Becoming a Member of Society PDF

BECOMING A MEMBER OF SOCIETY  OBJECTIVES 1. Explain the development of one’s self and others as a product of socialization and enculturation; 2. Identify the context, content, proccesses, and consequences of enculturation and socialization; 3. Identify social goals and...

BECOMING A MEMBER OF SOCIETY  OBJECTIVES 1. Explain the development of one’s self and others as a product of socialization and enculturation; 2. Identify the context, content, proccesses, and consequences of enculturation and socialization; 3. Identify social goals and the socially acceptable means of achieving these goals; 4. Advocate inclusive citizenship; 5. Promote protection oh human dignity, rights, and the common good; 6. Identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules; 7. Assess the rules of social interaction to maintain stability of everyday life and the role of innovation in response to problems and challenges; and 8. recognize the value of human rights and promote the common good.  SOCIALIZATION, VALUES, NORMS, STATUS, AND ROLES  SOCIALIZATION Enculturation or socialization is often defined as the lifelong process of experiencing, learning, imbibing, and transmitting culture. Essentially it is the process that shapes an individual’s membership in his/her society, enabling him/her to learn and eventually or expectedly mirror the latter’s prevailing norms and values  VALUES It refers to society’s defined set of what is good and desirable, which form the foundation of how life should be lived. Some theorize that values can be intrinsic or extrinsic: “the values that need to be justified by other values are extrinsic; those do not are intrinsic” (Harold 2005).  VALUES Lau and Chan (2021) define values as “standards or ideals with which we evaluate actions, people, things, or situations. Beauty, honesty, justice, peace, genorosity are all examples of values that many people endorse.” They identify at least three kinds of values: personal, moral, and aesthetic.  VALUES In their reckoning, personal values are those “endorsed by an individual.” In contrast with the focus of personal values on the individual, they emphasized that moral values are those that “helps determine what is morally right or wrong” Lastly, they define aesthetic values as those “associate with evaluation of artwork or beauty.”  NORMS It refers to rules and expectations that guide the individual’s behavior in his/her society. Some researchers assert that “norms may be prescriptive or proscriptive and that norms “also sometimes.. refer to patterns of behavior and internalized values” (Horne 2018).  NORMS Related to norms, folkways refer to customs or beliefs common to members of a particular society, while mores are moral norms. If you break them you would be seen as not just in poor taste, but immoral.  NORMS Taboos, are ‘negative norms’ – things that people find offensive and socially inappropriate if you are caught doing them. Laws are norms that are actually defined as being legal or illegal. The government has decided these norms so important that you could get in trouble for breaking them.  NORMS Sanchez (c.2021), consider folkways, mores, taboos, and laws as the four types of social norms that can help inform people about behavior that is considered acceptable which can obviously can vary across time, culture, place, and even sub-group  STATUS It is simply understood as one’s social position in any given society. Status is labeled ascribed when the social position is received at birth or through an involuntary process. Status is considered achieved if it is voluntary gained through personal perseverance.  ROLES is the part of our society expects us to play in a given status. Through enculturation/socialization, one learns more about one’s status and one’s roles. Enculturation or socialization happens through learning, as it is defined as “the process whereby individuals learn their group’s culture through experience, observation, and instructions” and thus “to learn is to develop the knowledge and skills needed to participate in the communal, cultural practices and to become a fully functioning member of the community At the same time, cultures are constantly evolving with new cultural practices and new tools to improve their interaction woth the phydical and social environments” (Gavalek and Kong 2012) Simply put, one’s learning environment and community shape one’s enculturation as one learns to imbibe his/her socuety’s values and norms while forming his/her own distinct identity. Various agents of socialization also play a role in this process.  AGENTS OF SOCIALIZATION refers to entities or institutions that play a role in influencing or shaping the process of enculturation, namely the family, the state, the education system, peer group, and mass media. CONFORMITY AND DEVIANCE ; INNOVATION AND REBELLION  CONFORMITY is a type of social influence that involves a change in behavior, belief, or thinking to be like others. It is the most common and pervasive form of social influence.  3 TYPES OF CONFORMITY 1.Compliance 2.Internalization 3. Identification  COMPLIANCE is when a person seems to agree, and follows what is requested or required of him or her to do or believe in, but does not necessarily have to really believe or agree to it;  INTERNALIZATION is when a person is able to own a certain belief or act, and is willing to make it known publicly and privately.  IDENTIFICATION is when a person is influenced by someone he or she likes or looks up to, like a movie star, a social celebrity, or a superhero Williams (c.2012) identified at least 8 reasons for conformity  DEVIANCE Sociologist William Graham Summer formally defined as “a violation of established contextual, cultural, or social norms, whether folkways, mores, or codified law.  DEVIANCE Theoreticians identify at least 4 four reasons behind deviance: 1.Individiual heredity 2.Group heredity 3.Personal defieciency 4.Social failure  DEVIANCE American sociologist Robert Merton theory of anomie asserts that deviance is response to situations in which an individual’s objectives cannot be achieved through following the norms or expected social behavior.  INNOVATION & REBELLION The strong-willed among those who faced the obstacles will find ways to overcome them through their innovation , which likely involves breaking rules to achieve normative objectives, or rebellion , which means challenging the rules or objectives themselves.  TWO TYPES OF DEVIANCE 1.Formal – form of deviance that violates existing laws 2.Informal – form of deviance that violates norms which are not formally covered by the laws  ENCULTURATION/ SOCIALIZATION, IDENTITY FORMATION, AND BEYOND  Jean Piaget Erik Erikson Sigmund Freud Swiss Psychologist Danish -German Austrian Psychoanalyst Neurologist  THEORY OF COGNITIVE DEVELOPMENT (Jean Piaget) Piaget theorized that there are four stages of cognitive development namely: 1.Sensorimotor stage (birth to 2 years old) 2.Preoperational stage (2 to 7 years old) 3.Operational stage (7-11 years old) PSYCHOSOCIAL STAGES OF DEVELOPMENT (Erik Erikson) PSYCHOSEXUAL STAGES OF DEVELOPMENT (Sigmund Freud) MANUAL OF OPERATIONS FOR ITS ADOLESCENT HEALTTH AND DEVELOPMENT PROGRAM ADOLESCENT PROGRAM DEVELOPMENT AND MANAGEMENT THE DEVELOPMENTAL TASKS OF ANY GIVEN STAGE 1.Accepting one’s physical makeup and acquiring a masculine or feminine sex role. 2.Developing appropriate relations with age-mates of both sexes 3.Becoming emotionally independent of parents and other adults 4.Achieving the assurance that one will become economically independent 5.Determining and preparing for a career and entering the job market 6. Developing the cognitive skills and concepts necessary for social compliance 7. Understanding and achieving socially responsible behavior 8. Preparing for marriage and family 9. Acquiring values that are harmonious with an appropriate scientific world picture.