1

Sociology: Focus on the Philippines

Raymundo
Panopio
MacDonald
Contents
1. Sociology and Society
2. Sociological Inquiry and Research
3. Culture: Its Unity and Diversity
4. Philiine !alues
". #he Process o$ Sociali%ation
&. Deviant 'ehavior
(. Social )rous and Social *rgani%ations
+. Social Interaction and Social Relationshis
,. Collective 'ehavior
1-. .a/ily
11. #he 0cono/y and 1or2
12. Religion
13. )overn/ent and 3a4s
14. 0ducation
1". Rural Co//unities
1&. Ur5an Co//unities
1(. Poulation and Develo/ent
1+. Resonsi5le Parenthood
1,. 1o/en and Children
2-. Social Strati$ication
21. Race and 0thnicity
22. Social Change
_____________________________________________________
Students Name
_______________________________________
Section
COURSE REU!REMEN"S
#ttendance is S"R!C"$% monito&ed' Final P&o(ect: # g&oup home )ideo
2
UDRP 4ill result 4hen a student incurs:
/ore than ( une6cused a5sences $or ##h class
/ore than 11 une6cused a5sences $or 71. class
I$ you arrive a$ter you have 5een /ar2ed a5sent8 in$or/ the
ro$essor during class that you are late or your a5sence 4ill
re/ain.
E)e&yone is REU!RED to (oin ou& Face*oo+ g&oup
Sociology TIP $or announce/ents and consultation
ui,,es: Preli/ 92:8 7idter/ 92:8 .inal 92:
-&oup Repo&ts 93-; o$ class standing:
#here 4ill 5e $ive er/anent grous. #he class 4ill 5e
divided rando/ly and evenly into grous. Reorting
Schedule:
1eight: "-; o$ .CS
0ach grou 4ill roduce a ho/e video. <ll /e/5ers /ust
5e actors.
#he ho/e video 4ill 5e 1" /inutes /ini/u/ in
length.
#he ho/e video 4ill 5e uloaded to =outu5e.
#he ho/e video $ile 4ill 5e su5/itted to the ro$
and 4ill not e6ceed "-- 7'.
Deadline: *ne 4ee2 5e$ore .inal 06a/.
.ideo Fo&mat
I. 'eginning: #he $ollo4ing /ust aear at the start o$ the
video
#itle
Su5>ect
Section
Se/ester and year
)rou 7e/5ers
?a/e o$ ro$essor
II. Content. Choose toic@s in sociology. Choose a style o$
resenting these toics:
1. Dra/a or telenovela@horror@co/edy
2. !ariety Sho4 @ contest
3. Docu/entary
*tional content 9adds e6tra grade:
1. Co//ercial soo$s
2. 7#!
III. 0nding. Indicate the /e/5ersA na/es and their roles in
the video and contri5utions 5ehind the scenes 9scrit 4riter8
director8 editor8 ca/era/an8 etc:. #he venue/s should also
5e /entioned. < /essage o$ thanks/acknowledgment $or
those nonB/e/5ers 4ho heled /a2e the video 9e6tras
and sonsors:.
%outu*e desc&iption:
A home video group project on sociology entitled
__________________ by (members o! section
_____________ submitted to (pro! name during the ___
sem o! "#$%&"#$'(
-&ading: 0ach video 4ill 5e graded according to 91:
content8
92: creativity8 93: $or/at8 94: entertain/ent and 9": editing.
/a&ning: .ailure o$ a /e/5er to articiate in this grou
ho/e video 4ill result in an I?C grade.
Chapte& 0
SOC!O$O-% #ND SOC!E"%
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SOC!O$O-% B is derived $ro/ t4o 4ords
Socius 5$atin6 H 4hich /eans grous or artners
$ogus 5-&ee+6 H 4hich /eans science or study
Dence Sociology deals 4ith the study o$ grous
SOC!O$O-%
Is the scienti$ic study o$ atterns o$ hu/an interaction that deals 4ith the study o$ grou li$e. It deals
4ith the study o$ atterns and rocesses o$ hu/an relations. < 5ody o$ scienti$ic 2no4ledge 4ith theories
5ased on scienti$ic investigation rather than Iar/chair seculation.J It deals 4ith the study o$ current issues
and ro5le/s such as ethnic relations8 $a/ily li$e8 co//unity li$e and articiation8 social /o5ility8 etc.
"7E 8E-!NN!N-S OF SOC!O$O-%
!ndust&ial Re)olution B <n area o$ advance/ents in /anu$acturing technology that aved the 4ay to
/assive la5or layBo$$s in 0uroe. It resulted to social unrest and /assive de/onstrations. It signaled the
5eginning o$ vast changes in this social 4orld8 in atterns o$ relationshi a/ong eole and in social li$e. It
5rought a5out an intellectual crisis in 0uroe.
#U-US"E COM"E 509:;<0;496
Develoed the $irst co/lete aroach to the scienti$ic study o$ society 9coined the 4ord sociology:8
I.ather o$ SociologyJ an u5lished a 5oo2 Positive Philosohy 91+"":8 vie4ed that societies can 5e studied
using /ethods si/ilar to those in the Physical Sciences.
Positi)ism H e/hasi%es the techniques o$ o5servation8 co/arison and e6eri/entation in the
develo/ent o$ 2no4ledge concerning the nature o$ society and hu/an action 9the use o$ scienti$ic /ethod:.
7ER8ER" SPENCER 50;1=<0:=26
Considered the society as a living organis/ that gro4s. De vie4ed the society as an organis/ that
evolves into another ani/al. #he society /ust also ta2e the course o$ evolution li2e the Dar4inian #heory.
Social E)olution "heo&y H let the society ta2es its course. Unlanned Change is 5etter than lanned
change. Unlanned change 4ould create a er$ect society.
EM!$E DUR>7E!M 50;4;<0:0:6
Functionalist Pe&specti)e H < larger syste/ is co/osed o$ su5syste/s and arts that /ust 4or2
har/oniously according to their $unctions and role to attain equili5riu/ or 5alance.
>#R$ M#R? 50;0;<0;;26
Con@lict "heo&y H sees co/etition and social con$lict as $or/ing the 5asis o$ grou or social li$e. It is also the
source o$ social change. 7ar6Ks /odel o$ social evolution: Distory as the history o$ class struggle resulting to
social change.
#ncient Feudal Capitalism
#hrough each eriod o$ history and societal evolution8 the e6loited class co/es to recogni%e their e6loitation
and revolts against those in o4er.
4
M#? /E8ER 50;A3< 0:1=6

Sym*olic !nte&actionism < #he interactionist ersective $ocuses on social li$e and hu/an 5ehavior
$ro/ the standoint o$ the individuals involved in the day to day interaction. It assu/es that eole 5ring into
each social situation certain ideas a5out the/selves and a5out others.
Peole learn ideas $ro/ others through the ongoing rocesses o$ sy/5olic interaction. #hrough
sy/5ols8 4ords8 action and gestures H eole co//unicate the /eanings o$ events8 situations and 5ehavior.
Social #ction H occurs 4hen eole intend to act in 4ays others e6ect. It is the 5ehavior intended to
$ul$ill e6ectations.
"7E D!FFEREN" SOURCES OF "RU"7 RE-#RDED 8% SOC!#$ P7!$OSOP7ERS
Sociology in the Philippines
F&' .alentin Ma&in OP H introduced sociology as a su5>ect in the acade/e o$ the University o$ Santo
#o/as in 1+,&. It 4as initiated in the University o$ the Philiines in 1,11 5y Pro$. 7urray 'artlet. #he Sili/an
University 4as one o$ the $irst to include sociology in their curriculu/. Sociology started as a social hilosohy
ersective that continued u to the 1,"-Ks
Se&a@in Maca&aig H the $irst .iliino to receive a Ph.D. in sociology in 1,2- $ro/ the University o$
1isconsin. De introduced the social ro5le/ orientation. 7odern Sociology started in the Philiines a$ter the
1orld 1ar II. 7any .iliinos 4ent to 0uroe and </erica to study sociology and 4ent 5ac2 to the Philiines
as .ul5right ro$essors8 stirring the social interest o$ the eole.
#here 4as strengthening o$ course o$$erings in universities li2e:
University o$ the Philiines8 <teneo de 7anila and Lavier University.
*ther universities too2 sociology as a art o$ their curriculu/.
1,"2 H Philiine Sociological Society 4as organi%ed.
It u5lished the >ournal Philiine Sociological Revie4
#he Philiine Sociological Society in the 5eginning dre4 /e/5ers $ro/ social sciences 5ut the
o$$icers 4ere /ostly sociologists and anthroologists.
)*o have !aith is to be sure o! the things we hope !or+ to be certain o! the things we cannot see(, H 7e*&eBs 00:0
SOC!O$O-% #MON- "7E O"7ER SOC!#$ SC!ENCES
Sociology is a ure social scienceM Pure Social Science N rovides veri$ia5le $acts and $unda/ental
rinciles8 $oundations uon 4hich the alied social science 5ase their rogra/. S*CI<3 1*RF is an
alied social science.
Pure Social Sciences are: 0cono/ics8 Political Science8 <nthroology8 Psychology and Sociology. #he science
related to sociology8 5ut 4hich di$$er $ro/ its e/hasis and /odes o$ analysis areM
#nth&opology
"
Physical #nth&opology H stresses the 5iological sciences and $ocuses on the origins and the
evolutionary asects o$ hu/an 5eings as 4ell as their 5ehavioral characteristics.
Cultu&al #nth&opology H is concerned 4ith the study o$ total societies
Psychology H $ocuses on individual 5ehavior8 e6a/ining the /ind as 4ell as the /ental rocesses o$ the
individual including learning8 ercetion and /otivation.
Economics H the study o$ econo/ic li$e o$ hu/ans and is $ocused on the various di/ensions o$ 4ealth8 such
as its roduction8 distri5ution and consu/tion.
Political Science H it studies the olitical 5ehavior o$ hu/ans and $ocuses on the various asects o$
govern/ent8 olitical institutions8 olitical rocesses and olitical arties.
C#REERS !N SOC!O$O-%
Social 1or2
Pro$ession in the $ields o$ /edicine8 la48 engineering and clergy
Civil Service Position
0/5assies
)overn/ent <gencies
In teaching8 research and ad/inistration
Consultants in Social 1el$are organi%ation
Research
"7E C7#R#C"ER!S"!CS OF "7E SC!EN"!F!C #PPRO#C7
1. .e&i@ia*le E)idence B .actual o5servations 4hich others can see8 /easure8 4eigh or chec2 $or
accuracy. <n avenue@ tool $or $ollo4Bu studies
2. Ethical Neut&ality < Related to o5>ectivity. *ne /ust re/ain neutral in the interretation o$ oneKs
$indings8 4ithout 5eing in$luenced 5y his value >udg/ent or his conviction a5out his o4n grou or o$
hi/sel$.
3. #ccu&acy B It re$ers to the correctness o$ a state/ent
4. P&ecision B It re$ers to the e6actness o$ a quantity and the degree or /easure/ent.
". !t is Systematic B 4or2ing in accordance 4ith a /ethod o$ organi%ation
&. !t Reco&ds B the characteristic o$ having the a5ility o$ storing in$or/ation and data using acceted
technology.
(. O*(ecti)ity B It /eans that the data /ust 5e resented8 analy%ed and interreted indeendently o$ the
researcherKs o4n 5elie$s and value >udg/ents. It is the a5ility o$ the researcher to give an account o$
things as they are.
+. !t has "&ained O*se&)ation B *5servation /ust 5e underta2en 5y trained o5servers in the $ield in
order to /a2e research credi5le.
,. Must !denti@y Cont&olled Conditions B < characteristic 4here scienti$ic o5servation is conducted
4ithin situations that are /anagea5le.
&
Chapte& 1
"7E $O-!C #ND ME"7OD OF SOC!O$O-!C#$ !NU!R% #ND RESE#RC7
/hat is Sociological !nCui&yD
Sociological Inquiry is ri/arily intended to $ind ans4er to questions on the o5serva5le social 4ord and
social action. Social actions are the 4ays in 4hich hu/ans interact 4ith each other in social units such as the
$a/ily8 the school8 the church8 and other social institution or association.
It is also the syste/atic analysis o$ the /otivation and 5ehavior o$ individuals 4ithin grous8 the study
o$ social grous as a 4hole8 and o$ institutions such as govern/ent8 the church8 ro$essional grous8 trade
unions8 or recreational units.
3i2e any scienti$ic activity8 is li2e laying a ga/e. It involves articiants: the layersBthe scientist8 their
assistants8 and other 4or2ers B 4or2 as a tea/ to achieve a result.
(
#he sectatorsBinterested or disinterested8 areciative or inareciative8 5ene$ited or not BBBB are the
reciient o$ the result. It has goals to achieve8 roles to $ollo48 and strategies to use in order to o5tain a high
ro5a5ility o$ success.
"he -oals o@ Sociological Resea&ch
#he 5asic goal o$ sociological research is to understand the o5serva5le social 4orld. Its /ain $unction is
to test or veri$y a hyothesis. #his involves having a scienti$ic and theoretical ersective a5out the asect o$
the social 4orld the sociologist is studying.
Sociologists $ollo4 certain stes as they go alongO in the rocess8 they acquire a set o$ generali%ations
on the nature o$ hu/an 5ehavior and society8 the atterns o$ social li$e8 and the $orces that lead to social
change. #he ulti/ate result is the accu/ulation o$ scienti$ic 2no4ledge that descri5e the realities that surround
eole. Science is 5ased on conclusion 4hich are aro6i/ate8 rovisional8 or tentative8 and agreed uon 5y
trained and quali$ied scientists at a given ti/e.
#his 5ody o$ 2no4ledge stands $or scienti$ic truth. Sociological inquiry is concerned 4ith the reetitive
atterns in hu/an 5ehavior8 resented according to logically related hyothesis and suorted 5y e/irical
evidence.
CONDUC"!N- SOC!O$O-!C#$ !NU!R%
0' De@ine the &esea&ch p&o*lem and &e)ieB &elated lite&atu&e'
Select a ro5le/ that can 5e investigated. It is necessary $or the researcher to li/it the scoe and
5readth o$ the ro5le/. #he toic /ay also 5e selected in order to $ill a ga or correct a /isconcetion in an
e6isting research. Researchers have to locate and evaluate 4hat is already 2no4n a5out his rosective area
o$ inquiry. Scour the literature and see 4hat has 5een 4ritten a5out the su5>ectO loo2 also $or unu5lished
/aterials.
)Ask the -ord to bless your plans and you will be success!ul in carrying them out.J H P&o)e&*s 0A:2
1' Fo&mulate the hypothesis
#al2 to sociologists or other social scientists to $ind leads that one can e6lore and to avoid dulication.
In a social research8 one 5egins 4ith a hunch or hyothesis. Dyothesis is a reosition or assu/tion stating
4hat is to 5e resolved. .acts can roved to 5e true or $alse. </ong the sources o$ hyothesis are co//on
sense8 ideas8 $ol2 2no4ledge8 ersonal and social e6eriences8 values8 and even theory. Dyothesis re$ers to
seci$ic state/ents o$ relationshi o$ t4o or /ore o5serva5le social heno/ena.
2' Plan the &esea&ch design
Research design includes the su5>ect o$ the study8 the /ethod o$ conducting the research8 and the
seci$ic techniques $or collecting data. #he research design is a 2ind o$ strategy or 5luerint $or an e$$icient
and e$$ective 4ay o$ carrying out o$ research. 7ethods o$ social research /ay 5e classi$ied as qualitative and
quantitative. #he quantitative /ethod /a2es use o$ statistics and /athe/atics in studying social li$e. #he
qualitative /ethod re$ers to research techniques that are descritive and ena5les one to secure a su5>ective
understanding8 interretation and /eaning o$ social 5ehavior.
3' -athe& the data
+
In order to /eet the $unda/ental ai/ o$ sociological inquiry8 a /ore i//ediate goal is to si/ulate a
/odel that can 5e sho4n to corresond to certain rinciles. #he researcher also chooses the techniques to
identi$y and record the data to 5e studied. Data gathering is an i/ortant art in the research rocess8 it is ti/e
consu/ing 5ut essential to gather in$or/ation 4hich $or/s the 5asis $or the conclusion.
4' #naly,e the data
#his involves testing the hyothesis or ans4ering questions or assu/tions using the data gathered.
Relia5ility and validity are /a>or issues. Sociologists have to ascertain that 4hat is 5eing /easured is actually
the heno/enon in 4hich they are interested. #est o$ validity re$ers to the accuracy 5y 4hich the research
/easures 4hat is intended to /easure. Relia5ility is the consistency in results yielding 5y a study or research
instru/ent.
A' Fo&mulate the conclusion
<$ter analy%ing the data8 the researcher $or/ulates the conclusion. #he hyothesis is either to accet8
re>ect8 or /odi$ied. #he researcher /ay lin2 their 4or2 to other 5odies o$ 2no4ledge and theories. < theory is
$or/ulated.
< theory is a state/ent o$ the logical relationshis 5et4een $actsO it is a set o$ interconnected concets and
roositions resenting a syste/atic vie4 o$ heno/ena8 and rovides direction $or research. #he theory
hels to e6lain and redict the social 4orld in 4hich 4e live in.
9' Chec+ o& )e&i@y the &esult
.urther veri$ication o$ $indings is necessary. <ssess the result and /a2e ad>ust/ents or correction8 as
needed.
;' Communicate the &esult to othe&s
#he researcher results should not stay only 4ith the researcherO they /ust 5e co//unicated to each
other. #he /ost co//on 4ay to do this is to 5e u5lished. #he su//ari%ed results /ay also 5e u5lished in
the ne4saers and /aga%ines8 or it /ay 5e u5lished in 5oo2 $or/. It /ay also 5e resented in sociology or
social science con$erence or in school $ora.
ME"7ODO$O-!C#$ DES!-N !N SOC!O$O-%
0' EEpe&imental Method
It is a /ethod $or studying the relation 5et4een t4o or /ore varia5les under highly controlled
conditions. <n e6eri/ent 5est /eets the require/ent $or scienti$ic research to accet or re>ect a hyothesis.
#he e6eri/ental su5>ects are e6ose to the e6eri/ental conditions 9varia5les:8 4hile the control su5>ect are
not. *ne e6eri/ental condition is varied at a ti/e8 4hile the others are 2et constant so that the cause and
e$$ect and the other tyes o$ relationshi can 5e deter/ined. #he result is o5served to chec2 i$ there is any
di$$erence 5et4een the t4o grous.
1' Su&)ey Resea&ch
It involves a syste/atic and largeBscale collection o$ in$or/ation $ro/ eole and a5out eole through
the use o$ questionnaire. #he questionnaire is intended to deter/ined eoleKs characteristics8 values8 5elie$s8
ercetions8 /otivation8 and $eelings.
2' Field &esea&ch
,
.ield research is the study o$ the 4ay o$ li$e o$ a grou or eole in its natural setting. #he researcher
intervie4s and o5serves eole at 4or2 and lay8 and acquires in$or/ation and an understanding o$ the
various asect o$ their li$eBecono/ic8 olitical8 religious8 and cultural.
3' Pa&ticipato&y &esea&ch
Particiatory research is an atte/t to develo a eoleKs science so that research 5eco/es relevant
not only as a 4ay o$ achieving socioecono/ic develo/ent 5ut also as a learning rocess $or the grou 5eing
studied. #his is the essence o$ eoleBcentered develo/ent.
"EC7N!UES #ND "OO$S !N SOC!O$O-!C#$ !NU!R%
0' O*se&)ation
*5servation is the $oundation o$ social research. *ne /a2es use o$ the various senses in studying a
social heno/enon or social 5ehavior. *5servation can 5e oen 9overt: and secret 9covert:.
I$ done overtly8 the resondents are in$or/ed a5out itO i$ covertly8 eole are o5served 4ithout their
2no4ledge. *5servation /ay 5e nonBarticiatory or articiatory. In nonBarticiant o5servation8 the
researcher enters the situation as a third arty and si/ly o5serves and records 4hat the su5>ect do or say.
1' !nte&)ieBs
#he researcher also o5tain data 5y intervie4ing eole. I$ the intervie4 is nonBstructured8 the
researcher leaves it to the intervie4ee to guide the conversation. In structured or directed intervie4s8 the
researchers $ollo4s a /ore de$inite order o$ questions.
#he intervie4 /ay 5e guided 5y a set o$ 4ritten question8 and the intervie4er records the ans4er as
these are given. < questionnaire is another tool $or securing ans4er to 4ritten question.
2' 7isto&ical &esea&ch
#his involves a continuous and syste/atic search $or in$or/ation and 2no4ledge a5out ast events
related to the li$e o$ the erson8 a grou8 society8 or the 4orld. #he researcher studies records li2e o$$icial
chronicles8 letters8 diaries8 5atis/al certi$icates8 u5lication8 or in$or/ation $ro/ sources 4ho have 4itnessed
a certain event.
3' $i@e histo&y
#his is the study o$ the ersonal li$e o$ a erson. #hrough a series o$ intervie4s8 the researchers can
ro5e into the decisive /o/ents in their li$e or the various in$luences in their li$e. 3i$e history can rovide a
vivid icture o$ the culture to 4hich the resondents 5elongs and shed light on the nor/s8 values8 concern8 and
ro5le/s o$ their culture.
4' Case study
06tensive e6a/ination o$ a seci$ic grou over a long eriod o$ ti/e is carried out in the case study
/ethod. It is necessary to care$ully record the signi$icant events and evaluate these against the original set o$
hyothesis. Case studies ai/ to acquire inBdeth in$or/ation a5out an individual8 a grou8 or oulation at one
oint in ti/e.
A' Content analysis
#his involves the analysis o$ ho4 eole co//unicate and the /essages eole tal2 and 4rite a5out.
#his usually used to study the content o$ 5oo2s and /ass /edia and ho4 they trans/it /essages.
1-
9' Use o@ Films and tape &eco&de&
*ne can /a2e use o$ hotograh and $il/s@video record interesting events or record visual in$or/ation
a5out events8 rituals8 and cere/onies. #he use o$ the tae recorder ena5les the researcher to reserve
in$or/ation /ore accurately.
;' Feminist &esea&ch
#he $ocus o$ $e/inist research is on 4o/enKs e6erience and 4o/enKs oression. Its o5>ectives are
to understand8 advocate $or8 trans$or/8 and e/o4er 4o/en. It ai/s to hel not only 4o/en 5ut also /en to
i/rove their situation and the quality o$ their lives.
:' Ethical conce&ns in Sociological Resea&ch'
#here are certain considerations in researching on hu/an 5eings. #he eole or grous studied are
entitled to their rivacy8 con$identiality8 and $ull anony/ity throughout the 4hole rocess and 4hen the results
are reorted. Care /ust also 5e ta2en to ensure that the su5>ects o$ the research are not e6osed to any
hysical or /ental danger or su5>ected to violation o$ hu/an rights.
P#""ERNS OF 8E7#.!OR REU!RED FOR SOC!O$O-!C#$ !NU!R%
#o 5e er$or/ed 4ell8 sociological inquiry de/ands and consequently enhances certain tyes o$
5ehavior. Sociologist should 5e a4are o$ t4o redo/inant traditional thoughts regarding the treat/ent o$ their
data. #he ositivist scientist also try to o5serve o5>ectivity 5eing un5iased and $ree o$ ersonal oinions or
re>udice. 1hether the sociologist should ta2e a artisan outloo2 or a neutral stance on social issues has also
5een a controversy.
So/e grous e/hatically 5elieved that sociologists should 5e deely involved in and co//itted to the
resolution o$ social ro5le/s. Re$lective s2eticis/ is also necessary $or sociological inquiry. Researcher /ust
develo critical thin2ing. Scienti$ic 5ehavior requires cooeration8 honesty8 and li5eralis/. Social researcher
/ust 5e sensitive to ho4 eole in the co//unity 4here they 4or2 $eel a5out scientist and their 4or2.
Chapte& 2
CU$"URE
!ts Unity and Di)e&sity
Cultu&e
<s 4e go $ro/ lace to lace8 4e note di$$erences in eoleKs 5elie$s 4ith regard to dressing8 $ood and
coo2ing8 love and courtshi8 /arriage ractices8 4ays o$ 4orshiing )od8 earning a living8 leisure ti/e
activities8 etc.
#he Chinese8 Paanese8 Indians8 <ra5s8 </ericans8 Russians H eole in general H are 5rought u
di$$erentlyO thus8 they acquire di$$erent 4ays o$ 5ehaving. #he 5ehavior atterns eculiar to a grou o$ eole
co/rise 4hat sociologists and other social scientists call culture..
Popula& Cultu&e < It includes activities8 roducts and services that are assu/ed to aeal ri/arily to
/e/5ers o$ the /iddle and 4or2ing classes. #his includes roc2 /usic8 sectator sorts8 /ovies and #! soa
oeras.
"he sum total o@ human c&eations < Culture is the su/ total o$ hu/an creationsBintellectual8 technical8
artistic8 hysical and /oral. Culture interrets our surroundings8 gives the/ /eaning and allo4s us to e6ress
ourselves. 3anguage8 religion8 science8 art8 notions o$ right and 4rong8 and e6lanations o$ the /eaning o$ li$e
are all arts o$ culture. It is also includes the various /aterials and o5>ects that eole learn to use.
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"otal distincti)e Bay o@ li@e < Culture re$ers to the total and distinctive 4ay o$ li$e or designs $or living o$ any
society. It enco/asses learned 5ehaviors8 5elie$s8 attitudes8 values and ideals characteristic o$ certain
societies.
Peoples social he&itage < It re$ers to the custo/ary 4ays in 4hich grous organi%e their 4ays o$ 5ehaving8
thin2ing and $eeling. It is trans/itted $ro/ one generation to another through language and the arts.
#spect o@ ou& eEistence < Culture is the asect o$ our e6istence 4hich is $a/iliar to so/e eole 5ut di$$erent
to others. It is the 4ay o$ li$e co//on to a grou o$ eole 4hich ena5les the/ to share ideas and atterns o$
5ehavior that distinguishes the/ $ro/ others. Culture varies $ro/ one society to another.
Society and Cultu&e
Society is a grou o$ eole occuying a geograhical territory8 4ith a co//on culture8 and interacting
4ith each other. #he /e/5ers are united 5y social relationshis8 share a co//on language and 5elie$s and
consu/e si/ilar goods. Peole /ay share a co//on culture even i$ they are geograhically disersed.
Functionalists )ieB:
.unctionalists consider society a social syste/ 4hich has a set o$ co/onents related to one another in
a /ore or less sta5le $ashion through a eriod o$ ti/e. .unctionalists vie4 the $a/ily8 religion8 econo/y8
education8 and the state as the /a>or social institutions.
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QQQQQQQQQQ
)-eave all your worries with .im because .e cares !or you(, H 0 Pete& 3:01
Con@lict "heo&ists )ieB:
Con$lict theorists analy%e society 5ased on con$lict and o4er. 1hile they also ay attention to social
institutions and their structural relations8 they $ocus on con$lict and o4er 4ithin society and the rocess o$
change 4hich disorgani%es and 5rings insta5ility. <ccording to con$lict theorists8 4ealth8 o4er and restige
are scanty and do/inated 5y the elite and the rich. #he lo4er class are e6loited 5y the do/inant elite8
resulting in con$lict $or scarce resources.

$anguage and Cultu&e
3anguage re$ers to the syste/ati%ed usage o$ seech and hearing to convey8 co//unicate or e6ress
$eeling and ideas. It is /ade u o$ a set o$ ver5al and 4ritten sy/5ols used 4ithin a certain culture. < sy/5ol
is anything that stands or reresents so/ething else and is not i//ediately resent to our senses. #he
e6istence o$ culture is /ade ossi5le 5y the use o$ sy/5ols as these ena5le eole to share ideas.
Sy/5ols /ay 5e colors8 e/5le/s8 gestures8 designs8 /ar2s or 4ords. 3anguage hels deter/ine our
cultural ractices and ho4 4e organi%e our ercetion o$ the 4orld. It is an integral art o$ culture and hu/an
culture cannot e6ists 4ithout it. <ll societies have languages even in si/le societies 4here eole cannot
read or 4rite8 they have so2en language.
C7#R#C"ER!S"!CS OF CU$"URE
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1. Cultu&e is t&ansmitted < *nly hu/ans can trans/it their acquired ha5its and 2no4ledge to their
o$$sring. Du/ans are a5le to convey their ideas to the ne6t generation8 4hich /ay add to the
accu/ulated 5ehavior atterns and 2no4ledge.
2. Cultu&e is socialF collecti)e and lea&ned < It is develoed through grou interaction and results $ro/
the accu/ulation o$ 2no4ledge and grou e6ectation. 'elie$ or value to 5e considered art o$ culture8
/ust 5e shared 5y grous o$ individuals.
3. Cultu&e is ideational < 1ithin the culture are grou ha5its considered as ideal atterns o$ 5ehavior
4hich the /e/5ers are e6ected to $ollo4. Du/ans assign /eanings to their environ/ent and
e6eriences 5y sy/5oli%ing the/.
4. Cultu&e is adapti)e < <ll cultures are al4ays changing and these changes reresent ad>ust/ents to the
environ/ent. Culture adats to /eet seci$ic sets o$ circu/stances such as cli/ate8 level o$
technology8 oulation and geograhy. ?o culture is static. Cultures are in constant $lu68 5ut change at
di$$erent rates. Change occurs as a result o$ discoveries8 inventions and cultural 5orro4ing.
". Cultu&e is g&ati@ying < Culture has rovisions to satis$y the 5iological and socioBcultural needs o$
eole. It allo4s $or the reasona5ly e$$icient and sontaneous interaction in the grou $or the
satis$action o$ these needs.
&. Cultu&e is an integ&ated Bhole < #he various arts o$ the culture are closely interrelated and
integrated into a 4hole. Culture is the roduct not o$ a single individual 5ut o$ a collective. < collective
consciousness e6ists 5eyond the individual.
COMPONEN"S OF CU$"URE
Culture is /ade u o$ /any ele/ents 4hich are interrelated and uni$ied in order $or all its asects to
$unction e$$ectively. *ur cultural 5o6 has t4o /a>or asects: the /aterial and non/aterial culture.
Mate&ial cultu&e < Re$ers to the concrete and tangi5le o5>ects that hu/ans create8 use8 share8 serving as
5u$$ers against the various ele/ents in the environ/ent.
Nonmate&ial cultu&e < Consists o$ 2no4ledge8 social nor/s8 5elie$s and sanctions 4hich are a5stract and
intangi5le creations that in$luence hu/an 5ehavior.
>noBledge < #he total range o$ 4hat has 5een learned or erceived as true. #his 5ody o$ in$or/ation is
accu/ulated through e6erience8 study or investigation. Culture includes natural8 suernatural8 technical
9technological: and /agical 2no4ledge.
Natu&al +noBledge < Re$ers to the accu/ulated $acts a5out the natural 4orld8 including 5oth the
5iological and hysical asects.
"echnological +noBledge B Pertains to the 2no4ledge o$ nature 4hich are use$ul in dealing 4ith
ractical ro5le/s li2e /ethods o$ acquiring $ood8 dealing 4ith diseases8 /eans o$ transortation8 tools
and i/le/ents8 and 4eaons o$ 4ar.
Supe&natu&al >noBledge < Re$ers to the ercetions a5out the action o$ gods8 de/ons8 angels or
sirits8 and natural 5eings li2e sha/ans8 4itches or rohets 4ho are held to ossess suernatural
o4ers.
Magical +noBledge < Re$ers to ercetions a5out the /ethods o$ in$luencing suernatural events 5y
/aniulating certain la4s o$ nature.
Social No&ms < ?or/s are rules or grou e6ectations o$ ho4 one should 5ehave or act in certain situations.
#hey de$ine 4hat 5ehavior is required8 acceta5le8 or aroriate in articular situations. <ny dearture $ro/
the nor/ is $ollo4ed 5y so/e 2inds o$ unish/ent or sanction.
< nor/ is an idea in the /inds o$ /e/5ers o$ a grou ut into a state/ent seci$ying 4hat the /e/5ers
should do under certain circu/stances. ?or/s are usually in the $or/ o$ rules8 standards8 rescritions8 and
socially shared e6ectations. #here are seci$ic nor/s $or la4/a2ers8 doctors8 teachers8 la4 en$orcers8
arents and children. ?or/s ertain to societyKs standards o$ roriety8 /orality8 ethics and legality.
Fol+Bays < .ol24ays are co//only 2no4n as the custo/s8 traditions and conventions o$ society. #hey are
the general rules8 custo/ary and ha5itual 4ays8 and atterns o$ e6ected 5ehavior 4ithin the society 4here
13
they are $ollo4ed8 4ithout /uch thought given to the /atter. .ol24ays include innu/era5le grou e6ectations
li2e rules o$ eating8 drin2ing8 dressing8 sleeing8 dancing8 and 4or2ing8 $or/s o$ greetings8 rituals8 and olite
5ehavior in institutional settings.
Mo&es < 7ores are secial $ol24ays 4hich are i/ortant to the 4el$are o$ the eole and their values. #hey
are social nor/s associated 4ith strong /oral sanctions8 they are the I/ustJ and IshouldJ o$ a society.
*5servance o$ /ores is co/ulsory. #hey e/5ody the codes o$ ethics and standards o$ /orality in a society.
7ost o$ the /ores have 5een enacted into la4s.
$aBs < 3a4s are $or/ali%ed nor/s8 enacted 5y eole 4ho are vested 4ith govern/ent o4er and en$orced
5y olitical and legal authorities designated 5y the govern/ent. 3a4s are en$orced 5y $or/al sanctions li2e
$ines8 i/rison/ent or death.
CO$$EC"!.E FORMS OF 8E7#.!OR
Sanctions
Sanctions are a syste/ o$ re4ard and unish/ent. Re4ards are ositive sanctions $or those 4ho
5ehave roerly8 4hile unish/ents are negative sanctions $or those 4ho 5ehave i/roerly. Sanctions /ay
5e $or/al or in$or/al.
In$or/al sanctions are gossi un$avora5le u5lic oinion8 and giving or 4ithdra4ing love or $riendshi. .or/al
sanctions are used $or violations o$ nor/s in organi%ation or associations.
.alues < !alues are a5stract concets o$ 4hat is i/ortant and 4orth4hile. #hese values are the 5asis o$ our
>udg/ent8 o$ 4hat 4e consider good8 desira5le8 and correct8 as 4ell as 4hat is considered 5ad8 undesira5le
and 4rong. !alues are 5road rinciles 4hich hold to 5e good and true. #hey color our ercetions o$ our
surroundings 4hich $or/ the core o$ our ersonalities.
8elie@s < 'elie$s e/5ody eoleKs ercetion o$ reality and /ay include the ri/itive ideas o$ the universe as
4ell as the scientistKs e/irical vie4 o$ the 4orld. #hey result $ro/ oneKs e6eriences a5out the hysical8
5iological and social 4orld in 4hich the individual lives.
'elie$s8 such as suerstitions and those that relate to hilosohy8 technology8 art and science are
usually incororated into the 4hole vast 5ody o$ 2no4ledge 4hich has 5een accu/ulated through ti/e. So/e
o$ these ideas havenKt 5een scienti$ically roven 5ut are considered 5y those 4ho hold the/.
Mate&ial Cultu&e and "echnology
#hrough the use o$ technology8 ra4 /aterials are converted into o5>ects that can 5e utili%ed 5y society.
<side $ro/ non/aterial asects o$ culture there are certain /aterial techniques and roducts used 5y
societies.
"echnology < Re$ers to techniques and 2no4Bho4 in rocessing ra4 /aterials to roduce $oods8 tools8 shelter8
clothing8 /eans o$ transortation and 4eaons. It alies the rinciles o$ science and /echanics to the
solution o$ ro5le/s or to acco/lish a seci$ic tas2.
#&ti@acts < <re the /aterial o5>ects that are roduced 5y technology. #he e6tent o$ the use o$ arti$acts
deends on societyKs level o$ technological develo/ent.
!n@o&mation "echnology < Re$ers to any technology that conveys the in$or/ation li2e hotograhy8
telegrahy8 rotary o4er rinting8 telehone8 4ireless telegrah8 /otion ictures8 /agnetic tae recording8
radio8 television and the internet.
"he O&gani,ation o@ Cultu&e
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#he ele/ents o$ culture such as sy/5ols8 2no4ledge8 nor/s8 values and 5elie$s are organi%ed and
atterned so that they $it each other and integrate to co/ose a uni$ying the/e $or social 5ehavior.
?on/aterial traits are a5stract and include $ol24ays8 5elie$s or values. 7aterial traits are concrete or tangi5le
o5>ects associated 4ith an idea8 a social nor/8 or a technique. ?ot all /e/5ers o$ a culture articiate in all
activities. #heir degree o$ articiation varies according to age8 se68 occuation8 or the de/ands o$ the culture.
"7REE $E.E$S OF CU$"UR#$ P#R"!C!P#"!ON
Cultu&al uni)e&sals < <re the nor/s8 values8 5elie$s8 and conditioned e/otional resonses co//on to
/e/5ers o$ the society. </ong these are language8 nor/s and la4s that de$ine $a/ily relationshis8
govern/ent8 econo/ic and educational activities.
Specialties < <re the 5ehavior e6ectations con$ined to certain grous. #hese o$ten require unusual
s2ill or training and re$lect the division o$ la5or and hierarchy o$ statuses in a culture. #hese are not
shared 5y the total oulation.
#lte&nati)es < #hese are 5ehavior e6ectations 4hich er/it a certain range o$ choice in hu/an
5ehavior and seci$y the tolera5le variations in 5ehavior. #hese are shared 5y so/e individuals 5ut are
not co//on to all /e/5ers o$ any one grou.
Su*<Cultu&e
<s a society 5eco/es /ore co/le6 and industriali%ed8 there inevita5ly arise s/aller grous 4hich
develo distinct nor/s8 values8 5elie$s8 secial languages and li$eBstyles. #hese su5grous /ay 5e 5ased on
age8 social class8 occuational8 olitical8 educational or religious interests. In our country8 these su5grous
4hich re$lect regional or ethnic di$$erences8 such as ?egritos8 the Cordillera grou8 the 7usli/8 #agalogs8
!isayans8 Pa/angos and others.
So/e su5culture /ay $ind the/selves hysically distinct $ro/ others8 as in the case o$ slu/ d4ellers in
7etro 7anila visBRBvis the residents o$ e6clusive villages li2e .or5es Par28 Das/ariSas8 and <yala <la5ang.
#here is also youth su5culture. =ouths develo their o4n atterns o$ 5ehavior as in eating8 conversing8 styles
o$ dressing8 sorts and recreation.
#hey evolve a seciali%ed language 4hich distinguishes the/ $ro/ the 4ider society8 so that outsiders
li2e the elders cannot understand 4hat they are tal2ing a5out. 1hile these su5cultures have distinct cultural
secialties unique to the/8 they still contain the do/inant values and nor/s o$ the 5roader society.
#his is 4hat has 5een called a culture 4ithin the culture. <lthough society /ay 5e ulled aart 5y such
culture di$$erences8 there are also uni$ying $actors li2e the resence o$ the govern/ent8 a co//on language
and the /ass /edia.
Ethnocent&ism
#he tendency to regard oneKs culture as the 5est and 5etter than those o$ the others is called
ethnocentris/. 3iterally8 ethnocentris/ /eans a 5elie$ that oneKs grou is at Ithe center o$ everything and all
others are scaled and rated 4ith re$erence to it.J #his attitude is I/y culture is right and yours is 4rong.J
0thnocentris/ serves a society 5y develoing greater $eelings o$ grou unity and a$$ir/ation o$ loyalty to the
ideals o$ the society. < shared sense o$ oneness esecially during ti/es o$ unrest can hel the grou to
overloo2 internal di$$erences and con$licts and instead encourage oneKs areciation and co//it/ent to oneKs
cultural grou. *n the other hand8 e6tre/e ethnocentris/ 5loc2s oneKs understanding o$ other cultures and
leads to intolerance and re>udice. #his can cause intergrou con$licts and ro5le/sO a grou that doesnKt li2e
to sociali%e 4ith other eole /ay 5eco/e isolated and eventually stagnate.
?enocent&ism
1"
1hen eole re>ect their o4n grou or so/e arts o$ their culture8 4e call this reverse ethnocentris/ or
6enocentris/. #his is the idea that 4hat is $oreign is 5est and that oneKs li$eBstyle8 roducts8 or ideas are
in$erior to that o$ others. #hose co/ing $ro/ $oreign lands and the e6otic are articularly $avored.
Lenocentris/ is centered on a roduct8 idea or a li$estyle. In our country8 so/e eole /ani$est a
/ania $or i/orted goods and 4estern li$estyles. So/e even re$er to live a5road and en>oy the cli/ate and
li$estyle o$ the society there. < reason $or this heno/enon is our colonial ast and the sociocultural i/osition
o$ the coloni%ers. 1e call this attitude colonial /entality.
Cultu&e Shoc+
1hat haens 4hen an individual goes to a di$$erent societyT De loses the $a/iliar signs and sy/5ols
to social intercourse and e6eriences unleasant sensations or $rustrations. 1hat the individual undergoes is
called culture shoc2. 1hen eole encounter another culture 4hose atterns o$ 5ehavior are di$$erent $ro/
their o4n8 they /ay get disoriented or disorgani%ed. 1hen eole go to societies 4hich are regarded as
ri/itive8 they /ay 5e shoc2ed 5y the state o$ sanitation8 the ra4 $ood 5eing eaten8 the lac2 o$ such co/$orts
as electricity or a so$t 5ed8 the re/arital relations 5et4een se6es or the ractice o$ olyga/y.
Cultu&e Relati)ism
Culture is relative and no cultural ractice is good or 5ad itsel$. It is good i$ it integrates s/oothly 4ith
the rest o$ the culture. Culture relativis/ states that cultures di$$er8 so that a cultural trait8 act8 or idea has no
/eaning or $unction 5y itsel$ 5ut has /eaning only 4ithin its cultural setting. < trait is good or 5ad only 4ithin
re$erence to the culture in 4hich it $unctions.
Cultu&e Uni)e&sals
<re si/ilarities in the general $eatures o$ society8 rather than the articular or seci$ic cultural traits.
So/e o$ these are ageBgrading8 sorts8 calendar8 cleanliness8 coo2ing8 courtshi8 division o$ la5or8 education8
ta5le etiquette8 /arriage8 suerstitions8 /usic8 nu/erals8 language8 la48 hositality8 4earing8 >o2ing8 ga/es8
gestures etc.
Cultu&al Di)e&sity
Re$ers to the 4ide range o$ di$$erences in cultural atterns8 ideas8 5elie$s8 2no4ledge8 $or/s o$ social
organi%ation and ractical resonses to the environ/ent. #here is an enor/ous range o$ cultural di$$erences
5et4een societies and 4ithin society.
F#C"ORS "7#" PROMO"E CU$"UR#$ D!.ERS!"%
1. P&esence o@ social catego&ies' #his re$ers to a collective o$ ersons 4ho share co//on social
characteristics li2e age8 se6 and religion. #hey share atterns o$ 5ehavior 4hich are di$$erent $ro/ the
others. .or e6a/le8 the 5ehavior atterns o$ children di$$er $ro/ that o$ the adolescents8 adults and the
elderly. #here are also di$$erences in 5ehavior e6ectations o$ /ales and $e/ales.
2. EEisting g&oups that someBhat sepa&ate @&om the mainst&eam society' #hese su5grous are
called su5cultures.
2' Cultu&e di@@e& in ideas and p&actical &esponses to the en)i&onment'
Cultu&al .a&ia*ility
Culture di$$ers 5ecause o$ the great variety o$ solutions evolved 5y eole $ro/ di$$erent societies.
.actors 4hich give rise to the cultural di$$erences are the 2ind o$ environ/ent 4ithin 4hich society lives8 the
hu/an and natural resources availa5le 4ithin this environ/ent8 the e6tent and intensity o$ e6osure the society
has to other eole $ro/ 4hich they can 5orro4 ideas and their cultural heritage.
1&
Se6 di$$erences are 5ased on 5iological di$$erences. Do4ever8 the 4ay a /an or 4o/an is e6ected to
act is rescri5ed 5y society. Se6 roles di$$er in di$$erent society.
#he division o$ la5or 5y se6es is universal8 5ut tas2 assign/ent according to the se6es is a /atter o$
cultural de$inition. 7asculine and $e/inine characteristics re$lect cultural conditioning 5y these societies.
Di$$erences in culture also arise $ro/ the relativity o$ the standards that societies uhold and use $or
evaluating truth8 right8 roriety8 virtue8 /orality8 legality8 >ustice and 5eauty and the /eans o$ adhering these.
Standards o$ roriety8 /orality8 legality8 aesthetics8 rationality and religious truth have 5een as varied and
changea5le as $ashion8 hairstyles and 5ody orna/ents.
Cultu&al !nteg&ation
Cultures vary signi$icantly in the consistency o$ their atterns o$ values8 5elie$ and 5ehavior. I$ the
ideals to 4hich eole co//it the/selves are consistent 4ith 4hat they 5elieve in and do as $a/ily /e/5ers8
teachers or ro$essionals or 4hen students are consistent 4ith 4hat they 5elieve in and do 4hile engaging in
econo/ic or olitical.
)/e joy!ul always+ pray at all times+ be thank!ul in all circumstances(, 0 0 "hessalonians 4:0A
Chapte& 3
P7!$!PP!NE .#$UES
/7#" #RE .#$UESD
!alues are de$ined culturally as standards 5y 4hich eole assess desira5ility8 goodness and 5eauty
good guidelines $or social living state/ents a5out 4hat ought to 5e 97aciones:8 e6ress the goals or urose
o$ social action 9In2eles:. #hey are standards $or deter/ining 4hether so/ething is good and desira5le or not
and serves as the criteria 5y 4hich nor/s the/selves are >udged 91illia/s: are 5road rinciles 4hich hold to
5e good and true
"7E S"UD% OF .#$UES
Sociologists are interested in e6a/ining values. Do4ever8 these cannot 5e readily identi$ied since they
are a5stractions $ro/ reality. *ne has to deduce these values $ro/ social action. Sociologists derive /eaning
$ro/ 4hat eole do8 thin2 or $eel. #hey study 4hat lies 5ehind or /otivates seci$ic actions o$ eole. #hus8
they o5serve the 4ay eole 5ehave8 listen to 4hat they say8 and note the co//ents and insights /ade 5y
others 4ho o5serve these actions.
FOURFO$D "ES" OF RO8!N /!$$!#MS
#o identi$y the values oerating in a given society one /ay aly the $our$old test o$ Ro5in 1illia/s:
EEtensi)eness re$ers to the e6tent the value is recogni%ed 5y a reresentative
nu/5er o$ eole 4ithin the society.
Du&ation is 4hen the value has 5een shared and racticed in co//on $or so/e ti/e.
!ntensity is i$ the value involves the e/otions and is ta2en seriously and sought a$ter 5y /any.
P&estige o@ its ca&&ie& re$ers to 4hen the value rovides readyB/ade /eans $or >udging the social
4orth o$ ersons or grous 4ho share or ractice it.
FORCES "7#" S7#PE CON"EMPOR#R% .#$UES
1(
O&iental Fo&ce and Occidental Fo&ces
#he .iliinos o$ the last quarter o$ the t4entieth century are the su/ total o$ the social strains and
cultural in$luences o$ the <eta8 Indonesian8 7alaysian8 Dindu8 <ra5ian8 Chinese8 Sanish8 and </erican
eole. #he <eta8 Indonesian8 7alaysian8 Dindu8 <ra5ian8 and Chinese ele/ents are the $oundation o$ the
.iliinoKs oriental culture.
Sanish and </erican cultures co/ose the .iliinoKs occidental 4ays.
.#$UES !NCONS!S"ENC% #ND CONF$!C"
!alues are not called $ull8 values unless they go through the cogniti)eF a@@ecti)eF and *eha)io&al rocess.
Cogniti)e B So/ething that oneKs values should 5e chosen $reely alternatives a$ter care$ul thought.
<$ter considering all choices and care$ully thin2ing a5out these choices a erson /a2es a decision
4ithout any outside ressure.
#@@ecti)e B < ersonKs choice is ri%ed and cherished 8 and the erson u5licly a$$ir/s it.
8eha)io&al B I$ one values so/ething8 he or she sho4s this in his or her actions8 acts ositively a5out
it8 and does it ha5itually.
FOUR 8#S!C F!$!P!NO .#$UES
Emotional closeness and secu&ity in a @amily
It is in this value 4here the $a/ily8 including the e6tended $a/ily li2e uncles8 aunts8 ninong8 ninang8 give
suort to /e/5ers o$ the $a/ily. In return8 .iliino children are loving to their arents.
#pp&o)al @&om autho&ity and o@ society
#his value 5rings a5out the .iliino i/age as a/ia5le8 ersona5le8 and the li2e. .iliinos have the
desire to lease and 5e acceted 5y the authority.
Economic and social *ette&ment
#his re$ers to the .iliino value o$ uli$ting oneKs state in li$e. #his can 5e considered a ositive value8
5ut negates itsel$ i$ one goes to the e6tent o$ IsellingJ onesel$ and sacri$icing other values.
PatienceF endu&ance and su@@e&ing
#his value sho4s the I/atiisinJ attitude a/ong the .iliinos. It ena5les us to 5ounce 5ac2 easily 4hen
tragedy stri2es. 'asic values are universal. #hey have the strengths and 4ea2nesses. !alues could
5e in$luenced 5y others8 5ut it should only 5e to4ards the good.
.#$UES #D#P"ED !N P7!$!PP!NE CU$"URE
ECual oppo&tunity <<< 4hich /eans that society should rovide everyone 4ith the oortunity to 5e
success$ul.
#chie)ement and success BBB are encouraged 5y co/etition so that a ersonKs re4ards re$lect his or
her ersonal trait.
Mate&ial com@o&t BBB re$ers to /a2ing /oney. *nce 4e have this8 our $irst i/ulse is to 5uy sy/5ols o$
4ealth8 such as a house and lot8 auto/o5iles8 >e4elry8 and others.
#cti)ity and Bo&+ <<< 1e tend to re$er action to re$lection and try to accet hard 4or2 than accet or
$ate.
P&acticality and e@@iciency <<< 1hen 4hat is re$erred as ractical and not theoretical. #oday8 our
educational goals have tended to $ocus on the ractical courses8 4hich /eans those that 5ring in
/oney8 such as nursing8 co/uter rogra//ing8 etc.8 over that o$ /edicine8 engineering and la4.
P&og&ess <<< #he re$erence $or roducts 4hich are identi$ied as the IlatestJ there$ore the I5estJ. #his is
e/hasi%ed in co//ercial ads.
Science <<<#he recognition o$ the 4or2s o$ science e6erts as the source o$ 2no4ledgeO at the sa/e
ti/e giving less attention to e/otions and intuition.
1+
Democ&acy and @&ee ente&p&ise <<< Re$lected during elections8 4hen 4e e/hasi%e our needs and
choices.
F&eedom <<< #he 5elie$ that individuals should 5e $ree to ursue oneKs ersonal goals 4ith little or no
inter$erence $ro/ anyone else.
Racism and g&oup supe&io&ity <<< Individuals rate others according to se68 race8 ethnicity and social
class.
>E% .#$UES "7#" DOM!N#"E !N P7!$!PP!NE /#% OF $!FE
Non<&ationalism and Rationalism
#he hilosohy i/lied in nonBrationalis/ is the idea that eole have to adat the/selves to nature
and the $orces outside the/selves.
Non<&ationalism involves an uncritical accetance8 reverence8 and rotection o$ traditions and rituals.
Rationalism is the 5elie$ that one can actively control and /aniulate his or her destiny 5y syste/atic
lanning8 studying and training. EEamples: G8#7#$# N#H this $atalis/ rests on the strong deendence on
Ithe siritsJ to ta2e care o$ everything $or every5ody. *ther .iliino e6ressions o$ this orientalis/ are in
hrases such as8 Iitinalaga ng DiyosJ8 Iiginuhit ng tadhanaJ8 Igulong ng aladJ8 I/alasJ8 Inaasu5oJ.
</or roio is high sel$Bestee/ and is sho4n in the sensitivity o$ a erson to hurt $eelings and insults8
real or i/agined. #his is /ani$ested in hiya8 utang na loo58 and SIR. .or/s o$ a/or roio are 5ehavior
atterns8 such as heleBhele 5ago quiere or a2iot and delicadesa.
Pe&sonalism and !mpe&sonalism
Pe&sonalism attaches /a>or i/ortance to ersonal $actors 4hich guarantees inti/acy8 4ar/th and
security o$ 2inshi8 and $riendshi in getting things done.
!mpe&sonalism re$ers to the tendency to eli/inate the in$luence o$ $riendshi or 2inshi in 4or2ing
situations.
Paticula&ism and Uni)e&salism
1hen a ersonKs concern is centered on su5grous /ade u o$ relatives8 $riends colleagues8
associates8 religious a$$iliates or /e/5ers o$ his or her ethnical grou8 that individual is called pa&ticula&istic'
1hen oneKs /ain concern is the advance/ent o$ the collective national grou8 he or she is said to 5e
uni)e&salistic'
Filipino Nationalism
Nationalism is the advocacy o$ /a2ing onesK o4n nation distinct and searate $ro/ others in the
intellectual8 social8 cultural8 econo/ic8 olitical8 and /oral /atters.
1,
)*he good li!e is a process+ not a state o! being( 1t is a direction not a destination(2 0 Ca&l Roge&s
Chapte& 4
"7E PROCESS OF SOC!#$!I#"!ON
7uman De)elopment
< ne4lyB5orn 5a5y 5eco/es hu/an or a social 5eing through the rocess o$ sociali%ation. #4o
i/ortant $actors8 heredity and the sociocultural environ/ent8 interact in co/le6 4ays to in$luence the
develo/ent o$ the social sel$ and ersonality.
Do4 /uch o$ the social sel$ and ersonality is develoed due to heredity or sociocultural environ/ent is
hard to ascertain. Deredity $urnishes the ra4 /aterials8 5ut the sociocultural environ/ent deter/ines ho4 the
individual 4ill learn and 5e develoed.
Personality /ay 5e vie4ed as an organi%ation o$ $orces 4ithin the individual and is /ade u o$
attitudes8 values8 and /odes o$ ercetion 4hich account in art $or the consistency o$ 5ehavior. #he social
sel$ is the a5ility to visuali%e onesel$ through the eyes o$ the others and i/agine ho4 one aears to the/. It is
the a5ility to ta2e the roles o$ the others and o$ the 4ider co//unity.
8eha)io& as 8iologically 8ased
Sociologists and anthroologist hold that culture deter/ines our 5ehavior. 0d4ard 1ilson8 an
ento/ologist $ro/ Darvard University and a roonent o$ this vie48 $or/ulated a ne4 theory o$ 5ehavior in his
5oo28 Sociology: #he ?e4 Synthesis. 1ilson held that genetic traits are trans/itted $ro/ generation to
generation through heredity.
De suggested that social 5ehavior is deter/ined 5y in5orn genetic traits si/ilar to the in$luence o$
genetic traits on lo4er ani/als. Social grous adat to their environ/ent through the evolution o$ genetic traits
or 5y genetic /utation and natural selection. Du/an culture and social 5ehavior evolve through natural
selection and natural trans/ission. 'ehavior li2e aggression8 love8 greed8 or site can 5e e6lained in ter/s o$
genetically 5ased trans/ission.
Culture and sy/5olic language and /eanings attached to social 5ehavior are essentially roducts o$
natural selection and are the result o$ /illions o$ years o$ evolution. Sig/und .reud8 $ore/ost !iennese
sychologist8 $or/ulated the $irst co/rehensive theory o$ ersonality8 4hich had a great i/act not only on
the social sciences 5ut also in art8 literature8 and hilosohy.
2-
.reud roosed that ersonality consisted o$ three /a>or syste/s8 na/ely the id8 ego8 and suerego.
!d B is the 5iological co/onent 4hich is the source o$ a nu/5er o $ drives and urges.
Ego B is the /ediator 5et4een the needs o$ the individual and the real 4orld8 and strives to
delay tension until the suita5le environ/ent e6ists.
Supe&ego B is the /oral ar/ o$ ersonality8 reresenting the traditional rules8 values8 and ideals
o$ society.
OR#$ S"#-E: .ro/ 5irth to 1yr. old.
In this stage8 eating is the /a>or source o$ satis$action. 0ven i$ the /other co/$orts and nourishes the
5a5y8 the latter does not recogni%e the erson as such.
#N#$ S"#-E: .ro/ ages 1B3 yrs.
#he anal %one 5eco/es the center o$ the childKs se6ual interest. #he in$luencing $actor at this stage is
toilet training. Peole 4ho are $i6ated here are grasing and stingy.
P7#$$!C S"#-E: 'et4een ages 3B& yrs.
'oys desire their /others8 2no4n as *edius co/le68 and girls desire their $ather8 2no4n as 0lectra
co/le6. 'oys resolves the *edial desire to4ards his /other 5y overco/ing his rivalry 4ith his
$ather. )irls get disaointed 4ith their /other and does not give so /uch love 5ut gradually settles
due to $ear o$ loss o$ arental love.
$#"ENC% S"#-E: .ro/ ages &B11 yrs or early adolescence.
In this stage8 children turn their attention to eole outside their $a/ilies. e.g. teachers and $riends.
#hey are in to sorts8 ga/es and intellectual activities.
-EN!"#$ S"#-E: Starts at a5out age 11 $or girls and 13 $or 5oys.
#he child develos conte/t $or arents8 tries to avoid hysical leasures8 and $ocuses on oosite se6
loo2ing $or love artner. #hey /ay also develo interest in dra4ing and i/agining.
CU$"URE #ND PERSON#$!"%
'oaKs vie4 is that ersonality develo/ent results $ro/ learning 4hat is $ound in the culture8 and that
signi$icant di$$erences in ersonality are learned. Ruth 'enedict /aintained that individual ersonalities o$
/e/5ers o$ a society are tiny relicas o$ their overall culture8 4ith the culture as a su//ingBu o$ their
ersonalities.
< /odal ersonality or 5asic ersonality 4hich /ani$ests si/ilar ersonality characteristics and
atterns o$ 5ehavior o$ the /e/5ers sociali%ed in a given society. Culture resents uni$or/ and atterned
4ays that in$luence 5ehavior. #he cluster o$ 5ehavior atterns8 attitudes8 and values sho4n 5y /e/5ers o$ a
society /ay 5e ter/ed as the societyKs 5asic ersonality.
Sym*olic !nte&actionism
Sy/5olic interactionis/8 esoused 5y so/e sociologists8 asserts that ersonality arises as a result o$
the individualKs sociali%ation /ediated 5y sy/5ols and8 in articular8 language.
Cooley and the $oo+ing<-lass sel@
#he a5ility o$ children to visuali%e the/selves through the eyes o$ others8 to i/agine ho4 they aear
to others8 is 4hat Cooley calls the Uloo2ingBglass sel$K or the social sel$.
21
Signi@icant othe&s 5eco/e /odels $or the child 4ho usually identi$ies 4ith the/ and atterns his or her
5ehavior a$ter the/. #he individual i/agines ho4 he or she loo2s to others and co/ares ideas a5out hi/sel$
4ith the social nor/s o$ the grou. #he concetion o$ the sel$ or the a5ility to visuali%e onesel$ through the
resonses o$ others is an i/ortant $actor in an individualKs 5ehavior. Do4 one reacts to various social
situations 4ill 5e deendent on ho4 satis$actorily or unsatis$actorily the i/age is $or/ed o$ the sel$.
Mead and the De)elopment o@ the Sel@
#his starts at 5irth. In learning to co//unicate sy/5olically8 children 5egin to thin2 a5out the/selves
and their 5ehavior 5y reacting to ho4 others resond to the/. <s children learn a language8 they 5eco/e
a4are o$ the/selves and tal2 in ter/s o$ UIK8 sign o$ sel$Bconsciousness.
)eorge Der5ert 7ead 5elieved that the 5ehavior and ercetion held 5y individuals are in$luenced 5y
the social grous o$ 4hich they are /e/5ers. #he sel$ e/erges in the rocess o$ sociali%ation /ediated 5y
language.
#hey internali%e the suosed oinions and attitude o$ others8 4hich eventually regulate their 5ehavior.
#hey acquire a sense o$ sel$ 4hen they develo the U/eK or sel$Bconsciousness 5y seeing the/selves through
the resonses o$ others.
#his is 4hat 7ead called the lay stage H the eriod during 4hich children ta2e on the roles signi$icant
others8 one at a ti/e. #hen8 the child enters the ga/e stage. Children are a5le to consider the roles o$ other
eole at the sa/e ti/e and 4hat are e6ected o$ all the others at the sa/e ti/e.
Children are also a5le to resond to a nu/5er o$ individuals in the grou and integrate the various
nor/s o$ the grou. #his ta2es lace in the eriod o$ generali%ed others. #hey visuali%e their o4n action as a
art o$ a 4hole attern o$ grou activity.
E&)ing -o@@man and the D&amatu&gical #pp&oach
0rving )o$$/an ela5orated the idea o$ role and role er$or/ance. Role re$ers to acting in accordance
4ith the e6ected nor/s attached to a articular osition8 4hile role er$or/ance is the actual conduct o$ the
role in accordance 4ith the osition. *ur resentation o$ sel$ to others involves i/ression /anage/ent to
convey a articular role i/age to others.
)o$$/an co/ared the 5ehavior o$ eole in a society to acting on stage. 3i2e the actor on stage8
ersons endeavor to give a good er$or/ance. In the resentation o$ the sel$8 they give in$or/ation a5out
the/selves. 1hen interacting 4ith others8 /ost eole /a2e use o$ gestures8 language8 dress8 etc. to
in$luence the i/ression on their 5ehavior and /a2e a good and desira5le interretation o$ their 5ehavior.
"7E PROCESS OF SOC!#$!I#"!ON
Sociali%ation is a li$eBlong rocess 4hich 5egins at 5irth and ends at death.
Medinas @unctions o@ sociali,ation:
<n agent in the trans/ittal o$ values8 custo/s and 5elie$s $ro/ other generations. 0na5les the
individual to gro4 and develo into a socially $unctioning erson. < /eans o$ social control 5y 4hich /e/5ers
are encouraged to con$or/ to the 4ays o$ the grou 5y internali%ing the grouKs nor/s and values.
Sociali%ation is the rocess 5y 4hich children 5eco/e articiating and $unctioning /e/5ers o$ society and $it
into an organi%ed 4ay o$ li$e as /ature adults. <s eole /ove $ro/ one stage o$ li$e to another8 $ro/
childhood to adolescence or $ro/ one grou to another8 they discard old 4ays o$ 5ehaving and learn ne4
atterns o$ 5ehavior. *ne has to adat to the nor/s or require/ents o$ the grou and dro the unsuita5le old
atterns.
22
Sociali,ation o@ Roles
In Sociali%ation8 individuals develo a sel$Bconcet and reare $or roles8 4hich in turn shae ersonality. #he
sel$ resonds to categories called social statuses.
Social status V re$ers to the osition an individual occuies in society and i/lies an array o$ rights
and duties.
Social &ole V involves the attern o$ e6ected 5ehavior in a social relationshi 4ith one or /ore
ersons occuying other statuses.
"Bo "ypes o@ Statuses:
#sc&i*ed status V are those assigned to the individual $ro/ 5irth and 4hich involve little ersonal
choice8 li2e age and se6.
#chie)ed status V is acquired 5y choice or through /erit and individual e$$ort and is /ade ossi5le
through secial a5ilities or talents8 er$or/ance or oortunity.
"he Essentials in &ole<playing:
< de$inition o$ the role and an identi$ication o$ sel$. 'ehavior in given situations aroriate to the role. <
5ac2ground o$ related acts 5y others 4hich serve as cues to guide seci$ic er$or/ance and evaluation 5y the
individual and 5y others o$ the er$or/ance o$ the role.
#-EN"S OF SOC!#$!I#"!ON
"he Family
#he $a/ily lays an i/ortant role and has secial resonsi5ility in the sociali%ation o$ a childKs li$e. It
serves as the /ain lin2 5et4een the child and society and is the $irst8 the closest8 and /ost in$luential social
grou in the childKs li$e. ere8 the child gains his or her $irst e6eriences in love8 a$$ection8 2indness8 sy/athy8
courtesy8 and other traits.
"he Pee& -&oup
#he eer grou re$ers to the in$or/al grouing o$ t4o or /ore /e/5ers8 /ore or less o$ the sa/e age8
neigh5orhood or school. Children can learn a nu/5er o$ things in the eer grou. </ong adolescents or
teenagers8 the eer grou 5eco/es an i/ortant re$erence grou. #heir li$estyle8 consu/tion needs8 leisure8
recreation8 and other activities are in$luenced 5y it an aided 5y /edia.
"he Chu&ch
.or the +-; o$ .iliinos 4ho are Ro/an Catholics8 the church is a signi$icant agent o$ sociali%ation.
Children are 5rought to church 5y their arents as early as in$ancy and are initiated early into saying their
rayers and $or/ing a notion o$ )od. #he church rovides siritual guidance8 nor/s o$ conduct8 and rules o$
5ehavior.
"he School
#he school is a $or/al agency $or 4eaning children $ro/ ho/e and introducing the/ into the society. In
school8 children get their $or/al instruction in the "Rs 9reading8 4riting8 arith/etic8 rational thin2ing and right
conduct: and in citi%enshi. Children learn the history8 geograhy8 and olitics o$ their country and are
sociali%ed into the nor/s8 5elie$s8 values8 and custo/s o$ the larger society.
Mass Media
23
In /odern societies8 /ass /edia is also an agency o$ sociali%ation . It in$or/s8 educates8 and
entertains. It a$$ects the audienceKs 5ehavior and attitudes8 ositively or negatively. ?egatively i$ the #! sho4s
are in$used 4ith se68 cri/es8 scandals8 or gossis. *n the ositive side8 4hen children 4atches 4holeso/e
#! sho4s8 they develo an areciation $or cultural roducts li2e arts and literature.
"he /o&+place
1hen an individual >oins the 4or2lace8 there is a reali%ation that he or she asses $ro/ adolescence
into adulthood.
In the 4or2lace8 the individual gets sociali%ed to its nor/s and values and $inds his or her lace in its
hierarchy o$ statuses.
-ENDER SOC!#$!I#"!ON
)ender sociali%ation is an interaction 4ith the $a/ily and other agencies o$ sociali%ation. Parents lay
an i/ortant role in di$$erentiating atterns o$ 5ehavior $or /ales and $e/ales. In the rocess o$ sociali%ation8
4hich starts $ro/ 5irth8 social ascrition and the corresonding nor/s are learned 5y the child.
.ro/ in$ancy to adulthood8 an individual is sociali%ed according to gender role e6ectations related to
the institutionali%ed statuses o$ /ales and $e/ales. 1hile 5iological $actors contri5ute to the di$$erences
5et4een /ales and $e/ales8 the culture de$ines ho4 /ales and $e/ales are to 5ehave. Se6 di$$erences are a
$unction o$ the cultural atterns8 4hich rescri5e di$$erential e6ectations and nor/s $or 5oys and girls.
24
QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ
QQQQQQQQQ
)/e generous and you will be prosperous( .elp others and you will be helped(, H P&o)e&*s 00:14
Chapte& A
DE.!#N" 8E7#.!OR
/hat is De)iant 8eha)io&D
Desite the general tendency o$ the sociali%ation rocess /echanis/s o$ social control to en$orce
con$or/ity8 there are instances o$ variations8 disregard $or8 de$iance o$8 noncon$or/ity or $launting o$ the social
nor/s or esta5lished standards o$ the grou.
Such tyes o$ 5ehaviour are considered deviant 5ecause they stray $ro/ the acceted nor/s8 5elie$s8
or values o$ the grou. Deviance is relative. 1hat is deviant $or one grou /ay 5e acceta5le to another
grou. <5ortion8 re/arital se68 olyga/y8 and divorce do not constitute deviance in so/e societies8 5ut are
strongly disaroved o$ or unished 5y Christians in the Philiines. 1hat is considered deviant /ay vary in
ti/e and lace.
<side $ro/ 5eing a variation $ro/ the nor/ative 5ehaviour8 deviant 5ehaviour can 5e vie4ed as
athological heno/enon8 as in the case o$ /ental illness or sychological disorder. Deviance involves
5ehaviour that is seen as going 5eyond the e6ectations o$ aroved 5ehavior. Deviations that are considered
serious social ro5le/s include drug addiction8 cri/e ad >uvenile delinquency8 alcoholis/8 rostitution8
ho/ose6uality8 /ental a5errations8 a5ortion8 a5errant se6ual 5ehaviour8 and /arital and $a/ily /alad>ust/ent.
So/e tyes o$ deviant 5ehaviour are highly organi%ed8 such as drug ushing8 s/uggling8 ic2 oc2eting8
carnaing8 5egging8 2idnaing8 and other $or/s o$ those $ound a/ong integrated occuational grous.
EEplanations @o& De)iant 8eha)io&
#he 5iological e6lanation states that deviant 5ehaviour ste/s $ro/ oneKs hysical or 5iological
/a2eu. Cesare 3o/5roso 91,11:8 an Italian doctor and cri/inologist8 held that so/e eole are 5orn
cri/inals and have a5nor/ally large >a4s8 high chee25ones8 good eyesight8 and insensi5ility to ain.
#he sychological aroach stresses that deviant 5ehaviour is a result o$ ersonality disorder or
/alad>ust/ent that develos during childhood8 5rought a5out 5y inner con$licts or 5y the ina5ility to control
oneKs inner i/ulses or $ailure to structure oneKs 5ehavior in an orderly 4ay.
SOC!O$O-!C#$ #PPRO#C7ES "O DE.!#NCE
Functionalist Pe&specti)e
#he $unctionalists stress the nor/ative social structure and the interrelatedness o$ arts. #he raid
social changes in nor/s8 values8 and li$eBstyle increase the oortunities $or deviant 5ehavior li2e drug use8
cri/e8 and /ental illness.
Dur2hei/ 91+,(: holds that there is a desira5le nor/ative structure8 5ut in ti/es o$ raid social change8
a variety o$ con$licting nor/s gives rise to a condition 4hich calls ano/ie or a state o$ Inor/lessnessJ. ?or/s
and values are a/5iguous8 resulting in social strain and inconsistencies.
2"
.or so/e ersons in this condition8 li$e 5eco/es /eaningless8 uncertain8 or $raught 4ith con$licts. #his
/a2es the/ dri$t and resort to other tyes o$ 5ehavior not acceta5le to society. Ro5ert F. 7erton 91,&+:
e6lains deviance as the result o$ ano/ie in conte/orary /odern society li2e the United States. <ccording to
hi/8 the inconsistencies and di$$erences or even contradictions result unto deviant 5ehavior.
1hen eole are una5le to achieve such goals on account o$ hindrances8 they resort to deviant 4ays.
7ost eole are con$or/ist8 acceting the culturally aroved goals li2e using education8 their ro4ess8
intelligence8 and legiti/ate occuational careers to achieve their goals. So/e disadvantaged grous 4ith
li/ited access and oortunities $or doing so 5eco/e con$used8 and ano/ie results.
"he Cont&ol "heo&y
#he control theory develoed 5y 1alter Rec2less 91,&(: e6lains the occurrence o$ deviance 5ut is
largely alica5le to delinquency8 youth cri/e8 and suicide 9Clinard and 7eier 1,(+:++B,1:.
#he theory asserts that deviance and con$or/ity are 5oth learned in the sa/e rocess o$ sociali%ation
4here5y one acquires nor/s8 social roles8 and sel$Bconcet. Particiation in su5cultures and counterBcultures
is signi$icant in the sociali%ation rocess o$ 5eco/ing a deviant.
Deviance is caused not so /uch 5y a $orce that /otivates ersons to deviate as it is 5y the $act that
deviance is not revented. Social control is crucial in reventing deviance8 the /ost i/ortant o$ 4hich is the
5ond 5et4een an individual and society. #he con$lict theory 9Dorton and Dunt 1,+":1(&B1((: $ocuses on the
heterogeneous nature o$ society and the di$$erential distri5ution o$ olitical and social o4er.
< struggle occurs 5et4een social classes and 5et4een the o4er$ul and less o4er$ul grous. #he
la4s $or/ulated 5y those in o4er $avor the/. #he con$lict 5et4een the o4er$ul and the 4ea2 a$$ects the
creation o$ deviance and societyKs resonse to it.
#he do/inance o$ one class over another is characteristic o$ caitalist society8 and this can only 5e
corrected 4ith socialist rinciles. #he con$lict ersective also states that 4hat is cri/inal and 4hat is not are
de$ined 5y those in o4erO their de$initions re$lect the ruling class.
Sym*olic !nte&actionism
Sy/5olic Interactionis/ $ocuses on the i/ortance o$ de$initions8 la5els8 and the social /eanings
associated 4ith the deviant act. I$ the e6erience is de$ined as leasura5le 5y the actor8 the deviant act is
reeated until the erson eventually earns the deviant la5el.
0d4in Sutherland a$$ir/ed the idea that deviant 5ehavior8 li2e conventional 5ehavior8 is learned through
interaction 4ith others in s/all inti/ate grous. <s ersons interact 4ith a deviant8 they also acquire the
techniques8 /otives8 drives8 and attitudes aroriate $or such 5ehavior.
#hey 5eco/e a deviant as they learn and internali%e the un$avoura5le de$initions8 4hich eventually
e6ert i/act on their 5ehavior. #hese theories o$ cultural trans/ission and di$$erential association e6lain the
$or/ation o$ ur5an youth gangs 9Curry 1,,,:+2B+3:.
$a*elling "heo&y
3a5elling theory $ocuses on ho4 cri/e and deviance 5eco/e de$ined and la5elled8 and its e$$ect on a
erson 5eing so la5elled. #he la5elling theory e/hasi%es the /a>or consequences $or individuals 4ho have
5een la5elled 5y o$$icial agencies and 5y other ersons 5ecause o$ their deviant 5ehaviour8 and the i/act o$
5oth social de$initions and the social sanctions 4hich e6ert ressure on individuals to engage in so/e deviant
acts 9Clinard 7eier 1,((:(3:. #he deviant 5ehavior is the 5ehavior so la5elled. *nce eole are la5elled as
deviant8 they are thrust into a deviant role and are reacted to 5y others as deviants. <$ter the co//ission o$ a
2&
deviant act and 5eing la5elled as such8 the individuals is stig/ati%ed. #heir la5el leads to $urther deviant
5ehavior as they are denied occasions $or engaging in conventional 5ehavior.
Feminist #pp&oach to De)iance
Fendall 92---:1(1B1(2: oints out that there is no single $e/inist ersective on deviance. #here are
three schools o$ thought on the issue8 na/ely8 the li5eral8 the radical8 and the socialist aroaches. Radical
$e/inist attri5ute deviance to atriarchy8 de$ined as /ale do/inance over 4o/en. #he li5eral aroach avers
that deviance is a rational resonse to gender discri/ination e6erienced in /arriage8 the 4or2lace8 and
interersonal relations. #he dou5le standard o$ /orality is losided. Socialist $e/inis/ holds that in
caitalistic and atriarchal societies 4o/en receive lo4 4ages8 i$ at all.
DRU- #8USE
Drug a5use is a 5ehavior8 4hich have aroused a sense o$ a4areness a/ong eole o$ the danger o$
such deviance and has develoed a co//on sense o$ /orality.
"he most commonly a*used d&ugs listed *y the Dange&ous D&ugs 8oa&d in the Philippines:
Sedati)es8 4hich e6ert cal/ing e$$ects on the nervous syste/O they reduce an6iety and e6cite/ent.
Stimulants so/eti/es called e ills8 4hich increase alertness and hysical disosition. #hey hide
$atigue and create e6hilaration and a state o$ euhoria.
7allucinogens also called sychedelic8 4hich a$$ect sensation8 thin2ing8 sel$ Ba4areness8 and e/otion.
#a2ing the/ leads to changes in ercetion o$ ti/e and sace8 delusion8 or $alse 5elie$s.
Na&cotics8 4hich relieve ain8 /a2e one dro4sy and rela6ed and induce slee. #hey are ta2en 5y
in>ectionO su5cutaneously8 or intravenously.
#mong the @a)o&ite d&ugs used:
Ma&i(uana o& canna*is sati)a & o$ten called grass8 ot8 or 4eed. It re/ains to 5e the /ost heavily
tra$$ic2ed drug in the 4ord 91orld Drug Reort 1,,(:. 7ari>uana acts as a sedative or hallucinogen and
contains /indBaltering sychoactive ingredients. #he drug is sources $ro/ the $lo4ering tos and
leaves o$ an Indian he/ lant8 canavis sativa.
Sha*u o& methamphetamine hyd&ochlo&ide & co/es in the $or/ o$ large crystals8 si/ilar to chun2s o$
ice8 shards o$ 5ro2en glass8 or roc2 candy. Sha5u8 also called ice8 crac28 or chal28 is e6tre/ely
addictive. It is used 5y 5oth a$$luent as 4ell as slu/ d4ellers.
Ecstasy o& MDM# & re$ers to a grou o$ designer drugs closely related to the a/heta/ine $a/ily o$
illicit drugs. #his drug co/es $ro/ 1estern 0uroe8 shied to <sia8 and s/uggled into the country
through the sa/e ath as sha5u.
"he Natu&e and EEtent o@ D&ug Use
In a study o$ drug use a/ong college students in the University in the Philiines8 College o$ <rts and
Sciences in 1,(1B 1,(28 Earco $ound certain social and ersonality varia5les related to /ari>uana use. </ong
the $indings are:
#he regular use o$ /ari>uana 9once a 4ee2 or /ore: a/ong $resh/en and soho/oresO it 4as use
e6eri/entally 9less $requent: a/ong the >uniors.
7ale students had higher articiation rate in /ari>uana use than $e/ale students.
Pre/arital se6 ractice 4as highly associated.
Do/ose6uality and /ari>uana use 4ere closely associated.
Scholastic er$or/ance as /easured 5y grades 4as inversely correlated 4ith /ari>uana use.
)ood arentBchild relations and co//unication 4ere also inversely related to /ari>uana use.
2(
< slightly higher incidents 4ho use /ari>uana 4as $ound a/ong students 4ho live 4ith their arents
co/ared 4ith those living in dor/itories or $a/ilies not their o4n.
Drug use 4as highest a/ong /e/5ers o$ ca/us )ree2 letter $raternities and sororities co/ared to
other organi%ation.
"he Cost o@ D&ug #*use
Drug a5use co/es 4ith an i//ense cost to the user8 the $a/ily and the country. #he cost o$ drug
a5use to the $a/ily is incalcula5le. Drug users divert $unds reversed to necessities to urchase the drug. Drug
use also leads to quarrels8 5attered souses8 and even the 5rea2u o$ the $a/ily.
"he E@@ects o@ D&ug Use on 7ealth
Sha5u can cause heart $ailure or stro2e8 5lood clots8 and resiratory disorders8 chronic deression8
convulsions8 and irreversi5le da/age to 5lood vessels in the 5rain. It can cause 2idney and lung disorders8
chronic deression8 hallucinations8 and hyertension. It can also lead to violent and aggressive 5ehavior8
/alnutrition8 and distur5ed ersonality develo/ent.
"&eatment and Reha*ilitation o@ D&ug #ddicts:
Studies on the treat/ent o$ drug addicts sho4 that addiction is one o$ the /ost di$$icult $or/s o$ deviant
5ehavior to treat e$$ectively. Reha5ilitation involves the rocess 5y 4hich the drug deendentAs re/aining
caa5ilities $or a healthy li$eB his or her hysical8 e/otional8 sychological8 siritual8 vocational8 and
occuational otentials B are develoed to the oti/u/.
-o)e&nment Counte&measu&es
#he Dangerous Drugs <cts 4as enacted in 1,(2 5y then Pres. .erdinand 7arcos. #he Dangerous
Drugs 'oard 4as created as the olicyB/a2ing 5ody $or drug a5use. Do4ever8 i/le/entations o$ /easures
to revent and control illegal drugs leave /uch to 5e desired due to organi%ation rivalry.
C&ime and its Etiology
1hat is cri/eT 3rime is a violation o$ a nor/8 4hich is codi$ied into a la4 and 5ac2ed 5y the o4er and
authority o$ the state. Cri/e in>ures 5oth the victi/ and the society8 and there$ore cri/inals are unished
through the i/osition o$ $ines8 i/rison/ent8 or the death enalty.
"he Role o@ the Society
#he F#M!$% e6erts a great i/act on the 5ehavior8 values8 and attitudes o$ its /e/5ers. #he strength
o$ the $a/ily as a sociali%ing agency has 5een eroded leading to a soBcalled dys@unctional @amily.
#he SC7OO$ lays a critical role in integrated develo/ent8 social /aturation8 and the rearation o$
the >uvenile to 5eco/e a 4ellBad>usted8 la4Ba5iding8 and roductive /e/5er o$ society.
#he PEER -ROUP e6erts a strong in$luence on children. ?egative eer grou in$luences can drive the
child to truancy8 vagrancy8 and gang /e/5ershi.
#he COMMUN!"% o$$ers a 4ideBrange o$ services $or the young as a sule/ent to the e$$orts o$ the
$a/ily8 the school8 and the state.
M#SS MED!# in$luence the develo/ent as 4ell as the deterioration o$ the character o$ individuals.
7edia has a 5ig lay in /a2ing or un/a2ing a society.
"he C&ime Situation in the Philippines
2+
.requently 5annered in the rint and 5roadcast /edia are heinous cri/es li2e /urder8 hostage ta2ing8
rae8 2idnaings8 or 5an2 ro55eries. #here are also sensational stories a5out transnational cri/es. #hese
reorts give eole a $eeling o$ insecurity and an6iety over the eace and order situation.
Othe& C&imes
Fidna $or Ranso/
Illegal drug tra$$ic2ing
'an2 ro55eries
Illegal ga/5ling
Petty cri/es
"&ends in Mu&de& and Rape !ncidents in the Philippines and Met&o Manila
1,+-B1,,4 B Earco8 )utierre%8 and Dulnuan 91,,":4"B4+: studied trends in /urder and rae in the Philiines.
7urder 4as selected as the /ain indicator o$ social violence8 /urder 5eing the /ost heinous cri/e in our
enal code8 and its $requency and 4idesread occurrence.
1,+3B1,++ B /any cri/es 4ere roertyBrelated such as car the$t8 ro55ery8 the$t8 and esta$a. 1,++ B since then8
/urder rates 4ere on the decline every year until a$ter 1,,4. #he decline 5egan in 1,,- and the sa/e trend
continued to the end o$ the eriod o$ inquiry in 1,,4. Do4ever8 the /edia continued to highlight grueso/e
/assacres8 raeBslays8 ro55ery8 and ho/icide cases. Rape is one o$ the /ost u5lici%ed cri/esO under
Philiine la48 it is a cri/e e6clusively against 4o/en. It is easier $or a rosecutor to gather good evidence
and 4itnesses 9as the victi/ hersel$ stands as 4itness: $or conviction in rae cases than $or /urder.
-lo*ali,ation and C&ime
1ith the 4orld 5eco/ing a glo5al co//unity8 there is a $ree $lo4 o$ goods8 services8 $unds8 ideas8 and
in$or/ation. 'ut8 4hile glo5ali%ation has 5rought 5ene$its a/ong nations it also has dire consequences.
Cri/e8 li2e the other asects o$ social li$e8 has also 5een trans$or/ed. Cri/e have created signi$icant i/act
on the olitical8 econo/ic8 environ/ental8 social and cultural sta5ility o$ the country. Due to the archielagic
nature o$ the country8 it 5eco/es easy $or $oreign $ugitives and cri/inals to enter the Philiines and to /ove
$ro/ one lace to another. Do/estic cri/es that sill to another country and are 5eyond the >urisdiction o$
do/estic la4 en$orce/ent are re$erred to as transnational cri/es.
Social Cont&ol Mechanisms
7any consider the 5rea2do4n o$ social control as an i/ortant cause o$ cri/e and deviant 5ehavior. In
order to revent deviant 5ehavior8 e$$ective /eans o$ social control are used in the sociali%ation rocess. <
$unction o$ sociali%ation is to ensure con$or/ity to the nor/s and values o$ the grou so that the /e/5ersA
5ehavior is 4ithin the range o$ social and grou nor/s.
Social Cont&ol re$ers to the /easures and ressures designed to ensure con$or/ity to the aroved
standards o$ 5ehavior in a grou or society.
"Bo 8asic Cont&ol P&ocesses
#he Internali%ation o$ grou nor/s 4hich result $ro/ the sociali%ation rocess. Persons are /ade
a4are o$ 4hat is e6ected o$ the/ 5y the grou and they develo the desire to con$or/ to the nor/s. #he
e6ternal ressures in the $or/ o$ sanction 4hen they are deviations $ro/ the nor/s. *ne is al4ays $ear$ul o$
negative reactions $ro/ others8 li2e harsh oinions or 5eing the o5>ect o$ gossi.
"/O "%PES OF SOC!#$ CON"RO$
2,
!NFORM#$ SOC!#$ CON"RO$ B /ay 5e o5served in s/all grous or re/ote rural areas 4here one
2no4s everyone else and is in continued $aceBtoB$ace contact 4ith others. #hese /ay5e o5served in
seci$ic /echanis/ such as aroval and raising8 5esto4al8 o$ a$$ection8 disaroval8 reri/and8
denial o$ a$$ection8 e6ression o$ oinion8 and gossi.
FORM#$ SOC!#$ CON"RO$ H are /echanis/s 4hich involve organi%ed syste/s o$ seciali%ed
agencies to set u rules8 codes8 standards o$ e6ected 5ehavior8 and $or/al sanctions i$ they are not
$ollo4ed. #hese are $ound in $or/al secondary grous and ur5ani%ed8 industriali%ed8 co//unities.
De)ices and mechanisms Bhich &ein@o&ce the system o@ social cont&ol in the Philippines
Pa+i+isama o& Concession B a erson is inclined to go along 4ith the 4ishes o$ the grou even 4hen
he or she has a con$licting duty8 so as to 4in social aroval.
-ossip B the $ear o$ 4agging tongues /ay discourage an individual $ro/ deviating $ro/ grou nor/s.
"he $e)eling "echniCue B 4hich .r. .ran2 3ynch S.P. calls the sociostat. <ny individual 4ho u5licly
ta2es credit $or an act or clai/s any 2ind o$ sueriority in the grou is cut do4n to si%e.
Cu&*ing o@ antisocial attitudes B 5y disallo4ing rivacy or 5y ascri5ing undesira5le statuses to
deviants.
)-ord+ heal me and 1 will be completely well4 rescue me and 1 will be per!ectly sa!e(, H Je&emiah 09:03
Chapte& 9
SOC!#$ -ROUPS #ND SOC!#$ OR-#N!I#"!ONS
GNo Man is an !slandH Pohn Donne said: < erson is a socia5le 5eing8 5orn into a grou8 and living in
a social grou.
3-
Social -&oups < <re essential to a ersonKs e6istence. Consist o$ t4o or /ore ersons 4ho are in
social interaction8 4ho are guided 5y si/ilar nor/s8 values8 e6ectations8 and 4ho /aintain a sta5le artner o$
relations over a eriod o$ ti/e. ?ot only in$luence eoleAs lives 5ut also a$$ect the structure o$ the society.
-&oup < Is one i/ortant concern o$ sociological inquiry. *ne acquires ersonal ha5its8 values8
attitudes and a/5itions. *ne acquires a social identity and deends on it $or his@her hysical8 sychological8
siritual8 e/otional needs.
"he Concept o@ Society
#he concet o$ society 4as $or/ulated during the 1&
th
and 1(
th
centuries to reresent the 4hole social
organi%ation as distinct $ro/ the state. Society includes the totality o$ social organi%ation and the co/le6
net4or2 o$ interconnected8 interdeendent8 and overlaing social relationshi.
>endall 51===:26 De$ines society as a large social grouing 4hose /e/5ers share the sa/e geograhical
territory and are su5>ect to the sa/e olitical authority and do/inant cultural e6ectations.
"/O #SPEC"S OF SOC!E"%
#cco&ding to Pe&&usci and >nudsen
1. Society is e6ternal to the individual. #he nor/s8 5elie$s and values or culture o$ the society recede
the individuals 4ho are 5orn into it or >oin it.
2. #he /e/5ers erceive society and its e6eriences as a constraint uon their lives.
Society
<s a large social grouing 4hose /e/5ers share the sa/e geograhical territory and are su5>ect to
the sa/e olitical authority and do/inant cultural e6ectations. reresents a geograhical aggregate and has
a 5oundaries8 a si/ilar nor/s8 a si/ilar govern/ent8 and a co//on culture. It satis$ies the 5asic needs $or
$ood8 shelter8 security8 and eventually8 the need $or sta5le socia5le order and i/oses on the grou /e/5ers
and shaes their ersonalities.
#gg&egates
< nu/5er o$ ersons clustered 5ut do not interact 4ith each other.
EEamples:
1. Peole standing on a street corner 4aiting $or a >eeney.
2. Peole lining u to ay $or their urchases in a suer/ar2et.
3. Peole sharing an elevator ride.
Do yoursel! a !avor and learn all you can4 then remember what you learn and you will prosper(,
P&o)e&*s 0::;
Social Catego&y
#here are grous 4hose /e/5ers /ay never have /et and do not interact socially8 5ut ossess
co//on identi$ying status characteristics. Re$erring to: /ales@$e/ales8 in$ants8 children8 youth8 adults8 aged.
Distinction: age8 se68 race. *ther criteria: inco/e or social class8 occuation8 religion8 olitical 5elie$s8 and
ethnicity.
Collecti)ity
31
#hey are co/osed o$ clusters o$ eole 4ho shares so/e 2ind o$ 5elie$ 4hich reare the/ $or action8
sontaneously $or/ing a te/orary or short Hlived grou. EEample: Cro4ds8 /asses8 u5lic8 and social
/ove/ents.
F#C"ORS "7#" !NF$UENCE -ROUPS
Moti)ational *ase sha&ed *y indi)iduals B Individuals $ind the/selves together in a si/ilar social
situation that /ay have /otivational i/lications $or a grou $or/ation.
Si,e o@ the g&oup: Range: t4o or /illion /e/5ers. 2 /e/5ers NN dyad B as in $riendshi grou. #he
designation o$ 4hether a grou is s/all or large ar5itrary. $#R-E: so/e cultures8 a $a/ily o$ si6 /e/5ers
or in a university 4@ a oulation o$ 1-8---8 4ould 5e considered as 3arge. <s the grou si%e increase the
tye o$ interaction is a$$ected.
"ypes o@ g&oup goals < Structural atterns o$ social grous are a$$ected 5y its goals. #here$ore8 the arts
o$ the organi%ation are assu/ed to have 5een $or/ed in order to attain grou goals. < grou 4ill develo
structural $or/s that 4ill $acilitate the achieve/ent o$ its goalsO inversely it 4ill 5loc2 structural $or/s that
4ill slo4 do4n he ursuit o$ its goals.
>inds o@ g&oup cohesion B Degree to 4hich /e/5ers o$ a grou are a5le to $unction and interact to4ard
to ursuit o$ their goals. -&oup Cohesion: 7ay 5e in$luenced 5y si%e8 goals8 ossi5ility o$ attaining goals.
Social St&uctu&e
<n a5straction. It cannot 5e seen directly 85ut it can 5e in$erred $ro/ o5serving hu/an 5ehavior.
Patterned social relationshi and interrelationshi o$ the arts o$ guided 5y nor/s8 e6ectations8 and values o$
the social unitAs /e/5ers.
Social Function
< co/onent o$ social structure. Results o$ action that occur in relation to a articular structure8
including the results o$ activities 5y individuals occuying articular statuses.
"%PES OF SOC!#$ -ROUPS
Pri/ary and Secondary )rou
)e/einscha$t and )esselscha$t
InBgrou and *utBgrou
.or/al *rgani%ations and In$or/al )rous
P&ima&y and Seconda&y -&oups
P&ima&y B are characteri%ed 5y inti/acy sy/athetic understanding and $riendliness a/ong the
/e/5ers.
Seconda&y B the relationshis are i/ersonal8 $or/al8 5usinessli2e and rational.
-emeinscha@t and -esselscha@t
-emeinscha@t B 9close co//unal relationshis or co//unity: co//unity o$ inti/ate8 rivate8 and
e6clusive living and $a/ilis/.
-esselscha@t < 9organi%ed i/ersonal relationshi or society: u5lic li$e.
!n<g&oup and Out<g&oup
)rous /ay 5e classi$ied as inBgrou and outBgrou. #his t4o grous are not actual grous 5ut a 2ind o$
ersective relationshiM
I/EJ H to re$er to the inBgrou
32
I"7E%J H to re$er to the outBgrou
insiders are the IinBgrouJ G
outsiders are the IoutBgrouJ
!N<-ROUP < is the grou 4ith 4hich the individual identi$ies and 4hich gives hi/ or her a sense o$
5elonging8 solidarity8 ca/araderie8 esirit de cors8 and a rotective attitude to4ard the other /e/5ers.
OU"<-ROUP < is vie4ed as outsiders 5y the inBgrou8 a grou 4hich an individual is in su$$icient
contact 4ith as to 5e a4are o$ its e6istence8 5ut 4hich he or she is rone to critici%e or ridicule.
Fo&mal O&gani,ations and !n@o&mal -&oups
1ith increasing industriali%ation and ur5ani%ation8 /e/5ers o$ the society $ind the/selves 5eing /ore
involved 4ith a tye o$ secondary grou called Fo&mal O&gani,ations' #hese grous are i/ortant in
industriali%ed8 co/le6 societies.
PoBe&
De$ined as the a5ility to control the 5ehavior o$ others even against their 4ill8 a$$ects hu/an
relationshis. It lays an i/ortant role in /any organi%ations on account o$ the diversity o$ goals and interests
that e6ist a/ong the articiants.
DyadsF "&iadsF cliCues and ci&cles: 4ithin the structure o$ these $or/al organi%ations are !NFORM#$
-ROUPS called:
dyads 9t4oBerson grous:
t&iads 9threeBerson grous:
cliCues
@&iendship g&oupF o& ci&cles
.or/al *rgani%ations has an ad/inistrative /achinery that is ai/ed to ena5le /e/5ers to /eet their
goals. #his ad/inistrative structure is called 8URE#UCR#C%'
8u&eauc&acy
<i/s to /eet these ro5le/s $or Ithe chie$ /erit o$ the 'UR0<UCR<C= is its technical e$$iciency 4ith
a re/iu/ laced on recision8 seed8 control8 continuity8 discretion8 and oti/al returns on inut.J 7erton
de$ines the 'UR0<UCR<C= as a $or/al8 rationally organi%ed social structure involving clearly de$ined atterns
o$ activity in 4hich every series o$ actions is $unda/entally related to the urose o$ the organi%ation.
Re@e&ence -&oups
Is the grou to 4hich the individual relates or asires to relate to sychologically. It 5eco/es the
individualKs $ra/e o$ re$erence and source $or ordering his or her e6eriences8 ercetions8 cognitions8 and
ideas o$ sel$.
Social !nstitutions
Is an a5straction 4hich is an organi%ed syste/ o$ social nor/s8 5elie$s8 values8 and /aterial o5>ects
$or/ed around the social needs o$ eole. Social institutions consist o$ the co/5ination o$ certain related tye
arts into the con$iguration o$ $ol24ays8 traditions8 and 5elie$s.
Social !nstitutions
33
Co//on recirocating attitudes and their conventionali%ed 5ehavior atterns. Cultural o5>ects o$
sy/5olic value 4hich reresent social institutions. Cultural o5>ects ossessing utilitarian value 4hich satis$y the
4ants o$ the individual. *ral or 4ritten language8 sy/5ols or traditions.
$E#DERS7!P
1e thin2 o$ a leader as one 4ho directs8 guides8 or leads the activities o$ a grou. $eade&ship re$ers to
the e6ercise o$ in$luence over a grou and directs 5ehavior to4ard articular results or goals. 3eadershi can
5e a $or/al osition li2e that o$ a teacher in the classroo/ or a /anager in an o$$ice. *r an in$or/al one in
4hich is shi$ting and so/eti/es di$$icult to inoint such as the leader o$ a eer grou or a gang.
"Bo impo&tant &oles Bhich leade&s ha)e to pe&@o&m a&e:
1. #he tas2 or instru/ental roles
2. #he socioecono/ic or e6ressive relationshi roles.
2 +inds o@ leade&s in te&ms o@ di&ecti)eness:
#utoc&atic leade&: thoroughly directive. De@she is a dictator 4ho orders all actions and techniques to
5e used in achieving grou goals.
Democ&atic leade&: /e/5ers are given lee4ay to articiate in deter/ining the olicies o$ the grou8
choosing rocedures $or acco/lishing the grou goals8 and deciding the course o$ action to ta2e.
$aisse, @ai&e leade&: the /e/5ers are allo4ed al/ost co/lete $reedo/ to /a2e decisions and
choose alternative actions.
)/e care!ul how you think4 your li!e is shaped by your thoughts(, H P&o)e&*s 3:12
Chapte& ;
SOC!#$ !N"ER#C"!ON #ND SOC!#$ RE$#"!ONS7!P
"he Natu&e o@ Social !nte&action
Social Interaction is a 5asic social rocess8 a universal rincile 4ithout 4hich no social li$e is ossi5le.
Social Interaction ta2es lace in 5oth the social grous o$ 4hich one is a /e/5er as 4ell as in social
institutions8 the $a/ily8 religion8 govern/ent8 and education.
34
Social Interaction is the 4ay in 4hich eole resond or co//unicate 4ith one another 4ithin social
conte6ts. Social Interactions involves recirocal contact carried out through so2en or 4ritten language.
Role o@ $anguage
3anguage is the /ost i/ortant $or/ o$ sy/5ol. It /ay 5e so2en or 4ritten8 and /a2es social
organi%ation ossi5le. Individuals react according to their interretation o$ an conclusion dra4n $ro/ the
5ehavior o$ another. #hey deduce8 >udge8 and evaluate on this 5asis. <lthough interaction /ay occur through
gestures or hysical /ove/ents 4hich e6ress an idea or an e/otion8 as in a s/ile o$ greeting8 a thu/5sBu
sign8 or a glaring loo2 at another erson8 the greater art o$ social interaction occurs through ver5ali%ed
sy/5ols.
Patte&ns o@ !nte&action
Sociologists have organi%ed social interaction into $ive tyes8 na/ely:
06change
Co/etition
Con$lict
1ar
Cooeration
EEchange B It is the rocess 5y 4hich one trans$er social goods8 services8 and ite/s to another.
Competition B Co/etition is /ani$ested in a variety o$ situations. Co/etition is a $or/ o$ struggle to
secure a re4ard or a goal such as a ri%e8 /aterial o5>ects8 osition8 leadershi8 restige8 or o4er.
Co/etition is carried out 5y eace$ul /eans and is guided 5y a set o$ regulations and values. #he
$ol24ays8 nor/s8 and la4s o$ society regulate co/etition. Co/etition /ay 5e a$$ect o$ inventions8 the
technological develo/ent8 the tye o$ econo/y8 or olitical syste/. #he ai/ o$ co/etition is to e6cel
and surass the oonent. Co/etition /ay 5e ersonal or i/ersonal. Personal co/etition involves
direct8 $aceBtoB$ace contact and is so/eti/es re$erred to as rivalry. I/ersonal co/etition involves a
struggle 5et4een ersons or grous not directly a4are o$ each other.
Con@lict B 1hen the rules o$ co/etition are 5ro2en and the oonents 5eco/e oenly antagonistic8
con$lict /ay develo. Coser de$ines con$lict as Ia struggle over the values or clai/s to status8 o4er8
and scare resources in 4hich the clai/s o$ the con$licting arties are not only to gain the desired values
5ut also to neutrali%e8 in>ure or eli/inate their rivals.J Con$licts is universal a/ong hu/an ersonalities.
Con@licts may *e:
1. on a ersonBtoBerson
2. 5et4een grous
3. national or international
/a& B #he /ost violent and intense $or/ o$ con$lict is 4ar. 1ar 4rea2s havoc on li$e and roerty and
disruts and disorgani%ed the e6isting social order. 1ar can 5e encountered 5y olitical and /ilitary
o$$icers.
Coope&ation B Cooeration is as old as this 4orld and is resent in varying degrees in every grou. It is
the central $eature o$ social li$e. Cooeration /ay 5e de$ined as a /ore seci$ic asect o$ hu/an
intercourse8 one having to do 4ith ooling resources8 talents8 and e$$orts to achieve the shared goal or
tas2 o$ a grou. It is con>oint action.
Cooeration is 4idesread.
3"
"ypes o@ Coope&ation
!n@o&mal coope&ation is sontaneous and involves /utual give and ta2e.
Fo&mal coope&ation is o$ a deli5erate contractual nature rescri5ing the recirocal rights and
o5ligations o$ /e/5ers.
Sym*olic coope&ation is a situation 4here t4o or /ore /e/5ers o$ society8 living together
har/oniously8 are suortive and interdeendent.
Functions o@ Coope&ation
It /a2es $or social cohesion and integration a/ong the /e/5ers o$ a grou.
It contri5utes to social sta5ility and order.
It $osters consensus and co/ro/ise in various social issues.
Di@@e&entiation
*ne 4ay to reduce or eli/inate co/etition is 5y di$$erentiation8 4hich is the creation o$ interests
resulting in individuals or grous needing or 4anting di$$erent things or services rather than the sa/e thing
9Richter 1,+(:+":.
Such di$$erentiation is related to the division o$ la5or in society.
!nte&&elationship o@ CompetitionF Con@lictF Coope&ationF and Di@@e&entiation
Co/etition8 con$lict8 cooeration8 and di$$erentiation are interdeendent and intert4ined social $or/s o$
relationshi resent in every society. Cooeration /ay coe6ist 4ith co/etition or con$lict in so/e relationshi.
In so/e societies8 co/etition is stressed8 4hile in others8 cooeration is e/hasi%ed.
#ccommodation < <cco//odation re$ers to Ithe $act o$ equili5riu/ 5et4een individuals and grous and the
rules o$ the ga/e 4hich have to 5e $ollo4ed.J
#he types o@ accommodation are do/ination8 truce8 co/ro/ise8 conciliationB/ediation8 ar5itration8 and
tolerationM
1. Domination is characteristic o$ the suer ordinateBsu5ordinate tye o$ relationshi 4here the stronger
arty i/oses its 4ill to /a2e the other yield.
2. # t&uce is an agree/ent to cease hostilities or $ighting $or a certain eriod o$ ti/e.
3. Comp&omise re$ers to the /utual giving o$ concessions and 4ithdra4al o$ so/e de/ands.
4. In conciliation8 e$$ort is /ade to get arties to agree8 although the third arty /a2es no
reco//endation. In mediation8 the neutral arty /a2es suggestions $or settle/ent.
". #&*it&ation /ay 5e resorted to. #his is a secial /ethod o$ setting disutes through the e$$orts o$ a
third arty /ay 5e chosen 5y the contending arties or aointed 5y so/e large agency o$ o4er.
&. #he t&ipa&tite app&oach is another 4ay to achieve /utual acco//odation.
(. "ole&ation is a $or/ o$ acco//odation 4ithout $or/al agree/ent.
Recip&ocity o& Utang na $oo* B Recirocity is a 2ind o$ social e6change8 4hich is a universal $or/ o$
5ehavior. Utang na loo5 is a 2ind o$ recirocity co//only o5served a/ong .iliinos. 3iterally translated8 it
/eans Uinternal de5t o$ gratitudeK
#ccultu&ation B 1hen one grou 5lends in and ta2es on the characteristics o$ another culture8 there ensues a
rocess called acculturation.
#ssimilation B <ssi/ilation i/lies the accetance 5y a erson or grou o$ the cultural traits8 attitudes8 and
senti/ents o$ another. <ssi/ilation is 5est o5served in societies co/osed o$ various ethnic grous.
3&
Cultu&al Plu&alism B #here can also 5e cultural luralis/ in 4hich a nu/5er o$ racial and ethnic grous living
sideB5yBside retain their distinctive identity and li$eBstyle and at the sa/e ti/e8 share in the asects o$ the
larger culture.
#malgamation B 1hen di$$erent ethnic grous inter/arry8 a/alga/ation results. </alga/ation hastens
assi/ilation 4hen grou are si/ilar culturally and hysically8 or 4hen they are $riendly 4ith each other.
)Remember the -ord in everything you do and he will show you the right way(, H P&o)e&*s 2:4
Chapte& :
CO$$EC"!.E 8E7#.!OR
Collecti)e 8eha)io&
It is a 2ind o$ grou 5ehavior characteri%ed 5y sontaneous develo/ent o$ $or/ and organi%ation8
4hich contradict or reinterret the nor/s o$ the grou. It re$ers to conduct 4hich does not re$lect e6isting social
structure 9la4s8 conventions8 and institutions: 5ut e/erges in a sontaneous 4ay. .or/s o$ social 5ehavior in
4hich the usual convention cease to guide social actions and eole collectively transcend8 5yass8 or su5vert
institutional atterns and structures.
3(
Re$ers to 4ays o$ thin2ing8 $eeling8 and acting that develo a/ong a large nu/5er o$ eole 4hich are
relatively sontaneous and unstructured. It designates the study o$ relatively unstructured social situations and
their roducts8 such as cro4ds8 riotis/ revivals8 ru/or8 u5lic oinions8 $ads and social /ove/ents.
EEplanations and "heo&etical Fo&mulations a*out Collecti)e 8eha)io&
Con)e&gence Pe&specti)e B #his e6lanation is re/ise on the idea that hu/an 5ehavior is
deter/ined 5y $orces 4ithin the individual.
Eme&gent No&m Pe&specti)e B It states that collective 5ehavior is not characteri%ed 5y unani/ity 5ut
5y di$$erences in e6ressions and e/otions.
Smelse&s .alue #dded #pp&oach
1. Structural conduciveness
2. Structural strain
3. )enerali%ed 5rie$
4. Preciitating $actors in the $or/ o$ dra/atic events
". 7o5ili%ation o$ articiants to >oin the action a$ter the reciitation
&. #he ine$$ectiveness o$ the /eans o$ social control
"ypes o@ Collecti)e 8eha)io&
0' "he C&oBd
< cro4d is said to 5e a transitory grou o$ ersons in an a/5iguous and8 to so/e degree8 unstructured
situation 4here articiants do not have a clear and reBe6isting 2no4ledge o$ ho4 to 5ehave8 5ut $eel that
so/ething can 5e done. < cro4d is a gathering o$ eole 4ho share a urose or intent and in$luence one
another.
Contagion "heo&y
Der5ert 'lu/erKs descrition o$ the i/ortant $eatures o$ the cro4d is e/5odied in this theory. 'lu/er
holds that cro4d 5ehavior ste/s $ro/ a state o$ unrest caused 5y the ordinary routine o$ li$e. 7illing8
anony/ity8 suggesti5ility8 and circular interaction /ay 5e seen in cro4d.
Milling B is the ai/less8 restless /ove/ent o$ the /e/5ers8 4hich /ay ta2e the $or/ o$ 5oth hysical
and ver5al activity such as /oving i/atiently8 as2ing questions8 tal2ing e6citedly8 and assing on or
receiving ru/or.
Rumo& K is unveri$ied in$or/ation acceted as truth a5out certain things8 4hich 5eco/es revised8
distorted8 and condensed or e6anded as it is trans$erred $ro/ one erson to another.
#nonymity H re$ers to the $ailure or reluctance o$ the articiants to identi$y one another even i$ they
can do so.
Ci&cula& !nte&action H is the /ove/ent o$ e/otion and e6cite/ent in circles.
Suggesti*ility H is the tendency to accet unhesitatingly and un consciously the oinion o$ others
4ithout critical >udg/ent.
"ypes o@ C&oBds
Casual C&oBd B is a sontaneous8 loosely organi%ed and very /o/entary tye o$ grouing 4hose
/e/5ers co/e and go.
EEamples: eole gathered around a 5argain counter8 a cele5rity8 or in /idnight sales in /allsO cro4d
4atching a /an hit 5y a car
Con)entionali,ed C&oBd B is characteri%ed 5y esta5lished regular 4ays o$ 5ehaving8 deending uon
the ti/e and lace o$ er$or/ance and order o$ activities. EEamples: cro4d such as audiences8 5all
ga/es8 5o6ing 5outs8 or di$$erent 2inds o$ artiesO co//unity /eeting organi%ed 5y olitical leaders.
3+
#cting C&oBd B is the tye /ost o5served 5y sociologists. #his is an active8 volatile grou o$ e6cited
ersons 4hose attention is $ocused on a controversial or rovocative issue 4hich arouses action8 i$ not
indignation. EEamples: Riots8 /o5s8 anic8 unruly stri2es and rallies.
Panics B are situations in 4hich eole are largely a$$ected 5y $ear.
EEamples: sta/edesO disaster situations8 such as during a $ire8 and /ay endanger the overall health
o$ the a$$ected grou.
EEp&essi)e C&oBd B is characteri%ed 5y rhyth/ic activity8 intense e/otional contagion8 and e/otional
release. EEamples: /a>or sorts events8 charis/atic sessions8 roc2 concerts8 and $estivals li2e the <tiB
<tihan in <2lan.
1' "he #udience
Sociologists consider the audience as an Iinstitutionali%ed cro4dJ. <udiences /ay 5e seen at lectures8
conventions8 /eetings8 or cultural events.
2' "he Masses
Unli2e the cro4d8 the /ass is a di$$used collectivity. It is /ade u o$ a nu/5er o$ disarate individuals8
each resonding indeendently to the sa/e sti/ulus. 7ade u o$ /e/5ers co/ing $ro/ all social strata o$
society and all 4al2s o$ li$eO it is co/osed o$ anony/ous individuals8 so that there is hardly any interaction
a/ong /e/5ersO it is very loosely organi%ed and has little unity. 7ass 5ehavior /ay 5e seen in /igration8
evacuation8 and rushes to /ining sites or to reorted sites o$ /iracles and $aith healers.
3' "he Pu*lic
< disersed grou o$ eole interested in and divided a5out an issue8 engaged in discussion o$ that
issue 4ith a vie4 to registering a collective oinion 4hich is e6ected to a$$ect the course o$ action o$ so/e
decisionB/a2ing grou o$ individuals. #he u5lic results $ro/ the resence o$ issue8 li2e the election issue.
3i2e the /ass8 the u5lic is a disersed collective and8 li2e the cro4d8 it includes the ele/entary rocesses o$
/illing and ru/or. Disagree/ent8 discussion8 argu/ent8 counterBargu/ent8 and co/ro/ise are i/ortant in
u5lic. #hese issues /ay involve econo/ics8 olitics8 health8 education8 the $a/ily8 /oral re$or/8 or
international co//it/ents.
4' Rumo&s and -ossip
Rumo&s: Ru/or is unveri$ied or unsu5stantial in$or/ation a5out events or eole 4hich 5eco/e
revised8 distorted8 and condensed or e6anded as it is trans$erred $ro/ one erson to another.
"h&ee Essential Cha&acte&istics o@ Rumo&s
1. #here is a cli/ate o$ uncertainty as there is no de$inite in$or/ation a5out the toic o$ concern.
2. It is unsta5le 5ecause8 as eole sread the in$or/ation8 it 5eco/es altered or distorted.
3. It is di$$icult to sto. So/e ru/ors disintegrate over ti/e or are stoed 5y convincing in$or/ation.
-ossip: )ossi is related to ru/ors. It is also in$or/al and idle tal2 5ut centers on the ersonal a$$airs o$
others8 usually cele5rities li2e the elite8 /ovie stars8 or oliticians.
A' FashionsF FadsF and C&a,es
Fashion: <re those cultural $or/s that 5eco/e generally8 acceted 5ut are eriodically su5>ect to
change. Is alied to shortBlived8 socially aroved variations in clothing and adorn/ent8 art8 housing8
$urniture8 and other areas o$ 5ehavior. It is the revailing usage or /ode o$ 5ehavior 4hich dearts $ro/
the custo/ary 4ays 5ut is generally acceta5le.
3,
Fads: <re assing $ancies or novelties related to trivia deviations $ro/ the conventional 5ehavior.
Re$ers to a $ashion that 5eco/es oular in a culture 9or su5cultures: relatively quic2ly8 re/ains
oular8 o$ten $or a rather 5rie$ eriod8 and then loses oularity dra/atically. #hey involve /inor
/odi$ications or decorations o$ dresses8 /anneris/s8 and use o$ slang 4ords and other ver5al
e6ressions H collective enthusias/ is develoed $or an innovation that /eets eolesK $ancy. So/e
$ads 4hich .iliino adolescents have $ollo4ed at di$$erent ti/es include sorting long or short hairO
4earing lo4B4aist8 5ellB5otto/8 corduroy8 or $aded >eansO using Po S4atch8 5lan2ets8 and 5eadsO
e6ression li2e Ichic2sJ8 IgroovyJ8 Igi//ic2J8 and I4al2J.
C&a,es: < cra%e is an intense attraction to an action8 activity8 o5>ect8 or erson. Cra%es are ne4
activities 4hich e6cite ersons 4ho 5eco/e su5sequently reoccuied 4ith this.
Disaste& 8eha)io&
#his 5ehavior is dislayed during ti/es o$ disaster such as earth qua2es8 volcanic erutions8 tyhoons
or hurricanes8 and cou dKetat. #his 2ind o$ 5ehavior 4as o5served during the (.& intensity earth qua2e in
?orthern 3u%on and 7etro 7anila on Puly 1&8 1,,-8 the erution o$ 7t. Pinatu5o in 1,,18 and the tyhoon and
su5sequent $lood 4hich s4et 3eyte in ?ove/5er 1,,1.
Pu*lic Opinion
Pu5lic oinion is the aggregate o$ individual attitudes or 5elie$s held 5y the adult oulation. #he
roduct o$ collective discussion $or decisionB/a2ing is u5lic oinion8 4hich is the result o interaction visBRBvis
an issue. Pu5lic oinion is the co/osite o$ individual oinions as these are co//unicated to leaders 4ho are
e/o4ered to render a decision.
Mass Communication
7ass co//unication is the ter/ used to descri5e the acade/ic study o$ various /eans 5y 4hich
individuals and entities relay in$or/ation to large seg/ents o$ the oulation all at once through /ass /edia.
Pu5lic oinion deends on a shared $ra/e4or2 $or holding together the /e/5ers o$ society. 7ass /edia
re$ers to largeBscale organi%ations using rint and 5roadcast co//unications such as radio8 television and $il/.
7ass /edia gives in$or/ation8 introduces us to a 4ide variety o$ eole8 entertains us 5y roviding
oortunities to live vicariously8 and rovides an array o$ vie4 oints8 roducts8 and services 4hich8 i$ 4e use8
4ill /a2e us acceta5le to others.
QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ
QQQQQQQQQQ
IDe sent hardshis on you to test you so that in the end he could 5less you 4ith good things.J H Deute&onomy ;:0A
NeBspape&
#he ne4saer is a channel $or disse/inating in$or/ation to the u5lic. It relays ne4s8 co//ents and
oinions through its reorts8 editorials8 and oinions ages. It covers issues o$ local8 national and international
interest and is an i/ortant instru/ent $or 5rea2ing through to u5lic oinion and social consciousness.
Radio
#he radio is a o4er$ul /ediu/ 5ecause it reaches a 4ide audience. Its e$$ectiveness lies in /a2ing
listeners $eel the sea2erKs ersonality.
"ele)ision
4-
#elevision uses 5oth sight and sound conveying ideas to eole. #elevisionKs advantage over the radio
is its visual ro>ection o$ events 4hich /a2es these aears /ore real and sti/ulating.
Motion Pictu&es
3i2e television8 /otion ictures are ri/arily $or entertain/ent8 5ut can also 5e in$or/ative and
instructional. Concerns have 5een raised on the /ovieKs re$lection o$ eoleKs values and the e$$ects they have
on the vie4ers.
Social Mo)ements
< social /ove/ent is a tye o$ collectivity co/osed o$ eole 4ho share senti/ents or grievances
that unite to ro/ote or resist change. 1hen collective 5ehavior ersists and develos a considera5le degree
o$ organi%ation8 it 5eco/es a social /ove/ent.
Fo&mation o@ Social Mo)ements
<ll social /ove/ents start 4ith a $eeling o$ discontent 4ith the e6isting social order. I/ortant in a
social /ove/ent is an ideology 4hich is codi$ied $ro/ the ideals8 5elie$s8 values8 rinciles8 and doctrines o$
the eole.
#he grou /ay ot $or aggressive or nonBaggressive strategies.
- .or social /ove/ents to succeed8 it is necessary to /o5ili%ed eole and resources.
- #he social /ove/ent /ust 5e led 5y charis/atic and co/etent leaders.
- #he social /ove/ent /ust enlist e6ternal allies $ro/ other /a>or grous and o4er$ul institutions in the
society8 and uni$y searate organi%ations.
"ypes o@ Social Mo)ements
0' EEp&essi)e Mo)ement B #he e6ressive /ove/ent is a $or/ o$ dissent against the e6isting o4er
structures.
It is not directed to 5ring a5out change in o4er relationsO rather8 it is a reaction to a sense o$
o4erlessness or alienation and dissatis$action. #his tye o$ /ove/ent tends to have intense e$$ects
on the ersonalities o$ the /e/5ers8 strengthen /e/5ersK $aith8 and develo sirituality and sense o$
co//unity. #his tye o$ /ove/ent /ay 5e seen in cran2 or unconventional /ove/ents8 /essianic
/ove/ents8 gosel sharing and 5i5le study /ove/ents.
1' Resistance and P&otest Mo)ement
Resistance Mo)ement B #he resistance /ove/ent is 5rought a5out 5y structural strainO it ai/s
to change e6isting social values and institutions 4hich /e/5ers consider decadent.
P&otest Mo)ements B Protest /ove/ents ai/ to oose social olicies or rogra/s. #hey are
an e6ression o$ dissent and a need $or change. 06a/les o$ rotests organi%ed 5y secial interest
grous are those 4aged against the lo4 4ages8 rice increases8 sca/s8 corrution8 and dis/issal o$ a
union leader.
2' Re@o&m Mo)ements
Re$or/ /ove/ents are directed at changing certain asects o$ the social class structure or a seg/ent
o$ the o4er relations in a social syste/. #hey usually ai/ to /a2e the e6isting social structure 4or2
/ore e$$ectively 5y e6tending rights or rivileges to certain grous.
41
3' Re*ellion and Re)olutiona&y Mo)ements
Re5ellion and revolutionary /ove/ents ai/ to change the 4hole social order and relace the
leadershi. #hey challenge the e6isting $ol24ays and /ores and roose a ne4 sche/e o$ nor/s8
values8 and organi%ations.
Non<)iolent and Peace@ul Re)olutions
.e5ruary 22B2"81,+& PeoleKs Po4er Revolution at 0dsa Cue%on City
Panuary 1&B2-8 2--- PeoleKs Po4er Revolution II at the 0dsa Shrine
Social ConseCuences o@ Collecti)e 8eha)io&
- Collective 5ehavior lays an i/ortant art in the rocess o$ social change.
- Collective 5ehavior is a result o$ social change8 4hich ro/otes nonBinstitutional courses o$ action 4ith
a nor/ative >usti$ication.
Develo/ents in technology and other changes li2e ur5ani%ation8 industriali%ation8 increase in
oulation8 and the /i6ture o$ diverse ethnic grous oen u ne4 sel$Bconcetions and create ne4 value
ersectives 4hich challenge traditional nor/s and values.
Collective 5ehavior 5eco/es a vehicle $or the release o$ aroused $eelings o$ accu/ulated tensions8
an6ieties8 and discontent as /ani$ested in the acting and e6ressive cro4d. Social /ove/ents lead to 5asic
changes in the social structure and olicies. 3a5or /ove/ents have succeeded in in$luencing legislation
$avora5le to 4or2ers.
#he 4o/enKs /ove/ent 4hich has advocate $or equal rights $or 4o/en. 1idesread collective
5ehavior 5eco/es a vehicle $or change 4hen diverse cultures interact and suly ne4 values around 4hich
collective 5ehavior can 5eco/e $ocused.
#he cro4d /ay develo into a sect8 the u5lic into a olitical or interest grou8 and the /ass into a cult.
Social /ove/ents /ay result in ne4 institutions 4ith ne4 and radical values or8 in a $e4 cases8 in the
reservation o$ the social order. Collective 5ehavior /ay roduce ne4 cultural directions and esta5lish ne4
$ol24ays8 /ores8 and values.
)Do not be a!raid 0 1 am with you5 1 am your 6od 0 let nothing terri!y you5 1 will make you strong and help
you4 1 will protect you and save you(, H !saiah 30:0=
Chapte& 0=
F#M!$%
8asic Concepts B an i/ortant institutional ele/ent. It is the cultural /echanis/ that ensures the $a/ilyKs
continuity.
People ma&&y @o& a com*ination o@ &easons:
3ove
0cono/ic and 0/otional Security
ParentKs 4ishes
0scae $ro/ loneliness or unhay ho/e situation
7oney
Co/anionshi
42
Protection
<dventure or Co//on interest
Se6 or se6ual attraction
Fo&ms o@ Ma&&iage
#he $or/s o$ /arriage racticed in a society a$$ects the structure o$ the $a/ilyKs 2inshi grou. #he acceted
$or/ /ay 5e either IMONO-#MOUSJ or IPO$%-#MOUSJ.
Monogamy er/its a /an to ta2e only one souse at a ti/e.
Polygamy is lural /arriage and /ay assu/e in this $or/s:
"ypes o@ Polygamous Ma&&iages
Polygyny H is the /arriage o$ one /an to t4o or /ore 4o/en at the sa/e ti/e.
Polyand&y H is the /arriage o$ one 4o/an to t4o or /ore /en at the sa/e ti/e.
-&oup ma&&iage
Selection o@ ma&&iage pa&tne&s
!arious ressures and control oerate that regulate the choice o$ /arriage artner. ?o society er/its
a totally $ree choice.
"Bo types o@ no&ms
Endogamy H re$ers to the nor/s 4hich dictates that one should /arry 4ithin oneKs clan or ethnic
grou.
EEogamy H rescri5e that one /arries outside oneKs clan or ethnic grou.
F#M!$% S"RUC"URE
#he $a/ily is a s/all institution that unites individual into cooerative grous to oversee the 5earing and
raising o$ children. It is 5uilt on 2inshi 5ased on 5lood8 /arriage and adotion. #he structure o$ the $a/ily
varies $ro/ one culture to another.
It consists o$ social structure roviding a /ore or less sta5le $ra/e4or2 $or the er$or/ance o$
recirocal roles o$ a certain $unction to /a2e the relationshi enduring. #here /ay 5e variations a/ong the
$a/ilies. Do4ever there can 5e a /ore or less do/inant or tyical tye. #he classi$ication o$ $a/ilies into
categories can reresent ideal tyes.
8#S!C CONCEP"S:
8#SED ON !N"ERN#$ OR-#N!I#"!ON OR MEM8ERS7!P:
#he $a/ily is classi$ied as nuclear or e6tended.
Nuclea& @amily
Is the s/allest unit resonsi5le $or the reservation o$ the value syste/ unit o$ society. Its duty is to see
that /e/5ers are sociali%ed into the 5asic values o$ the society. Is co/osed o$ hus5and and his 4i$e and
their children.
No&mal adults in e)e&y society *elongs to tBo +inds o@ nuclea& @amilies:
43
1. Family o@ O&ientation 9*rigin: B is the $a/ily into 4hich one is 5orn and 4here one is reared or
sociali%ed.
2. Family o@ P&oc&eation B is the $a/ily esta5lished through /arriage and consist o$ hus5and8 4i$e8 son
and daughter.
EEtended @amily
Co/osed o$ t4o or /ore ?uclear .a/ilies8 econo/ically and socially related to each other.
1. Con(ugal Family B 4hich considered the souses and their o$$sringAs as o$ ri/e i/ortance and
4hich has a $ringe o$ co/aratively uni/ortant relatives. #he /arriage 5ond is e/hasi%ed.
2. Consanguineal Family B consider the nucleus o$ 5lood relatives as /ore i/ortant than the souses.
'lood relationshi $or/ed during childhood are e/hasi%ed.
#d)antages and Disad)antages o@ each type o@ Families:
Nuclea& @amily ad)antages :
4ith its e/hasis on con>ugal 5ond.
hus5and and 4i$e 4or2 5y har/onious relationshi.
e/hasi%es indeendent residence.
values o$ indeendence8 initiative and sel$ reliance.
Nuclea& @amily disad)antages:
children /ay develo e/otional ro5le/s 5ecause o$ e6cessive child centeredness o$ their $a/ily and
the solicitude o$ the $a/ily and the o$ the arents $or the/.
it causes the /e/5er to $eel i/act o$ the strain severely.
EEtended @amily ad)antages:
a /e/5er can turn to a 2in $or hel in ti/es o$ crisis.
children learn cooeration at an early age.
social relationshi o$ children.
4ide range o$ rotection is a$$orded to /e/5ers.
EEtended @amily disad)antages:
such set u can /a2e the children overly deendent on relatives.
the di$$erent 2in relationshi /ay result in con$usion o$ values and nor/s.
F#M!$% 8#SED ON DESCEN"
Rules o$ descent i/ly cultural nor/s8 4hich a$$iliate a erson 4ith a articular grou o$ 2ins$ol2 $or
certain social uroses and services.
Pat&ilineal B Descent a$$iliates a erson 4ith a grou o$ relatives through his or her $ather. #he child
has also 4ell de$ined relationshi 4ith the /otherKs 2in.
Mat&ilineal < Descent a$$iliates a erson 4ith a grou o$ relatives related through his or her /other.
8ilate&al < Descent a$$iliates a erson 4ith a grou o$ relative related 5oth to his and her arents.
44
F#M!$% 8#SED ON RES!DENCE
1ith 4ho/ does the ne4ly /arried coule stayT
Pat&ilocal B Residence required that the ne4ly /arried coule live 4ith or near the do/icile o$ the
arents o$ the groo/.
Mat&ilocal B Residence requires that the ne4ly /arried coule live 4ith or near the do/icile o$ the
arents o$ the 5ride.
8ilocal B Residence gives the coule a choice o$ staying 4ith either the groo/Ks arents or the 5rideKs
arents.
Neolocal B Residence er/its the ne4ly /arried coule to reside indeendently o$ the arents o$ either
groo/ or 5ride.
#)uncolocal B Residence rescri5es that the ne4ly /arried coule reside 4ith or near the /aternal
uncle o$ the groo/.
F#M!$% 8#SED ON #U"7OR!"%
1here authority is vestedB in the $a/ily or 2inshi grouT 'ased on 4ho 4ields authority8 $a/ilies are
classi$ied into the $ollo4ing tyes:
Pat&ia&chal @amily B is one in 4hich the authority is vested on the oldest /ale o$ the $a/ily8 o$ten the
$ather. #he sons8 esecially the eldest en>oy restige and rivileges. #he /ale sea2s $or the $a/ilial
grou 4ith regard to roerty relationshis8 legal o5ligations and cri/inal o$$enses.
Mat&ia&chal @amily B is one in 4hich the authority is vested on the /otherKs 2in. #his tye is $ound in
$e4 societies. Individual $a/ilies8 ho4ever8 /ay 5e $ound in societies 4here the /other do/inates the
household.
Egalita&ian @amily B is one in 4hich the hus5and and the 4i$e e6ercise a /ore or less equal a/ount o$
authority.
Mat&icent&ic @amily B is recently e/erged tye $ound usually in the su5ur5s o$ U.S. #he $ather
co//utes to 4or2 and his a5sence gives the /other a do/inate osition in the $a/ily8 although the
$ather /ay also share 4ith the /other in decision /a2ing.
St&uctu&al Cha&acte&istic o@ the Filipino Family
#he 5asic social unit o$ the Philiine society is the ?uclear .a/ily8 4hich includes the .ather8 7other8
and children8 and the 'ilaterally 06tended 2inshi grou 4hich e/5races all relatives o$ the $ather and /other.
.iliino $a/ily can 5e considered consanguineal.
.iliino $a/ily is egalitarian.
.iliino $a/ily is 5ilateral.
.iliino $a/ily can 5e said 5ilocal and neolocal.
In /arriage8 /onoga/y is the nor/8 although the olyga/y is aloud a/ong the 7usli/s and other
cultural co//unities.
Stages o@ @amily li@e
Cou&tship is the stage rearatory to /arriage and /ay include all $or/s o$ 5ehavior 5y 4hich an individual
see2s to 4in the consent o$ another to a /arriage. In the Philiines: #raditionally8 courtshi is generally
o5served.
SOC!#$ C7#N-E #ND "7E F!$!P!NO F#M!$%
Facto&s that ha)e a@@ected all segments o@ the society including @amily'
4"
Facto&s:
)eograhical 7o5ility
Increasing oulation
Industriali%ation and Ur5ani%ation.
Change o$ Status and Role o$ .iliino 1o/en
7ass 7edia
Sac&ed @amilism B Is characteri%ed 5y adherence to traditional /oral values8 the resence o$ an authoritarian
$igure 4ho is statusBdo/inated8 )e/einscha$t interaction and a traditionalistic8 si/le technology 4ith easant
tye o$ econo/y.
Secula& @amilism B Is characteri%ed 5y /e/5er o$ the $a/ily 4ho still ai/ success o$ the $a/ily as their goal
5ut 4hose de$inition o$ success has change to a secular /aterial sort.
)7atch your thoughts4 they become words( 7atch your words4 they become actions( 7atch your actions4 they become habit( 7atch
your habits4 they become character( 7atch your character4 it becomes your destiny(, W $ao ",u
Chapte& 00
"7E ECONOM% #ND /OR>
"he Economy:
Re$ers to the structuring and $unctioning o$ the develo/ent and utili%ation o$ hu/an and natural
resources in the roduction8 rocessing8 distri5ution and consu/tion o$ /aterial goods and service.
Economic #cti)ities !n@luence and E@@ects
Da5its
S2ills
Fno4ledge
06ectation
7otivation
<siration
Ideology
Social nor/
!alues
Personal relationshi 4ithin the society
4&
SOC!O$O-% OF ECONOM!CS
P&ope&ty < Re$ers to the net4or2 o$ Wrights and duties o$ one erson as against all other ersons or grous
4ith resect to so/e scarce goods
"Bo "ypes o@ P&ope&ty
1. P&i)ate P&ope&ty H relatively $ree $ro/ direct state controls and is generally trans$erred $ro/ the
o4ners to their duly designated heirs.
2. Pu*lic P&ope&ty H is su5>ect to govern/ental restraints and is controlled 5y the resective su5syste/s
o$ govern/ent.
"echnology < Consist o$ 2no4ledge8 s2ills8 and attitudes necessary to convert availa5le resources into o5>ects
eole need or 4ant.
Di)ision O@ $a*o& < Reresents the di$$erentiation o$ $unctions er$or/ed 5y the individual /e/5er and s/all
grous o$ the society.
O&gani,ation o@ /o&+ < Concerned 4ith the alication o$ sociological rinciles to the study o$ econo/ic
structures8 changes in these structures8 and the values and ideologies related to the/. It includes
organi%ational ro5le/s8 such as 4or2ersU /orale8 roductivity8 a5senteeis/8 and turnover rates.
St&uctu&e o@ Economy:
0cono/ic syste/s /ove $ro/ agrarian to industrial8 su5sistence to /echani%ed8 underdeveloed to
develoed.
#he $a/ily is the center o$ the econo/ic activities. It rovides $or /ost o$ its o4n needs and seldo/ roduces
econo/ic goods nor render econo/ic services 5eyond its /ini/al8 essential needs.
#he syste/ o$ e6change is 5arter. <gricultural activities do/inate an agrarian econo/y. 7echani%ed
econo/ies e/loy /echani%ed o4er $or the roduction8 rocessing8 and distri5ution o$ econo/ic goods.
#hese activities are a co/le6 o$ $actories or /ass roduction8 a net4or2 o$ transortation and
co//unications8 a chain o$ 5an2s $or the e6change o$ econo/ic goods and services or /oney. In an industrial
econo/y8 /anu$acturing8 trade and co//erce8 and service do/inate. In a highly develo/ent econo/y8 there
is a high degree o$
/echani%ation8 industriali%ation8 ur5ani%ation and auto/ation such that a high cost o$ living e6ists.
"ypes o@ Economic Systems
Capitalism
It is a caital syste/ that $ocuses on the right to o4n rivate roerty8 to invest it as caital in
roductive enterrises8 and to o5tain ro$its $ro/ each invest/ent. !alues $avored include aggressiveness and
co/etition in the /ar2et.
Socialism
Is 5ased on a set o$ olitical theories that esouses the collective o4nershi o$ the /eans o$ roduction
and distri5ution o$ goods. It ta2es on /easures such as u5lic o4nershi o$ 5asic utilities and8 in so/e
countries8 an e6tensive state control over econo/ic lanning and direction.
Communism
4(
< social8 olitical8 and econo/ic syste/ 4here5y roerty is u5licly o4ned. It esouses a classless
society.
Functions o@ the Economy
Provides hysical su5sistence necessary $or grou survival in a society.
)enerates social changes $or the continuity o$ society.
7aintains a 5alance 4ith the other social syste/s and its
social su5sistence in the roduction8 rocessing8 distri5ution8 and consu/tion o$ econo/ic goods and
services.
Indicates the nature o$ social strati$ication in the society8 social class8 and /o5ility di$$erences.
Unde&standing the -lo*al Economy -lo*ali,ation
#he rocess 5y 4hich /oney8 goods8 in$or/ation8 and eole /ove across nations at a ace and on a
/agnitude /ade ossi5le 5y the raid advance in co//unication and travel. <s a result8 it change the $ace o$
hu/an societies8 shattered cultures and social syste/s the 4ay the Industrial Revolution and the e6ansion o$
trade trans$or/ed 0uroe and its colonies 2"- years ago.
"he -lo*ali,ation o@ Economies is d&i)en @&om tBo ma(o& @o&ces:
1. #he advance/ent o$ technologies8 articularly in in$or/ation technology.
2. #he rogress o$ negotiations $or regional and international trade and invest/ent agree/ents 5y the
)<##B1#*8<P0C8 and the <S0<? .ree #rade <gree/ent.
It has 5rought a5out /ore insecurity in the 4or2ing class all over the 4orld and has dislocated the oor
and the indigenous eole.
O&gani,ations
/o&ld "&ade O&gani,ation
0sta5lished in1,," as a o4er$ul international 5ody that develos and en$orces rules $or trade and
invest/ent. 1.#.*Us dictu/ 4as: in a glo5al econo/y8 cororations have all the rights8 govern/ents have all
the o5ligations and de/ocracy is le$t 5ehind.
/OR$D 8#N> 5/86 and !N"ERN#"!ON#$ MONE"#R% FUND 5!MF6
Provide loans to underdeveloed countries 5ut their ter/s /a2e these countries re/ain in overty.
#heir olicies ensure the oen /ar2et access $or 5ig cororations and cut the oortunities o$ s/all ones.
No&th #me&ican F&ee "&ade #g&eement
?egotiations ta2e lace 5ehind closed doors8 4ith no inut $ro/ the citi%ens 5ut lenty $ro/ 5usiness
interest grous.
!nte&national F&ee "&ade #g&eements
Provides great oortunities $or cororation8 5ut at the e6ense o$ /aintaining lo4 4ages and
sacri$icing environ/ental regulations. #here is lenty o$ roduction $or cororate ro$its 5ut little $or 4or2ers.
4+
)3ourage is not the absence o! !ear+ but rather the judgment that something else is more important than !ear(,
K #m*&ose Redmoon
Chapte& 01
Religion
/hat is &eligionD
It is 5elieved to have originated $ro/ /anUs need to e6lain the 4orld. < uni$ied syste/ and 5elie$s and
ractices related to sacred things8 uniting into a single /oral co//unity all those 4ho adhere to those 5elie$s
and ractices. < 5elie$ in so/ething that is /ore o4er$ul than /ortals8 hence a suernatural 5eing.
Elements o@ Religion
8elie@ H ractices dealing 4ith ulti/ate /eaning o$ li$e.
"he Sac&ed and the P&o@ane H sacred re$erred to suernatural 4hile ro$ane re$ers to the irreverence
$or sacred things as /ani$ested in greed8 sel$ishness8 and adultery.
Rituals and ce&emonies H o5servance o$ rituals is i/ortant.
EEamples o@ Rituals o@ the Catholics:
B#he Doly 7ass
BCon$ir/ation Rites
B1edding Rites
B'atis/
4,
BStation o$ the Cross
Mo&al Community B all religions have a co//unity o$ 5elievers 4ho share co//on 5elie$s8 rituals to heighten
grou identi$ication.
Religious St&uctu&e B it includes 5ody o$ ideas8 5elie$s8 dog/as8 rituals8 and cere/onies.
Religious O&gani,ations
1. Church
2. Deno/ination
3. Sect
4. Cult
Chu&ch
#he leaders ad/inister the sacra/ents and rovide /e/5ers 4ith guidance and direction. #his the largest and
the /ost do/inant religious organi%ation in the society8 the Ro/an Catholic.
Denomination
Resecta5le organi%ations 4hich has ositive relations to society. So/e o$ these are the <gliayan8 Protestant
)rou8 and 7ethodists.
)*he best years o! your li!e are the ones in which you decide your problems are your own( 8ou do not blame them on your mother+ the
ecology or the president( 8ou reali9e that you control your own destiny(, H #l*e&t Ellis
Sect
S/all religious grou 4ithin the ecclesia 4hich identi$ies its o4n 5ody o$ 5elie$s and ractices. #o this grou
the reservation o$ original 5elie$s and doctrine is very i/ortant. .or this reason8 the /e/5ers o$ the sect do
not co/ro/ise 4ith other religious grous. #hey are s/aller in nu/5er than the ecclesia. 06. Iglesia ?i Cristo
Cult
Religious grou s/aller than sect and ecclesia8 4hose ai/ is to search /ystical e6erience. It lac2s the
organi%ational structure and is /ainly in$luenced 5y the resence o$ charis/atic leader8 the /ain concern is
the unconventional $or/ o$ 4orshi. 06. Ri%alista
Functionalist #pp&oach
1. Religion rovides e6lanation a5out the un2no4n and so/e /easure o$ certainty in an un2no4n 4orld.
It gives eace o$ /ind.
2. Religion gives /eaning and urose o$ central 5elie$s.
3. Religion integrates and /aintains $unda/ental values.
4. Religion allays the $ears and an6ieties o$ individuals.
". Religion has an integrative $unction and is a /eans o$ social cohesion or grou solidarity.
&. Religion er$or/s 4el$are8 education8 and recreation $unctions.
(. Religion serves as a /eans o$ social control.
+. Religion legiti/i%es the $oundation o$ the societyUs culture and integrates value syste/ society.
Di)isions o@ the di@@e&ent &eligions eEisting in the Philippines
Social Con@lict Pe&specti)e
"-
#cco&ding to Ma&E:
*iate o$ the eole
Divisive $actor
Con$lict 5et4een genders
C&itics o@ Ma&E:
Religion 5rought equality 9<5olition o$ slavery:
Opiate o@ the people
- #o 7ar6 eole had the sense o$ reassurance 5ecause o$ their religion.
- Peole 5eco/e co/lacent $or they 4ere /ade to 5elieve the ideaUs o$ an a$terli$e and su$$erings 4ill
5e re4arded8 and 4ill en>oy eternal li$e.
- Ruling elites used religious ideology to $avor the caitalist8 i/ede social change8 do/inate the 4or2ers
/islead the/ a5out their true interest.
- Social inequality is legiti/i%ed and assivity a/ong the
4or2ers is encouraged.
Di)isi)e @acto& < It can rovide unity $or those 4ith the sa/e $aith. Con$lict 5et4een oosing religious grous.
Religion had created 4ars.
)1t is dangerous to be concerned with what others think o! you+ but i! you trust the -ord+ you are sa!e(,
0 P&o)e&*s 1::14
Con@lict *etBeen gende&s
In /any religions8 )od is al4ays a /ale 4ho is vested 4ith o4er and 4isdo/. 97usli/s: Foran
roclai/s that /en ta2e charge over 4o/en. 9Christians: Patriarchy is $avored. .e/inists advocated a 5rea2
$ro/ the traditional atriarchy G re$or/s in religious language8 sy/5ols G rituals to eli/inate the ele/ents o$
atriarchy.
Religion *&ought eCuality 5#*olition o@ sla)e&y6
Critics o$ 7ar6 clai/ that8 in /any 4ays8 religion has 5rought a5out changes as 4ell as equality.
Religious grous in the United States 4ere at the $ore$ront to a5olish slavery.
7any /e/5ers o$ the clergy in the United States8 !ietna/8 and the Philiines have oosed oression and
struggled to 5ring a5out changes in society.
Sym*olic !nte&action Pe&specti)e
.ocus on the /eanings and signi$icance o$ the teachings8 doctrines and sy/5ols o$ a religion in an
individualUs li$e. Religion serves as a re$erence grou.
Religious Patte&ns in the Philippines
#nimistic &eligion:
0arly .iliinos 5elieved in sirits called anitos.
Rituals 4here rayers and $ood o$$ering to aease the sirits.
</ulets or <gi/ats 4ere used as rotection against danger and other evils.
!slam < <n <ra5ic 4ord 4hich /eans eace and su5/ission to the 4ill o$ )od and o5edience to his la4s. 14th
Century <ra5 traders introduced Isla/ to the Philiines and gained a stronghold in 7indanao. Foran8 their
Doly 'oo2 are revelations o$ )od to the rohet 7oha//ed. .ive illars o$ Isla/.
"1
Ch&istianity < It 4as introduced to the Philiines 4hen 7agellan landed in the country in 1"21. 7ore religious
/ission $ollo4ed to sread the gosel and rich Christian values. .riars attended the needs o$ their $loc2 5oth
siritual and hysical.
Othe& &eligions
P&otestantism B /issionaries $ro/ the US 4ho ca/e and sread their religion in the rural areas.
"hese ea&ly missiona&ies Be&e mostly :
7ethodist
Congregationalist
'atist
0iscoalians
Disciles o$ Christ
Christian /issionary alliance
(th day <dventists
8aptism < #he religious ractice8 one o$ the sacra/ent co//anded 5y Christ oen o$ srin2ling a erson 4ith
4ater8 or i//ersing hi/ in it8 in the na/e o$ the #rinity8 to sy/5oli%e the 4ashing a4ay o$ sin and to /ar2
ad/ission into the Church8 generally acco/anied 5y Christening.
Methodism < #he tenets or organi%ation o$ several rotestant deno/inations 4hich srang $ro/ the revival
4ithin the church o$ 0ngland led 5y Pohn and Charles 1esley $ro/ 1(2,. It has 13 X /illion /e/5ers and
a5out t4o thirds 5eing in the US<.
Cong&egationalism < #he doctrine o$ a rotestant evangelical and #rinitarian church 5ased on this $or/ o$
)overn/ent 4hich 5egan in 0ngland 91"&(: and gained strength in ?e4 0ngland o$ early 1(th century.
Episcopalism < #he doctrine held 5y )allicans that sure/e authority in the church lies 4ith the 'isho
asse/5led in Council and not 9as laid do4n 5y the !atican Council o$ 1+(-: 4ith the Poe.
Ch&istian Missiona&y #lliance < <lliance o$ evangelical 5elievers8 >oined together in local churches8 dedicated
to $ul$illing the great co//ission given 5y Pesus Christ8 /aintain a W 5ig tenet $or instance in re$erence to
/any doctrinal /atters8 encouraging 5elievers o$ diverse 5ac2grounds and theological traditions to unite in an
alliance to 2no4 and e6alt Pesus Christ and to co/lete Dis Co//ission.
Disciples o@ Ch&ist < Protestant Congregationalist sect8 $ounded in the US< 91+32:. It adheres to the ?e4
testa/ent8 co//e/orates the 3ordUs suer 4ee2ly and strives $or the unity o$ the Christian Church.
9th day #d)entists < < /e/5er o$ an <dventists sect8 $ounded 1+44 in the US<8 4hich 2ees Saturday as the
Sa55ath.
Sepa&ation o@ Chu&ch and State
During 1,+48 at the height o$ Pres. 7arcosU con$lict 4ith the church8 he accused it o$ Wolitici%ing the
ulitU and avoid artisan olitics or 5eing 5ased against the govern/ent. De clai/ed that the church is
5rea2ing the rincile o$ the searation o$ church and state. In resonse8 the church /aintained the hu/an
rights violations and gra$t and corrution are /oral issues. <nd they are >ust doing their duty o$ heling the
e6loited 5y 9uholding: $ighting $or their dignity o$ the erson.
<ccording to 'isho 'acani since olitics is a dyna/ic organi%ation o$ the society every5ody should 5e
involved esecially i$ the issues are the de$ense o$ hu/an rights8 ro/otion o$ the $ull develo/ent o$ a erson
and ursuit o$ eace and >ustice.
Cardinal Sin denounced state violence and en>oined the eole to use the arlia/ent o$ the streets.
#he church and other grous li2e the Protestants ?ational Council o$ Churches o$ the Philiines and other
nonB ecu/enical grous 4ho 4ere critical a5out /artial la4 olitics 4ere active during .e5ruary 1,+& sna
elections. It layed a crucial role in the 0DS<1 revolution 4hich overthre4 Pres. 7arcos.
"2
Fol+ Catholicism o& Fol+ P&otestantism < It re$ers to 5elie$s and ractices o$ indigenous origin that are
4oven into Christian ractices.
Catholicism < It re$ers to the doctrines and rituals 4hich are rescri5ed8 aroved and /aintained. It has
saints 4ho /ay su5stitute $or /inor sirits.
Split<$e)el Ch&istianity < it is 4here t4o or /ore thoughtBandB5ehavior syste/s 4hich are inconsistent 4ith
each other coe6ist 4ithin the sa/e erson.
Occult < It is derived $ro/ the 3atin 4ord occultus 4hich /eans /ysterious things and ractices related to
suernatural $orces 5eyond the $ive senses.
Resea&ches on Filipino Religiosity
-ende& and Religiosity < <5ad cited a revious analysis on .iliino Religiosity 5y <rroyo91,,2:": 4hich
indicated that gender is the only category 4hich sho4s a di$$erence 5et4een /ales and $e/ales8 i.e.8 that
$e/ales are /ore religious than /ales.
#ges and Religiosity < 06ressions o$ religiosity are seen to /ove through hases B $or/ative8 o$$icial8 and
indeendent.
Class and &eligiosity < Co/ared to the <'C classes and the 4or2ing D class8 ersons in the lo4er tend to
accet $ol2 5elie$s8 encounter secial e6eriences8 have a $atalistic vie4 o$ li$e8 uhold /oral nor/s8 sho4 a
lo4er level o$ sel$Be$$iciency8 and 5elieve in Divine Providence.
Education and Religion < 0ducation has a 4ea2 association 4ith religiosity sel$Bratings and orthodo6y8
relationshi 4ith )od8 and 5elie$ in Divine Providence.
$ocale and Religiosity < Rural eole rate the/selves as /ore religious than ur5an residents and are /ore
li2ely to 5elieve in Divine Providence8 ta2e a /ore $atalistic vie4 o$ li$e8 and to so/e e6tent8 accet $ol2 5elie$s.
Religion in the 10st Centu&y
!arious church organi%ations are active in social action rogra/. So/e cults have disaeared. So/e
reachers and rogra/s have 5eco/e household na/es.
Ecumenism
It is sort o$ raroche/ent ai/ed at a 5etter understanding 5et4een churches regarding 5elie$s and 5rea2
do4n re>udices in order to underta2e various social activities in the sirit o$ cooeration.
"3
):y grace is all you need !or my power is greatest when you are weak(, H 1 Co&inthians 01::
C7#P"ER 02
-O.ERNMEN" #ND $#/S
-o)e&nment B is the olitical direction and control e6ercised over co//unities8 societies8 and state.
$#/ < a rule or syste/ o$ rules esta5lished 5y a govern/ent or other authority and alica5le to a eole.
Re$ers to statutes 4hich are the 4ritten enact/ents o$ the legislature governing the relations o$ the eole
a/ong the/selves or 5et4een the/ and the govern/ent and its agencies.
Sociology o@ Politics
Political !nstitutions < are the social arrange/ents $or legislating and en$orcing la4s8 and roviding social
services li2e education8 u5lic health and 4el$are8 distri5uting u5lic $unds8 collecting ta6es8 conducting $oreign
a$$airs8 and deciding on issues o$ 4ar and eace. It is the institution that sets social nor/s and values as to
4ho 4ill ossess the /onooly o$ legiti/ate use o$ hysical $orce 4ithin a given territory and ho4 that o4er is
acquired and /aintained8 ho4 that o4er is organi%ed and e6ercised co/rise 4hat is the state.
"he State and Political Systems
#utoc&acy < is the direct oosite o$ de/ocracy. It uholds that the govern/ent should 5e in the hand
o$ one individual 4ho has sure/e o4er over the eole.
Oliga&chy B is a $or/ o$ govern/ent in 4hich the o4er or authority resides in the $e4 ersons 4ho
govern $or their o4n interests. It is also re$erred to as elitis/.
Democ&acy B is a $or/ o$ govern/ent 4here there is rule 5y the eole8 either directly or through
reresentatives.
Mona&chy Bgovern/ent or state ruled 5y a 2ing or e/eror.
Political !deologies that ha)e alte&nati)e )ieBs o@ the State
Socialism B a syste/ o$ social organi%ation in 4hich the /eans o$ roduction and distri5ution o$ goods
are o4ned and controlled collectively or 5y the govern/ent.
Fascism B is a olitical econo/ic syste/ in 4hich all /a>or asects o$ societyUs li$e activities are rigidly
regulated 5y a centrali%ed state authority.
Mode&n "otalita&ianism B it evolves $ro/ a one arty syste/ and develos into an entirely ne4 olitical
institution $or controlling and suervising eole.
"4
Constitutional Democ&acy B it has a si/ilarity to /odern totalitarianis/. It ressures the oulation to
serve the state.
Social Democ&acy B they $ocus on /itigating the hardshis $ostered 5y the caitalist econo/ies8 such
as undere/loy/ent8 salary and 4ages8 on the >o5 ro/otion8 and ta6ation inequities rather than on the
revision o$ the structure o$ societies.
Functions o@ the State
#he /aintenance o$ eace and order and the regulation and control o$ the lives o$ the eole. #o
ans4er the needs o$ the citi%enry to a certain degree o$ social order.
F&om the Family
#he state has ta2en over the rovision o$ rotection o$ ho/e8 the $or/al education o$ the youth8 and the
/aintenance o$ u5lic 4el$are rogra/s $or the sic28 criled8 $ee5le/inded and insane8 the undere/loy/ent
and une/loyed8 the 4ido4ed and orhaned8 the aged8 a5used and the li2e.
F&om the Economy
#he state has ta2en over the resolution o$ la5orBcaital disutesO the li/itation or regulation o$
roductionO distri5ution and consu/tion o$ econo/ic resources8 goods and servicesO the control o$ 4ages8
rices8 ta6es8 and savings8 the oeration o$ researchO and the allo4ances o$ $ringe 5ene$its8 and others.
F&om the Chu&ch
#he state has ta2en over the resolution o$ the conditions $or contracting and dissolving /arriages8
$a/ily lanning8 the /oral o$ siritual training $or the youth8 the rovision o$ relie$ $or the oor8 and the disosal
o$ the dead.
"he Social St&uctu&e o@ Politics
Nationalism < is a co/le6 social heno/enon8 /ade u o$ a set o$ 5elie$s a5out the caa5ilities and
uniqueness o$ oneUs o4n nation8 and a de$ense o$ its interests8 a5ove all others.
"he St&uggle @o& PoBe&: $egitimacy and #utho&ity
Political PoBe& B is a 5asic $orce in the olitical rocess and in structuring society. It is 5oth a
co/ensation and a deter/inant in the distri5ution o$ 4ealth and restige in the strati$ication syste/.
PoBe& < the ro5a5ility that one actor 4ithin a social relationshi 4ill 5e in a osition to carry out his
o4n 4ill desite resistance. #he a5ility to s4ay decisionB/a2ing is a signi$icant gauge o$ o4er. <
olitical syste/ is generally considered legiti/ate i$ goals and values o$ the /a>ority o$ the eole.
#utho&ity B is the legiti/ate ossession o$ o4er. Po4er 5eco/es legiti/ate authority 4hen /e/5ers
o$ society accet its use as right and roer. 1hen a govern/ent has legiti/acy8 its la4s are $ollo4ed
and its o$$icials are resected 5y the /a>ority o$ the eole in society.
Political Elite B are the ersons or grous 4ho suort the olitical leadershi in a society at a certain
ti/e.
"he St&uctu&e and Functions o@ Philippine Politics
Philiine olitical institutions have undergone the e6eriences o$ tri5alis/8 conquest8 coloni%ation8
uni$ication8 centrali%ation8 revolution8 decentrali%ation8 4ar8 li5eration8 indeendence8 and nationali%ation.
3ong 5e$ore any coloni%ers ca/e8 there 4ere tri5es 4hich 4ere ruled 5y a5solute /onarchies called
5arangays.
""
#hey have 5een Sinoni%ed8 Disani%ed8 </ericani%ed8 and .iliini%ed. 3eadershi8 at one ti/e or another8 has
5een traditional8 charis/atic8 and legalBrational. #he uni$ication8 centrali%ation8 and nationali%ation o$ the
nu/erous units o$ govern/ent started 4ith Sanish coloni%ation8 e6cet $or the 7usli/s in 7indanao and the
other cultural /inorities 4ho 4ere ushed to the /ountains.
7ass discontent 4ith Sanish rule gave rise to nationalis/8 4hich cul/inated into the Philiine
Revolution o$ 1+,&. #he revolutionary leaders $ra/ed the 7alolos Constitution in 1+,, and esta5lished the
Reu5lic 4hich seci$ied decentrali%ation and local autono/y as one o$ the nation goals. Sain and US signed
the #reaty o$ Paris8 ceding SainUs control o$ the Philiines to the US. #he </erican civil govern/ent ursued
the olicy o$ local sel$Bgovern/ent through centrali%ation. #his syste/ 4as carried on during the
Co//on4ealth eriod. During the Paanese occuation8 the Philiine Co//on4ealth govern/ent8 de >ure in
1ashington D.C.8 US and Paanese uet govern/ent8 de $acto in 7anila8 oerated si/ultaneously. #he
Philiines gained olitical indeendence a$ter 1orld 1ar II8 .iliinos sought the olicy o$ local autono/y.
"he 8asis o@ PoBe& in Philippine Politics
.oting < a $or/al e6ression o$ oinion or choice8 as in an election.
Political Counseling < in$or/ation /iddle/en in cities and o5lacions 4ere consulted on olitical8
legal8 and other technical /atters 5y voters. #his asect o$ olitical 5ehavior easily rovides an area $or
the eretuation o$ the atronage syste/.
Pat&onage < straight 5uying and selling o$ votes oerate 4ith a net4or2 o$ ersonali%ed recirocity8
>o5s8 services8 and other concessions are 5attered $or votes. !oters de/and olitical $avors $or suort
given to candidates. Patronage has /ore $arBreaching consequences civic consciousness is greatly
retardedO neotis/ in govern/ent $lourish8 causing general la5or $orce de/orali%ation8 insecurity8 and
ine$$iciency.
Molding o@ pu*lic opinion B e$$orts to rovide /ore scienti$ic u5lic oinion olling are done 5y
ro$essional statistical centers. ?e4s aer colu/nists8 radio co//entators8 and olitical analysts in
/edia are tae to do the >o5s o$ u5lic relations8 i/age5uilding@5rea2ing8 and u5lic oinion $or/ation.
Ma+ingF !nte&p&eting and En@o&cing $aBs
3egal8 quasiBlegal8 and e6tra legal $orces have co/eted and con$licted in /a2ing8 interreting8 and
en$orcing o$ la4s in the Philiines. #he 4orsening econo/ic conditions o$ the /asses aroused so/e degree
o$ olitical a4areness a/ong the eole. Political dictatorshi to de/ocracy is di$$icult 5ecause de/ocratic
rocesses are usually slo48 cu/5erso/e8 and diverted 5y the noisy.
People poBe& < De$ined as a large gathering o$ unar/ed eole united 5y a set o$ olitical calls. Its o5>ectives
are concerned 4ith olitical o4er. It is a/orhous and $ollo4s no de$inite ti/e ta5le8 no $or/al organi%ation or
leadershi8 and no direction. It is a $or/ o$ rotest and struggle against esta5lished authorities.
Co&&uption < It is a /alady a$$licting 5oth develoing and develoed countries. It is neutral It is an act o$
dishonest 5ehavior8 as 5ri5ery.
"e&&o&ism < <cts o$ violence or the threat o$ violence e/loyed 5y an individual or grous as a olitical
strategy. It is a 4ea2 organi%ationUs strategy to har/ an ene/y.
"&
);uccess in not the key to happiness( .appiness is the key to success( 1! you love what you are doing you<ll be a success(,
H #l*e&t SchBeit,e&
C7#P"ER 03
EDUC#"!ON
Educational St&uctu&es
Education is de$ined as a rearation $or e$$ective articiation in social relations 9Dorton and Dunt
1,(2:. Sociologically sea2ing8 education is a consciously rocess 4here5y changes in 5ehavior are roduced
in the erson and through the erson in the grou.
It is clear that education is a /a>or $actor in econo/ic gro4th. .e/ales are highly reresented in all the
three levels o$ education. #he rate o$ $ailures8 droouts and reetition are higher $or /ales than $e/ales.
.e/ale graduates also outnu/5er than /ales.
"he &easons cited @o& the a*o)e a&e:
1. daughters receive /ore education 5ut less than /alesO
2. there are /ore oortunities $or e/loy/ent $or /ales in the agricultural sectorO
3. arents rely /ore on their daughters to study diligently8 2ee sta5le >o5s and rovide suort in their
retire/ent age.
!n@o&mal Education B is learning through interaction 4ith others in the grou. Ideas and $acts are acquired
through suggestion8 o5servation8 e6a/le8 i/itation8 and inculcation $ro/ the $a/ily8 lay grou8 neigh5orhood
or occuational grou. 'oo2s8 ne4saer8 /aga%ines8 radio8 $il/s8 and television are i/ortant instru/ents
through 4hich in$or/ation and attitudes are acquired or learned.
Fo&mal and Non<@o&mal Education
Non<@o&mal education consist o$ sets o$ de$inite learning goals and o5>ectives8 generally /a2ing use
o$ a /ore $le6i5le curriculu/8 less rigid ad/ission and rocedures and /ore articiative teaching /ethods . It
is not covered 5y the traditional schools syste/.
Fo&mal Education is synony/ous 4ith Wschool'H It sets de$inite o5>ectives and goals reached
through syste/ati%ed8
$or/al instruction /ethods. It is achieved in stages: reschool levels 9nursery and 2indergarten:8 ele/entary
level8 secondary level and tertiary or university.
Education in Ea&ly Societies
In si/le societies8 the $a/ily rovides education8 assisted 5y elder /e/5ers o$ the co//unity 4ho
are called secialists8 li2e the /agicians8 4itchdoctor8 sha/ans8 or riests. In$or/al instruction is given to
reare the youth $or adult roles that 4ill ena5le the/ to coe 4ith the various de/ands o$ the environ/ent.
1ith the develo/ent o$ language8 the nu/5er syste/8 culture accu/ulated to a oint 4here it could no longer
5e e$$ectively trans/itted 5y in$or/al education.
"(
#he e/ergence o$ a Gspeciali,ed agencyH 5eca/e inevita5le and the school develoed as the
eito/e o$ $or/al education. #he $irst schools 4ere esta5lished in China8 0gyt8 'a5ylonia8 India8 )reece and
Ro/e.
#he 4idesread esta5lish/ent o$ the school syste/ 4as /ade ossi5le 4ith the invention o$ the
rinting ress in the /idB1"
th
century. #he rinting ress 5eca/e an instru/ent in the /ass roduction o$ the
reading /aterials8 4hich 4ere reared $or the di$$erent stages o$ education. 3earning then 5eca/e structured
and graduated e6erience and aroriate rinted /aterials 4ere designed $or uroses o$ this structure.
"he Functions o@ Education
1. #o trans/it the cultural heritage
2. #o hel individuals select social roles and to train the/ $or the roles they have chosen.
3. #o integrate into the cultural /ainstrea/ the various su5culture and identities.
4. #o serve as source o$ social and cultural innovation.
"he points to conside& Bhen ma+ing ad(ustment:
care$ul lanning o$ the su5>ects and courses8 along 4ith the necessary $acilities 4hich the school should
rovideO
training o$ an adequate nu/5er o$ eole according to the de/ands o$ seciali%ed >o5s /ar2etO and
/atching the talents and a5ilities o$ the 4or2 $orce 4ith the seciali%ation needed so that there 4ill 5e a
5alance o$ eole 4ho are caa5le o$ er$or/ing the >o5s to $ill.
Education in the Philippines
0ducational syste/ re$lect the econo/ic8 olitical8 social and religious values o$ society. 'e$ore the
co/ing o$ the Saniards8 a syste/ o$ 4riting e6isted a/ong ancient .iliinos8 although the character o$ the
sylla5ic 4riting is still a su5>ect o$ contention o$ conte/orary scholars 9Pocano 1,(":1,3B1,4:.
Educational system du&ing the Spanish coloni,e&s
to teach /oral and religious su5>ects8 using the Sanish language as /ediu/ o$ instruction.
Educational system du&ing the #me&ican coloni,e&s
the syste/ o$ ri/ary education 4as e6tended to all and 0nglish language 4as i/osed as the
/ediu/ o$ instruction.
Educational dec&ee o@ 0;A2
rovided $or the esta5lish/ent o$ a co/lete syste/ o$ education. Co/ulsory education $or children
5et4een the ages ( and 12 4as rescri5ed.
Educational #ct o@ 0:=0
organi%ed the general syste/ o$ u5lic instruction and authori%ed the esta5lish/ent o$ rivate schools.
<t resent8 the Philiine educational syste/ is a 5ureaucratic structure under the suervision o$ the
state.
"he&e a&e th&ee coo&dinates systems:
#he Depa&tment o@ Education 5DE6 $or ele/entary and secondary levels
#he Commission on 7ighe& Education 5C7ED6
"echnical Education and S+ills De)elopment #utho&ity 5"ESD#6
0ducation <ct o$ 1,+2 too2 into account the reco//endation and $indings o$ the Presidential Co//ission to
Study Philiine 0ducation 9PCSP0:8 4hich 4as created in 1,&,.
#he PCSP0 reorted that the educational syste/ 4as roducing college graduates in e6cess o$ 4hat
could 5e a5sor5ed 5y the >o5s /ar2et.
"+
In 1,,18 the reort o$ the Point Congressional Co//ission to study and Revie4 Philiine 0ducation8
or 0DC*7 concluded that the quality o$ education 4as declining and traced the ro5le/ o$ t4o /ain reasons:
1. the govern/ent 4as not investing enough in our education syste/
2. the education deart/ent 4as oorly /anaged.
"o imp&o)ed the state o@ educationF the EDCOM &ecommended the @olloBing:
stress on 5asic educationO
the develo/ent o$ alternative learning syste/ esecially $or the illiterateO
the use o$ .iliino language as a /ediu/ o$ instruction $or 5asic educationO
the enlarge/ent and enrich/ent o$ technical@vocational
educationO
the restructuring o$ the Deart/ent o$ 0ducation.
>ey issues in Philippine education
#he i/ortant issues in Philiine education that /ust 5e closely e6a/ined and i//ediately resolved are:
1. Cuality o$ 0ducation
2. <ccessi5ility o$ 0ducation
3. )overn/ent 5udget $or education.
4. 7is/atch
P&oposed Re@o&ms:
1. Ugrade the salary scale o$ teachers.
2. 'udget er region is 5ased on articiation on unit cost.
3. 06and the scholarshi rogra/ to oor. students in 5oth
u5lic and rivate tertiary schools.
4. 0ncourage the articiation o$ the 5usiness and industry sector in higher education.
". Develo/ent o$ a rationali%ed arenticeshi rogra/ 5y
rivate sector.
Compute&s and the !nte&net:
#he internet8 4hich lin2s co/uters throughout the 4orld8 has /ade its i/act on in$or/ation
technology. It /a2es the accessi5ility o$ acade/ic resources $aster and /ore convenient. ?e4s and
discussion grous can also 5e set u instantly 4hile oinions8 ideas and attitudes are e6changed in real ti/e.
",
)*hat which does not kill us makes us stronger(, B F&ied&ich Niet,sche
Chapte& 04
RUR#$ COMMUN!"!ES
Community
< co//unity is a social organi%ation that is territorially locali%ed and through 4hich /e/5ers satis$y
/ost o$ their daily needs and deal 4ith /ost o$ their co//on ro5le/. It connotes a rocess or the /ove/ent
to4ards unity in the syste/ as social li$eO an ongoing /ove/ent 4hich is never co/leted or $inish. It is not as
5road as the concet o$ society. It occuies articular territories8 share dislay co//on values such as /utual
sense o$ deendence8 identity o$ interest8 sense o$ 5elonging and an e6ected attern o$ 5ehavior.
"he Ru&al U&*an Dichotomy
)e/einscha$t B $a/ilistic 9rural:
)esellscha$t B contractual 9ur5an:
I/roved social transortation and co//unication are 5rea2ing do4n the di$$erences 5et4een rural
and ur5an co//unities.
Ru&al < U&*an Di@@e&ences
*ccuations
Si%e
Density o$ oulation
Do/ogeneity or heterogeneity o$ culture
Social di$$erentiation G strati$ication
Social /o5ility
#ye o$ social interaction
Solidarity
Ru&al Cultu&e and Social St&uctu&e
Rural co//unities are so s/all and eole are engage in agriculture8 $ishing8 $orestry8 /ining8 $ood
gathering8 and cottage industries. So/e anthroologists re$er to rural residents as easants. Poulation
density is lo4 and hu/an to land ratio is s/all8 an asect 4hich a$$ects the nature o$ social interaction.
Co//unal activities are co//on8 and cooeration 5oth $or/al and in$or/al8 is sho4n on 5eing hel$ul
to neigh5or and sharing each otherUs 4or2. In$or/al 5orro4ing and lending o$ 5oth cash and /aterial goods is
still racticed. Social control oerates through $ol24ays and /ores8 and is co//only used in the $or/ o$
gossi8 u5lic oinion8 and social ostracis/.
7e/5ers are /ore deendent on traditions and cultural heritage than those on ur5an areas. 7odern
$acilities such as running 4ater se4age disosal8 electricity and co//unications are li/ited i$ not a5sent.
Do/ogenous and slo4 culture change. Idyllic scenes o$ rolling hills8 /a>estic /ountains8 verdant $orest8
so/nolence and /onotony and si/le8 unassu/ing8 gentle $ol2s. 'ut such icture is not any/ore true.
Denuded $orest8 rivers8 strea/s silted and olluted8 5irds and ani/als are deci/ated 5y hunters.
)7hat else do 1 have in heaven but you= ;ince 1 have you+ what else could 1 want on earth=
:y mind and my body may grow weak but 6od is my strength+ he is all 1 ever need(,
Psalm 92:14
Social Classes in the Ru&al #&eas
&-
1. uer classB constitutes a s/all ortion 9lando4ner8 atrons8
2. 5arrio o$$icials Y as the 5ig eole:
3. lo4er classB constitutes the 5ul2 oulation 94or2ers8 la5orers s/all eoleU:
4. least oor B UrichU
". /oderately oor
&. oorest
#he criteria used 4ere land tenure8 degree access to the /eans o$ /a2ing a living 9land8 cash8 credit8 la5or8
livestoc28 $ar/ing or $ishing i/le/ents and technical s2ills:
Douse o4nershi or rental
Possession o$ consu/er goods 9radio8 television set8 store:
Spatial Patte&ns o@ Philippine Communities
Settle/ent atterns8 in a 4ay reveal the hu/an 5eing. #his is the relationshi 5et4een the environ/ent
and the social structure resulting in arrange/ent o$ d4ellings8 5uildings and other hysical structures related to
their social li$e. ?ucleated tye is sho4n in o5lacion 4ith agglo/erated 5arrios. Disersed tyeBcluster o$
sitios 4here houses are disersed along the rivers or in the /iddle o$ the $ield. Settle/ent atterns are a$$ected
5y terrain8 tyes o$ cros raised and social organi%ation.
"he Ru&al Family
#he $a/ily is the 5asic social unit o$ society and an i/ortant sociali%ing agent. 7ore nuclear than
e6tended $a/ilies.
'ilateral B 4ith close ties and is usually /aintained 5y 5oth sides o$ the $a/ily.
?eolocalB'ilocal BBB Strong $a/ily relationshi and loyalty leads to neotis/8 lac2 o$ sel$ reliance8 and
indi$$erence to 4el$are institution or arasitis/.
Finshi relationshi is characteri%ed 5y traditional o5ligations and e6ectations.
#raditional ractices in courtshi still ersist although changes ta2es lace.
Ru&al Coope&ati)es
1,"1B a rogra/ on the $or/ation o$ cooeratives 4as instituted to hel oor $ar/ers. 'ased on the
rincile or the /utual aid and sel$Breliance8 4ith its /e/5ers ooling their sources $or the co//on 5ene$it.
RUR#$ -O.ERNMEN"
*alangay< *a&angay<*a&&iopolitical unit
Ru&al Education < 1,&,B 5arangay high schools 4ere instituted to rovide high school education $or all.
7usli/s co//unities su$$er $ro/ neglect. .or the /a>ority o$ the youth8 a high school education is the culBdeB
sac. < select $e4 ursue college in ur5an centers.
)-earning !rom your mistakes is wise( /ut learning !rom the mistakes o! others is wiser(,
#l*e&t 8andu&a
Chapte& 0A
UR8#N COMMUN!"!ES
&1
#he ter/s Wcity and Wur5an are so/eti/es used interchangea5ly8 5ut the t4o concets are distinct.
In social science8 ur5an is used to re$er to a quality o$ li$e that is tyically $ound in cities. Cities are /ade u o$
eole $ro/ di$$erent ethnic racial origins8 social classes and religious organi%ations. 06a/les: 7anila8
Cue%on City8 'aguio City
U&*ani,ation in a histo&ical pe&specti)e
#he $irst cities aeared a5out $ive or si6 thousand years ago in the 7iddle 0ast in the 7esoota/ia
9no4 Southern Iraq: and 0gyt. In <sia8 cities 4ere $or/ed in ?orth4est India in the Indus River !alley
9resentBday 1est Pa2istan: and in the =ello4 River 5asin in China a5out 2"-- 'C.
U&*an de)elopment in the /est
1. I/rove/ents in transortation8 roads8 and canals.
2. <gricultural innovations and co//erciali%ation.
3. #he e/ergence o$ the $actory syste/ 4ith industrial roduction derived $ro/ stea/ o4er.
4. In$rastructure technology.
".
U&*ani,ation in De)eloping Count&ies
Ur5ani%ation has ta2en lace in the develoing countries o$ <$rica8 <sia8 and 3atin </erica.
U&*ani,ation in the Philippines
"h&ee Facto&s o@ U&*ani,ation:
1. #he attractiveness o$ ur5an li$e strengthened the strea/ o$ /igration $ro/ rural areas. #he ercetions
5y the ruralites o$ 5etter e/loy/ent oortunities and accessi5ility to services and $acilities in ur5an
areas 5olstered the desire to start a ne4 li$e in the city.
2. #he e6istence o$ social net4or2s in the /igrantUs destination.
3. ?atural increase.
06a/le: increasing 5irths and declining deaths o$ the oulace in the city.
U&*an Cultu&e and Social St&uctu&e
Ur5an co//unities have a co/le6 social structure 4hich in$luences the social 5ehavior and values o$
their inha5itants. So/e researchers oints out that a city is a natural ecological syste/ consisting o$ natural
areasU or su5 areas such as a central 5usiness district8 residential areas8 industrial %ones8 ethnic
neigh5orhoods8 slu/s8 and shanty to4ns that are in dyna/ic interaction 4ith each other.
)A good li!e only lasts so long+ but a good reputation lasts !orever(,
Si&ach
< study /ade 5y a tea/ o$ statisticians in 1,,- divided 7etro 7anila households into $ive social
classes na/ely:
< 9uerBuer class: H 1;
' 9lo4er uer class: H 1;
C 9/iddle class: H 4&;
uer /iddle C and lo4er /iddle C
&2
D 9lo4er class:
0 9lo4er class:
U&*an Ecological P&ocesses
Ur5an ecologists /onitor the hysical changes in the city and the 4ay an individual adats to the
changing ur5an environ/ent8 4hich in turn in$luences the 4ay the ecological rocess $unctions.
Concent&ation H occurs 4ith the gro4th o$ to4ns and cities. It re$ers to oulation increase in a given
area8 as deter/ined 5y oulation density.
Dominance H it is 4hen one area in the city tends to have controlling social and econo/ic ositioning
relation to the other areas.
-&adient H re$ers to the condition o$ receding degrees o$ do/inance $ro/ a selected do/inant center.
Cent&ali,ation H various institutions and esta5lish/ents are dra4n together along lines o$
transortation and co//unication.
Decent&ali,ation H the scattering o$ $unctions $ro/ the /ain districts to the outlying districts.
!n)asion H occurs 4hen ne4 tyes o$ eole8 institutions8 or activities enter an area reviously
occuied 5y a di$$erent tye.
Succession H occurs 4hen the ne4 oulation or ne4 $unction gains do/inance.
Ecological seg&egation H arises $ro/ the $act that eole di$$er according to ethnic grouing8 religion8
social class8 or occuation.
"he Met&opolitan Region
#he /etroolitan area is an ur5an heno/enon e/erging in di$$erent laces around the 4orld. #he
availa5ility and /ass
/ar2eting o$ cars and 5uses 4as largely resonsi5le $or the e6ansion o$ cities into surrounding areas.
"he -&oBth o@ Met&opolitan Manila
7anila 4as $or/ally $ounded 5y the Saniards in 1"(1 and /ade in the seat o$ govern/entO its original
site 5eing the 4alled city called the Intra/uros. #he city 5eca/e congested and e6anded into a /etroolitan
7anila 4hich later has develoed into a ri/ate city. It is the /ost /oderni%ed and industriali%ed region o$ the
country and is the $ocus o$ national do/inance.
"he U&*an Family
#he changes 5rought a5out 5y ur5ani%ation and industriali%ation is re$lected in the $a/ily. In Philiine
ur5an areas the e6tended $a/ily household is /ore o$ a heno/enon than the nuclear $a/ily 4hich is /ore
co//on in rural areas. ?or/s o$ courtshi and /arriage ractices have changed in ur5an areas .
/o&+ in the !ndust&ial U&*an Setting
< characteristic o$ 4or2 in the ur5an areas is the great diversi$ication o$ occuations 4hich attract a
nu/5er o$ a5le 5odied /en and 4o/en. 1ith advances in science and technology8 4hite collar >o5s have
&3
e6anded. < ne4 4or2 ethic characteri%ed 5y industry8 thri$t8 $rugality8 and innovativeness has e/erged:
consu/er 5ehavior has 5een altered as $actories roduce goods at /oderate rices 4hich are 4ithin the reach
o$ the /asses.
<long streets8 a nu/5er o$ $ast $ood has srouted. #he u5iquitous sariBsari store has no4 5een
relaced groceries8 suer/ar2ets8 $ast $ood centers8 and restaurants. #rade8 5oth do/estic and $oreign8 has
5een enhanced and e6anded. 3a5or has 5eco/e /ore organi%ed and cooeratives have 5een $or/ed.
U&*an Social P&o*lems
SCuatte&s and Slums
Squatter areas have roli$erated along river 5an2s8 rail4ay trac2s8 esteros8 and the erihery o$
residential areas. Squatters 5uild shanties or 5arongB5arong 4ith /a2eshi$t /aterials such as used hard4ood8
scra iron8 secondBhand )Bsheets8 and other castBo$$ /aterials.
Squatter areas generally have the $ollo4ing characteristics: congestion8 squalor8 $ilth8 and a lac2 o$
5asic $acilities and services li2e light 4ater8 se4age and gar5age disosal syste/s. So/e squatter areas have
develoed into slu/s. Slum is the ter/ alies to residential areas characteri%ed 5y overcro4ding8 $ilth8 and
squalor. Slu/s are 5lighted areas8 eyesores 4ith houses $alling into ruin and lac2ing in $acilities $or health$ul
and co/$orta5le li$e.
U&*an Planning and ReneBal
Ur5an lanning and rene4al are needed to i/rove 7etro 7anilaUs i/age. Ur5an lanning is a /eans
o$ directing the cityUs hysical and social gro4th and changes to rovide a /ore healthy8 leasant and
roserous environ/ent. I/lied here are not only structural and satial arrange/ents 5ut also rovisions $or
e/loy/ent8 education8 health and co/$ort. #his concet o$ ur5an lanning is not ne4.
):ay the -ord bless you and take care o! you+ may the -ord be kind and gracious to you+ may the -ord look on you with !avor and give
you peace(,
H Num*e&s A:13
Chapte& 09
POPU$#"!ON #ND DE.E$OPMEN"
S"UD% OF POPU$#"!ON
Poulation re$ers to the nu/5er o$ ersons occuying a certain geograhic area. #he rate o$ oulation
gro4th is the net annual increase in oulation8 4hich is co/uted 5y getting the di$$erence 5et4een nu/5er
o$ 5irths and nu/5er o$ deaths.
DEMO-R#P7%
&4
#he studyF distri5ution8 co/osition8 and change in oulation. De/ograhers study 5irth8 death8 and
/igration data and ho4 these a$$ect the co/osition8 si%e8 and distri5ution o$ the oulation.
POPU$#"!ON -RO/"7 !N "7E /OR$D
Du/an oulation gre4 slo4ly. It too2 /ore than a /illion years to reach 1 5illion eole at the
5eginning o$ the 1,th century. < second 5illion 4as reached a$ter 13- years8 a third 5illion in the ne6t 3- years
and $ourth 5illion in 1" years 97c?a/ara 1,,2:. 'y the 1,,-s there 4ere /ore than $ive 5illion eole
4orld4ide8 and at the end o$ the 2-th century the oulation 4as si6 5illion.
M#$"7US!#N "7EOR%
#4o centuries ago8 0nglish econo/ist #ho/as 7althus argued that oulation gro4th geo/etrically8
4hich add /ore eole every year. 1hich increase $ood suly is arith/etic8 4here5y $ood suly is li/ited 5y
availa5le land8 soil quality8 and the level o$ technology.
M#$"7US
'elieves that the increase in oulation outgro4s increases in the $ood suly. #hus8 there is need to
2ee oulation gro4th in line 4ith $ood suly.
POPU$#"!ON #ND ECONOM!C DE.E$OPMEN"
#he consequences o$ oulation gro4th are the $ollo4ing: high $ertility societies are not a5le to rovide
good health8 education8 and 4el$are rogra/sO the rocess o$ industriali%ation is slo4ed do4nO technology is
costly and uncertainO consu/tion atterns destroy the ecosyste/ as technology deletes the natural
resources and environ/ental ro5le/s are accelerated8 it contri5ute to social inequality.
Reducing the Rate o@ Child 8ea&ing
In 0ngland8 5irth rates 4ere reduced through a volunteer /odel. .ertility $ell 4ithout govern/ent
inter$erence. I/rove/ents in the /edical $ield and u5lic sanitation 5rought do4n the death rates and
econo/ic gro4th resulted 4ith eole the/selves deciding to have $e4er children.
P&ocess in Population Change
#hree varia5les are involved in oulation change: $ertility8 /ortality8 and /igration. #hese varia5les in$luences
changes in the de/ograhic structure 4hich8 in turn8 in$luences the social econo/ic8 olitical structure o$
society.
Fe&tility B re$ers to the actual nu/5er o$ children 5orn to a 4o/an. #o /easure this8 the crude 5irth rate
is co/uted: the nu/5er o$ registered 5irths er 18--- o$ the oulation in a given area at a seci$ied
ti/e.
Mo&tality B re$ers to the nu/5er o$ deaths er 18--- o$ the /idByear oulation in a articular lace at a
seci$ied ti/e. #his is /easured 5y the crude death rate.
$i@e EEpectancy B re$ers to the average nu/5er o$ years a erson is e6ected to live $ro/ ti/e o$ 5irth.
Mig&ation < Poulation change is a$$ected 5y /igration8 4hich is the /ove/ent o$ eole $or er/anent
residency. I//igration oses an econo/ic ro5le/ in a slo4 gro4ing econo/y and roduce ro5le/s o$
social cohesion and con$lict.
#ge St&uctu&e <Re$ers to the roortion o$ eole at di$$erent age levels. It is a$$ected 5y the rates o$ $ertility
and /orality. 1hen larger ortion o$ the oulation is 5elo4 age 2- years and a5ove8 it is said to 5e old.
&"
SeE Composition < Se6 ratio is co/uted 5y counting the nu/5er o$ /ales er 1-- $e/ales. 1hen se6 ratio
is 1--8 this /eans that the nu/5er o$ /ales and $e/ales is 5alanced. I$ the se6 ratio is /ore than 1--8 there is
a redo/inance o$ $e/ales. In the Philiines8 there are /ore /ale 5a5ies 5orn than $e/ale 5a5ies.
"he Philippine Population
#he Philiines8 4ith a oulation o$ ,48-1382-- /illion in /id 2-1- is a $ast gro4ing country in ter/s
o$ oulation. In 1,,-8 the Philiine oulation 4as /ore than && /illion8 u $ro/ 4+ /illion. 1n 1,+-O the
gro4th rate 4as $ro/ 2.";to 2.&; do4n $ro/ /ore than 3; in 1,&-.
!mplications o@ Philippine Population -&oBth
0ven i$ the rate o$ oulation gro4th decreased $ro/ 2.3; in 1,,- to 2.2; in 2--- the $igure is still
considered high and does not sea2 4ell o$ our oulation rogra/. #his raid oulation gro4th has
contri5uted to the slo4 social and econo/ic develo/ent.
Population Policy P&og&am
It 4as in the 1,&-s that the Philiine govern/ent 5egan to sho4 concern over the raid oulation
gro4th. In 1,(18 the Philiine Congress assed R.<. &3"8 Instituting a national olicy on oulation and
created the Poulation Co//ission 9P*7C*7:. It eventually 5eca/e an integral art.
POPCOM
#he econo/ic develo/ent lan o$ Presidential Decree (, a$ter 7artial 3a4 4as declared. It 5eca/e
the olicy /a2ing8 coordinating and /onitoring agency o$ the PhiliinesK $a/ily lanning rogra/. Its goal 4as
to enhance national develo/ent 5y /eeting the social and econo/ic challenges o$ oulation gro4th.
QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ
QQQQQQQQQQ
)Dream lo!ty dreams+ and as you dream+ so shall you become( 8our vision is the promise o! what you shall one day be4 your ideal is the
prophecy o! what you shall unveil(, H James $ane #llen
Chapte& 0;
Responsi*le Planned Pa&enthood
O)e&)ieB
#he raid gro4th o$ oulation in the country 4ill 5e tanta/ount to overoulation in the near $uture.
#his 4ill surely a$$ect the govern/entAs rogra/ o$ econo/ic recovery. #he disadvantageous age distri5ution
is econo/ically 5urdenso/e as it increases the de/ands and ressures on the govern/ent 5udgets $or
education8 health and other services.
Meaning o@ Family Planning
.a/ily lanning has 5een de$ined as the rational8 voluntary and /oral /anage/ent o$ all the rocess
o$ $a/ily li$e including hu/an reroduction. 06erts de$ine $a/ily lanning as the rocess 5y 4hich resonsi5le
coules deter/ine 5y the/selves the ti/ing8 sacing and nu/5er o$ children 5orn to the/. .a/ily lanning
has also 5een re$erred to as the totality o$ hu/an e$$orts to achieve hu/an dignity8 econo/ic sta5ility8 health
&&
and hainess8 and ro/ote 4el$are through. 'irth regulation and sacing o$ the children 5y the use o$
acceted scienti$ic /ethods:
#reat/ent $or in$ertility
.a/ily li$e and se6 education
PreB/arital guidance and /arriage counseling
PreBnatal and ostBnatal care
Family Planning and 8i&th Cont&ol
7any eole thin2 that $a/ily lanning and 5irth control are synony/ous. Conte/orary e6erts8
ho4ever8 ca/e u 4ith a clear distinction 5et4een lanning and 5irth control. .a/ily lanning see2s to revent
the creation o$ li$e 5y resenting o5stacles to concetion. .a/ily Planning ai/s to revent regnancy through
the use o$ various /ethods o$ contracetion8 a5ortion not includedO 4hile 5irth control ai/s to revent live
5irths8 a5ortion 5eing the /a>or /ethod. In Paan8 a5ortion has 5een legali%ed and 5irth control is the adoted
rogra/ to ad>ust her oulation to desira5le levels.
Methods o@ Cont&aception
Sa@ety H #he /ethod should 5e $ree $ro/ har/$ul sideBe$$ects 5oth $or erson using the /ethod and $or
the se6ual artner.
E@@ecti)eness H It /ust 5e e$$ective in reventing un4anted regnancy.
Ease o@ administ&ation H I$ it is to 5e alied 5y the erson li2e the che/ical or /echanical devices8 it
has 5e si/le and easy
EEpense and a)aila*ility H #he /ethod should not only 5e econo/ical 5ut readily availa5le.
Fol+ Method:
Postcoital Douche o& Douching < #his is done 5y $lushing out the vagina 4@ a /edicated solution
i//ediately a$ter intercourse to re/ove@destroy the ser/. #he /edicated solution /ight 5e 4ater8
vinegar@other co//ercial roducts. Douching is use$ul in e/ergency situation as 4hen a condo/ 5rea2s.
P&olonged $actation < Prolonged 5reastB$eeding o$ 5a5ies is an ancient ractice or contracetion to
delay ovulation. #his costs nothing and does not need any secial rearation. It is8 ho4ever8 not e$$ective
5ecause ovulation /ay return anyti/e t4o or $our /onths a$ter delivery.
Cont&acepti)es:
Rhythm Method < #he rhyth/ is not really a $or/ o$ contracetion8 5ut it is a syste/ o$ eriodic
a5stinence advocated 5y those 4ho consider it i//ortal to inter$ere 4@ contracetion 5y /echanical or
che/ical /eans.
O)ulation Method < #his technique8 as advocated 5y Doctor Pohn and 3yn 'illings8 o5serves the
/ucous $ro/ the vagina as a sign o$ an i/ending ovulation and there$ore8 is the 5eginning o$ the unsa$e
eriod.
/ithd&aBal o& Coitus !nte&&uptus < 1ithdra4al o$ the /ale organ >ust rior to e>aculation is also highly
unrelia5le /ethod o$ regnancy control. 7any /en $ind it e6tre/ely di$$icult to 4ithdra4 at the /o/ent o$
orgas/8 and those 4ho succeed o$ten derive the/selves and their artners o$ considera5le hysical and
sychological satis$action.
Coitus Rese&)atus < #his is si/ilar /ethod o$ coitus interrutus. Do4ever8 in this /ethod8 the /an
4ithholds e>aculation allo4ing the erection to su5side >ust 5e$ore orgas/. #he e$$ects8 advantages and
disadvantages are the sa/e as the 4ithdra4al /ethod.
&(
Mechanical Cont&acepti)es:
#here are /echanical contracetives o$ di$$erent $or/s that act as 5arrier to revent the ser/ $ro/
entering the uterus there5y reventing regnancy.
Condom < #he condo/ or rohylactic is a rotective sheath /ade o$ ru55er or thin ani/al s2in8 4hich
is 4orn over the erect enis during se6ual intercourse. It revents ser/ $ro/ entering the vagina8 and aids in
reventing the trans/ission o$ venereal disease.
Diaph&agm < < diahrag/ is a shallo4 ru55er cu 4ith a $le6i5le sring ri/8 4hich is co/ressed and
inserted into the vagina so that i$ $its snugly over the cervi6. Covered 4ith a ser/icidal crea/ or >elly the
diahrag/ e$$ectively revents the entry o$ ser/ into the uterus. #he diahrag/ should not 5e re/oved $or at
least si6 to eight hours a$ter intercourse.
Ce&)ical Caps < < cervical ca is /ade o$ ru55er 4ith a taering do/e aearance designed to $it
snugly over the cervi6. It is $itted 5y a doctor and could 5e le$t in lace $ro/ one /enstrual eriod to another.
Cas that are 4ellB$itted are less li2ely to 5e dislodged 5y se6ual union than diahrag/s8 and thus8 there is no
4orry o$ insertion and re/oval a$ter the se6ual act. !isits to a doctor once a /onth8 is necessary.
Chemical Cont&acepti)e < Che/ical contracetives or ser/icides revents regnancy 5y
i//o5ili%ing the ser/ 5e$ore they enter the uterus.
.aginal Supposito&ies < < suository is a s/all8 5ulletBshaed su5stance si/ilar to a ara$$in or a
iece o$ candle8 containing che/icals caa5le o$ 2illing ser/s. It is inserted into the vagina a5out 1- to 1"
/inutes 5e$ore intercourse to allo4 it to /elt.
< vaginal $oa/ing ta5let is /oistened 4ith saliva or 4ater and inserted into the vagina 1- to 1" /inutes
5e$ore intercourse. It /elts at 5ody te/erature and $or/s a coat o$ $oa/ to revent the ser/ $ro/ entering
the uterus. Suositories and $oa/ ta5lets are the /ost convenient $or/ o$ che/ical contracetives and need
no rescrition $ro/ a doctor.
Cont&acepti)e JelliesF C&eams and .aginal Foams
Contracetive >ellies and crea/s are inserted shortly 5e$ore se6ual intercourse. !aginal $oa/s are
ac2aged 4ith 5utane roellant in a 5ottle or are sold 4ith lastic alicator. #hese ser/icides i//o5ili%e
and 2ill the ser/s e$$ective $or
an hour. #here should 5e no 4ashing or douching o$ the vagina si6 hours a$ter intercourse. !aginal $oa/ is
said to 5e the /ost e$$ective ser/icide 5ecause it covers the 4alls o$ the vagina quic2ly and evenly 4ith a
dense $il/ o$ $oa/.
!nt&aute&ine De)ices < <n intrauterine device is a s/all lastic or /etal o5>ect8 4hich is inserted into
the uterus 5y a hysician. #he resence o$ the IUD inter$eres 4ith the i/lantation o$ the $ertili%ed ovu/ on the
uterine 4all8 4hich in e$$ect causes a5ortion o$ the $ertili%ed egg.
"he Pill < 1ith the develo/ent o$ the oral contracetive ill8 there has 5een a tendency to vie4 the ill
as another /odern /edical /iracle8 /uch as enicillin 4as vie4ed at the ti/e o$ its discovery. In our
conte/orary society ho4ever8 4here 4e have a tendency to regard drugs as a anacea $or everything $ro/
inso/nia to headache to 5oredo/8 it 4ould 5e 4ise $or a 4o/an to re/e/5er that /ost /iracles have their
dra45ac2s.
#he ta2ing o$ the ill is co/letely dissociated $ro/ the se6ual act. #he ill renders the 4o/an in$ertile.
She need not thin2 a5out regnancy. 1hen ta2en e6actly as rescri5ed8 the ill is al/ost 1--; e$$ective. #he
ill contains hor/ones 4hich revent concetion 5y inhi5iting the ovaries $ro/ releasing egg cells. #he oral
&+
contracetives are o4er$ul and e$$ective drugs 4hich can cause side e$$ects in so/e users and should not 5e
used at all 5y so/e 4o/en.
Ste&ili,ation < Sterilization or surgery is done 4ith co/arative ease and is virtually 1--; e$$ective.
Sterili%ation o$ the /ale is achieved through vasectomy and sterili%ation o$ the $e/ale is through tubal
ligation.
Vasectomy is a relatively si/le rocedure in 4hich the vas de$erens8 the tu5e through 4hich ser/s
are transorted8 is tied o$$ or cauteri%ed8 causing the ser/ to 5e rea5sor5ed 5y the 5ody instead o$ 5eco/ing
art o$ the se/en.
Tubal ligation is a /a>or surgical rocedure in 4hich the 4o/an is ut under general anesthesia8 a
large a5do/inal incision is /ade and the $alloian tu5es are cut and tied o$$. *vulation and /enstruation
continue as usual 5ut the riened egg cannot enter the uterus. Instead8 it disintegrates and is a5sor5ed 5y the
5ody.
)>ailure will never overtake me i! my determination to succeed is strong enough(, 0 Og Mandino
Chapte& 0:
/omen and Child&en
Di@@e&ence *etBeen SeE and -ende&
SeE H re$ers seci$ically to oneKs internal and e6ternal se6ual organs.
urely hysical deter/ination o$ 4hether one is /ale or $e/ale.
5elongs to the disciline o$ 5iology or anato/y.
-ende& H the ersonal8 social8 or cultural assign/ent o$ 5eing /ale or $e/ale.
/oman < Used to identi$y a $e/ale hu/an8 regardless o$ age. <n adult $e/ale erson8 as distinguished $ro/ a
girl or a /an. Used generally8 to /ean any $e/ale hu/an8 or seci$ically8 to /ean an adult $e/ale hu/an as
contrasted 4ith girl.
-ende& Role o@ !dentity and EEpectations
-ende& Role !dentity H is a ersonal 5elie$ and attitude syste/ that shaes and guide an individualKs taste
and actions.
&,
-ende& Role EEpectations H are the doKs and dontKs 4hich society i/oses $or /ales or $e/ales.
-ende& !neCuality B syste/atic di$$erence 5et4een the li$e e6eriences8 social e6ectations8 and oortunities
that are
resented 5ecause one is /ale or $e/ale.
/omen at 7ome
Develo/ent rocesses are 5eing reshaing .iliino $a/ilies that have 5eco/e s/aller in si%e and
/ore nuclear in co/osition. .iliino 4o/en no4 /arry at later ages8 thus delaying the onset o$ $a/ily
$or/ation.
/omen at /o&+
#he lo4er rate o$ 4o/en in the la5or $orce re$lects the re$erence given to the e/loy/ent o$ /ales
over $e/ales and the constraints i/osed 5y do/estic resonsi5ilities on 4o/en to 5e a5le to enter the la5or
$orce.
7ealth and Mothe&hood
1o/enKs health in all stages o$ the li$e cycle is o$ i//ense i/ortance8 not only 5ecause it a$$ects the
health o$ the ne6t
generation through its i/act on children8 5ut also 5ecause 4o/en are hal$ o$ the countryKs hu/an resources.
/omen and Pu*lic $i@e
1o/enKs articiation in olitics and governance continues to 5e li/ited. .iliino 4o/en at 5oth the
national and local levels re/ain largely una5le to in$luence legislation. Chie$ e6ecutives and other to
ad/inistrators are still /ostly /en.
Education
Signi$icant rogress has also 5een achieved in reducing the gender ga in educational quali$ications.
=ounger 4o/en today are $ar /ore li2ely to have co/leted a tertiary quali$ication than 4o/en 3- years ago.
#he 5igger issue regarding gender is the stereotying in the $ields o$ study and seciali%ation and its
translation into the 4orld o$ 4or2 4here /en generally occuy the highest aying ositions. 7oreover8
4o/enKs larger resonsi5ility $or house4or2 and the $a/ily i/edes their a5ility to use their educational
training and s2ills $or re/unerative 4or2.
Child /o&+e&s
"he Filipino child&en Bo&+
Children are $orced to 4or2 due to $a/ily e6ectations that every5ody should contri5ute to the $a/ily
inco/e or to hel suort their educational asirations 5ecause their $a/ilies cannot a$$ord to send the/ to
school.
1or2ing children are those aged $i$teen and 5elo4 4ho 4or2 in a u5lic or rivate esta5lish/ent 4here
they are not directly under the resonsi5ility o$ their arents or guardian or 4here the latter e/loy other
4or2ers aart $ro/ their children.
E@@ects o@ child la*o&
(-
1. Physical ha&m H 4hen any art o$ the hysical 5ody o$ the 4or2ing child are a$$ected directly or
adversely leading to conditions that /ay require i//ediate /edical attention. Physical de$ects include
/alnutritionO s2in diseasesO er/anent or te/orary hysical disa5ilitiesO une6lained8 unusual and
eriodic 5odily in>uriesO lacerations8 5ruises8 5urns8 se6ually trans/itted diseases or death.
2. 7ampe&ing the childs education H 4hen the child is e6osed to 4or2 in e6change $or the ti/e that he
or she is suosed to 5e in school. #he 4or2 /ay $orce the child to sto schooling8 or 5e droed or $ail
in school.
3. EmotionalL Psychological ha&m H 4hen the child /ani$ests 4ithdra4al syndro/e8 learning
disa5ilities8 e6tre/e deression8 e/otional 5rea2do4n8 sense o$ alienation8 suicidal or sel$ destructive
tendencies8 aggressive 5ehavior8 lo4 sel$Bi/age8 relationshi ro5le/s8 re>ection8 $ear8
a5sent/indedness8 and@ or con$usion.
)8ou+ -ord are all 1 have+ and you give me all 1 need4 my !uture is in your hands(, H Psalm 0A:4
Chapte& 1=
Social St&ati@ication
Social St&ati@ication
Social Strati$ication in a society /ay 5e de$ined as its internal division into a hierarchy o$ distinct social
grous8 each having a seci$ic li$e chances8 and distinctive style o$ li$e. It re$ers to a syste/ 5y 4hich a society
ran2s categories o$ eole in a hierarchy 9high8 /iddle or lo4:.
8asic P&inciples in Social St&ati@ication
1. It is a characteristics o$ society.
2. It ersist over generations.
3. It is universal 5ut varia5le to one society to another.
4. It involves not only inequality 5ut also 5elie$s.
O*(ecti)e Dimensions o@ St&ati@ication
(1
EconomicB the econo/ic di/ension o$ strati$ication is /easured 5ased on the distri5ution o$ inco/e
and 4ealth o$ citi%enry in relation 4ith )?P and )?* er caital.
PoliticalB Deals 4ith o4er inequalities.
SocialB Re$ers to the degree o$ oenness or closeness o$ society.
8asic Components o@ Social St&ati@ication
Social Class
Status B social standing 4ith in a social class or in the entire strati$ication syste/.
Roles B ertains to the e6ected 5ehaviour atterns that corresond 4ith a status9ascri5ed8 achieved:.
"h&ee Social Classes
0' Uppe& Class BBB re$ers to the very rich. #hey consist o$ the elite $a/ilies 4ho are success$ul in agriculture8
industry or govern/ent. #his class has t4o tyes: the ne4 9noveau: rich and the traditional uer class.
UerBuer BBB it has a huge a/ount o$ 4ealth.
3o4erBuer BBB ne4 /oney8 so/eti/es lac2ing in 5reeding and roer social 5ac2ground and /ay not
have the a5ility to go u the ladder o$ the uerBuer class.
UerB/iddle BBB ro$essionals or high level /anage/ent ersonnel8 li2e doctors8 la4yers8 dentist8 and
cororate ersonnel8 4hose inco/es are /ore than adequate $or their needs.
1' Middle Class B includes s/all 5usiness and industry o4ners and /anagers8 ro$essionals8 o$$ice 4or2ers
and $ar/ o4ners. #o the/ education is the /ain indicator o$ social status since /a>ority has less ersonal
roerties.
2' $oBe& Class
UerBlo4er B it is 2no4n as the 4or2ing classO 5lue collar 4or2ers8 education is li/ited and little
restige is attached to their 4or2.
3o4erBlo4er B is 5otto/ o$ the ladder o$ social inequality8 they get the 4or2s o$ 4hat society has to o$$erO
have the least education and the least inco/e8 their >o5s are seasonal8 li2e the $ar/ers and the $ish$ol2.
Facto&s #@@ecting Social Mo*ility
Social Mo*ility B re$ers to the /ove/ent o$ individuals8 grous 4ithin a s/all syste/ 4herein a degree
o$ oenness or closeness e6ists. Intra and interBgenerational /o5ility reresents the attern o$ changes in
status or osition during the individualKs li$eti/e and to 5e carried on to the ne6t generations. It is a continuous
rocess that involves /otivation8 cooeration8 co/etition and con$lict. 0quali%ing oortunities are ositive
/otivations8 4hereas8 unsatis$actory ri/ary grou relationshis are negative /otivations.
#he overall consequence o$ social /o5ility /ay 5e gained or a loss o$ o4er or authority8 restige8
and@or estee/. 0ducation is a 5asic $actor in occuational /o5ility 5ut the quality o$ education generally
deends on the arentKs socioBecono/ic status. 7o5ility /ay 5e hori%ontal8 4hich is the /ove/ent $ro/ one
osition to another 4ith the sa/e ran2ing or vertical 4hich is u4ard or do4n4ard change in ran2.
)eograhical /o5ility and hori%ontal /o5ility usually go handBinBhand and can 5e rerequisites to vertical
/o5ility.
St&ati@ication and "echnology
(2
It has 5een o5served that there is a relationshi 5et4een the technology and its social strati$ication.
Situating social strati$ication historical ersective 4ill hel in understanding 4hy there are varying degrees o$
inequality 4orld4ide. Social strati$ication gets /ore co/le6 in society 4ith the advanced technology.
#echnological advances create surlus roducts8 thus /a2ing social inequality /ore ronounced.
Deter/ination:
ZA river cuts through rock8 not because o! its power+ but because o! its persistence(2 & Jim /at+ins'
Chapte& 10
Race and Ethnicity
Race and Ethnic -&oups
Race B re$ers to hysical characteristics trans/itted at 5irth to a grou o$ eole. It is deter/ined on the
5asis o$ a grouKs 5lood line.
Ethnic -&oup B re$ers to a grou o$ eole 4ith co//on cultural 5ac2ground.
Mino&ity -&oup B grou o$ eole that is nu/erically lesser than the rest o$ the oulation.
Featu&es o@ a Mino&ity -&oup
#he /e/5ers su$$er various disadvantages at the hand o$ another grou. #hey are identi$ied 5y grou
characteristics that are socially visi5le. #hey do not 5eco/e /e/5ers o$ a /inority grou voluntarily 5ut are
5orn in to it. #hey tend to /arry 4ithin the grou.
Ethnic -&oups in the Philippines
(3
"he !go&ots o@ No&the&n $u,on
Cordillera region: ancestral do/ain
Provinces: <5ra8 <ayao8 'enguet8 I$ugao8 Falinga8 7t. Province
0thnoBlinguistic )rous: 'ontoc8 I5aloi8 I$ugao8 Is/eg8 Falinga8 Fan2aBnaey
Ethnic -&oups in Mindanao
'angsa/oro consist o$ 12 grous 4ho share Isla/ religion.
7oros H /eaning 7oors or 7usli/s. #he 7oros nu/5er $ro/ 2B" /illion.
7aguindanaos H Ieole o$ the .looded PlainJ o$ Cota5atoO the largest grou
7aranaos H Ieole o$ the la2eJ live around la2e 3anao
#ausugs H Ieole o$ the crescentJ o$ Sulu
Sa/als o$ #a4iB#a4i
'ad>aos o$ SuluO called Isea gysiesJ
=a2ans o$ 'asilan
Sanguils o$ Davao
7ale5anons o$ the 'ala5ac Islands
Pa/a 7auns o$ Cagayan
7usli/ Pala4ani o$ Pala4an
Muslims in Southeast #sia
Southeast <sia has the largest nu/5er o$ 7usli/s 9a5out 2-- /illion:. 7ostly o$ 7alay variants in
language and culture. <5out 1@& o$ the 4orldKs total 7usli/ oulation.
Chinese Relations
#he Chinese 4ere in the Philiines even 5e$ore the $irst Sanish era. #he Chinese introduced cultural
ele/ents that have 5een adated 5y the local oulation. <t resent the ethnic Chinese nu/5er /ore than a
/illion or 3; o$ the total oulation.
#me&ican Relations
#he </ericans ca/e at the turn o$ the 2-th century to 4rest the olitical o4er $ro/ the .iliino
revolutionaries 4ho $ought against Sain. Do4ever8 the .iliinos 4ere never really $ree.
!ndian Relations
7a>ority o$ Indians and Pa2istanis in the Philiines are in 7anila. #hey have their o4n centers and
organi%ations: the Sindhi te/leO 'o/5ay 7ar2et <ssociation and Indian Cha/5er o$ Co//erce. #here is no
con$lict in .iliinoBIndian relations. So/e have settled outside 7etro 7anila8 /any in Cainta8 Ri%al8 4here a
nu/5er o$ children 5ear the hysical characteristics o$ their elders. #heir ancestors8 4ho ca/e to the
Philiines 4hen the 'ritish occuied the country8 4ere /ostly soldiers8 called Seoys.
(4
)*houghtless words can wound as deeply as any sword+ but wisely spoken words can heal(,
P&o)e&*s 01:0;
Chapte& 11
SOC!#$ C7#N-E
/7#" !S SOC!#$ C7#N-ED
Social B relating to society: relating to hu/an society and ho4 it is organi%e relating to interaction o$
eole: relating to the 4ay in 4hich eole in grous 5ehave and interact the social sciences
Change B 5eco/e or /a2e di$$erent: to 5eco/e di$$erent8 or /a2e so/ething or so/e5ody di$$erent.
/hat is Social Change thenD
Social change re$ers to the variations or /odi$ications in the attern o$ social organi%ations o$ su5grous 4ithin
a society or the entire society itsel$.
Cha&acte&istic o@ Social Change
1. It haens every4here although the rate o$ change varies $ro/ lace to lace.
2. Social change is so/eti/es intentional 5ut o$ten unlanned.
3. Social change o$ten generates controversy.
4. Social change are /ore i/ortant than $ads and $ashions 4hich only have a assing signi$icance.
Social Change and "echnological De)elopment
#echnological develo/ent has 5oth ositive and negative i/acts8 li2e creating ne4 >o5 oortunities 5ut
eli/inating old
ones.
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Fou& -ene&al Cha&acte&istics o@ Mode&ni,ation
1. #he decline o$ s/all8 traditional co//unities.
2. #he e6ansion o$ ersonal choices.
3. Increasing social diversity.
4. .uture orientation and gro4ing a4areness o$ ti/e.
$e)els o@ 7uman #ction and Change
1. !ndi)idual pe&sonality H has historically 5een the shere o$ sychologists8 4hether they ursue a
sychoanalytic or a 5ehaviorist $ra/e4or2.
2. !nte&action among indi)iduals constitutes the area o$ social sychology8 seci$ically students o$ grou
dyna/ics.
3. -&oup o@ social system HB is o$ general interest to sociologists. #he grou is the unit o$ analysis8
articularly the e/ergent roerties o$ the grou 4here the social level is thought to reside.
4. Cultu&al system H is the concern /ainly o$ anthroology. Parsons 91,&&O": states that the /eanings and
intentions o$ hu/an acts are $or/ed in ter/s o$ sy/5ol syste/s8 along 4ith the codes through 4hich they
oerate8 in atterns that $ocus on the universal asect o$ hu/an society8 4hich is called language.
/hat is Cultu&e ChangeD
Cultu&e change H re$ers to all alterations a$$ecting ne4 traits or trait co/le6es in cultural conte6t and
structure.
"his includes:
1. #he develo/ent o$ oral and 4ritten language and other /eans o$ co//unication.
2. 7odi$ications in technology.
3. Shi$ts in econo/ic rinciles.
4. #he historical evolution o$ religious ritual and dog/a8 educational hilosohy8 and olitical ideology.
". !ariations in /usical styles and other art $or/s.
&. #ransitions in scienti$ic theories.
(. <lternations in the $or/s and rules o$ social interaction.
+. < tyology o$ theories o$ social change can 5e e/loyed to clari$y so/e o$ the assu/tions regarding
the IsocialJ and IchangeJ contained in these theories.
E)olutiona&y "heo&y < characteri%ed ri/arily 5y an assu/tion o$ s/ooth8 cu/ulative change8 o$ten
in a linear $ashion8 and al4ays in the direction o$ increasing co/le6ity and adata5ility.
ECuili*&ium "heo&y B characteri%ed 5y the concet o$ ho/eostasis8 and $ocuses on conditions tending
to4ard sta5ility as a consequence.
GRise #nd FallH "heo&y B characteri%ed 5y the assu/tion that societies8 culture8 or civili%ation regress
as 4ell as gro48 and that all societies do not /ove in the sa/e direction.
P&o@ound Changes a&e eEpected in the Eme&ging Nation such as:
1. Political Shere
2. 0ducational Shere
3. Religious Shere
4. .a/ilial Shere
". Strati$ication Shere
Facto&s in Social Change
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Rate is also re$erred to as seed o$ ace. 1hen the 5alance 5et4een oosing $orces tilts to4ard
changeBreventing ones8 the sta5ility o$ the society redo/inatesO on the other hand8 4hen the 5alance tilts
to4ard the changeBro/oting $orces8 a rate o$ change occurs.
"ecnicBays B develoing o$ individual and grou custo/s to 5e a5le to survive a technologically shi$ting
society.
"he Rate O@ Social Change Can 8e Rate 8y:
1. Co/aring the overall culture or arts o$ the culture o$ di$$erent societies at a given eriod.
2. 06a/ining the overall culture or arts o$ the culture o$ the sa/e society at di$$erent ti/es.
3. !ie4ing the arts o$ the culture o$ the sa/e society at a seci$ic eriod.
Fo&ms o@ Social Change:
1. Cyclical H 4hole cultures or their arts are reeated over a considera5le eriod o$ ti/e.
2. $inea& H culture or their seci$ic asects change in only one direction and never recur.
Mode&nity
In studying social change the central concet is /odernity. #hese are the social atterns ertaining to
industriali%ation.
Fou& Ma(o& Cha&acte&istics o@ Mode&ni,ation
1. #he decline o$ s/all8 traditional co//unities.
2. #he e6ansion o$ ersonal choice
3. Increasing diversity o$ 5elie$s
4. $uture orientation and gro4ing a4areness o$ ti/e.
Mode&ni,ation: "he Philippines
?e4 Direction8 5old initiatives H 1ith a vastly changed econo/ic and social scenario8 the need to
reshae our goals and rede$ine our agenda has 5eco/e even /ore co/elling.
Economic Mode&ni,ation
7a>or re$or/s have to 5e seriously considered and underta2en to shae u a oorly er$or/ing
econo/y heavily 5urdened 5y strangulating 5usiness regulations8 and an even /ore antiquated incentive
sche/e and decreit in$rastructure.
#g&icultu&al Mode&ni,ation
#he Philiines econo/y 4ill not achieve sustaina5le gro4th 4ithout re$or/s in agriculture.
Educational Mode&ni,ation
0$$orts /ust $ocus on educational /oderni%ation. #he countryKs greatest resource is its eole.
Political Mode&ni,ation
?o /oderni%ation can ta2e lace 4ithout serious re$or/s in the olitical syste/. < $aulty olitical
syste/ 5reeds 5ad olitics H and 5ad oliticians. It creates oortunities $or ine$$iciency and corrution.
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"he Mindanao !mpe&ati)e
3astly8 govern/ent needs to give /ore than attention to 7indanao. It is considered as the countryKs
$ood 5as2et 5ut re/ains the land o$ $orgotten ro/ise.
Social Change in Philippine Society
Philiine society is in a $lu6 o$ change. < /a>or consequence o$ change in the Philiines8 4hich is
also ta2ing lace in the other arts o$ the conte/orary 4orld8 is /oderni%ation.
Signi@icant Set o@ Studies @o& De)elopment in the Philippines:
Clari$y 4hat 2ind o$ society 4e have 5eco/e as a $unction o$ our colonial e6erience. De$ine the salient
$eatures o$ the glo5al and regional environ/ent 4ithin 4hich our society is /oving and 5ring out the 5asic
constraints o$ these suraBnational syste/. Reveal the recise /echanis/ 5y 4hich the e6isting syste/ is a5le
to reroduce and eretuate itsel$ and 5ring out the 4ays and techniques o$ these o4ers as 4ell as identi$y its
/ost vulnera5le oints.
Identi$y and understand ho4 eole can e$$ectively organi%e the/selves in order to gain control over
their lives8 or si/ly to e$$ectively insulate the/selves $ro/ the insta5ilities o$ daily li$e. Constantly assess the
ossi5ilities o$ real structural change in our society8 secially 5y de$ining the 5asic characteristics o$ the
environ/ent 4ithin 4hich eoleKs /ove/ent $or change /ust oerate and $or/ulate the conditions under
4hich sontaneous eoleKs organi%ation can 5eco/e art o$ a larger rocess o$ societal revivals.
Concetuali%e a vision o$ alternative structures in con$or/ity 4ith our eoleKs desire $or a $ree8 >ust8
digni$ied and roserous li$e $or all.
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)Accept responsibility !or your li!e( ?now that it is you who will get you where you want to go+ no one else(, H $es 8&oBn