaviors that show a person’s refinement
and civility(for instance, how to treat guests cordially). In some society, norm of decency also includes
the use of appropriate words and gestures that convey politeness and courtesy.
 Norms of Conventionality
-are beliefs and practices that are acceptable to certain cultures but can be inimical to other
cultures.
 CONFORMITY AND DEVIANCE
 Conformity is defined as the state of having internalized norms as part of the social expectation. As
individuals and groups conform to an established norm, the norm then becomes a convention.
Conventional norms exert more sanctions in society as it is tantamount to public approval and
recognition.
 Deviant behavior or Nonconformity forms of behavior that are relatively or distinctly set away from
a norm. Deviant and nonconformist behavioral patterns can be tolerated, approved, or disapproved
depending on societal views. It is divided into two types: formal and informal.
Formal deviance includes actions that violate enacted laws, such as robbery, theft, graft, rape,
and other forms of criminality.
Informal deviance refers to violations to social norms that are not codified into law, such as
pricking one’s nose, belching loudly, and spitting on the street, among others.
 TABOOS
 Taboos are related to food are also manifestations of deviancy, though these practices may be a case-
to-case basis since what one society views as deviant may be seen by other societies as normative,
traditional, or desirable. In the same way cultural food and food habits vary; cultural and religious food
prohibitions also differ to some extent (Meyer-Rochow 2009). Other food taboos are more cultural than
religious. It is also interesting to cite to use of folklore as a form of taboo.
 These behaviors, regardless to conform or deviate from the traditional norms of society may
contribute to the changes in various aspects of society.

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1.3 SOCIAL, POLITICAL, AND CULTURAL CHANGE
 Change is generally pervasive and takes place in culture, society, and politics. Changes in culture
bring change in society and human beings; likewise, changes in society and human beings bring chnage in
culture and politics (Panopio: 263).
 These changes are even overlapping and interdependent in contemporary times due to factors
affecting social mobility, such as migration, urbanization, transnationalism, and globalization. Let us define
each type of change either and social, political or cultural aspects.
 Social Change- refers to variations or modifications in the patterns of social organization, of sub-groups
within a society, or of the entire society itself. There are three causes of social change: invention, discovery, and
diffusion.
 Intervention is often defines as new combination or a new use of existing knowledge. It produces
mechanical objects, ideas, and social patterns that reshape society to varying degrees. It can be classified into
material inventions (e.g. bow and arrow, mobile phone, airplane) and social inventions(e.g. alphabet, texting,
jejemon).
 Discovery on the other hand takes place when people reorganized existing elements of the world they had
not noticed before or learned to see in a new way. It contributes to the emergence of a new paradigm or
perspective, and even reshapes and reinvents worldviews. It is also an addition to the store of verified
knowledge. It provides something new to the culture because it becomes an integral part of culture only after a
discovery happens or takes place.
 Diffusion refers to the spread of culture traits from one group to another. It creates changes as cultural
elements spread from one society to another through trade, migration, and mass communication. Culture
spreads through processes of enculturation, socialization, association, and integration.
 Enculturation, takes place when one culture spreads to another through learning. Education is the
most popular form of enculturation. Pedagogical interventions provide proper venues for the diffusion of
culture.
 Socialization, refers to learning through constant exposure and experience to culture, which
ultimately imbibes the latter tothe system of values, beliefs, and practices of an individual or groups.
 Association, is establishing a connection with the culture thereby bridging areas of convergence and
cultural symbiosis.
 Integration is the total assimilation of culture as manifested by chnage of worldviews, attitudes,
behavior, and perspectives of looking things.
 Political change- includes all categories of change in the direction of open, participatory, and
accountable politics. It is the change that occurs in the realm of civil and political societies and in the
structure of relations among civil society, political society, and the state(Alagappa: 10).
 Cultural change- refers to alterations affecting new traits or trait complexes and changes in a culture’s
content and stucture. These changes are caused by several factors, such as the physical environment,
population, war and conquest, random events, and technology.
*Overall, the above-mentioned changes have brought positive and negative effects to individuals and
societies. Their nature and impact can be best understood with the aid of appropriate disciplines, such as
anthropology, sociology, and political science.

1.4 THE ESSENCE OF ANTHROPOLOGY, POLITICAL SCIENCE, AND SOCIOLOGY

 Numerous changes and transformations in the social, political, and cultural aspects of individuals and
societies all over the world are best understood using the disciplines of anthropology, political science, and
sociology as tools.
 Let us examine briefly the nature of each discipline and their interrelatedness in the study of culture, society
and politics.

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  Anthropology is the study of human beings and their ancestors. Also, anthropology produces
knowledge about what makes people different from one another and what they all share in common.
Anthropologists work within the four fields of the discipline.
Physical Anthropologists focus on humans as biological organisms(tracing evolutionary development
and looking at biological variations).
Cultural Anthropologists investigate the the contrasting ways groups of people think, feel, and behave.
Biological Anthropologists, mostly archaelogist, try to recover information about human cultures—often
from the past—by studying material samples, skeletal remains, and settlements.
Linguists study the nature and nuances of languages —communication systems by which cultures are
maintained and passed on to succeeding generations.
 Political Science is the body of knowledge relating to the study of the state and government. It
primarily focuses on the “power” that plays a crucial part in the struggle in which the individuals and
their groups may be found involved according to their capability and degree of interest at all levels—
local, regional, national, and international (Sharma and Sharma: 6).
In the Philippine setting, for, instance, political power is divided into two: central power and local
power.
Political power

Central Power Local Power

*Three Branches of 1. Governors
Government: 2. Mayors
1. Executive 3. Barangay Captains
2. Legislative
3. Judiciary
 Sociology
-considered the science of society and social behavior, which is viewed as an aggregate of individuals
(Robertson: 5)
-it deals with social development in general and describes and analyzes social life in all its phase and
complexities. Accordingly, sociology deals with perspectives, which is fundamental in the study of various
activities of human beings(Macionis: 2)
-it is also considered as the science of the origin, development, structure, and functions of social groups.
These includes the laws, customs, constitutions, modes of life, and contribution of social groups to human
culture and civilization.
-it seeks to discover the general principles underlying all social phenomena and social relationship and
to establish laws of change and growth in social changes (Jayapalan: 47).
-In short, the discipline tries to provide a vivid awareness of the relationship between private experience
and the wider society (Robertson: 5).
________________________________________nothing
follows______________________________________

REFERENCES:
Santarita, J. & Madrid, R.(2016). Understanding Culture, Society, and Politics. Quezon City, Philippines:
Vibal Group, Inc.

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 Course Hero (2020). Social, Political & Cultural Behavior & Phenomena. Retrieved from history:
[Link]
BEHAVIOR-PH ENOMENApptx/
SCHOOL OF ST. JOSEPH THE WORKER,
INC.
formerly Lyceum of Echague
Cabugao, Echague, Isabela
400431- Senior High School Department

MODULE 2: DEFINING CULTURE AND SOCIETY

Prayer
Lord Jesus, send your Holy Spirit upon us to be our helper and guide. Give us the
spirit of wisdom and understanding, the spirit of right judgment and courage, the
spirit of knowledge and reverence. Fill us with the spirit of wonder and awe in
your presence. We ask all this in the name of Jesus, Amen.

Learning Objectives
At the end of this lesson, you should be able to:
 explain the importance of cultural relativism in attaining cultural understanding
 analyze the significance of cultural, social, political and economic symbols and practices
__________________________________________________________________________________________

DISCUSSION

1.1 SOCIETY AND CULTURE

We already discussed the importance of anthropology, political science, and sociology as tools in
understanding society and culture. In this module, we will look closely at the nature of culture and society
primarily from the average point of anthropology and sociology. Since culture and society are closely related
concepts, anthropology and sociology study both.
 Simply, society refers to a group of people sharing a common culture. It may also be defined as an
organized group or groups of people who generally share a common territory, language, culture, and who act
together for collective survival and well-being.
 Although culture and society are interrelated, these concepts are not exactly the same. A society has more
comprehensive sets of culture in the sense that the group is culturally self-sufficient. This means that diverse
cultures exist in a specific society.
 Human society is characterized by a teritorially localized population; the members of which interact in a
network of relationships, which are distinctive, culturally defined and limited, and affectively bonded by
common linguistics patterns and other forms of symbolic representations (Dash: 42). Society arises only when
individuals are knit together in a network of mutual stimulus and response. In other words, society exists when
social beings behave toward each other in ways determined by their recognition of one another. In general,
culture develops as a response to a society’s conditions and immediate solutions to the problems of individuals
and groups.
 Culture is “the 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” (Tylor
1920[1871]). This set of behavior and the fact that humans are characterized by them by virtue of being born as
“human beings” apart from other creatures in the animal kingdom suggests the universal nature of concept. They
are behaviors that people possess which other primates do not.
 As John Honigmann, an anthropologist, has pointed out, there are three components that go together that
make up culture: ideas, activities and artifacts.
 Ideas are thoughts, beliefs, feelings, and rules. Examples of ideas are aversion to incest, the Holy Spirit,
and food-sharing desires among relatives. Ideas also include ways on how to make things, abstract concepts
such as love, peace, and happiness, and the Decalogue of Conduct, which is also known as the Ten

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 Commandments. Ideas may be directly part of some behavior, the underlying cause or even by-products of
it.
 Activities, on the other hand, are the dynamic components of culture. It is what people do as opposed to
what they believe or feel. Such may include the act of punishing incestous behavior, sacrifice in religion,
and the celebration of Christmas and other religious holidays.
 Artifacts are man-made products of ideas and activities: the knife that kills the incestous pair, the altar
for sacrifice, the pot that contains the meat for the feast, and even the meat if taken from a domestic
animal(Collins: 204).
 Culture as a concept has been defined in many ways. In capsule form, culture may be defined as the
complex whole which includes knowledge, belief, art, morals, laws, custom, and any other capabilities and
habits acquired, shared, and transmitted by man through interaction within a social group (Taylor:1).
 Taylor attempted to demonstrate that culture evolved from simple to complex. Thus, it is possible to
reconstruct the simple beginnings of culture by the study of surviving vestiges of the past such as those
considered by the West as “primitive” and “backward” but in reality possessing the nuances and wisdom of
homegrown indigenous knowledge systems.
 According to Taylor, culture is learned, shared and symbolic.
 It is learned from parents,peers, teachers, leaders, and others. Culture is not biological or genetic; any
person can acquire any person’s culture (Kelly and Thomas: 19). Somebody who can recite Rizal’s “Mi
Ultimo Adios” and listens to beethoven is no more cultural than one who reads Wattpad stories and prefers
Gloc-9.
 Culture is also shared. Although each person is endowed with a critical mind to understand things as
well as cultivate his or her own values and worldviews, members of the human group also share some basic
ideas about the world and their place in it.
 Lastly, culture is symbolic. This is often manifested in language, wherein meanings are socially
constructed. In Ellen Rudolf ‘s study of the Japanese language culture, she found out that men and women
used language very differently. Both sexes are expected to be polite; but women must be more polite than
men. However, the scenario is reversed in business and government, as more women now are highly
educated and occupying more powerful positions in commerce and government than men (Whitten and
Hunter; 139).

1.2 ASPECTS OF CULTURE

For us to see the importance and the function of culture in society, a very careful study of its characteristics
is needed. Below are some of the major characteristics of culture:
 Culture is dynamic, flexible, and adaptive;
 It is shared and contested;
 It is learned through socialization or enculturation;
 It is composed of patterned social interactions; integrated and, at times, unstable;
 It is transmitted through socialization or enculturation; and
 It requires language and other forms of communication.
Let us examine each of these characteristics.
Dynamic, Flexible, and Adaptive
 Dynamic: Culture is dynamic as it responds to the changing needs of time, alongside to the motion and
actions within and around it. When one aspect changes within a system, culture easily responds to it.
Example: In the culture of China, binding of foot is part of their lives. Through this, the beauty of women is
being portrayed and emphasized through out the country. But because of the development of technology and
medical stuffs, further studies about foot binding were conducted. After analyzing the studies, foot binding is
now being condemned in China.
 Flexible: Culture is capable of being flexible to be able to face any challenges that life would bring.
Example: Amish people are very strict and particular with their culture. They still make decision-making
balanced in a sense that both their organization and culture can survive the inevitable changes around them,
especially through modern times.
 Adaptive: People use technology, ideas and activities in order to survive and expand the human culture
and society, this only depicts that culture is adaptive.
Example: Technology usage has been a part of the evolving modern culture in which people need the gadget to
survive in this era. For example, people are using smartphones to spread and share one's culture.
Shared and Contested

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 Culture is shared. Because we share culture with other members of our group, we are able to act in
socially appropriate ways as well as predict how others will act. Despite the shared nature of culture, that
doesn’t mean that culture is homogenous (the same). The multiple cultural worlds that exist in any society are
discussed in detail below.
Learning through Socialization or Enculturation
Culture is learned. It is not biological; we do not inherit it. Much of learning culture is unconscious. We
learn culture from families, peers, institutions, and media. The process of learning culture is known
as enculturation. While all humans have basic biological needs such as food, sleep, and sex, the way we fulfill
those needs varies cross-culturally.
Patterned Social Interactions
The definition of culture indicated that the learned behaviour of people is patterned. Each person’s behaviour
often depends upon some particular behaviour of someone else. The point is that, as a general rule, behaviours
are somewhat integrated or organized with related behaviours of other persons. Social interaction, as commonly
viewed, implies theories of reciprocity, complementarity, and mutuality of response. The patterns of social
interaction may be viewed (a) as inherent characteristics of the participants merely given the opportunity to be
exposed (the subject is willing or volunteers to interact); or (b) as “emergent” in the sense that they arise in the
interaction as a product (the subject interacts because of the introduction of stimuli to respond). there is barely a
shade of difference in these two views, one suggesting primarily a notion of crystallization of individual
patterns; the other an unfolding in group process (Borgatta: 28).
Integrated and at times Unstable
In order to keep the culture functioning, all aspects of the culture must be integrated. For example the
language must be able to describe all the functions within the culture in order for ideas and ideals to be
transmitted from one person to another. Although integration is never complete (culture is not a closed system),
changes in some aspects of culture generally necessitate changes in other areas (Collins: 208).
Transmitted through Socialization or Enculturation
Acquired through learning, cultural ideas, activities, and artifacts are handed down from generation to
generation as a super organic inheritance, which means it is inherently passed on through generations, and this
is what we called, [Link] organization’s culture is transmitted to its members through socialization
processes. Socialization is the process by which members learn and internalize the values and norms of an
organization’s culture.
Requires Language and other forms of Communication
Culture is based on symbols. A symbol is something that stands for something else. Symbols vary cross-
culturally and are arbitrary. They only have meaning when people in a culture agree on their use. Language,
money and art are all symbols. Language is the most important symbolic component of culture.

1.3 ETHNOCENTRISM AND CULTURAL RELATIVISM

Each culture differs from another as each defines reality

differently. As a result, some people find it difficult to get along
with or understand other people’s ways of thinking and doing.
Moreover, each group tends to believe that its view of reality is
right and proper and anything outside its context is absolutely the
opposite.
 Ethnocentrism, the view that one’s group is superior
compared to another. In an ethnocentric viewpoint, a group is
considered as the center or core of everything and all other groups
are scaled and rated in relation to it or called peripheral (Summer:
38). In many cases, a group or society uses their own values and
norms as yardsticks in measuring other folkways and values. The

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 ways of other groups are oftentimes labelled as different, strange
or queer, and to be viewed with hostility and suspicion (Panopio:
38-39).
In short, cultures that are viewed as different and Additional Notes:
strange are compounded by ethnocentrism–the tendency to
evaluate other cultures in terms of one’s own and to conclude Xenocentrism is a preference for
that other cultures are inferior, barbaric, or immoral (OU: 13). the products, styles, or ideas of a
different culture.
All societies and groups display a certain amount of
ethnocentrism and, in moderation, it has the positive effect of Multiculturalism is a word that
promoting solidarity and loyalty within the group. Collectivism describes a society where many
develops cultural pride and identity, the most important different cultures live together. It is the
ingredients in nation building. However, ethnocentrism in simple fact of cultural diversity.
excess leads to conflict with groups considered inferior or, in a
Xenophobia, fear and hatred of
situation in which one group is more powerful than the other,
strangers or foreigners or of anything
to oppression and sometimes genocide (OU: 13).
 To mitigate the negative effects of ethnocentrism, it has been suggested that cultural relativity be
popularized. Advocates of cultural relativity or relativism assert that cultures must be viewed and analyzed on
their own terms, in the context of their own social setting. Cultural relativism states that there are no universal
norms or moral absolutes; in specific circumstances, any act can appear either good or bad (OU: 13).
 No culture should be considered better than another; different cultures should be accepted, tolerated, and
appreciated rather than condemned.
 No society has the right to use its own values and norms as yardsticks to view the traits of another society.
This approach proposes that one must suspend judgment on other people’s practices in order to better
understand them in their own cultural terms. Through cultural relativism, one can gain a meaningful view of the
values and beliefs that underlie the behaviors and institutions of other people and societies. (Haviland, et. al:
323).

1.4 CULTURAL FORMS AND THREATS

 In studying culture, it is important to determine its forms. A
good portion of culture is visible and tangiable since it consists of a
huge number of products conceived and manufactured by people.
 The diversity of cultutre is a source of creativity, innovation, and
renewal, and is vital for the continuity of human development
(Engelhardt: 57).
 Tangiable cultural heritage includes all material objects, such as
artifacts, buildings or landscapes, tools, furniture, bridges, and any
physical substance which has been changed and used by people. In
fact, tangiable heritage provides the physical space for the non-
physical expressions of culture.
 Non-material or intangiable, it consists of abstractions that
include knowledge, beliefs, values, rules for behavior, traditional
skills, and technologies, religious ceremonies, performing arts, and
The old colonial houses in Vigan, Ilocos
storytelling. UNESCO emphasized the preservation of intangible
Sur are examples of tangible cultural
cultural heritage. This nonmaterial form of cultural heritage can
either be characterized as traditional, contemporary and living, heritage of the Philippines. Vigan is also
inclusive, representative, and community-based. a UNESCO world Heritage Site.
 Intangiable cultural heritage has been passed from one
generation to another. It has evolved in response to the changes in
the community that it belongs to. It gives a sense of identity and
continuity to people and his or her community. As such, intangible
cultural heritage provides a link from mankind’s past through the
present and into the future.
 Intangiable cultural heritage is shared and contirbutes to
social cohesion. It helps individuals have a sense of identity and
responsibility. It also gives a sense of belongingness, making
individuals feel part of different communities or society at large.
 Intangiable cultural heritage is not merely valued as a cultural
good, on a comparative basis, for its exclusivity or its exceptional
value, which qualifies it as representative heritage. Intangiable forms
UCSP_reniegormt The rituals and oral traditions of Igorots
are examples of intangible cultural
of culture becomes heritage only when it is recognized as such by
the communities, groups or individuals that create, maintain, and
transmit it. (UNESCO: 3-4).
However, forms of intangiable cultural heritage have witnessed certain changes brought about by
globalization, technological revolution, and understanding of people. If intangiable cultural heritage is not
nurtured, it risks becoming lost forever, or frozen as a practice belonging to the past.
Preserving intangiable cultural heritage and passing it on to future generations strengthens and keeps it
alive while simultaneously allowing it to evolve and adapt. In order to safeguard intangiable cultural heritage, it
must remain relevant to a culture and be regularly practiced and learned within communities and between
generations. By doing so, both tangiable and intangiable cultural heritage will survive. It should be noted that
some, if not all, forms of cultural heritage developed along with the biological and cultural evolution of early
humans until the modern period. Both the tangiable and intangiable forms of culture, according to the United
Nations Educational, Scientific, and Cultural Organization (UNESCO), are considered as “cultural heritage”.
_________________________________________nothing
follows_____________________________________

REFERENCES:
Santarita, J. & Madrid, R.(2016). Understanding Culture, Society, and Politics. Quezon City, Philippines:
Vibal Group, Inc.

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 SCHOOL OF ST. JOSEPH THE WORKER,
INC.
formerly Lyceum of Echague
Cabugao, Echague, Isabela
400431- Senior High School Department

MODULE 3: INDIVIDUALS AND SOCIETY

Prayer
Heavenly Father, we praise you with all of your glory, we thank you for
all of the gifts and blessing that you bestowed upon us, protect us always in times
of crisis, In your most Holy name, Amen.

Learning Objectives
At the end of this lesson, you should be able to:
 explain the context, content, processes, and consequences of socialization
 analyze the form and functions of social organizations
__________________________________________________________________________________________

DISCUSSION

1.5 SOCIALIZATION PROCESS IN THREE PARTS

Socialization is a process that introduces people to social norms and customs. This process helps
individuals function well in society, and, in turn, helps society run smoothly. Family members, teachers,
religious leaders, and peers all play roles in a person's socialization. All of us have roles to accomplish within
our society, and socialization helps us to harbor knowledge and skills to satisfy these societal roles.
Socialization involves both social structure and interpersonal relations. It contains three key parts: context,
content and process, and results. 
 The context is like the theater or stage in which socialization occurs. Social context includes culture,
language, and social structures such as the class, ethnic, and gender hierarchies of a society. Context also
includes social and historical events, power and control in social life, and the people and institutions
with whom individuals come in contact in the course of their socialization.
 The content and process of socialization is like the play, the lines, and the actors. It includes the structure
of the socializing activity--how intense and prolonged it is, who does it, how it is done, whether it is a total
experience or only a partial process, how aware the individual is of alternatives, and how attractive those
alternatives are. Content refers specifically to what is passed from member to novice. Processes  are those
interactions that convey to new members how they are to speak, behave, think, and even feel. The view of
socialization as an interactive process stands in contrast to the deterministic views of how socialization
occurs. Old and new members interact, and in the process exercise mutual influence on each other. How
parents assign chores or tell their kids to interact with police are examples of content and process, which are
also defined by the duration of socialization, those involved, the methods used, and the type of experience.
 Outcomes may properly be defined as what happens later, after someone has been exposed to particular
content and processes. New members may learn the behaviors, attitudes, and values that old members
hoped they would learn. What do these include? First and foremost among humans is learning how to speak
and to apply the rules of language to creating new sentences. Like learning to play chess, learning a
language involves being shown some of the ways vocabulary and grammar can be combined (like learning
how the various pieces can be moved in a chess game), and then creating one's own combinations from
those possibilities. Closely related to learning to use a language is gaining a sense of the rules underlying a
society's culture. Even learning to walk in an upright position appears to be the result of socialization. As
children mature, the results of socialization include knowing how to wait their turn, obey rules, or organize
their days around a school or work schedule. We can see the results of socialization in just about
everything, from men shaving their faces to women shaving their legs and armpits.

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1.6 TYPES OF SOCIALIZATION
Generally, there are five types of socialization: primary, secondary, developmental, anticipatory and
resocialization.
 Primary socialization
This type of socialization happens when a child learns the values, norms and behaviors that should be
displayed in order to live accordingly to a specific culture.
Example: A child hears his father talk bad words against an old lady. The child would think that this behavior
is socially acceptable, so he would start talking bad words against older people.
 Secondary socialization
This type of socialization occurs when a person learns an appropriate behavior to be displayed within a
smaller group which is still part of a larger society. The changes within the values, attitudes and beliefs of an
individual are seen to be less important than the changes made in him as he participates in the larger society.
Example: A high school graduate chooses a career in Business Management after participating in a small group
career seminar led by college business majors.
 Developmental socialization
This type of socialization involves a learning process wherein the focus in on developing our social
skills.
Example: A shy senior high school student starts to teach English to new freshmen students in order to develop
verbal communication.
 Anticipatory socialization
This type of socialization refers to the process wherein a person practices or rehearses for future social
relationships.
Example: A child anticipates parenthood as he observes his parents perform their daily roles.
 Resocialization
This type of socialization involves rejecting previous behavior patterns and accepting new ones so the
individual can shift from one part of his life to another. Resocialization is said to be happening
throughout human life cycle.

1.3 ENCULTURATION AND SOCIALIZATION

Enculturation occurs when cultural knowledge is passed on to the next bearer who will perpetuate and
ensure the continuance of their tradition and practice. Enculturation is also a diffusion of one’s culture to
another through diverse means, namely: learning, imposition by force, and conquest, among others.
Meanwhile, socialization takes palce when prospective culture bearers learn their culture’s body of
knowledge and skills through education or conscientization, training, exposure, and experience. In pre-modern
societies, socialization is an evolving process from apprenticeship to expertise in handling a certain craft, e.g.
pottery-making and mettalurgy. Overall, enculturation and socialization results to:
Identity formation
An individual’s identity is formed through his interaction with other people. A person’s socialization
with individuals or groups allows him or her to imbibe certain characteristics and interests that contribute to his
or her identity. (Idea derived from Newman, 2012). For example, the centuries of Philippine Chinese exposure
to Filipino culture made them imbibe facets of Filipino character in the same way Filipinos learned to love
Chinese culture like food (e.g preference for noodle-based cuisine like pancit).

Norms and values

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 Norms are culturally determined rules that guide people regarding what is right, wrong, proper, or
improper. Norms create predictability in daily affairs and interactions, making it easier to live with other
members of society (Newman, 2012). These norms are fudamental to the establishment of social order in any
society (Newman, 2012).
On the other hand, values are standards people use to determine desirable goals and outcomes (Hewitt
and Hewitt, 1986 in Newman, 2012). values are criteria on which people base their judgments regarding
behaviors and decisions. In the Philippine setting, values are often used as parameters in separating what is
considered normal and moral from taboo and predatory.
 Some examples of Filipino habits and practices that are considered normal and moral include the following:
Respect for elders
Caring for one’s parents during old age
Eating together as one family during meals
Praying the rosary and attending mass during Sundays (for Catholics); observing the five pillars of Islam
(for Muslims); and a sense of volunteerism during emergencies and disasters in the community.
 Meanwhile, examples of taboos and predatory practices include the following:
Engaging to premarital sex and extra marital affairs
Involving one’s self to crime and illegal activities, such as drug pushing and trfficking
Stealing neighbor’s property
And testifying falsely in court proceedings
 In the Philippines, there are two most popular norms:
First is the norm of appropriateness and wearing decent and appropriate clothes for a particular
occasion or event. For example, do not wear shorts when you attend mass or church services. Instead,
wear decent clothes like a Sunday dress.
Second is the norm of tact and curtesy. When somebody makes a mistake or slips n his or her words and
actions, we do not laugh or make fun of the person in order not to embarass him or her and, at the same
time, express our respect and courtesy.
 On the other hand, the two most important values that Filipinos possess are:
First, value of industry and,
Secondly, utang na loob (reciprocity or debt of gratitude)
Value of industry is shown when Filipinos take pride in their work because they toiled hard for it,
regardless whether in some instances, they fail along the way. Filipinos credit success to love of one’s work and
hardwork.
Meanwhile, utang na loob is shown through good will and thoughtfulness and being mindful and helpful
to someone during trying times. For Filipinos, utang na loob cannot be repaid by money or any treasure. Utang
na loob is a priceless value that sustains and strengthens human relations beyond the individual, family, society,
and even nation.
Acceptable and widely practiced values (as well as norms) are called conventions. Some conventions
become dogmatic through time. For example, Filipino religiosity goes beyond spirituality, which also include
facets of fanaticism, such as dancing and shouting on the streets, walking barefoot on fire, and wearing of
amulets to get rid of evil spirits and diseases.
Statuses and roles
Status is any position that an individual can occupy in society (Newman, 2012). It is not a ranked
position, but simply a label that implies certain roles that must be performed (Newman, 2012). For example,
one can be a student, a singer, or a computer genius at the same time. While it is true that some statuses are
acknowledged and recognized as prestigious (e.g. chief justice, Hollywood star, etc.), there are of course
exceptions to the rule.
In a specific situation when a person’s different statuses require him or her to perform different roles, his
or her actions will reflect which status is more important in that certain circumstance at that given time.
(Newman, 2012). However, there are times when people find it difficult to decide which of their different
statuses is the most important. This is especially true when multiple statuses provide numerous benefits to the
individual. Thus, role conflict occurs when two statuses, both applicable to the situation, require distinct and
divergent roles from the individual.
The two types of status are ascribed and achieved.

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 Ascribed status is given at birth or assigned later in life (Kottak, 2000; Newman, 2012). Some examples
of ascribed status include age, sex, ethnicity, and membership in a family, among others.
Achieved status is acquired willfully and unconsciously through effort, talent, decisions, and
accomplishments (Kottak, 2000; Newman, 2012). Some examples of achieved status include being
someone’s girlfriend or boyfriend, being the top student in one’s class, and being a black belter in karate.
However, the distinction between ascribed and achieved statuses is not always clear (Newman, 2012).
For example, although winning an election could be considered as an achieved status, those who won
because they belonged to a politically elite family may have won because of their family name, not through
their efforts to seek election.
Also, a person’s ascribed status may help achieve or hinder one to acquire an achieved status. In earlier
times, for example, being a woman is simply equated with the craft of homemaking; thus, women were
deprived of the right to education. In ancient Greece, women were also prohibited to enter politics and the
military.

1.7 HOW SOCIETY IS ORGANIZED?

A group is a unit of people who interact with some regularity and identify themselves as a unit
(Newman, 2012). In a stricter sense, it is a collection of people interacting together in an orderly way on the
basis of shared expectations about one another’s behavior. As a result of this interaction, members feel a
common sense of “belonging”.
A group differs from an aggregate in the sense that the latter does not interact and do not feel any shared
sense of belonging. Passesngers in a bus or a crowd in the street are some examples of aggregates while
businessmen in a corporate meeting or students joining a science club are representations of groups.
A group can be categorized based on number, common interest, purpose and level of interactions.
 TYPES OF GROUPS
According to influence:
 Primary groups are small but intimate. Members have direct access and interaction with each other.
Emotional bonds are formed between members, and any loss in members affects the identity and stucture of
the group. Families and close friends are often the primary groups people have. (Newman, 2012)
 Secondary groups are formed to perform a specific purpose. Members interact with each other to
accomplish the goals of the group. Secondary are often formal and impersonal. Because of the impersonal
nature of relationships, any loss or change in membership does totally affect the structure of a secondary
group. On another note, members of a primary group can join a secondary group. For example, a student
can become close friends with some of his or her classmates in school. (Newman, 2012).
According to membership
 In-groups provide members a sense of belongingness and loyalty. For example, being part of a
basketball team lets an individual bond with his or her teammates and join pep rallies to support the
team.
 Out-groups are groups than an individual is not a member. These groups elicit a sense of antagonism
from a person (who maybe be a member of another group)(Newman.2012). For example, members of
the women’s basketball team may have a sense of antagonism toward the men’s basketball team
because the latter gets more funding despite performing badly in the last season.
 Reference/Psychological groups are groups to which we consciously or unconsciously refer when we
evaluate our life situations and behavior but to which we do not necessarily belong.
According to purpose
 Special Interest Groups
-groups which are organized to meet the special interest of the members.
 Task group
-groups assigned to accomplish jobs which cannot be done by one person.
 Influence or Pressure Groups
-groups organized to support or influence social actions.
According to Geographical Location and Degree or Quality of Relationship
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  Gemeinschaft
-A social system in which most relationships are personal or traditional.
-It is a community of intimate, private and exclusive living and familism.
-Culture is homogenous and tradition-bound
 Gesselschaft
-A social system in which most relationships are impersonal, formal, contractual or bargain-like.
-Relationship is individualistic, business-like, secondary and rationalized.
-Culture is heterogenous and more advanced.
According to form of Organization
 Formal Groups
-social organization
-Deliberately formed and their purpose and objectives are explicitly defined.
-Their goals are clearly stated and the division of labor is based on member’s ability or merit.
Bureaucracy
 An administrative structure which is aimed to enable members meet their goals.
 A hierarchial arrangement in large scale formal organizations in which parts are ordered in the
manner of a pyramid based on a division of function and authority.
 Formal, rationally organized social structure
Characteristics of Bureaucracy
 Positions and offices are clearly defined
 The hierarchial arrangement of authority, rights and obligations is specifically drawn and clear-cut
 The personnel are selected on the basis of technical or professional qualification and expert training
and competence through competitive examination
 Definite rules govern official behavior
 Security of tenure and the pursuit of a career with promotion in the hierarchy are assured
 Informal Groups
-arises spontaneously out of the interactions of two or ore persons.
-it is unplanned
-Has no explicit rules for membership and does not have specific objectives to be attained.
-It has the characteristics of primary groups and members are bound by emotion and sentiments.
______________________________________nothing
follows________________________________________

REFERENCES:
Santarita, J. & Madrid, R.(2016). Understanding Culture, Society, and Politics. Quezon City,
Philippines: Vibal Group, Inc.

UCSP_reniegormt
 SCHOOL OF ST. JOSEPH THE WORKER,
INC.
formerly Lyceum of Echague
Cabugao, Echague, Isabela
400431- Senior High School Department

Name: SCORE:_______
Grade/Section:
ACTIVITY 1:
A. Encircle the item that corresponds to the correct answer.
1. It is the system by which a state or community is controlled as to put order.
a. Political c. Government
b. Constituents d. System
2. It deals with the systems of government and the analysis of political activity and political behavior.
a. Public policy c. International Relation
b. Political theory d. Political science
3. __________are conceptions or ideas people have about what is true in the environment around them like
what is life, how to value it, and how one’s belief on the value of life relate with his or her interaction with
others and the world.
a. Beliefs c. Language
b. Values d. Norms
4. __________describes what is appropriate or inappropriate in a given society or what ought to be.
a. Beliefs c. Language
b. Values d. Norms
5. __________are specific rules/standards to guide appropriate behavior.
a. Beliefs c. Language
[Link] d. Norms
B. Test Your Memory. Column B consists of scrambled words. Form the correct words and match them in the
given definition found in Column A.
A B
1. It refers to variations or modifications in A. TYCIESO
the patterns of social organization, of sub-
groups within a society or of the entire society
itself.
2. It is the socially constructed characteristics B. RONCOMFITY
of being male or female.
3. It is a status granted to individuals or C. NEGRED
institutions to properly run the government

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and implement the rule of the law in a society.
4. It is the expression of the set of cultural D. POLOTHROGYAN
ideas held by distinct indigenous group.
5. It is the state of being intellectually gifted E. NALITYTIONA
and/or having physically or mentally
challenged conditions.
6. It is the state of having internalized norms F. CIOGYLOSO
As part of the social expectations.
7. It is the study of human beings and their G. CILOAS GANEHC
ancestors.
8. This discipline deals with social develop- H. CIETHTYNI
ment in general and describes and analyzes
social life in all its phases and complexities.
9. It refers to the legal relationship that binds I. CEPEXTIOLITYNA
a person and a country.
10. It refers to an organized group or J. ROPEW
groups of interdependent people who share
a common territory, language, and culture.

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 SCHOOL OF ST. JOSEPH THE WORKER,
INC.
formerly Lyceum of Echague
Cabugao, Echague, Isabela
400431- Senior High School Department

Name: SCORE:_______
Grade/Section:
ACTIVITY 2:
A. Multiple Choice. Encircle the letter of the correct answer.
1. What is the function of culture?
a. Determine what is proper to eat
b. Establish the appropriate clothes to wear
c. Determine who will have approved sexual contact with whom
d. All of the above
2. The idea that cultural elements can be understood in the culture in which they are used is known as
a. Cultural universal
b. Cultural relativism
c. Cultural trait
d. Ethnocentrism
3. The tendency to view the norms and values of one’s culture as absolute and to use them as a standard to
judge the practices of other cultures is known as
a. Cultural universal
b. Cultural relativism
c. Cultural trait
d. Ethnocentrism
4. Which of the followingis not an example of intangiable culture?
a. belief in atheism
b. belief in God
c. the commandment ‘thou shall not kill’
d. crucifix
5. Which of these statements are ethnocentric?
a. I do not like jazz.
b. I believe in my religion
c. My religion is the only religion which embodies truth.
d. I do not like pork.

B. Answer the following questions.

1. Can society exist without culture? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Explain why language is one of the most important characteristics of culture.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. To ensure the continuity of Philippine culture, how can you contribute in the preservation of intangiable
and tangiable forms of culture?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
UCSP_reniegormt
 SCHOOL OF ST. JOSEPH THE WORKER,
INC.
formerly Lyceum of Echague
Cabugao, Echague, Isabela
400431- Senior High School Department

Name: SCORE:_______
Grade/Section:
ACTIVITY 3:
A. Write Agree if the statement is correct and Disagree if the statement says otherwise.
___________1. Socialization is a process that takes place only during the early years of our life.
___________2. The social self can also be considered as the mind.
___________3. The self develops purely from social interactions
___________4. A person’s personality is similar to his or her self.
___________5. Norms have equal importance.

B. Activity: Complete the Venn Diagram

What is Socialization and Enculturation?

Socialization Same Enculturation

A. Based on the activity, how would you define socialization and enculturation?
B. What is the relationship of socialization and enculturation?
C. How are members of society socialized and encultured?
D. Do you know of any agent of socialization? Give examples.

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