COMPONENTS OF CULTURE

I. Norms
- these are guideposts w/c are considered to be rules or patterns
for behavior that defines what is expected, customary, right or
proper in a given situation. They specify appropriate and
inappropriate behavior.
- generally enforced by sanctions, rewards for right behavior and
punishments for behavior that is wrong.
- they tell us what to do and what not to do
- expectations shared by members of the society
 Factors to Conformity of Norms

1. We internalize many norms.

2. We often are unaware of alternative
modes of behavior.
3. Violation of norms may result in our incurring
punishment or jeopardizing rewards.
Norms are broken into:
A. folkways and mores
Criteria of distinguishing:
a.1 degree of importance people attach to given a rule
a.2 severity of sanctions acted to the wrongdoer.

Folkways – they are not looked upon as moral.

- refer to norms that are looked upon my members of a society as not
being extremely important. And that maybe violated without severe
punishment.
Ex. Eating 3 times a day w/ merienda, saying po to the elders.
Mores – referred to as taboos
Ex. One must not commit adultery
b. Technique ways
- these are simply the skills for habits associated with some materials or
utilitarian objects.
c. Laws – special body or organization within a society that enjoys the
right of applying physical coercion for the enforcement of norms.
- deliberately formulated rules of behavior enforced by a special
authority can be customary or enacted.
- personalized and legitimately instituted.
- grow out of mores, but it is important to note that laws
sometimes create new mores.
. Fashion and Fads
- Differ by their more limited appeal
Fashion - folkways that endure for a short time and virtue of enjoy
widespread acceptance within a society.
- reflections in such things as style of clothing and design in home
architecture.
Fads – Teeners

Fads - are folkways that endure for a short time and enjoy acceptance only
among or segment of the society.
- Often finds reflection in amusements, new games like family
computers, popular tunes/music, dance steps, etc.
II. Knowledge, Beliefs and Values
- bases of norms
- the meaning of mans experiences are represented by ideas consisting of beliefs and
values.
Ideas
– are non-material aspects of culture.
Beliefs
– is an idea concerning the universe or any of its component part including man.
- are testable according to the rule of science.
- tell people about their history, their friends and enemies; their gods and devils; their
heroes and villains.
Values
– represents individually held or community shared conceptions of the desirable.
Represents criteria for evaluating the desirable by things.
Subject to social charge
Ex. Great grandmothers

“Good” marital presents in terms of economic stability whereas in the new generation, “good” marital
prospects are those people who have the capability for sympathy, understanding, etc.

We tend to arrange values according to priority.

 Aspects of the Filipino value system
1. Fatalistic outlook or “bahala na” attitude
2. Dept of gratitude or “utang na loob”
3. Self - esteem
4. Desire for SIR
5. Predominance of paternalism
6. Shame - “hiya” orientation
7. Pakikisama attitude
8. Bayanihan

III. Material things and their meanings

- As people learn to use symbol and make things, culture develops. We are
in an environment w/ material culture, man made things or arti-facts, and man
made changes of the nat. surroundings. w/ alterations, innovations and
creations of materials supplied by our environment, we enjoy the luxury of
comfort of a Mercedez benz, push button appliances for ex. Whether for
protection, work, play, sustenance, beauty or pleasure, our material culture has
meaning for us.
IV. Social Structure and Institutions

Social Structure
- an important aspect of every culture is, its structure, the network
organized rel. among individuals and groups that defines their mutual
rights and responsibilities.
Institutions
- are cluster of norms organized and establish for the pursuit of some
need or as well as by meaningful aspects of the material culture.
Ex. Government, economic system, family, religion
 ORGANIZATION OF CULTURE
1. Culture Traits
- small units or elements in a culture
- related to a particular need or situation
- material or non material – are abstract and product of social interactions
and conveys some meaning.
- tangible objects associated w/ an idea, a social norm or a technique, as in
the use of the cup, a nail, a ball pen, a bottle.
- don’t operate singly but are related to other traits in some kind of
meaningful relationship.
- generally cluster and each trait in the cluster derives meaning only in terms
of its dynamic relationship w/ other traits.
2. Culture Complexes
– cluster of culture traits
3. Culture Pattern
– frequent recurring of ideal and actual work and actions w/ c a member
of persons conform to under similar situations.
 TERMS RELATED TO CULTURE

1. Sub-Culture
- smaller groups tend to develop norms and values different from that of
the bounder society. These sub-groups may be based a:
a. age e. regional groups
b. social class f. nationality
c. occupational groups
d. religious g. ethnics
2. Alternative Pattern
3. Specialties
4. Counter culture – when the norms of these groups evaluate from the
nature.
5. Ethnocentrism V.S. Xenocentrism
Ethnocentrism
- members of a society have to regard its culture as the best and superior to
that of other groups.
- idea that what is foreign is best the tendency and that one’s lifestyle,
products or ideas are inferior to that of others.
- people manifest a mania forimported goods and foreign lifestyles.
6. Culture Shocks
- culture values and norms of behavior are internalized by an individual in the
socialization process; consequently, one behaves in accordance w/ the
expectations of his/her culture.
7. Culture Diversity
- a culture, belief, trait has no meaning by itself but has meaning only w / in its
cultural setting.
 Unity in Diversity
1. Human Biological Drives
(Kluckhon)- cultures are preconditioned by human beings biological drives
which appear to be products of the individuals organic balance.
2. Psychic Unity
- ones psychic unit is not exactly identical w/ his or her inherited psychological
traits.
a. cognitive structure – concepts and beliefs for which one defines the world
around him / her.
- usually reflects the values and beliefs that are widely
stared by people within a cultural environment.
b. habit structure – regularly patterned ways of acting, feeling or thinking.
c. Trait Configuration
-is any character that can be observed or measured.
-refers to a repetitive way of reacting to a particular event.
-simply gives a pattern of behavior a name.
d. Acquired Predisposition
- refers to the repetitive manner in w/o an individual appears inclined to a favor or
disfavor a person or groups, an object, or a situation or event that arises periodically in
his/her environment.
- preferences, idiosyncrasies, prejudices, attitudes and values.
3. Dependence on Group Life
- many human needs and motives are derived from sources rather than organic. They
are learned or acquired through social and cultural processes.
4. Physical and Social Environment
- believes that the geographical environment can have significant conditioning
effects upon the economic aspects of societies.
 Diversity in Cultures
1. Cultural Variability
- cultures differ because of the great variety of solutions people of
different societies evolve in solving life problems.

2. Cultural Integration
- cultures also vary significantly in the degree of their being internally
consistent in their patterns of values, beliefs and behavior.

3. Cultural Relativity
 CHAPTER IV
Filipino and Philippine values
Values
Inkeles
- Expressions of the ultimate goals, ends or purpose of social action.
- Society moral imperatives that deal w/ what ought to be, and are
therefore considered desirable and important by the numbers of society.

DEPED
– a thing has value when it is perceived as good and desirable

Four Fold Test (Robin William)

1. extensiveness- recognized by a rep. of people
2. duration – value has been shared of practical common for some time.
3. intensity – emotions and taken seriously and sought
4. prestige of character – value prompts ready made means for judge.
 DOMINANT FILIPINO VALUE ORIENTATIONS
1. Non – Rationalism
- that man has to adapt himself to nature and himself to nature and to
forces outside of himself.
- involves:
a. uncritical acceptance
b. reverence
c. protections of traditions
d. resistance to scientific methods
e. unswerving loyalty to the group
f. unquestioning obedience to authority
ex. bahala na
segurista
façade (Alfredo roces)
“iginuhit ng tadhana”
“Itinalaga ng Diyos”
“patient suffering” (Filipino female)
Rationalism

- involves a belief that by systematic planning, studying and

training.
- one can be actively control and manipulate destiny.
- one is responsible for his own failure or success.
- future oriented rather than present or past oriented.
- thoughts and actions are characteristically scientific – oriented,
continuously guided by curiosity, observation and
experimentation.
- gives priority to self-expression and creativity over group
conformity
2. Personalism and Impersonalism
Personalism
- attaches major importance to personal factor w/c guarantees intimacy,
warmth and security of kinship in getting things done.
Santos Cayugan
– many Filipino are still personalistic despite of the rise of impersonalism in the
urban areas.
- nepotism, personal favoritism
Ex. Pakiusap, areglo, lakad which weaken the merit system in employment
Impersonalism
– refers to the tendency to eliminate the influence of friendship or kinship in
working situations.
- Behavior is depersonalized, standardized, or institutionalized. - the function
of a position and not of the person occupying it, sets the pattern of behavior in the
group.
3. Particularism v.s. Universalism
Particularism
- persons concerns is centered on sub groups mode up of relatives, friends,
colleagues, associates, religious affiliates or members of his or her ethnic
regional groups in the larger society to w/c or she belongs.
Ex. Tayo – tayo ( Ilocano )
Compadres, ninong, bayaw regionalistic

Universalism
- main concern is the advancement of the collections or national good,
he or she universalistic.
4. Nationalism v.s. Internationalism
Nationalism
- advocacy of making ones over nations distinct and separate from others in
intellectual, social, cultural, economic, political and moral matters.
- feeling of oneness the nationals who seek to establish the identity and the
good of the nation in these matters.
- philosophy or a doctrine of what a country is what its goals are and how, it is
achieve these goals.
- nationalism can be a factor for either evil.
- Extreme sense of rationalism leads to ethnocentrism, or racism, or of
xenophobia.
- Constructive when it encourages analytical self-knowledge of the weak
and strong points of the country and support the universalistic values.

❖ National amnesia and colonial mentality.

 Chapter 5
Socialization and Personality
Personality
- consistent patterns which tend to determine our day to day actions.
( Barnouw )
- more or less enduring organization of forces within the individual,
associated w/ a complex of family consistent attitudes, values and modes of
perception w/c account, in part, for the individuals consisting of behavior.
( Dewey and Humber )
- way by which individual is interrelated through ideas, actions and
attitudes to the many non human aspects of his or her environment and
biological heritage.
- product of socialization and arises as a result of the interplay of various
factors.
Determinants of Personality Formation
1. Biological Inheritance (nature)
- transferred from parents to offspring trough the mechanism of the
genes found in the chromosomes of the sex cells.
2. Geographic Environment
- refers to location, climate, topography and natural resources.
Geography – may be responsible for the different experiences in
adjustment to the physical world and therefore, may have some
influence upon the experience and personality of the individual.
3. Cultural and Social Environment
- refers to the learned way of living, norms of behavior - folkways,
mores, laws, values, ideas and patterned ways of the groups.
- determines what a child will learn as a member of the society and of
specific social groups.
Social Environment
- refers to the various groups and social interactions going on in the
groups of which one is a member.
2. Theory of Cultural Determination
- theory held by anthropologist views that cultural environment as the main
factor that determine human behavior.
( Franz Boas, Morgaret Mead, Ruth Benedict, Ralph Linton, Cora Dubois, and
Edward Sapis)
Boas – personality development is a result of learning what is found in the culture
and that significant differences in personality are learned.
- regardless of how a given culture and comes into being the behavior of all
persons socialized w/in it is determined by cultural forces.
Benedict – maintained that individual personalities of members of a society are
tiny replicas of over, all culture w/ a culture as a summing of their personalities.
❖ Culture presents uniform and patterned ways that influence the behavior of a
society, so that the members of the society tent to have many element
elements in common that differentiate them from members of other societies,
likewise members of a society are subjected to similar childhood experiences,
producing similarities in personality.
Society’s Basic Personality – cluster of behavior patterns values and attitudes
shown by the members of a society.
Symbolic Interactionism
- based on the works and ideas of George Mead.
- personality is a result of the interactions between individuals
radiated by
symbols or, in particular, language.
- the distinctive attitudes of human behavior grow from people’s
participation in varying types of social structure which depend in
turn, in the existence of language behavior.
Development of Social Self

Self – consists of 2 parts.

1. “I” – active, spontaneous, idiosyncratic
2. “Me” – product of socialization, resulting in a social self.
Charles Horton Cooley
-”looking glass self”
- ability of the children to visualize themselves through the eyes of others,
to imagine how they appear to others.
3 elements:
a. imagination of how we appear to the persons.
b. imagination of the judgment of the appearance
c. sort of self feeling, such as pride or
mortification.
Erving Goffman – our presentation of self to others involves impression
management.
- behavior in the society – acting on a stage.
1. Masks
2. Performance
3. Front
 Process of Socialization
Functions of Socialization ( Medina )
1. Socialization transmits its values, customs, and beliefs from one generation
to generation.
2. It enables the individual to grow and develop into a socially functioning.
3. It is a means of social control by w/c members are encourage to conform
to the ways of the group by internalizing the group’s norms of values.

Agencies of Socialization
1. Family
- main link between the child and society
- responsible for imitating the child into the culture of the group.
- act as a social laboratory w/c purpose of the child for life in the bigger
society and it is the family w/c is the first, the closets, and the most
influential social group in the child’s life.
2. Peer
- socialization of children continues in the peer group when they associate w/other children of
more or less the same age coming from the kin group, neighborhood, or school.
- serves as the role model and source of values and attitudes for the group.

3. Church
- providers for the spiritual and moral needs of the child.
- children learn the norms of conduct and codes of behavior set for the by the religious
organization as guides for their behavior.

4. School
- formal agency for weaning children from home and introducing them into the society.
- children get their formal schooling in the 5’Rs – reading, writing, arithmetic, rational thinking
and right conduct.
- emotional and intellectual growth in forged.
* study of Doronila
- successful in internalizing the value – phase of rational identity.
5. mass media
- its functions are primarily to inform, entertain and educate.
(Cater and Strickland)

6. work place
- work is usually tied up w/their other activities in the home or community.