Culture Unit II Lesson 3 PDF

Module 2 The Individual and Society Lesson 3 Becoming a Member of Society Socialization and Enculturation  Socialization and Enculturation John Locke, a British philosopher, said that the human mind at birth is nothing but a blank slate, or tabula rasa...

Module 2 The Individual and Society Lesson 3 Becoming a Member of Society Socialization and Enculturation  Socialization and Enculturation John Locke, a British philosopher, said that the human mind at birth is nothing but a blank slate, or tabula rasa. As a child grows, various experiences imprint knowledge on his or her mind. The human mind, for Locke, acquires information about the outside world through the senses, and this information molds and defines a person's awareness and view of the outside world.* Socialization and Enculturation Socialization refers to the lifelong process of social interaction through which people acquire their identities and necessary survival skills in society.* Socialization is considered the central process of social life, and is also a process of member recruitment and replacement. Ex: activities like child-rearing, the orientation of a student to his or her new school, an initiation to an organization, attendance in Sunday school, recruitment processes for political parties.* Socialization and Enculturation The process of socialization enables a person to gradually become a self-aware and knowledgeable human being, and learn the ways, values, rules, and culture of his or her society.* Socialization is also important in politics, and a citizen develops and acquires political ideas, values, attitudes, beliefs, and opinions through political socialization, a process which enables the development of citizens to function effectively within a particular political system.* Socialization and Enculturation As the field of sociology developed over time, socialization was increasingly viewed in the context of internalization. Internalization refers to the process of accepting the social norms, attitudes, roles, and values transmitted by people and social groups within society as one's own. For the view of functionalists , society is seen as the primary responsible for how individuals learn to think and behave. Talcott Parsons explains that if people failed to play their expected roles or behaved "strangely," there is incomplete or inadequate socialization. * Socialization and Enculturation Interpretevist sociologists, see socialization as an interactive process between individuals and other members of society. This view gives importance to the independence of the individuals and their capacity to define their own personal views and ideas. Example of socialization in the interpretevist view is the changing definition of the family. Decades ago, single-parent families, especially an unwed mother and her child, do not conform to the conventional definition of family and was frowned upon by society. However, the increased prevalence of single mothers over the next few years, and the growing assertion of single parents regarding their identity as a family, have led to a gradual acceptance of single-parent families at present. * Socialization and Enculturation The sociologist William Wentworth has proposed a synthesized view of socialization which considers how factors such as free will, human autonomy, and social structures and processes influence socialization. Wentworth believes that socialization is a two-way process between the individual and the larger groups in society such as social organizations and institutions. Socialization and Enculturation The synthesized view identifies three significant aspects of socialization: Social context refers to the particular circumstances of a society and consists of its culture, language, and the social structures that define social class, ethnicity, and gender. It also includes social and historical events, mechanisms of power and control, and institutions and individuals that engage the person in the socialization process. * Content refers to ideas, beliefs, behavior, and other information that are passed on by members of society to the individual; the process refers to the methods of interaction that enable the content to be given to the person undergoing socialization. * Socialization and Enculturation Results refer to the outcomes of socialization, and are evident when individuals begin to practice the behaviors, attitudes, and values that society considers necessary for them to function effectively as its members.* A significant result of socialization is self-identity, which refers to the establishment of a unique sense of identity and an awareness of how it relates to their society and the world. Socialization and Enculturation Anthropologists view socialization in terms of becoming familiar with one's own culture, and use the term enculturation to describe the process of being socialized into a specific culture. Through enculturation, individuals learn cultural symbols, norms, values, and language by observing and interacting with family, friends, teachers, and the rest of society. * Socialization and Enculturation According to American anthropologist Margaret Mead, one must undergo a process of learning a culture “in all its uniqueness and particularity.” E. Adamson Hoebel considers enculturation as “both a conscious and unconscious conditioning process whereby a person, as a child and an adult, achieves competence in his or her culture, internalizes it and becomes thoroughly enculturated.” Melville Herskovits further clarifies the enculturation process by saying that in the early stages of human growth, the individual unconsciously internalizes his or her culture; but in the conscious stage during his or her later years, the process already involves innovations and inquiry on the part of the individual. Socialization and Enculturation Socialization and enculturation go hand-in-hand in instilling in the individual the accepted values, norms, and standards of behavior in society through social rules on behavior and laws. Additionally, these processes also impart social status, roles, and identity on members of society.* Socialization and Enculturation Socialization and Enculturation Agents of Socialization and Enculturation An important part of the socialization and enculturation processes are the social groups that people come in contact and interact with throughout their lives. The groups are called participants or agents of socialization and enculturation, and consist of persons, groups, and institutions that teach people essential knowledge to participate successfully in society. * The most prominent agents of socialization include the family, school, peer groups, mass media, religion, the state, and social and historical events. Agents of Socialization and Enculturation  The Family The family is the primary agent of socialization of an individual upon birth, throughout infancy, and up to childhood. Parents and other family members are essential for the early care and development of the child, and as the child matures, the family becomes an important venue for social engagement and political socialization. Apart from defining the identity of the individual as a member of society, the family itself as an institution is also defined by the changes that society undergoes. * Agents of Socialization and Enculturation Despite the changes to the dynamics of the family, it continues to be a primary network for the transmission of values, attitudes, and behaviors. * Parents and family members also have a significant role in planning the future of their children. The family, as a significant agent of political socialization, also determines the political values and views of children. * The family also exerts a great influence on religious affiliation and belief. * Agents of Socialization and Enculturation The family's social and cultural backgrounds are also significant factors that define a child's social opportunities and experiences. The family's social class, economic position, and ethnic background influence the child in various ways. The unique context of families may lead them to emphasize certain behaviors and values which they deem more important. * More politically-minded and socially-aware families may choose to discuss political and social issues with their children regularly and even involve them in social action or advocacies. * Individuals raised in families considered as minorities," may exhibit distrust in the government and have less interest in political involvement. Gender roles and values are also heavily influenced by the family; how family members value certain gender identities and roles influences the individual's outlook on gender and sexuality. Agents of Socialization and Enculturation  Schools Schools have a critical and active role in socialization, as their various academic social activities mold students' beliefs, values, and attitudes. Schools teach students important values like competitiveness, cooperation, conformity, innovation, orderliness, and respect for authority. * Agents of Socialization and Enculturation There are varied classifications of schools. There are public schools, private schools, technical-vocational schools, and alternative schools. Most school offer a traditional education based on a standard curriculum, while some schools implement a progressive or constructivist education that puts emphasis on individual needs and skills of students. Schools are also distinguished as sectarian or nonsectarian, with the former being grounded on a particular set of religious values while the latter is not, affiliated with a particular religious group. All activities and elements experienced and encountered in school influence one's views about society and his or her role in it. Agents of Socialization and Enculturation Schools are also venues for political socialization. Governments make it a point to include in the curriculum knowledge and values that are essential for the promotion or preservation of the ideal social, political, and economic system in society. * Agents of Socialization and Enculturation Children start learning political information and attitudes during their elementary years. Among the first things that children learn is that they belong to a political unit, starting with the barangay, then a town or a city, a province, and the nation. * The school also shapes the political concepts that expand and develop children's feelings of attachment to his or her nation or country. This sense of belonging and identity can be further influenced by religion, ethnolinguistic identity, and the type of community where one belongs to. Schools are also vital in the development of political unity by establishing shared identities among citizens who come from diverse social and cultural backgrounds. Agents of Socialization and Enculturation Education provides students venues for increased political and social participation, enabling them to become increasingly aware of political issues, processes, and opportunities for involvement. This results in students taking on more mature and responsible political roles as they grow into adulthood, and they begin to exercise their rights and responsibilities in their respective communities by voting and becoming active supporters of certain political or social causes. Agents of Socialization and Enculturation  Peer Groups* Peer groups refer to people who share the same interests or characteristics such as age and social background. * By having a peer group, a child attains a sense of belonging and a shared identity with other members of the group because of mutual support, shared activities, and common interests. Agents of Socialization and Enculturation Peer groups for the most part are formed by informal, spontaneous, and voluntary means. There are certain organized groups, however, that can be considered peer groups since they allow individuals who share similar backgrounds and interests to come together. Ex: Boy Scouts and Girl Scouts. Peer groups are often utilized by governments to further their interests. In these instances, peer groups become active agents of political socialization, targeting not only the youth but also adults.* Agents of Socialization and Enculturation  Mass Media Mass media includes forms of communication such as books, magazines, newspapers, other print materials, radio, television, and movies. It is a powerful agent of socialization which is widely used by many institutions and organizations involved in the use of print and electronic communication.* Agents of Socialization and Enculturation The pervasive nature of media and the emergence of social media have led social scientists to focus more closely on studying the impact of media as significant socializing agents or influences. * Mass media functions as a socializing agent in the following ways: it is a source of information regarding events in society; it presents various viewpoints regarding events and developments within society; it provides entertainment by showcasing other people's experiences. * Agents of Socialization and Enculturation Views regarding how mass media influences and shapes people’s attitude and behavior: The pluralist model portrays media as an ideological marketplace that enhances debate and electoral choice. Ex: talk shows that engage in discussions on relevant social issues, and live debates that allow political candidates to engage in discussion and inform the citizens regarding their respective government programs. The market model suggests that media reflects the views of the general public, and that media presents what they think the people want. This is seen in television networks where telenovelas, K-dramas, and "reality shows” are dominant on air, since these types of shows are seen by media owners and executives as the most popular forms of entertainment among the people. Agents of Socialization and Enculturation The dominant-ideology and elite-values models, put emphasis on the influence of bias in the activities of media institutions.  The dominant-ideology model traces this bias to links between media and the political and social elite. This could be seen in instances when prominent business or political figures own, control, or exert influence over certain media outlets through their business or social connections.  The elite-values model recognizes media bias as a product of the personal views of media professionals such as journalists, broadcasters, and editors.* Agents of Socialization and Enculturation  Religion and State Both religion and state are considered as the ultimate sources of authority, making the church and government important agents of socialization. Religion exerts a great influence on the views of a person, legitimizes accepted social practices, provides stability to society, and can even be sources of social change. * Agents of Socialization and Enculturation In democratic states, the separation of church and state is guaranteed, though in reality, the state defines and limits the influence of religion on society through laws, regulations, and other means.* Agents of Socialization and Enculturation The STATE participates in socialization through laws and other regulations that reinforce appropriate behavior, and help form values and attitudes of the citizens. Through laws, the state upholds important concepts such as rights and responsibilities, and regulates the behavior of its citizens through the use of rewards or sanctions.* Agents of Socialization and Enculturation  Major Social and Historical Events Major social and political events can also be significant socializing forces for an entire generation. The changes and developments brought about by historical events often cause transformations in the values, attitudes, and views that define societies, leading to further changes in the behavior and traditions of societies. * Agents of Socialization and Enculturation Generations of Filipinos have been affected by various historical events like the World War, the Martial Law period, and the First People Power in 1986. The and attitudes of Filipinos who have lived through these events were greatly defined by the changes these events introduced. * Agents of Socialization and Enculturation Other challenges to socialization emerge when dealing with multicultural or multiethnic nations. Some nations attempt to implement a socialization process that will unite people into a single, cohesive community, but at the same time respecting diversity. Over time, social differences give rise to conflicts, and if these go unaddressed, social conflicts will give way to the eventual breakup of society. _____________________________________________ Lesson 3 - Becoming a Member of Society Conformity, Deviance, and Social Control  Conformity, Deviance, and Social Control Conformity* Conformity refers to the process of altering one's thoughts and actions to adapt to the accepted behavior within his or her group or society. Social psychology considers conformity as a product of pressure exerted by the group on the individual. Conformity, Deviance, and Social Control Herbert Kelman identifies three types of conformity: compliance identification internalization or acceptance. Conformity, Deviance, and Social Control Compliance refers to the outward conformity to social pressure but privately, disagreeing with it. This action is often motivated by the desire to gain rewards on avoid punishment.* Identification refers to the individual adopting a certain behavior because it enables him or her to have a satisfying relationship with the members of his or her group. The individuals also adopt the opinions and values of the group, and may strive to emulate an authority figure-usually a parent or leader that he or she respects or admires. Internalization or acceptance involves both public compliance and internal acceptance of the norms and standards imposed by the group. This is the most permanent and deeply-rooted response to social influence.* Conformity, Deviance, and Social Control Deviance Deviance is defined as a behavior that elicits a strong negative reactions from group members and involves actions that violate commonly held social norm. What is defined as deviance, however, varies depending on the context of the group or society. What may be considered normal behavior in one culture may be deviant behavior in others. * Conformity, Deviance, and Social Control Biological and psychological theories consider deviance as being influenced by biological factors such as genetics. Sociologists believe that conformity and deviance are closely tied concepts, and that social influences such as socioeconomic status and relationships of power define how individuals react to authority and behave in certain situations. Thus, deviant or criminal behavior is learned in the same way as abiding by the law. Ex.: a child growing up in poor areas and interacting with gangs on a regular basis may eventually conform to the set of behaviors which are characteristic of "gang behavior” which is considered deviant by the rest of society. * Conformity, Deviance, and Social Control Those who follow a structural- functionalist framework consider crime and deviance as the result of structural tensions and lack of moral regulation within society. Emile Durkheim uses the term anomie to refer to a condition where social control becomes ineffective due to the loss of shared values and sense of purpose in society. This gives way to either the breakdown of traditional life or a period of social change. Conformity, Deviance, and Social Control Robert Merton, relates deviance to the strain felt by individuals whenever social norms conflict with reality. His structural strain theory argues that the tensions and strains between socially-approved goals and an individual's ability to meet them will lead to deviance. Ex.: a construction worker who has been trying to gain employment for months or years but is unable to do so will have increasing frustration with society. The worker aspires to socially- approved goals and gain lawful employment, but society's inability to provide him or her the means to gain employment may force him or her into less-desirable means of livelihood or even crime. Conformity, Deviance, and Social Control The subcultural view points to the emergence of deviant behavior within certain groups in society or subcultures. The set of values and behavior prevalent within these groups makes them very prone to engage in deviant or criminal behavior. * The symbolic-interactionist view considers deviance as a socially constructed phenomenon influenced largely by interpersonal relationships between members of society. Conformity, Deviance, and Social Control Labeling theory believes that there is actually no deviance in society; deviance only emerges when society begins labeling certain actions as "deviant" or "undesirable.” Labeling comes into play when society deems the behaviors of a certain group, such as gang members, as deviant. This labeling reinforces negative views regarding the group, which further drives them toward deviance. This view also believes that deviant behavior emerges and is reinforced by interacting with people who display deviance. People are more prone to display deviant behavior when their family members or other people close to them display the same deviant behavior. Conformity, Deviance, and Social Control The conflict perspective analyzes deviance in the framework of competing interests between social groups and the maintenance of power among the elites. This view considers concepts of deviance as a reflection of society's inequalities as those who are less powerful in society or minorities are more likely to be considered as deviants or criminals. * Control theories consider deviance as emerging because of inadequate social controls. If society is unable to maintain control and order, it encourages members to engage in deviant behavior. The broken windows theory suggests a direct relationship between social disorder and deviance, and that maintaining even an appearance of order is sufficient to discourage deviance. Ex.:a local government maintaining constant police presence and cleanliness in areas associated with criminality to discourage the occurrence of petty crimes and vandalism. Conformity, Deviance, and Social Control Social Control and Sanctions Social control is defined as any systematic means and practices used to main norms, rules, and laws; regulate conflict; and discourage deviant behavior. Sanctions are the most common means of social control, and are often employed to address conflicts and violations of social norms. Sanctions can be formal or informal. Conformity, Deviance, and Social Control Formal sanctions are those provided for by laws and other regulations in society. Laws formally designate certain deviant behaviors as crimes, and prescribe sanctions for such acts. The adoption and enforcement of laws serve to reinforce accepted social norms, as well as define deviant behaviors that merit punishment in society. Each society has its own set of definitions regarding crime and the appropriate sanctions to be applied. * Other sanctions provided for crimes include imprisonment, banishment, fines, and corporal punishment. Conformity, Deviance, and Social Control Informal sanctions are most commonly imposed by smaller societies, communities, or groups. There are no set laws or regulations that define the nature of these sanctions, and these are often arbitrarily agreed upon by members of the group or society. Ostracism and social stigma are the most common forms of informal sanction.  An ostracized individual is forcibly isolated from the rest of society for a certain time.  \A stigmatized person, on the other hand, still remains within society but is subject to isolation and rejection by other members of society.  Gossip is considered as another way of imposing informal sanctions, as it is an informal means of monitoring and censuring the behavior of certain individuals. Human Dignity and Human Rights  Human Dignity and Human Rights Human dignity refers to the idea that a person has the innate right to be valued, respected, and treated well. Human rights are legal, social, and ethical principles that consider the human person as deserving of liberties and protections by virtue of his or her human dignity. Human dignity and human rights are significant concerns when dealing with socialization and issues on deviance and social control. Socialization primarily aims to instill recognition of and respect for human rights and dignity. Human Dignity and Human Rights Human rights are founded on natural rights, which are universal and inalienable, and are not contingent on laws, customs, beliefs, or values of a particular culture. Human rights are considered to have the following characteristics: They are universal because they belong to all human beings regardless of race, religion, gender, and other characteristics. They are fundamental since they cannot be taken away from any human being. They are indivisible as various rights are interrelated and given equal importance. They are absolute since they cannot be qualified and are considered necessities for living a genuine life. Human Dignity and Human Rights A major legal instrument that upholds the recognition of human rights is Universal Declaration of Human Rights (UDHR), which was drafted by the Unit Nations Commission on Human Rights in 1948. This document was one of the major results of the end of the Second World War. The atrocities committed during war convinced many countries of the need to craft an international charter that way ensure that such crimes will no longer be repeated. Human Dignity and Human Rights The Universal Declaration of Human Rights 1. All human beings are born free and equal. Each individual is gifted with reason and conscience. 2. There shall be no discrimination in the recognition of rights. Whatever your race, color, sex, language, religion, political or other opinion, birth, or status, you are entitled to the same rights as other people. 3. We all have the right to life and to live freely and safely. 4. There shall be no slavery. We cannot make another person our slave. 5. No one has any right to torture or hurt another person, or subject them to inhuman or degrading treatment. 6. Everyone has the right to equal and fair treatment under the law. 7. All are entitled to equal protection of their rights under the law. 8. We have the right to seek protection and remedy from the courts in case our rights are violated. 9. We cannot be placed under arrest or imprisoned without good reason. 10. We are all entitled to a fair and public trial by an impartial court. 11. A person accused of a crime is presumed to be innocent until proven guilty by the court. The accused also has the right to defend himself or herself and prove his or her innocence. Human Dignity and Human Rights 12. We have the right to privacy. Nobody has the right to come into our homes, open our letters, or interfere with our daily activities. We also have the right to defend our name and reputation. 13. We have the right to travel to any place in our country and even travel to other countries. 14. We have the right to seek protection in other countries if we are being persecuted in our own country. 15. Everyone has a right to a nationality and one cannot be deprived of his or her nationality. 16. All consenting adults have the right to be married and start a family. Men and women have the same rights when they are married and when they are separated. 17. Everyone has the right to own property. A person's property cannot be taken away from him without reason, 18. Each person has freedom of thought, belief, and religion. One also has the right to freely practice his or her beliefs and religion, or change them if they wish. 19. Everyone has the right to have an opinion and to freely express their thoughts and ideas. 20.We have the right to gather together and associate with other people freely. Human Dignity and Human Rights 21.We have the right to participate in government, have access to public services, and vote in the elections. 22. Everyone has the right to affordable housing, medicine, education, and childcare. 23. We have the right to be employed and to choose our profession. We also have the right to be paid justly for our work, to be given protection in our workplace, and to join a trade union. 24. Everyone has the right to rest and leisure, and to be given reasonable hours of work. 25. Everyone has the right to live a good life and have adequate food, clothing and shelter. The elderly, unemployed, disabled, and children have the right to be cared for. 26. We have a right to education. Basic education should be free, and higher education should be affordable and easily available for all. Education should lead to the full development of the individual. Parents have the right to decide on their children's education. 27. Everyone has the right to be part of their community and culture, to enjoy the arts, and share in the benefits of scientific advancement. A person also has the right to ownership of his or her own artistic or intellectual creation. 28. All persons have the right to live in a society that upholds human rights and freedoms. 29. Everyone has the duty to uphold not only their own rights but also the rights of others, and to responsibly exercise their rights and freedoms. 30. No individual, group, or government can take away your human rights. Source: www.youthforhumanrights.org; www.un.org* Human Dignity and Human Rights Within specific countries, human rights are also a recognized political and social concern and governments address them primarily through the adoption and enforcement of laws. The 1987 Philippine Constitution includes a Bill of Rights where the rights of Filipino citizens are enumerated. Many countries incorporate a Bill of Rights in their constitutions while some, like the United Kingdom, which has no formal written constitution, uphold human rights through their common law, the decision of their courts, and body of legislation. Human Dignity and Human Rights In many democratic countries, there are some limitations to the application and recognition of human rights. Issues of security and safety, for instance, compel governments to suspend or ignore basic human rights such as the right to privacy and certain freedoms. Ex.: Philippine Constitution's provision that allows the government to impose martial law for a limited period should the country face the grave threat of foreign invasion or rebellion. Economic concerns may also give way to governments seizing private property when public welfare is at stake, such as the acquisition of private land for the construction of infrastructure. Public health concerns can also be used as a reason for governments to impose curfews, limit travel, or bar access to certain areas or facilities. Human Dignity and Human Rights Another aspect that needs to be considered when discussing human rights are the distinctive views arising from the debate between Western and Asian values. There is a contention that the discourse on human rights has mostly been influenced by Western-centered concepts which primarily put emphasis on individualism. Asian values, on the other hand, offer a human rights perspective that underscores social harmony and cooperation grounded on the values of loyalty, duty, and respect for authority. **