Philosophy: Types of Society

• The document is an Electronic Weekly Home Learning Plan (E-WHLP) for Introduction to Philosophy of the Human Person, Quarter 2, Week 5 and 6.
• It is prepared by Hubert Polly L. Tejada, a SHS Teacher III from Banna National High School in Banna, Ilocos Norte, Philippines.

Routinary Activities

• Attendance is monitored via Google Meet.
• The time a student enters and exits the meet is recorded.
• A summary of attendance is sent after class.
• Students can discuss challenges encountered during the last LRDR or OL Support Class.
• A representative reports by strand to save time, and the teacher assigns a reporter each week.

Objectives

• Identify the different types of society.
• Differentiate the qualities of societies.
• Explain digital society and digital citizenship.
• Identify the effects of being a member of a digital society.

Understanding the Learners (Introduction of the Lesson)

• Men are political animals.
• Humans gather recreate communities to share commonalities and fix differences.
• Learners understand how individuals form societies.
• Learners can explain how social systems transform human relations.

Pre-Industrial Societies

• This type of society exists in a primitive setting under a leader or chief.
• Tribal societies are associated with "primitive society" or "preliterate society."
• "Tribe" is a technical term for a political unit in a territory.
• The word has Latin roots related to political divisions or orders of the Roman empire.
• These societies are small in scale.
• Law, politics, and possess a moral code, cult, and wide range of belief system determines relations.
• Their language systems are unwritten, which limits communication.
• They exhibit a self-sustaining structure.
• This structure is achieved through close connections between tribal organizations.
• They also focus on a leader or person who takes on multiple roles.
• Unity and coherence exists in tribal values.
• Unity and coherence are closely related to social groups.
• Unity and coherence are characteristic of all "closed" systems of thought.

Feudal Society

• Feudalism was the economic, political, and social system in Europe from about the ninth to the fifteenth century.
• Kings and lords granted land and protection to lesser nobles (vassals) due to a lack of centralized government.
• Vassals swore oaths of loyalty and military service.
• Peasants (serfs) were bound to the land and subjected to the will of their lords.
• One social class system or economic form was not realized for Europe during the Middle Ages.
• The medieval world is known for its traditional land economy, military service, and urban society.
• The medieval world led to a feudal-based social-class system.
• Trade and commerce were based on money or capital.
• Merchants, artisans, and customers formed the core of the urban or town environment.
• Manufacturing was seen as the most important business for producing goods for sale and buying in the local market economy.
• Local products impacted regional fairs, port cities, and far trade destinations.

Industrial Society

• This society uses advanced technology to drive a large-scale production industry that supports a large population.
• A large portion of the economy is tied to jobs involving machine work, such as factory farming or auto-assembly plants, which use both machine and human employees to produce goods.
• The objective is the fast and efficient manufacturing of standardized products.

Post Industrial Society

• This society progresses from a manufacturing-based to a service-based economy.
• Post-industrialization is evident in countries and regions that first experienced the Industrial Revolution, like the United States, Western Europe, and Japan.
• Daniel Bell coined 'post-industrial' in 1973.
• It was published in "The Coming of Post-Industrial Society: A Venture in Social Forecasting."

Characteristics of Post-Industrial Societies

• There is a shift from producing goods to producing services.
• Manual laborers are replaced with technical and professional workers as the direct production of goods moves elsewhere.
• There is a replacement of practical knowledge with theoretical knowledge.
• A focus on the theoretical and ethical implications of new technologies helps society avoid negative consequences concerning the environment and energy.
• Recent scientific disciplines involve new forms of information technology, cybernetics, or artificial intelligence.
• Recent scientific disciplines evaluate the theoretical and ethical implications of new technologies.
• There is emphasis on universities and polytechnic institutes that produce graduates to innovate and lead the new technologies contributing to a postindustrial society.
• Changing values and norms reflect influences on society.
• Outsourcing changes how members of a society see and treat foreigners and immigrants.
• Individuals previously occupied in manufacturing may find themselves without a clearly defined social role.

Digital Society and the Information Age

• Digital technologies have affected the way we interact and behave in the 21st century.
• Our ways of learning, working, and socializing have been significantly changed.
• People rely on modern technology, which leads to society considering the possible outcomes.
• People are also concerned about how they can participate in interaction, and how to use digital tools and communication channels.
• Information society is correlated with the progress of digital information and communication technologies to the internet.
• It plays a vital role in the circulation and control of made-up ideas, which affect political, economic, social, and cultural aspects.

Digital Citizenship

• A digital citizen is someone who is knowledgeable and responsible enough to effectively use different social platforms on the internet.
• Digital citizens engage in topics and issues that will help build a better society, politics, and government.
• Digital citizenship is about using the internet safely.
• This citizenship can get complicated, especially where criticizing or showing interest in sensitive topics comes into play.
• Digital citizens uses digital media to actively participate in society and politics.
• Citizens are defined as an individual character who is viewed as a member of a society.
• Citizenship considers an individual's behavior in terms of rights, obligations, and functions.
• Citizens have duties such as work, taxation, and obedience of laws.
• Citizens also have rights, including civil rights such as freedom of speech and expression and rights to a private life.
• Citizens also have the right to vote and social rights to health care and welfare.

Digital Age

• Being a digital citizen requires active participation online, not just access and use.
• Isin and Ruppert suggest in “Being Digital Citizens” (2015) that people are becoming subjects of power in cyberspace as digital citizens.
• Individuals are enacting themselves on the internet, considering its opportunities such as anonymity, communication, and influence.
• Digital technologies can be used to engage and participate on many levels in society and political life.
• The virtual society and technological devices are starting to reshape human interactions and relationships.
• People are more thrilled to see their virtual selves than their actual selves and ask "Who am I?" in a more complex manner.
• People manipulate personalities and exhibit different behaviors in different worlds, and fall in love in virtual worlds.
• Human relations are losing an important element: commitment.
• Virtual worlds and disembodied relations often lack commitment.
• People retreat into virtual reality to create a new self or when things are undesirable.
• Virtual realities remove risks.
• Commitment is a risk, and one's anonymity lessens, if not completely removes risks, in a virtual world.
• When confronted with social problems, people express participation with a futile click to like.
• The modern technological society ultimately makes no real commitments.

Activities/Tasks

• Picture analysis: Learners analyze images and answer questions, presuming the prevailing thinking and guessing what makes them transformed.
• Performance Task: Divide the class into groups and choose an activity. For example, baking a cake and demonstrating the procedure through vlog. The class will watch and critique.

Additional Resources

• ELEMS of Banna NHS.
• The book entitled "Introduction to Philosophy of the Human Person" by Christine Carmela R. Ramos
• Youtube: https://www.youtube.com/watch?v=kdcPYgiHhLU
• PowerPoint presentation in the group chat.

###Sharing of Insights

• Learners share what they learned
• The teachers will call names through a fishbowl.

Communication

• Communicate with classmates through FB Messenger/Email/SMS
• Teacher discussion during class is recorded and sent to learners who are absent.