Understandi ng
Culture, Society, and Politics 1
(Handouts)
Prepared by: Mr. Glen Mark M. Mariano
Chapter : Understanding Culture, Society, and Politics !esson : "e#ning Cultue, Society, and Politics
Cultural $ariations and Social "i%erences (Gender) Gender and Gender &oles
People play diferent roles in society depending on one’s age and occupation. There are jobs that require a specic gender to perorm tasks while other jobs are open to both men and women. Gender •
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Gender reers to social cultural and psychological characteristics or traits related to males and emales based on certain social conte!ts.
"t is diferent rom se! which reers to the biological characteristics that distinguish a male rom a emale. Thus se! makes makes a person male or emale emale while gender makes a person masculine or eminine. eminine.
Gender &oles •
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Gender roles reer to attitudes and beha#iors that the society e!pects a person to e!hibit based on his$her se!.
%or e!ample in the traditional Philippine society women are e!pected to be plain housewi#es and take care o the children while the men are e!pected to be a proessional and pro#ide the needs o his amily. ¬her e!ample is how society e!pects women to be more emotional and sensiti#e while men should be strong and capable o doing things that women cannot do.
'
(Handouts)
Prepared by: Mr. Glen Mark M. Mariano
Chapter : Understanding Culture, Society, and Politics !esson : "e#ning Cultue, Society, and Politics
Cultural $ariations and Social "i%erences (Gender) Gender and Gender &oles
People play diferent roles in society depending on one’s age and occupation. There are jobs that require a specic gender to perorm tasks while other jobs are open to both men and women. Gender •
•
•
Gender reers to social cultural and psychological characteristics or traits related to males and emales based on certain social conte!ts.
"t is diferent rom se! which reers to the biological characteristics that distinguish a male rom a emale. Thus se! makes makes a person male or emale emale while gender makes a person masculine or eminine. eminine.
Gender &oles •
•
•
Gender roles reer to attitudes and beha#iors that the society e!pects a person to e!hibit based on his$her se!.
%or e!ample in the traditional Philippine society women are e!pected to be plain housewi#es and take care o the children while the men are e!pected to be a proessional and pro#ide the needs o his amily. ¬her e!ample is how society e!pects women to be more emotional and sensiti#e while men should be strong and capable o doing things that women cannot do.
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Gender &oles in Pre'colonial Philippine Society
(uring pre)colonial Philippines males and emales enjoy the same rights and pri#ileges. There are diferent social unctions that are assigned to diferent members o the society. society. *owe#er there are unctions that are specically gi#en to males or emales or both. The babaylan +,isayan- or catalonan +Tagalog- is a shaman or priestess who perorms #arious religious and social unctions. The babaylan can either be a man or a woman but the role is oten gi#en to women. &side rom being a priestess the babaylan is also considered a healer an ad#iser and a seer. seer. Gender &oles in the Philippine Society "uring Colonial Period
ender roles during the colonial period had changed drastically. drastically. /omen were restrained rom other acti#ities outside their homes while men were gi#en more social unctions. These roles also changed as the Philippines was occupied by new coloni0ers. •
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pon the coming o the Spaniards and the introduction o 2atholicism the babaylan lost their role in the religious lie o the "ndios. This role was taken o#er by 2atholic priests. /omen /omen were also relegated to doing household chores and taking care o children. 3ore oten than not young women were not sent to school4 rather they are trained to be good wi#es and mothers or their uture amilies. 5ome women were also orced to marry someone they do not lo#e or economic and political gain. (uring the erican period women became more open. They were allowed to study and work in whate#er eld they want. They also became 6liberated7 which is a term used by older people to reer to %ilipino women who ha#e adopted &merican #alues. 3en and women became equal in the sense that it is acceptable or both genders to ha#e jobs and to be educated. <hough men and women were able to maintain their status in society during the *apaneseperiod women were usually kept inside their houses to protect them rom abusi#e 8apanese soldiers. 3en also also became busy deending the country country with most o them ser#ing as as soldiers.
Gender &oles in Current Philippine Society
Philippine society today is more open to allowing both men and women to perorm diferent tasks not based solely on gender but on an indi#idual’s capabilities and strengths. %or e!ample elds like engineering architecture and medicine which is oten associated with men ha#e long been open to women. 9ikewise there are also a lot o male teachers nurses and e#en ches and hairdressers. hairdressers. Tips ender is a set o characteristics that pertains to a person’s masculinity or emininity while biology determines se!. %or e!ample e!ample a man is male because he has male se! organs. *e howe#er can be considered eminine because the things he likes are oten associated with women. :ey Points •
Gender reers to social cultural and psychological characteristics or traits related to males and emales based on certain social conte!ts.
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Gender roles reer to attitudes and beha#iors that the society e!pects a person to e!hibit based on his$her se!. "uring pre'colonial Philippines, ales and +eales enoy the sae rights and pri-ileges. There are diferent social unctions that are assigned to diferent members o the society. society. *owe#er there unctions unctions that are specically gi#en to males or emales or both. Gender roles during the colonial period had changed drastically. /omen were restrained rom other acti#ities outside their homes while men were gi#en more social unctions. These roles also changed as the Philippines was occupied by new coloni0ers.
2urrent %ilipino %ilipino society has become more open to allowing people o diferent genders to do things not based on their gender but based on their capabilities. Cultural $ariations and Social "i%erences (Socioeconoic Class)
The Philippine society can be categori0ed categori0ed into #arious socioeconomic socioeconomic classes. classes. (uring the prehistoric times our ancestors ha#e de#eloped a society where people were assigned with diferent social unctions. *owe#er as the society changes diferences in one’s unction in the society became wider and more di#erse. Socioeconoic Classes during the Pre'Colonial Period
Prior to the coming o the 5paniards the community is called a barangay . "t is headed by a datu orraha.
rst social class
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composed o the leaders + datu- and their amilies
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also called the group o the maginoo raha or gat
Timawa (reeen) Timawa (reeen) •
second or 6middle7 social class
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composed o all reemen li#ing in the barangay
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consists o workers warriors merchants merchants and others who are not under debt bondage
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ha#e their own property like their own houses and a piece o land to culti#ate
Alipin (Sla-es) Alipin (Sla-es) •
third class
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ser#e another person or amily as payment or debt
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became an alipin when their amily lose in a war with another amily
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are not bound to their master or lie
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can go back to their pre#ious status as soon as they pay of their debts or i they marry amaharlika who will then pay or their debt has two kinds o alipin= the aliping saguiguilid and the aliping namamahay
Aliping namamahay •
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has their own property like a house or a piece o land oten rom the timawa class and became alipin because o debt or as punishment or a wrongdoing can go back to being part o the timawa class once they pay of their debt
Aliping saguiguilid •
does not ha#e the right to own any property
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oten came rom a amily o alipin or are capti#es in war
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can also be sold or e!changed or goods or other alipin Socioeconoic Classes during the Spanish Colonial Period
pon the coming o the 5paniards they changed the society and created a new set o socioeconomic class. (uring this period the people were di#ided based on their ancestry? peninsulares insularesmestizo and indio. Peninsulares •
5paniards in the Philippines who were born in 5pain
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came rom 6peninsula7 meaning @came directly rom the 5panish peninsula@
Insulares •
5paniards who were o 5panish descent but were born in the Philippines
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came rom 6insular7 meaning @rom the islands@
Mestizo •
those o mi!ed ancestry
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usually children o 5panish and 2hinese couples or o 5panish and "ndio couples
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ha#e both economic and political power coming rom their mi!ed heritage
Indio •
consists o the nati#es
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the lowest class in the society
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were stripped o their rights and reedom and were orced to bow down to the 5panish coloni0ers
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This kind o system lasted or hundreds o years until such time when some insulares and mesti0os were able to gain some orm o power. "n the 1Bth century the so)called 6middle class7 emerged? the principalia and the ilustrado. Principalia •
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consists o nati#e leaders in the go#ernment and their amilies are oten educated and ser#ed as a gobernadorcillo +town mayor- or cabeza de barangay +barangay leader-
Ilustrados •
the children o the principalia who usually studied in Curope
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most o the popular artists and scholars at that time including 8ose Di0al
Modern Socioeconoic Classes
5ocioeconomic classes changed when the Philippines gained independence rom 5pain. The &mericans introduced democracy and did not impose any orm o socioeconomic classes. &t present a person’s position in the society is based mainly on his or her amily’s economic status.Social strati#cation or the di#ision o society based on occupation and income wealth or power4 is simpler at present than in the past. The /ational Statistical Coordination 0oard (/SC0) di#ided the population into high)income middle)income and low)income classes. High'incoe Class •
people earning an a#erage o P'EEEEE a month or appro!imately P'.> million a year
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the 6rich7 class and accounts or merely one percent o the country’s total population
Middle'incoe Class •
people earning an a#erage o P;FEEE per month
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consists o proessionals and small)scale entrepreneurs
!o1'incoe Class •
people earning less than P1EEEE a month
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consists o laborers and minimum wage earners
Social Mobility
nlike in other societies where one who is born into a specic class has no choice but to die as part o the same class people in the Philippines usually ha#e the opportunity to transer rom a lower socioeconomic class to a higher one. This is called social obility. •
the mo#ement o people or amilies within or between diferent le#els in the society
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the opportunity to transer rom a lower socioeconomic class to a higher one
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possible through education or in some cases through marriage
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:nowing about one’s socioeconomic class is not a cause or discrimination. C#eryone in the Philippines has the same set o rights regardless o his$her socioeconomic class. &nyone can mo#e rom one socioeconomic class to the other depending on his$her educational attainment and decisions in lie. " one can mo#e rom one socioeconomic class to a higher one it is also possible or one to mo#e rom a higher class to a lower one. Social obility is the mo#ement o people or amilies within or between diferent le#els in the society. Social strati#cation is the di#ision o society based on occupation and income wealth or power. Cultural $ariations and Social "i%erences (3thnicity)
3thnicity and &ace
C#ery society consists o people rom diferent amilies ethnic groups and races. This makes society #ery di#erse and unique. •
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3thnicity reers to a group o people also called ethnic group who ha#e a common or shared culture language history religion and tradition.
*ere the people are di#ided into groups based on diferent social actors.
34aples: %ilipinos 3alays &nglo)5a!ons and 3uslims. •
&ace reers to a group o people who share the same physical attributes such as skin color height and acial eatures.
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People are grouped into diferent races based on their physical appearance.
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*uman beings are classied into three major races= Caucasoid Mongoloid and /egroid.
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These classications are based on the color o the skin the shape o the ace te!ture o the hair shape o the eyes and other prominent physical eatures.
&C3
PH5S6C! 37U&3S
Caucasoid
Mongoloid
/egroid
%air
Gellowish
(ark
Hair
9ight colored4 straight or wa#y
5traight4 black
2urly4 black
3yes
Dound
&lmond)shaped
9arge round
Skin color
H
8thers
*igh nose bridge
9ow to medium nose bridge
9ow nose bridge
8rigin
&mericas and Curope
&sia
&rica
Two people belonging to the same race may be part o diferent ethnic groups. %or e!ample &sians belong to the 3ongoloid race but consists o diferent ethnic groups like the 8apanese the 2hinese and the 3alays. They all share the same physical eatures but ha#e diferent culture history and language. 3thnolinguistic Groups in the Philippines
There are more than 1IE ethnic or ethnolinguistic groups in the Philippines which are based on the language each group use. •
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There are eight major ethnolinguistic groups in the country= 1. "lokano
A.
Jikolano
'. :apampangan
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"longgo
;. Pangasinense
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2ebuano and
>. Tagalog
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/aray)waray.
There are also indigenous groups in the country that may belong to the same ethnolingguistic groups but ha#e a diferent culture tradition or culture. 5ome o them are the 3angyans o 3indoro the "gorots o the 3ountain Pro#ince and the 3oros o 3indanao. 6ssues bout &ace and 3thnicity
Cthnicity and race are categories that di#ide people based on their social aMnity or physical similarity. *owe#er diferences in ethnicity and race made some people belie#e that one ethnic group is better or superior than others. Thus this belie creates discrimination and prejudice against people rom minor or percei#ed to be 6inerior7 ethnicity or race. There are diferent types o discrimination against one’s ethnicity or race= &acis •
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&acis is discrimination or prejudice based on one’s race.
"n the 1BHEs white &mericans +2aucasians- discriminated black &mericans +Negroids- who were descendants o immigrants rom &rican countries.
3thnocentricis •
3thnocentris is discrimination or prejudice based on one’s culture.
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Decently 3uslim e!tremists discriminate 2hristians and non)3uslims in 3uslim countries because o their religion. "n the Philippines 3uslims e!perience prejudice and discrimination in 2hristian)dominated regions like in 3etro 3anila. Jecause o the ongoing conOict in 3indanao between the go#ernment and "slamic militants 2hristians tend to think that all 3uslims are terrorists.
(iscrimination against one’s race may cause crimes against it. Genocide •
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Genocide is the elimination o a group o people rom the same race ethnic group religion or nation.
"t is an e!treme action against people rom other ethnicity or race. The Holocaust during the /orld /ar "" done by the Na0is o ermany and headed by &dol *itler killed millions o 8ews all o#er Curope.
3thnic cleansing •
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3thnic cleansing is the harassment rape or orced migration o an ethnic group to #anish them rom a certain area or territory.
This happens in certain areas in &rica.
2ey Points •
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3thnicity reers to a group o people also called ethnic group who ha#e a common culture language history religion and tradition.
People rom the same ethnic group share a common culture language religion belies and tradition. There are more than 1IE ethnolinguistic groups in the Philippines. &ace reers to a group o people who share the same physical attributes such as skin color height and acial eatures. &acis is prejudice or discrimination against people o other races with the idea that one’s race is superior than the other. 3thnocentris is similar to racism but it discriminates based on diferences in culture.
Cthnocentrism and racism may lead to genocide or ethnic cleansing which are crimes against a specic ethnic group or race. Cultural $ariations and Social "i%erences(&eligion)
&eligion as a Cultural $ariation •
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/e li#e in a world with #arying and di#erse cultures. Cultural -ariation or diferences take many orms within and among societies.
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&eligion can be dened as a set o practices and beha#iors that relate to a group o peoples belie in a od or a group o gods.
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5ociologists studying religion consider it a part o societys culture.
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"n most cases religion not only afects a persons belie but ones way o lie.
$ariety o+ &eligion •
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There are many religions around the world. &mong the major religions in the world are Christianity 6sla Hinduis 7aois and0uddhis. Cach o these religions has its own set o belies and practices that must be ollowed by its belie#ers. "n a society se#eral religions may e!ist and since religion afects an indi#idual’s way o lie we can obser#e the cultural #ariation in the orm o diferent religions.
&eligion in the Philippines •
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The Philippines is a secular country which means that the go#ernment does not prescribe a specic set o acti#ities or laws based on religion. & citi0ens right to choose his or her own religion is protected by the Philippine 2onstitution. "n the Philippines the majority o the population are 2hristians with a certain portion o the population practicing "slam particularly in the southern part o the country. Juddhism Taoism and *induism are also practiced by a small number o inhabitants in the archipelago. (iferent religions are being practiced in the Philippine society today. This #ariation in religion is a product o the e#olution o Philippine society across time.
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Understanding Cultural $ariation in the or o+ &eligion •
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2ultural #ariations do e!ist as e!emplied through diferent religions in the world more so in our Philippine society. %or e!ample 2hristians and 3uslims belie#e in one od yet *indus belie#e in many gods while Juddhists do not. The sets o practices and belies o a particular religion inOuence the beha#ior o its ollowers and their interaction with other members o the society.
6ssues Surrounding "i%erences in &eligion
Jecause the people ha#e diferent religions issues and conOicts between religious groups or denominations cannot be pre#ented. Probles9Conicts •
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5ince a diference in religion does not only mean worshipping a diferent god conOicts sometimes arise between their belie#ers. 5ome belie#ers o a particular religion eel like they are being marginali0ed while some eel like those ollowing other religions are taking ad#antage o their number. "t may come easy to be swayed by religious diferences and start a conOict. & belie#er or ollower o a particular religion may ofend a ollower o another religion i he or she imposes his or her belies or practices o his or her religion. "n history bloody wars happened because o religious diferences and unortunately conOicts continue until now due to #arying religions.
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Solutions9ctions •
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To pre#ent conOicts the Philippine go#ernment or e!ample has started recogni0ing some o the special days in diferent religions. Cmployees are not required to work during *oly /eek4 wherein 2atholics commemorate the sufering and death o 8esus 2hrist. The start and the end o the Damadan are also considered holidays just like when the 2hinese celebrate the start o their new year. This way the go#ernment allows ollowers o diferent religions to attend to their religious obligations without their work getting in the way. To those conOicts brought about by diferences in religion the key word here is respect. &nd respect entails a conscious efort o acquiring cultural knowledge and understanding which this course is mainly about.
2ey Points •
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Cultural -ariation takes its many orms one o which is religion. &eligion is a set o practices and beha#ior that relate to a group o peoples belie in a god or group o gods.
&mong the major religions in the world are Christianity 6sla Hinduis and 0uddhis. "n the Philippines the majority o the population are 2hristians with a certain portion o the population practicing "slam particularly in the southern part o the country while some inhabitants practice Juddhism Taoism or *induism. Protestants also belie#e in 8esus 2hrist but they do not share the same practices as 2atholicism.
The Philippine go#ernment has started to recogni0e special days in diferent religions to gi#e the belie#ers reedom to practice their own religions. (espite being largely 2atholic the Philippines remains a secular country. & citi0ens right to choose his or her own religion is protected by the Philippine 2onstitution.
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3any conOicts happened because o cultural #ariations such as diferences in religion.
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Decogni0ing cultural #ariation and showing respect to diferent religion can a#oid conOict.
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&espect can efecti#ely be achie#ed through the conscious efort o acquiring cultural knowledge and understanding.
Cultural $ariations and Social "i%erences(34ceptionality) 34ceptionality and the 34ceptional People
People has diferent characteristics needs desires liestyles and challenges. *owe#er there are people who rom one reason or another are described or categori0ed by the society as e4ceptional. /hat do the words @gited@ @disabled@ @challenged@ or @diferent@ mean to youQ *ow does society inOuence your knowledge and attitudes toward people with labels and diferencesQ
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34ceptionality •
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a quality or a characteristic o a person that makes him or her diferent rom an established norm in a society #arious physical and mental intererence or problems that afect a person and which makes it diMcult or him$her to unction properly in society
34isting Categories o+ 34ceptionality
Jeha#ior
2ommunication
"ntellectual
Physical
C!cessi#e ears or an!ieties
&utism
itedness
Physical disability
& tendency to compulsi#e reaction
(ea
3ild intellectual disability
"nability to build and sustain satisactory interpersonal relationships
9anguage impairment
(e#elopment disability
*ealth impairment such as asthma
5peech "mpairment
3ultiple C!ceptionalitie s
& combination o one or more disabilities or impairment
Jlind and low #ision
34ceptional people •
who difer rom societal and community standard o normalcy
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with learning or beha#ioral problems and with physical and sensory disabilities
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who are intellectually gited
The characteristics which make a person e!ceptional may ha#e been acquired rom birth through a medical condition or through an accident. 34ceptional People: Challenges and Probles
C!ceptional people disabled or intellectually gited encounter challenges and issues in dealing with other members o the society. *ere are some o the common problems and challenges that e!ceptional people e!perience.
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8-ercoing Challenges and Probles
"n the Philippines despite the passage o &epublic ct ;<;; or the Magna Carta +or People 1ith "isabilities (P="s) in 1BB1 there are still signicant barriers that keep them rom ully participating in the society)))including the stigma surrounding disability and the society’s poor understanding o the abilities and aspirations o e!ceptional people. *owe#er the go#ernment pri#ate sectors media and some concerned groups ha#e been working together to sol#e these e!isting problems. *ere are some ways on how both pri#ate and public sectors ha#e been helping them.
This symbol is the "nternational 5ymbol o &ccess +"5&-. "t can be ound at places that are designated or all persons with disabilities. The location or spot is intended or them.
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5ociety categori0es people based on their characteristics needs desires liestyles and challenges. 34ceptionality reers to a characteristic o a person that makes him or her diferent rom the established norms in the society. 34ceptional people are indi#iduals who difer rom societal and community standard o normalcy.
5ome o the problems and challenges that the e!ceptional people e!perience are discrimination limited access to educational opportunities and isolation rom society.
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Philippine Depublic &ct H'HH gi#es special rights and pri#ileges to people with disabilities +P/(s-. The "nternationl 5ymbol o &ccess +"5&- is placed in all areas that are reser#ed or P/(s regardless o their disability. Jy law all public schools in the Philippines are mandated to ofer special education classes or all students with physical or learning disabilities. 2ultural ,ariations and 5ocial (iference+Nationality-
/ation, /ationality, and Citi>enship
The line o distinction between the terms @nation@ and @nationality@ is quite thin. 3ost o the time @nationality@ and @citi0enship@ are used interchangeably. *owe#er it is important to note that these words do not mean the same and pertain to diferent concepts. They difer in many aspects. /ation •
a large aggregate o people united by common descent history culture language and economic lie inhabiting a particular country or territory
34aple:
The nited :ingdom is a country inhabited mainly by people o +our nations= Cnglish "rish 5cott and /elsh. /hereas the term nation emphasi0es a particular group o people country emphasi0es the physical dimensions and boundaries o a geographical area while state is a sel)go#erning legal and political entity. /ationality •
a person’s instincti#e membership to a specic nation or country
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can be acquired by an indi#idual rom the country where he$she was born + jus soli-
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can be acquired by an indi#idual through his$her parents + jus sanguinis-
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n indi-idual is national o+ a particular country by birth. /ationality is ac?uired through inheritance +ro his or her parents.
People with the same nationality oten share the same language culture territory and in some cases ancestry. They share the same rights and are protected by the same laws.
Citi>enship •
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a person’s legal and political status in a city or state which means that an indi#idual has been registered with the go#ernment in some country n indi-idual becoes a citi>en o+ a country only 1hen he is accepted into that country@s political +rae1ork through legal ters.
34aples:
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&n indi#idual born in the Philippines has a %ilipino nationality. 2hances are he may ha#e a Jra0ilian or 2olombian citi0enship once he has registered with that country. People o the Curopean nion +maybe %rench ermans Cnglish and others- may ha#e Curopean nion citi0enship but that person’s nationality does not change. /o one 1ill be able to change his nationality, but one can ha-e di%erent citi>enships.
ilipino /ationality •
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The Philippine nationality la1 is based on the principles o jus sanguinis or @right o blood.@ Thereore anyone with a parent who is a citi0en or national o the Depublic o the Philippines can acquire Philippine citi0enship. This is the primary method o acquiring citi0enship. %or those born in the Philippines to non)%ilipino parents the dinistrati-e /aturali>ation !a1 o+
6ssues &egarding /ationality and Statelessness
/hat are some issues concerning nationality and statelessnessQ &ight to a /ationality •
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C#ery person has a right to a nationality. The right to a nationality is a +undaental huan right. "t is an indi#idual’s right to acquire change or retain his or her nationality. Thus a country’s law cannot depri#e a person the right to gain a nationality in case he or she loses it.
Statelessness •
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People who does not ha#e a nationality o any country are considered as stateless people. &ccording to rticle o+ the BDE Con-ention relating to the Status o+ Stateless Persons o+ the United /ations High Coissioner +or &e+ugees (U/HC&) @a stateless person is someone who is not considered as a national by any 5tate under the operation o its law.@ 3ost stateless people are considered @reugees@ while others lose their nationality due to war conOict or i their country is anne!ed by another country and loses its so#ereignty.
Case Study: Statelessness in Sabah
3ost %ilipinos li#ing in 5abah 3alaysia are considered @stateless.@ Thus they are not recogni0ed as people with a nationality4 they dont belong to any country or nation. 5ince 5abah is a contested territory between 3alaysia and the Philippines the people in 5abah e!perience problems in securing their nationality. %ilipinos rom nearby 5ulu and Tawi)tawi e#en those who were born in 5abah were not recogni0ed by the 3alaysian go#ernment as 3alaysians. /orse they are also denied o their %ilipino nationality since they are not properly registered in the Philippines. &s a result they do not enjoy the rights and pri#ileges that citi0ens o both countries enjoy. This concern is also true in areas and territories under war and conOict.
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The United /ations High Coissioner +or &e+ugees (U/HC&) handles all issues regarding reugees and stateless people. The role o N*2D is to identiy stateless people and protect their rights as well as to pre#ent statelessness rom happening all o#er the world. They also aid stateless people in acquiring new citi0enship in other countries. :ey Points •
/ationality is the person’s automatic membership to a specic nation while citi>enship is a person’s political status in a city or state.
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No one will be able to change his nationality but one can ha#e diferent citi0enship.
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C#ery person has a right to a nationality because it is a undamental human right.
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Statelessness is not ha#ing a nationality o any country.
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The role o the N*2D is to identiy stateless people and protect their rights pre#ent statelessness rom happening all o#er the world and aid them in acquiring new citi0enship in other countries.
Chapter <: Social, Political, and Cultural 0eha-ior and Phenoena
Social beha-ior and phenoena are broad and complicated sociological concepts. These in#ol#e e#ery e#ent between at least two indi#iduals and include all knowledge and e!periences a person acquires in the entirety o his lietime. Social phenoena are the indi#idual e!ternal and social constructions that inOuence a person’s lie and de#elopment. Political 0eha-ior and Phenoena
"n sociology political beha-ior and phenoena include e#ents through which authority go#ernance and public opinion are put into practice. & political beha-ior o a person or a group may be inOuenced by their political #iews ideology and le#els o political participation. &n ob#ious e!ample o an act o political beha#ior is the act o #oting. Political phenoena are not only limited to public oMce as this also include how institutions like school a church or companies are ran and go#erned.
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Cultural 0eha-ior and Phenoena
&lso known as bandwagon efect a cultural beha-ior is that e#ent when certain indi#iduals beha#e a certain way merely because other persons do as well. Cultural phenoena happen when something or someone gains widespread popularity. *owe#er it is noteworthy that it is not the subject that is the cultural phenomena but rather a process o becoming amous.
6nteractions 1ithin Society
The social political and cultural beha#ior and phenomena in the society are results o the interaction within society. People talk and share stories. People share ways o li#ing among other things. People do things together and work or the attainment o the common good and social order. These beha#iors be they usual or not are but a natural response to changes and ideologies de#eloping within society as a result o constant interactions between members o society. :ey Points •
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Social phenoena are the indi#idual e!ternal and social constructions that inOuence a person’s lie and de#elopment. Political beha-ior and phenoena include e#ents through which authority go#ernance and public opinion are put into practice.
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Cultural beha-ior is the e#ent when certain indi#iduals beha#e a certain way merely because other indi#iduals do as well.
Social, Political, and Cultural Change Social change is the transormation o social institutions o#er time. Cultural change on the other hand is the transormation o culture or the way people li#e. •
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Counication is a #ital human process. Through communication people e!change inormation and thoughts.
nlike in the older times communication is made easier. Nowadays people can share inormation in just a click. New media R social networking te!ting +te!t messaging- through e)mail and the likes R ha#e deed time and distance. /hile it makes the world as i borderless this orm o communication may produce indi#iduals who lack the basic understanding o direct and personal connection.
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& transnational +aily is where one parent or in some cases both parents li#es and works in another country while the children remain in their country o origin. /hile these amilies remain secured nancially its members are also e!posed to its setbacks. 2hildren who become o#erly unsuper#ised nd themsel#es meeting up with peer pressure o#er independence and lack o amily orientation. These may result in alcohol or drug abuse unwanted pregnancy mood swings or early marriage.
Political change happens when the rulers o a country lose power or when the type o go#ernance in the country changes. o#ernance is the kind o system or ideology used to e!press authority in a country. "t may be a democracy monarchy oligarchy and others. !ocal public ser-ices are pro#ided by the go#ernment to people li#ing within its jurisdiction either directly +through the public sector- or by nancing pro#ision o ser#ices. 5outh $olunteeris $olunteeris is the use or in#ol#ement o a #olunteer or ree labor in community ser#ices. Mechaniss o+ Changes
There are diferent mechanisms or tools o social and cultural changes. "i%usion is the process through which the cultural traits o one society are borrowed transmitted and adopted by another one and considered as its own. 34aples: •
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lobali0ation
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6n-ention is the process whereby new cultural elements are created to sol#e social and cultural problems. 34aple: "nternet "isco-ery is the process whereby we recogni0e or gain a better understanding o already e!isting elements present in the en#ironment. 34aple: 5cientic Desearch Changes 1ithin Society
2hange is said to be constant. "t is ine#itable. "t is e!pected to happen. No one can stop it. Jut the big question is what makes it happen. < course there are many actors?social political or cultural. &long with time people en#ironment and ideologies change. People mo#e in and mo#e out. People li#e and die. Peoples stories and e!periences change. People make disco#eries and inno#ations. Cn#ironment change as well?nature water earth minerals climate seasons sources o raw materials and energy. New knowledge replaces the old ones. 5la#ery has been banned. 2i#il rights are granted to those who were once depri#ed o it. 5ame)se! marriage is in its worldwide recognition. C#erything changes. Nothing is permanent but change so they say. &nd all these contribute signicantly to changes people e!perience socially politically and culturally. :ey Points •
Social change is the transormation o social institutions o#er time.
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Cultural change is the transormation o culture or the way people li#e.
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Political change happens when the rulers o a country lose power or when the type o go#ernance in the country changes. "i%usion is the process through which the cultural traits o one society are borrowed transmitted and adopted by another one and considered as its own.
&n in-ention is a process whereby new cultural elements are created to sol#e social and cultural problems. "isco-ery is the process whereby we recognise or gain a better understanding o already e!isting elements present in the en#ironment.
2hanges are ine#itable and thereore all o these be it socially politically and culturally must be or the benets o all. 7he Study o+ Culture, Society, and Politics
7he Study on Culture, Society, and Politics Culture is the subject o &nthropology society is or sociology while politics is or political science. These are disciplines o the social sciences.
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The #ery goal o these disciplines is to prepare people or acti#e and responsible ci#ic engagement through the de#elopment o critical thought. C!posure to these areas o discipline necessarily e!pose its learners to the ollowing= •
social di#ersity and inequality
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sel)reOecti#e knowledge and practice
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appreciation o comple!ity and
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ad#ocacy or social change and order.
nthropology is the study o humans and their society in the past and present. (ealing with what makes us human anthropology del#es in objects and materials we ha#e created our interconnectedness and adaptability with en#ironment our liestyle our modes o communication and our understanding o the world around us. Goals o+ nthropology •
describe and analy0e the biological e#olution o mankind
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describe and assess the cultural de#elopment o our species
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describe e!plain and analy0e the present)day human cultural similarities and diferences
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describe and e!plain human biological di#ersity today
Political science is a social science discipline that deals with systems o go#ernment and the analysis o political acti#ities and political beha#ior. Primarily it helps people gain an understanding on 6who gets what when they get it and how they get it.7
Political science helps us understand politics political institutions and beha#ior public policy and philosophical concepts such as justice equality airness and liberty4 and on how the said subject matters afect economy public and pri#ate lie law and public ser#ices. Goals o+ Political Science •
be immersed in current afairs
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build an understanding on the local national and international politics
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learn how political acti#ities are organi0ed in and out o our country
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pro#ide substantially critical and scientic contribution to go#ernment and society
Sociology is the study o human social relationships and institutions. This social sciences discipline mainly ocuses on society?its unctions its members and its di#ersity.
5pecically sociology tackles the basic unit o the society?the amily4 the unctionality and rele#ance o state as an important human institution4 social issues on religion crime race social class4 and the stability and instability o societies. 5pecically sociology tackles the basic unit o the society?the amily4 the unctionality and rele#ance o state as an important human institution4 social issues on religion crime race social class4 and the stability and instability o societies.
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understand oursel#es better
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build a better understanding o mankind
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help with decision)making both our own and that o larger organi0ations
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gather systematic inormation rom which to make a decision pro#ide insights into what is going on in a situation and present alternati#es
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The study on culture society and politics will prepare people or acti#e and responsible ci#ic engagement through the de#elopment o critical thought. 9earning the areas o anthropology sociology and political science e!pose its learners to social di#ersity and inequality sel)reOecti#e knowledge and practice appreciation o comple!ity and ad#ocacy or social change and order. nthropology is a social science discipline that study humans and their society in the past and present. Political science is a social science discipline that deals with systems o go#ernment and the analysis o political acti#ity and political beha#ior. Sociology is the study o human social relationships and institutions.
nthropology and Sociology
*umans are interesting subjects or a study. The human story has a lot to say rom their way o li#ing to the associations they orm. The two interrelated scientic studies o society and colloquially known as the twin social sciences are anthropology and sociology. nthropology •
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nthropology is the study o people throughout the world their e#olutionary history how they beha#e adapt to diferent en#ironments communicate and sociali0e with one another.
&nthropology pro#ides us with a big picture o what it means to be human. The study o anthropology is concerned with the biological eatures that make us human +such as physiology genetic makeup nutritional history and e#olution- and with social aspects +such as language culture politics amily. and religion-.
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Sociology is the study o human institutions and their relationships. This social sciences discipline e!amines how human actions in modern societies are shaped by social groups and by wider social economic and political pressures.
5ociology’s subject matter is di#erse ranging rom crime to religion rom the amily to the state rom the di#isions o race and social class to the shared belies o a common culture and rom social stability to radical change in whole societies
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nthropological and Sociological Perspecti-e on Culture and Society
"n sociology society is the leading concept while culture is subordinate. "n anthropology on the other hand culture comes rst as a subject matter ollowed only by society. 9et us put the two concepts this way.
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/hen talking about culture we are talking about things that are tangible almost like objects. They are our language our technology and our institutions ) things like our churches our schools or e#en our houses. *owe#er culture is also intangible4 it is our #alues and our beha#iors.
Society and Culture as a Cople4 =hole
Cdward J. Tylor dened culture as @that comple! whole which includes knowledge art belie law morals custom and any other capabilities and habits acquired by man as a member o society.@ •
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/ith this premise it can be said that culture is a result o society which these two come together and dependent on each other. 2ulture just like e#ery person which comprise society is susceptible to change or e#en death. The society is not constant. "ts members change rom time to time. &s a result culture change along. New trends e!ist. Technology inno#ates and new orms o communications and thus interaction ha#e been created. People e#ol#e o#er time as a result o their e!posure to renewed or changed laws #alues and standards o society.
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nthropology is the study o people in the world their e#olutionary history how they beha#e adjust to diferent en#ironments communicate and sociali0e with one another. Sociology is the study o human institutions and their relationships.
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& culture is a way o lie o a group o people. "ts subjects include peoples symbols language #alues and norms. Society is a community or group joined because o sustained bond and interaction. CHP73& <: "e#ning Culture and Society !esson : Society and Culture
Culture and Society
2ulture and society are two diferent concepts. Cach has its own meaning and unction. Culture •
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Culture is @that comple! whole which encompasses belies practices #alues attitudes laws norms artiacts symbols knowledge and e#erything that a person learns and shares as a member o society@ +C.J. Tylor 1B'E S1IH1-.
2ulture encompasses almost all social aspects including our @language customs #alues norms mores rules tools technologies products organi0ations and institutions o amily education religion etc.@
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/hate#er it is that we do it is part o our culture. Society
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Society can be dened as the interaction among people where they can share a common culture.
5ociety can also reer to people rom a particular place that shares the same culture. & common location may not just de#elop a common culture4 it can also be ormed by gender shared belies #alues norms or acti#ities.
%or e!ample people rom Jicol lo#e spicy ood while people rom "loilo are known to be sweet and caring. 2an you identiy a common cultural practice in your societyQ 7he &elationship o+ Culture and Society
2ulture and society are two closely interrelated concepts. %or culture to e!ist and to be de#eloped it needs human interaction4 it needs people to interact with one another and it needs people to practice it continuously. /ithout a society practicing their common culture the culture may cease to e!ist. 2ulture is also essential to society because without culture society will be dull and will not continue to thri#e. & society without culture is like a body without a soul and #ice #ersa. 2ulture and society need each other so they can both de#elop and prosper. 9esson '= &spects o 2ulture spects o+ Culture: "ynaic, le4ible, and dapti-e
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There are diferent aspects o culture as art music language ood daily lie clothing and religion to name a ew. These aspects o culture show us that culture is dynaic, e4ible, and adapti-e. 2ulture constantly changes and adapts to the current state o the society. "t continuously restores itsel whene#er customs are not t in the current situation anymore. "t does not remain stagnant. 34aples: •
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"n the aspect o music we can see that music may change rom time to time. The traditional music during the 1B'Es was mostly ja00 ragtime and broadway musical while the popular music during the 1BHEs was disco music. Jecause we are now more inclined in using computers and tablets especially when playing games some children were not able to play street games anymore. This pushed some game de#elopers to introduce %ilipino street games as #ideo games. /hen it comes to language we can also see how culture adapts to changing times. /e ha#e already de#eloped new words related to the internet like memes neti0ens #ines and others.
spects o+ Culture: Shared and Contested
2ulture is learned and acquired through diferent interactions with people. 2ulture is a shared learning e!perience. Jecause culture constantly changes we get to share the learning process with other people.
" culture is learned and shared it is also contested in #arious ways and situations. Jecause o di#ersity culture is subjected to debate and analysis.
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Culture is a set o beha#iors that we ha#e absorbed and a set o characteristics that help us relate and bond with other people. Society is a group o indi#iduals coming rom the same place which shares the same culture.
"t is crucial to preser#e and spread our culture and our traditional ways i we want to keep it ali#e. /e are acing lots o changes de#elopments and technological ad#ances today and we tend to orget to look back on our old culture and traditions. 2ulture is dynaic, e4ible, and adapti-e. "t changes based on the current situation o our society. 2ulture continuously restores itsel so it will remain rele#ant. 2ulture is best learned when it is shared. There are a lot o cultures that e!ists in our world and to get to know the culture o others as wells as to spread ours4 we need to share it with them. " culture is learned and shared it is also contested. Jecause o di#ersity culture is subjected to debate and analysis.
spects o+ Culture: Sociali>ation and 3nculturation
5ociety is diferent rom culture. /ithin a society are many di#erse cultures. /hile the members o society share many o the same e!pectations and e!periences the cultural groups create ones that diferentiate them rom others in the community. Sociali>ation is the process through which people learn to understand the societal norms or e!pectations and societal #alues as a member o the society. 3nculturation is the process by which an indi#idual adopts the beha#ior patterns o the culture in which a person is immersed. gents o+ Sociali>ation
There are diferent agents o sociali0ation= amily community mass media and religion. aily •
The amily is the rst social group that we all ha#e. "t is considered as the most important social group that a person has. "t is also considered as the principal agent o sociali0ation.
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/e rst start learning things with the help o our parents and our whole amily. They are the main source o our traits beha#iors the #alues norms and rules that we ollow and the ideas we initially belie#e in.
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¬her agent is our religion. Through our amily we are immediately e!posed to the teachings o our religion. "t helps shape us as indi#iduals and equips us with the attitude and beha#ior our religion deems right.
spects o+ Culture 66
/e ha#e learned that culture is dynamic Oe!ible and adapti#e. "t is also shared and contested in #arious ways and situations. &side rom these characteristics there are also other aspects o culture as discussed below= !earned through Sociali>ation or 3nculturation Sociali>ation is an ongoing process o learning language beha#iors customs #alues norms and others to acquire a personal identity. "t helps us learn the culture. 5ociali0ation also teaches us how to interact with other people and helps us de#elop the beha#iors that we think are inborn or part o human nature. "t is an essential part o building our character and preser#ing spreading and strengthening our culture.
¬her way o learning other cultures is called enculturation. %or e!ample your riend migrated to &merica with her amily. Gou noticed on her %acebook that ater three months o being in &merica she started to act and look diferently and she is using some slang words you only hear &mericans say. This is the process o enculturation. Gour riend is slowly starting to adapt to the &merican culture because it is necessary so she would t in.
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7ransitted through Sociali>ation or 3nculturation
2ulture can also be transmitted rom one person to another and e#en rom one society to another.
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The people or groups we sociali0e will greatly afect our beha#ior because we learn most o it through them. 5ociali0ation begins during our childhood e#en just right ater we were born. The rst group that teaches us sociali0ation is our amily. Throughout our li#es we will get to interact with a lot o diferent people rom diferent cultures. /e will learn diferent beha#iors norms or #alues rom them. "t is up to us to identiy what we will keep$practice and what we will reject. Not all beha#iors that we acquire can help us. There are some beha#iors we learn that can be destructi#e in the long run.
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3nculturation is the process by which an indi#idual adopts the beha#ior patterns o the culture in which a person is immersed. Sociali>ation is an ongoing process o learning language beha#iors customs #alues norms etc. to acquire a personal identity.
There are diferent agents o sociali0ation that help us acquire and learn the culture. These are our+aily, school, peer groups, ass edia, and religion to name a ew. 2ulture is dynaic, e4ible, and adapti-e. "t is also shared and contested in #arious ways and situations. 2ulture is learned and transitted through sociali0ation$enculturation.
spects o+ Culture 666: Patterned Social 6nteraction Patterned Social 6nteraction
5ociali0ation helps us acquire both good and bad parts o our culture. *ow do we identiy the good and the badQ
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There are #e patterns o social interaction= e4change, cooperation, copetition, conict, and coercion. 34change
"t is the most basic pattern o sociali0ation. 34change or social e4change is our e!pectation that whene#er we do something good we will recei#e something good in return +Thompson and *ickey 'EEA p.1'B-. 34aple: Gou help your mother wash the dishes so that she will let you play outside with your riends. Cooperation is when people or groups o people work together to achie#e a common goal. 2ooperation is considered to be essential or human sur#i#al because without cooperation social lie would be unmanageable +Thompson and *ickey 'EEA p.1'B-. 34aple= The cooperation between the husband and wie in raising their children. /ithout their cooperation their child would not grow up the way they want him$her to be.
There are also negati#e social interactions that are necessary or us to de#elop and sharpen our beha#ior and culture. Copetition may be #iewed as the opposite o cooperation because instead o working together towards a common goal competing indi#iduals or groups battle to achie#e the target that only one can ha#e +Thompson and *ickey 'EEA p.1'B-. 34aple= Gou badly want to win the spelling bee competition because you want your parents to be proud o you. Gou studied and practiced hard and e#entually won. /hether or not you win at least you got to enhance your spelling skills. Conict arises when people disobey rules control a person by orce or hurt other people just to achie#e their goals. Jut conOict isnt always considered as bad. The e!istence o a conOict can strengthen the unity within a group because they are threatened by an e!ternal actor +Thompson and *ickey 'EEA p.1'B-. 34aple= Gou and your sibling ght o#er the T, almost e#ery night but when conOict arises between you and your parents you and your sibling team up. Coercion happens when a person uses threats or orce to persuade another person +(ictionary.com-. People usually coerce others when they cannot achie#e their goals on their own. 34aple= Gou orce your brother to do your chores by threatening him that you’ll tell your mother that he ailed his e!am.
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spect o+ Culture: &e?uires !anguage +or Social 6nteraction
"n e#ery interaction that we do language is the most important tool that we always use. •
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!anguage is considered as the transporter o a large part o our culture because some parts o our culture are passed on through our mouths there are no written records +Goung 1B;E-.
/e can perorm the patterns o social interaction through the use o language. 9anguage is not only restricted to #erbal language but we also use non)#erbal language or body language when we interact with others.
The patterns o social interaction are connected with each other and may change rom time to time.
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5ocial e!change as a pattern o social interaction is not always acti#e. 5ometimes when we do harm to others we already anticipate that they will do something wrong to us in return because o this concept. 2ompetition is not always negati#e as well. There are also good games that push us to do our best to win and in the process enhance our skills. 2onOict may result in hostility between the conOicting parties bu t may lead to unity and cooperation among the members o the same group.
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Social interaction is the mutual inOuence o two or more people on each other’s beha#ior.
There are #e patterns o social interaction= e4change, cooperation, copetition, conict,and coercion. 34change or social e4change is our e!pectation that whene#er we do something good we will recei#e something good in return.
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Cooperation is when people or groups o people work together to achie#e a common goal.
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Copetition is when indi#iduals or groups battle to achie#e the goal that only one can ha#e.
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Conict arises when people disobey rules control a person by orce or hurt other people just to achie#e their goals. Coercion happens when a person uses threats or orce to persuade another person. !anguage is an essential part o social interaction. /ithout language we will nd it diMcult to interact with other people.
5ome parts o the patterns o our social interaction are integrated. This connection afects our beha#ior towards other people.
spects o+ Culture 6
There are diferent aspects o culture as art music language ood daily lie clothing and religion to name a ew. These aspects o culture show us that culture is dynamic Oe!ible and adapti#e. "ynaic, le4ible, and dapti-e
2ulture constantly changes and adapts to the current state o the society. "t continuously restores itsel whene#er customs are not t in the current situation anymore. "t does not remain stagnant. Shared and Contested
2ulture is learned and acquired through diferent interactions with people. 2ulture is a shared learning e!perience. Jecause culture constantly changes we get to share the learning process with other people. " culture is learned and shared it is also contested in diferent ways and situations. Jecause o di#ersity culture is subjected to debate and analysis. spect o+ Culture 66 Culture is learned and transitted through sociali>ation or enculturation. !earned through Sociali>ation or 3nculturation
5ociali0ation is an ongoing process o learning language beha#iors customs #alues norms and others to acquire a personal identity. "t helps us learn the culture. 5ociali0ation also teaches us how to interact with other people and helps us de#elop the beha#iors that we think are inborn or part o human nature. 7ransitted through Sociali>ation or 3nculturation
2ulture can also be transmitted rom one person to another and e#en one society to another.
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spects o+ Culture 666
/e ha#e learned that culture is dynamic Oe!ible and adapti#e4 shared and contested in #arious ways and situations4 and learned and transmitted through sociali0ation or enculturation. 9et us continue identiying some aspects o culture. Patterned Social 6nteraction
5ociali0ation helps us acquire both good and bad parts o our culture. *ow do we identiy the good and the badQ
There are #e patterns o social interaction= e4change, cooperation, copetition, conict, and coercion. 34change
"t is the most basic pattern o sociali0ation. 34change or social e4change is our e!pectation that whene#er we do something good we will recei#e something good in return +Thompson and *ickey 'EEA p.1'B-. 34aple: Gou help your mother wash the dishes so that she will let you play outside with your riends. Cooperation Cooperation is when people or groups o people work together to achie#e a common goal. 2ooperation is considered to be essential or human sur#i#al because without cooperation social lie would be unmanageable +Thompson and *ickey 'EEA p.1'B-. 34aple= The cooperation between the husband and wie in raising their children. /ithout their cooperation their child would not grow up the way they want him$her to be.
There are also negati#e social interactions that are necessary or us to de#elop and sharpen our beha#ior and culture. Copetition Copetition may be #iewed as the opposite o cooperation because instead o working together towards a common goal competing indi#iduals or groups battle to achie#e the target that only one can ha#e +Thompson and *ickey 'EEA p.1'B-. 34aple= Gou badly want to win the spelling bee competition because you want your parents to be proud o you. Gou studied and practiced hard and e#entually won. /hether or not you win at least you got to enhance your spelling skills.
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Conict Conict arises when people disobey rules control a person by orce or hurt other people just to achie#e their goals. Jut conOict isnt always considered as bad. The e!istence o a conOict can strengthen the unity within a group because they are threatened by an e!ternal actor +Thompson and *ickey 'EEA p.1'B-. 34aple= Gou and your sibling ght o#er the T, almost e#ery night but when conOict arises between you and your parents you and your sibling team up. Coercion Coercion happens when a person uses threats or orce to persuade another person +(ictionary.com-. People usually coerce others when they cannot achie#e their goals on their own. 34aple= Gou orce your brother to do your chores by threatening him that you’ll tell your mother that he ailed his e!am. &e?uires !anguage +or Social 6nteraction
"n e#ery interaction that we do language is the most important tool that we always use. •
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!anguage is considered as the transporter o a large part o our culture because some parts o our culture are passed on through our mouths there are no written records +Goung 1B;E-.
/e can perorm the patterns o social interaction through the use o language. 9anguage is not only restricted to #erbal language but we also use non)#erbal language or body language when we interact with others.
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5ocial e!change as a pattern o social interaction is not always acti#e. 5ometimes when we do harm to others we already anticipate that they will do something wrong to us in return because o this concept. 2ompetition is not always negati#e as well. There are also good games that push us to do our best to win and in the process enhance our skills. 2onOict may result in hostility between the conOicting parties bu t may lead to unity and cooperation among the members o the same group.
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Social interaction is the mutual inOuence o two or more people on each other’s beha#ior.
There are #e patterns o social interaction= e4change, cooperation, copetition, conict,and coercion. 34change or social e4change is our e!pectation that whene#er we do something good we will recei#e something good in return.
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Cooperation is when people or groups o people work together to achie#e a common goal.
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Copetition is when indi#iduals or groups battle to achie#e the goal that only one can ha#e.
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Conict arises when people disobey rules control a person by orce or hurt other people just to achie#e their goals. Coercion happens when a person uses threats or orce to persuade another person. !anguage is an essential part o social interaction. /ithout language we will nd it diMcult to interact with other people.
5ome parts o the patterns o our social interaction are integrated. This connection afects our beha#ior towards other people.
3thnocentris
People ha#e a tendency to judge or e#aluate other culture in the conte!t o their own culture. 9anguage beha#ior customs or religion which are understandably unique or e#ery culture are the common subjects o these judgments. 5ociologically speaking this ideology or tendency i s known as ethnocentris. 3thnocentris is the idea that one’s own culture is abo#e or superior to all others. "t is also the belie that ones own culture is the main or normal standard by which other cultures may be measured or understood. Cthnocentrism is ailing or reusing to see the world and its aspects in a wider or encompassing perspecti#es. "t may cause people to practice bias and intolerance.
5eeing the belie and beha#ior o others which are diferent rom yours as brute conusing or dirty is an ethnocentric thought or beha#ior. The tendency to be a#oidant doubting or questioning towards members o another culture is also a maniestation o ethnocentrism. Cultural &elati-is
Not all people are ethnocentric. There are those who use wider perspecti#es in associating their culture rom another’s. There are people who accept and respect the e#ident diferences rom members o the
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society. /hen people recogni0e that each culture is naturally diferent rom others that is cultural relati#ism. Cultural relati-is does not mean that we should immediately accept and tolerate cultural diferences. "nstead it requires understanding the culture o other people in their own cultural conte!t ree rom another’s biases.
2ultural relati#ism is the idea that all norms belies and #alues are dependent on their cultural conte!t and should be treated as such. "ntroduced by %ran0 Joas in 1IIH according to him@...ci-ili>ation is not soething absolute, but ... is relati-e, and ... our ideas and conceptions are true only so +ar as our ci-ili>ation goes.@ /ith cultural relati#ism it is suggested that the way people li#e should be e#aluated not based on your own cultural conte!t but on the social community the people themsel#es inhabit. 2ultural relati#ism means respect and tolerance. "n conducting their sociological studies social scientists are recommended to practice or to show cultural relati#ism. There should be no reser#ations and blind opinions while they are immersed in a community o their subject.
"t is belie#ed that each person in one way or another possess an ethnocentric attitude or beha#ior. There is nothing wrong with that because not all people are equipped with suMcient knowledge and e!posure to cultures across the globe unlike social scientists or anthropologists. Thus the hardship in understanding and tolerating other’s acts and #alues. J ut we also ha#e to recogni0e that ethnocentric beha#ior i not controlled may cause trouble to onesel especially in this modern times when e#eryone calls or social or cultural inclusion. *istorically colonialism was justied by ethnocentrism. /hen Curopeans reached the areas populated by the nati#es whom they consider sa#age and unci#ili0ed they saw the promise to ci#ili0e and tame the people they conquered through religion +2hristianity- and colonialism. (espite its ad#antages we can say that the &ge o C!ploration changed the course o world history in a way which depri#ed the conquered. "t is widely belie#ed in the eld o sociology that ethnocentric beha#ior may be mitigated through the recognition and application o cultural relati#ism. & person can practice cultural relati#ism by recogni0ing that our culture shapes what we consider to be beautiul ugly appealing disgusting #irtuous unny and abhorrent and that this should not be the basis or e#aluating other culture. 2ultural relati#ism shapes our understanding o diferent issues in the society as to why certain religion belie#e in this and other not or how come this group eat this type o dish wear this weird clothing sing and dance along music while others preer not to. /hat we need is an open heart and unbiased and critical mind e!posure education and in#ol#ement in acti#ities programs supporting and recogni0ing the uniqueness and beauty o e#ery culture or us to truly grasp what cultural relati#ism means. 2ey Points •
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3thnocentris is the belie that ones own culture is the main standard by which other cultures may be measured. "t is also the tendency to think o one’s culture as superior to other cultures. Cultural &elati-is is the idea that all norms belies and #alues are dependent on their cultural conte!t and should be treated as such. "t calls or an unbiased e#aluation and understanding o other cultures.
Decogni0ing and applying cultural relati#ism mitigates ethnocentrism.
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!esson E: Cultural ors and 7hreats Cultural Heritage
9egacy is what remains ater one’s time. *anded down rom one generation to another legacy magnies one’s lie and li#ing. "t is said that legacy is what cultural heritage is. &ccording to 8ohn %eather cultural heritage is a human creation intended to inorm. •
architectures such as buildings houses and structures
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artiacts like books documents objects images clothing accessories and jars
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things that made people who they are like oral stories #alues laws norms rituals and traditions
2ultural heritage helps historians and archaeologists understand and decipher the way o li#ing people o yesterday had. Through these objects we are presented with acts and gures which help us draw the landscape o the world once was. 7angible and 6ntangible Heritage
2ultural heritage is a representation o the ways o li#ing established by society or group and passed on rom generation to generation. 2ultural heritage can be categori0ed as either tangible or intangible. 7angible Heritage
Tangible means perceptible touchable concrete or physical. & tangible heritage is a physical artiact or objects signicant to the archaeology architecture science or technology o a specic culture.
traditional clothing
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utensils +such as bead work water #essels-
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#ehicles +such as the o! wagon-
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documents +codes laws land titles literature- and
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public works and architecture built and constructed by a cultural group +buildings historical places monuments temples gra#es roads and bridges all into this category as well-.
6ntangible Heritage
"ntangible is the opposite o tangible. nlike tangible heritage an intangible heritage is not a physical or concrete item. "ntangible heritage is that which e!ists intellectually in the culture. 6ntangible heritage includes: •
songs
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myths
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belies
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superstitions
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oral poetry
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stories and
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#arious orms o traditional knowledge such as ethnobotanical knowledge.
7hreats to 7angible and 6ntangible Heritage
There was a time in contemporary history when museums were in constant search and hurry to look or historical materials to display. (ue to the ascent o demand or cultural materials opportunists saw this as an a#enue or them to earn money. They in#ented materials and claim that these were e!ca#ated or unearthed and once owned by a cultural group. •
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(ocuments whose authenticity are yet to be determined include *itler diaries crystal skulls o 3esoamerica +tangible- and the status$story o 5aint Nicholas companion Jlack Peter +intangible-. &uthenticity or truthulness o origin attributes and intentions o cultural heritage are one o the issues concerning sources o our culture. &side rom authenticity issues preser#ation or the act o making a cultural heritage lasting and e!isting is also a primary concern.
7hreats to 7angible and 6ntangible Heritage
There was a time in contemporary history when museums were in constant search and hurry to look or historical materials to display. (ue to the ascent o demand or cultural materials opportunists saw this as an a#enue or them to earn money. They in#ented materials and claim that these were e!ca#ated or unearthed and once owned by a cultural group. •
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(ocuments whose authenticity are yet to be determined include *itler diaries crystal skulls o 3esoamerica +tangible- and the status$story o 5aint Nicholas companion Jlack Peter +intangible-. &uthenticity or truthulness o origin attributes and intentions o cultural heritage are one o the issues concerning sources o our culture. &side rom authenticity issues preser#ation or the act o making a cultural heritage lasting and e!isting is also a primary concern.
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Cultural heritage is a representation o the ways o li#ing established by society or group and passed on rom generation to generation. 7angible heritage is a physical arteact or objects signicant in the archaeology architecture science or technology o a particular culture. "t includes buildings and historic places monuments artiacts etc. 6ntangible heritage is that which e!ists intellectually in the culture. "t includes oral traditions social practices perorming arts rituals esti#e e#ents etc.
&uthenticity is the truthulness o origin attributes and intentions o cultural heritage.
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Preser#ation or the act o making a cultural heritage lasting and e!isting should be on the top list o the go#ernment.
CHP73& :Huan 0iocultural Social 3-olution !esson : Macroe-olution and the oration o+ /e1 Species 0iological 3-olution o+ Man
The current biological makeup o humans has had long and comple! origins. 0iological e-olution o+ an reers to the long e#olutionary history o the human species rom primates. "t is not an o#ernight phenomenon. 3illions o years ha#e been in#ol#ed in the process o reaching the biological traits o humanity that are occurring at present. "n this lesson the origin actors and de#elopments in#ol#ed in this e#olutionary process will be discussed. 7he Meaning and Signi#cance o+ Huan 3-olution 3-olution is the process o de#eloping the physical and biological change in a species o#er a period o time. Natural changes and e#ents orced species to adapt to the en#ironment while some aced e!tinction or being unable to do so. "n this case modern humans belonging to the genus Homo are seen as byproducts o e#ents and processes that occurred in the past.
*uman e#olution howe#er must not be seen as a linear process. 5cientists argued that human e#olution de#eloped much like the branches o a tree wherein each branch e!tends into smaller more specic stems. "t just so happened that among all stems only one e#olutionary prole?the current human being?was able to adapt and urther de#elop. 7he 7ransition +ro 3arly to Modern Huans
The biological transition o humans rom its earliest state to its current physical and biological makeup took millions o years to complete. (espite this scientists through the help o archaeological pieces o e#idence and modern technology were able to identiy and distinguish distinct transitional stages o human e#olution. These stages are described below. 7he Signi#cance o+ rte+actual 3-idences in Understanding 3-olution rte+actual e-idences are the only source o knowledge in understanding the liestyle and the de#elopments that occurred in each transitional stage o human e#olution. Carly human species were disco#ered through +ossils which are remains hardened in rock. 5cientists study the structure shape and de#elopment o skeletal properties including head shape and teeth to determine biological diferences across early to modern species.
&rteactual e#idences can also include tools that are used or hunting and gathering or symbolic writing ound in ca#es. &s mentioned pre#iously these were used by the Homo erectus though scientists are still hoping to nd urther e#olutionary data on other species. Jelow are some authentic e!amples o arteactual e#idences that greatly contributed in understanding human e#olution= •
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&n antelope leg bone with cut marks was recently disco#ered in &rica. This prehistoric tool ser#ed as e#idence or early hunting practices and carni#orous diet among early stone)tool making humans the
ppreciating the Past through the Present
"t is important or modern humans to learn about their origins and de#elopments. Nowadays technological ad#ances has made del#ing into the past more accessible. "nteracti#e and national museums or e!ample make a great #enue or learning more about the prehistoric past. The great
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biological e#olution that the human species has been through is comple! and de#elopmental. &s human beings we are called to understand and appreciate these ad#ances. 7ips •
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*uman e#olution is always orward. "t is not likely that humans will regress in terms o physical and biological makeup in the coming centuries. Note that beore the e!istence o the genus *omo the &ustralopithecines rst emerged. They are the earlier part o human e#olutionary transition.
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C#olution is the process o de#eloping physical and biological change i n a species o#er a period o time. *uman e#olution must not be seen as a linear process but rather as branches wherein each branch e!tends into smaller more specic stems. The transition rom early to modern humans included the Homo habilis Homo erectus andHomo sapiens rom the genus Homo. ossils are arteactual remains that hardened in rock. !esson <: Cultural and Sociopolitical 3-olution
Sociopolitical e-olution o+ an:/eolitihic re-olution
3obile phones are already part o our e#eryday li#es. "n a way it represents technological ad#ancements due to the constant changes in the key eatures o smartphones and tablets. This e#olution and de#elopment o mobile phones only show how culture changes through time. %rom the early writings o the cuneiorm up to the present eatures o the diferent units o smartphones and tablets we can say that the way o lie o the people constantly changes and this concept is called cultural e#olution. =hat is Cultural 3-olutionF Cultural e-olution e!plains the changes in the belies knowledge customs skills attitudes languages etc. o the humans o#er time. "t belie#es that as humans transorm themsel#es their culture becomes progressi#ely comple! due to social en#ironmental and biological actors.
The cultural e#olution o early humans can be traced to the beginning o Stone ge when they started creating and using tools made out o stones. This is the earliest known period o human culture which started roughly '); million years ago and ended around FEEE and ;EEE J2C +Jeore the 2ommon Cra-. This period is also known as the pre'historic period because writing was not yet in#ented during this time. "t is di#ided into three separate periods= •
8ld Stone ge +Paleolithic-
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Middle Stone ge +3esolithic- and
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/e1 Stone ge +Neolithic-.
Paleolithic period is the rst phase o the 5tone &ge. This period started the creation and use o crude stone tools which is the most primiti#e among the three periods. The word @paleolithic@ is deri#ed rom the reek words palaios +old- and lithos +stone- meaning @old stone age.@
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The early humans who e!isted during this period showed their skills with re and stones that changed their diet and ood consumption. *unting and shing were the primary acti#ities o the early humans during the Paleolithic period. They also had their religious rituals based on nature and de#eloped their own language based on sounds and hand signals. Mesolithic period is the second phase o the 5tone &ge. "t was considered as the transition period between Paleolithic and Neolithic periods. The word @mesolithic@ is deri#ed rom the reek wordsmesos +middle- and lithos +stone- meaning @middle stone age.@
Carly humans during this period gradually domesticated plants and animals. They also started to orm their own settlements and communities. *unting shing and ood gathering were the primary acti#ities o the early humans. They also started to use @microliths@ or smaller and more delicate stone tools. /eolithic Period
The word @neolithic@ is deri#ed rom the &ncient reek words neos +new- and lithos +stone- meaning @new stone age.@ Neolithic period started during the last phase o the 5tone &ge and at this point modern humans started to e!ist. %rom being ood gatherers they became ood producers and introduced the concept o arming. They also became herders rom being hunters during the Paleolithic and 3esolithic periods. They crated better stone tools and in#ented the a!e. Pots and jars were e#ident during this period which ser#ed as their ood containers and storage. 3odern humans also ormed their permanent homes and started to ha#e their own tribes and #illages. 2ey Points •
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Cultural e-olution is the idea that the human culture such as belies knowledge customs skills attitudes languages etc. constantly change. Stone ge was the earliest period in the e#olution o human culture when it started the use o weapons and tools made out o stones. Paleolithic period is the rst stage o the 5tone &ge and it started the use o re and stone tools o the early humans. *unting shing and other practices such as religious rituals based on nature and language based on sounds and hand signals also emerged during this period. Mesolithic period is the transition period between the Paleolithic and Neolithic periods. "t witnessed the gradual transormation o human culture such as domestication o plants and animals ormation o settlements and communities and ood gathering. /eolithic period was the last stage o stone age when modern humans started to e!ist. 3odern humans introduced arming started herding animals and ormed their permanent homes and settlements.
Nature has greatly inOuenced primal liestyle. &s such de#elopments in human lie also occurred at the importance o the natural en#ironment. "n this lesson a signicant era o sociopolitical e#olution will be tackled?the /eolithic &e-olution. 7he /eolithic &e-olution Paleolithic period in#ol#ed humans as hunter)gatherers in society. They are nomadic people who can easily transer rom one area to another to hunt animals or gather plants or consumption and sur#i#al. This had been the practice until around 1'EEE J.2. C. +Jeore 2ommon Cra- where humans started to domesticate animals and crops. This era o a newound liestyle is called the /eolithic &e-olution.
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%rom hunter)gatherers or nomads people became armers through doestication, the process o increasing human control in breeding animals or plants to regulate certain traits that will make them useul or other human needs. The domestication o animals and plants implied that humans stay in a particular area to enable their resources to grow and e!pand. 5ome plants and animals utili0ed or domestication include wheat barley corn nuts cattle goats and sheep.
The Neolithic re#olution has acilitated an economic and societal shit that pa#ed the way or urther de#elopments in early human liestyle. &s such ad#ances in diferent aspects o human lie started during this era. 0elo1 are the iplications o+ the /eolithic &e-olution in sociopolitical, econoic, and huan de-elopent. . Sociopolitical •
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The Neolithic re#olution pa#ed the way or the creation o ci#ili0ation through permanent settlements dictated by reliable ood supply. (e#elopment in domestication techniques and practices allow or a more comple! society and the possibility or urbani0ation. /ith the emergence o towns and cities came the birth o trade and marketplaces. This led to the economy and a hierarchical society with public leaders and castes. & orm o social stratication was de#eloped R created idea o inequality and ideas o social power and inOuence.
0. 3conoic •
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Jecause o the domestication o crops and animals an abundant supply o ood and resources were maintained. &n introduction to a selecti#e breeding process o plants and animals that would allow or the de#elopment o new species.
C. 0iological •
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"ncrease in liespan and human population across ci#ili0ations. People learned to play diferent social roles apart rom being armers +e.g. cratsman priests leader-.
3-idence +or the 34istence o+ the /eolithic &e-olution
5ome artiactual pieces o e#idence pro#e the e!istence and success o the Neolithic re#olution in inOuencing sociopolitical de#elopment. Here are soe o+ the actual shreds o+ e-idence +ound to support the e4istence o+ this era.
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3orphological changes among Neolithic people including brain si0e and mandible simply dietary changes rom solely eating plants to consumption o meat. & subterranean structure in &bu)*ureyra 5yria was ound to be built during the Neolithic re#olution and ser#ed as a communal storage acility. Palaeolithic people ha#e airly healthy teeth but in the Neolithic there is an increased caries rate. Neolithic teeth are also more worn down and pitted owing to hard inclusions rom poorly ground)up Oour. 3olleson +1nBbB>- has pro#ed that there are changes in the bones o women that are task) related and associated with cereal grinding.
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The shit rom a hunting)gathering society to the Neolithic re#olution occurred gradually. "t took thousands o years or this change to happen. " you looked at a map o early ci#ili0ations under the Neolithic period you would notice that all ci#ili0ations are near a body o water. This is strategically done by early humans because bodies o water may also unction as a source o ood and other resources.
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The /eolithic &e-olution is a period where agriculture and arming became prominent through plant and animal domestication. "oestication is the process o increasing human control in breeding animals or plants to regulate certain traits that will make them useul or other human needs.
!esson : S8C68P8!676C! 3$8!U768/ 8 M/: 3&!5 C6$6!6768/S /" 7H3 &6GH7S 8 7H3 S773S %rom a hunting)gathering liestyle to a Neolithic society major changes took place in terms socio) economic actors o early human lie. (espite this already drastic mo#ement human liestyle continued to de#elop into more organi0ed socio)economic and political systems. /hat actors contributed to these changesQ •
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*ow did these de#elopments inOuence uture socio)political mo#ements and policiesQ
The Neolithic re#olution through the domestication o plants and animals pa#ed the way or the beginnings o early ci#ili0ations like 3esopotamia. "n this lesson the de#elopment and i mplications o these ci#ili0ations will be discussed and e!plained.
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7he &ise o+ Ci-ili>ations
2i#ili0ations began to de#elop during the Neolithic period where the early humans learned to settle in just one area to domesticate plants and animals or sur#i#al. The rst ci#ili0ations were ound mostly in &sia particularly in 2hina and 3esopotamia now "raq. The latter was part o the ertile Crescent an area in the ancient 3iddle Cast that is belie#ed to be 6cradle o ci#ili0ation7 and the birthplace o agriculture urbani0ation writing trade and science due to its ertile land area. This area housed two bodies o water the ri#er 7igris and the 3uphrates which also became #aluable resources or the early ci#ili0ations. (uring these periods ci#ili0ations were mainly agrarian societies that treated both genders equally as the rst labor only in#ol#ed arming domestication and har#esting. Though this may be the case social roles began to emerge with some members o the community becoming priests or priestesses laborers and armers. 7he "e-elopent o+ States
"n 3esopotamia in the region o Suer in > EEE J2C two signicant de#elopments took place that inOuenced the Oow o the socio)political process o the early ci#ili0ations. These are= •
the rise o states and
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the in#ention o writing.
*istorians belie#e that these de#elopments occurred because o trades between diferent regions. The early ci#ili0ations would ha#e had some orm o writing to document or record traces o their products and deals. (uring the Copper ge +ABEE);'EE J2C- the system o commerce grew with prosperity leading to the de#elopment o cities and changes in socio)political positions with some ci#ili0ations promoting a kingship to replace priestly rule to be able to oresee the Oow o trade and negotiations with other regions. This era ga#e rise to numerous de#elopments such as the in#ention o the wheel and the transition rom the use o stone tools to copper tools. "n ;EEE)'11B J2C during the early 0ron>e ge copper instruments were replaced with bron0e tools. &long with this the rise o city)states continued to Oourish thereby laying out a oundation or economic and political stability. &s a result more empires ci#ili0ations and states began to rise and de#elop. 6plications o+ the &ise o+ Ci-ili>ations and States
The rise o ci#ili0ations and states led to urbani0ation economic ocus political power and material de#elopment. These changes allowed both positi#e and negati#e implications that directly afected uture de#elopments in the sociopolitical e#olution o men. Jelow are some implications o the rise o ci#ili0ations and states= •
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=ar+are: 2onOict and wars emerged among states as tension grew among them. 5oon proessional armies and weaponry began to make their appearance. Metal1ork: & huge de#elopment in metalwork occurred along with the rise o ci#ili0ations and states. (uring this time people began to disco#er #arious raw materials such as iron copper and bron0e or making tools and weapons.
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Political syste: Jecause o economic actors such as trading the leadership among city) states began to be more organi0ed and de#eloped. /ith the kingship system replacing the priestly leaders each state had its e!ecuti#e branch that centrali0ed decisions and communications with other states.
3-idence +or the 34istence o+ Ci-ili>ations and States
&rteactual e#idence pro#e the e!istence and occurrences o early ci#ili0ations and states. *ere are some o the actual e#idence ound to support the e!istence o this era. •
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"n 1B'' archaeologist 5ir 9eonard /ooley disco#ered the remains o two our)wheeled wagons that dated back to the time o 3esopotamian. C!ca#ations in the 1I>Es re#ealed human settlements in 3esopotamia during 1E E EE J2C.
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3esopotamia in reek translates to 6between two ri#ers7. This translation reers to the ri#er Tigris and the Cuphrates that surrounds the land. The 3esopotamian ci#ili0ation e!isted e#en beore Cgyptian ci#ili0ations. &ter the 3iddle Castern ci#ili0ation began Cgyptian ci#ili0ation soon de#eloped along the Nile Di#er.
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The rst ci#ili0ations were ound mostly in &sia particularly in China and Mesopotaia now "raq. The ertile Crescent is an area in the ancient 3iddle Cast that is belie#ed to be 6cradle o ci#ili0ation7 and the birthplace o agriculture urbani0ation writing trade and science due to its ertile land area. "n 3esopotamia in the region o 5umer in > EEE J2C two important de#elopments took place that inOuenced the Oow o the sociopolitical process o the early ci#ili0ations. These are the rise o+ states and the in-ention o+ 1riting. The implications o the rise o ci#ili0ations and states include 1ar+are de#elopments inetal1ork and changes in political systes. !esson E: S8C68P8!676C! 3$8!U768/ 8 M/: "3M8C&76768/
The early ci#ili0ations created new en#ironments called city'states which introduced new de#elopments in #arious aspects o lie. /hat outcomes ha#e led to these continuous progress and #enturesQ The rise o ci#ili0ations and city)states pa#ed the way or the introduction o new de#elopments during the 2opper and Jron0e &ge. Now we look at how those impacted the ollowing periods and de#elopments. "eocracy and "eocrati>ation "eocrati>ation reers to the spread or e!pansion o democracy. "eocracy means rule by the people. The term comes rom the reek words demos which means @people@ and kratos, which means @rule.@ /hile democracy is oten traced to the reeks particularly
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the &thenian democracy during Ath century J2C a orm o primiti#e democracy is said to must ha#e e!isted during the hunting and gathering period in independent tribes. The orm o democracy during AEE J2C in city)states is said to be a orm o direct deocracy where citi0ens participate directly in decision)making.
&gricultural de#elopments in &sia and &rica e#entually spread to the nearby ci#ili0ations o reece and Dome. Joth reeks and Domans adapted to the arming culture de#eloped by the 3esopotamians e#en ollowing the latter’s socio)political structure o kingship. C#entually they were able to engage in trade as their resources highly de#elop and impacted socio)economic growth. Greece •
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5ocietal status and groups began to de#elop= o
the king +bearing the highest position in all reek city)states-
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the aristocracies and noblemen then
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the armers.
/ars were already occurring between city)states and tension grew between social classes. reek kings ha#e growing ambitions to transorm themsel#es into palace)laden rulers just like their predecessors rom the Jron0e &ge. The need or power was not easible as the primarily abundant metal during the period was iron a relati#ely cheaper metal compared to bron0e. " the king seeks greater power he cannot easily do so easily as the weaponry and machinery primarily made o iron were much cheaper and can be aforded by practically anyone within the city)state.
"n HAE J2 with high tensions and alarm o#er the intentions o the kings the noblemen collecti#ely acted on ousting them leading to a successul establishment o the rst republics. 7he 0eginnings o+ "eocrati>ation
The de#elopments in the reek city)states led to the birth o democracy and the rise o democrati0ation in societies. 8ligarchy •
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reek :ings were thrown of by the noblemen. 2ity)states began to change the orm o leadership into oligarchy where rulers were made up o aristocracies. Jecause o ine!pensi#e and accessible weaponry and the ongoing wars between city)states e#en ordinary people like the armers learned to arm themsel#es and rebel against drastic changes. The oligarchic go#ernment ruled in a#or o the noblemen and aristocracies so ordinary people also used their collecti#e power against an abusi#e go#ernment.
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7yranny •
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5ince there are a ew noble people in the go#ernment city)states in efect were now ruled by a tyrant a positi#e term or a reek leader that means 6boss.7 Tyrants became efecti#e in ensuring air treatment or both land owners and armers. %or some time peace and equality emerged among social classes. "n the second generation o tyrant rule howe#er the son o a tyrant made some wrong and abusi#e decisions that lead to another re#olution ousting the tyrant rule.
0irth o+ "eocracy •
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Jecause o the tyrants abuse o power intelligent leaders o reek city)states proposed that power must account or the common people. This led to the creation o a more broad)based constitution e#entually de#eloping the city)states into a democratic setting. "n AB> J2C 5olon ga#e &thens a new constitution. This e#ent was considered as the ri se o democracy in reece.
"t should be noted though that not all reek city)states ollowed this ruling especially the poorer more backward areas. 5till the political change in reece has also soon led Dome to ollow a democratic ruling thereater. &lso keep in mind that citi0en participation in democratic decision)making during this time is limited to males and thereore not the total population. Signi#cance and 6plications o+ "eocrati>ation
The de#elopment o democracy led to changes that greatly impacted the ordinary people by reducing inequality and promoting air treatment or all. The beginnings o democrati0ation in reece laid out a oundation or modern)day democracy. &lso the establishment o a democratic go#ernment promoted more cultural and artistic implications that e#entually distinguished reek and Doman ci#ili0ations rom any other ancient ci#ili0ation. Jelow are some arteactual e#idences o the artistic and cultural implications o democrati0ation= •
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reek literature began to arise as poet *omer created his epics Iliad and Odyssey. 5tone temples that appeared as early as FEE J2 were impro#ed through classical reek structures upon the rise o democrati0ation.
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"n reece societal status and groups began to de#elop with the :ing bearing the highest position in all reek city)states ollowed by the aristocracies and noblemen then the armers. "n HAE J2C with high tensions and alarm o#er the intentions o the :ings the noblemen collecti#ely acted on ousting him leading to a successul establishment o the rst republics. "t was in AB> J2C when 5olon ga#e &thens a new constitution. This e#ent was considered as the rise o democracy in reece. The establishment o a democratic go#ernment promoted more cultural and artistic implications.
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/ars and tension across reece and between city)states were one o the primary inOuences in the rise o democracy.
6portance o+ rti+acts in 6nterpreting Social, Cultural, Political, and 3conoic Processes
&rtiacts &rchaeologists ha#e disco#ered artiactual pieces o e#idence e#en dating back to the beginnings o human e#olution. &s a result present)day social and biological scientists were able to open a window to what lie was in the past. "n this lesson the signicance and #alue o artiacts in se#eral aspects will be described and discussed. rti+acts are objects made or modied by humans in the past. They are reco#ered ater a long time through archaeological endea#or or by chance. &part rom ser#ing as windows to the past artiacts are also deemed signicant because they are tangible authentic proo that a certain period in history actually occurred. 7he Signi#cance o+ rti+acts
&rtiacts ha#e signicant contributions in interpreting social cultural political and economic processes that occurred in the past. Their e!istence pro#es and describes these aspects thoroughly. The disco#ery o artiacts and the understanding o #arious processes has pro#ided a stable oundation or the socio) economic political and cultural growth that humans ha#e come to recogni0e today. 6portance o+ rti+act Preser-ation
There are #arious reasons why artiacts must be preser#ed and taken care o. 5ome o which are the ollowing= •
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U Artifacts are irreplaceable. * &rtiacts being made hundreds e#en thousands o years ago are #ery delicate objects that cannot be replaced by any a#ailable material in the present time. rti+acts are key to understanding the past. Practices that occurred in the past would not ha#e been known i not or the disco#ery o artiacts.
U Artifacts gie people a sense of identity. *&rtiacts greatly describe culture and society. "t pro#ides people with an opportunity to urther understand their identities and heritage as well as some collecti#e qualities that their culture may ha#e. 7he past is yet to be +ully disco-ered. (espite the seemingly great successes archaeologists ha#e signicantly made in recent years there is still more to disco#er about history. Treating artiacts like pieces o pu00les will e#entually pro#ide a general picture o the past.
Present'day rti+actsI +or the uture
3any ad#ances ha#e already been made and disco#ered within this century. "t is logical to treat these disco#eries as signicant elements that can help shape the uture. &s such the technologies and de#elopments that the world has today must also be well)preser#ed. These must be treated with certainty that one day these 6artiacts7 will be disco#ered and put to understanding by the uture generations. 7ips •
&rtiacts may consist o any tangible object that was origi nally part o the distant past but recently disco#ered. They may include bones ossils tools and a lot more.
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