Philippines Secondary Education PDF: Marxism & Symbolic Interactionism

lOMoARcPSD|36263822 DISS mod6 Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions Secondary Education (University of St. La Salle)...

lOMoARcPSD|36263822 DISS mod6 Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions Secondary Education (University of St. La Salle) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Disciplines and Ideas in the Social Science Quarter 1 – Module 6: Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Disciplines and Ideas in the Social Sciences – Grade 11 Alternative Delivery Mode Quarter 1 – Module 6: Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Nicolas T. Capulong, PhD, CESO V Ronilo AJ K. Firmo, PhD, CESO V Librada M. Rubio, PhD Development Team of the Module Writer: Wilson C. Antolin Jr. Editors: Kristle M. Estillore Ann Christian A. Francisco Reviewers: Angelica M. Burayag, PhD Nelie D. Sacman, PhD Christian C. Linsangan Darwin C. Alonzo Illustrator: Cristoni A. Macaraeg Ryan Pastor Jonathan Paranada Layout Artist: Christine Ann C. Buenaventura Ryan Pastor Jonathan Paranada Management Team: Nicolas T. Capulong, PhD, CESO V Librada M. Rubio, PhD Angelica M. Burayag, PhD Ma. Editha R. Caparas, PhD Nestor P. Nuesca, EdD Ramil G. Ilustre, PhD. Larry B. Espiritu, PhD Rodolfo A. Dizon, PhD Nelie D. Sacman, PhD Printed in the Philippines by Department of Education – Region III Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P) Telphone Number: (045) 598-8580 to 89 E-mail Address:[email protected] Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Disciplines and Ideas in the Social Sciences Quarter 1 – Module 6: Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Introductory Message For the facilitator: Welcome to the Disciplines and Ideas in the Social Sciences 11 Alternative Delivery Mode (ADM) Module on Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. For the learner: Welcome to the Disciplines and Ideas in the Social Sciences 11 Alternative Delivery Mode (ADM) Module on Marxism and Symbolic Interactionism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions. The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. ii Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. iii Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 This contains answers to all activities in the Answer Key module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 What I Need to Know This module was designed and written with you in mind. It is here to help you master the Concepts and Principles of the Major Social Science Theories. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module have one lesson:  Lesson 1 – The Marxism and Symbolic Interactionism After going through this module, you are expected to: 1. Apply the Marxism and symbolic interactionism theories; and 2. Relate the importance of socio - cultural, economic, and political conditions to Marxism and symbolic interactionism theories. What I Know Direction: Match the following terms in column A to their respective definitions in column B. Write only the letter of your answer in a separate sheet of paper. A. B. _____1. Class Conflict a. An approach in sociology that views society as a complex system whose parts work together to promote solidarity and stability. _____2. Economics b. The French philosopher who noticed and started to think that society was made up of building blocks that were focused towards a common goal. 1 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 _____3. Emile Durkheim c. The American sociologist and functionalist who attempted to develop and perfect a general analytic model suitable for analyzing all types of collectivities. _____4. Extinction d. It refers to a person’s standing with regards to his/her access to resources, monetary capability, income status, occupation, and living situation. _____5. Infrastructure e. It refers to the conflict between different classes in a community that is composed of different social or economic positions and opposing interests. _____6. Marxism f. Population, basic biological need, and resources defined this level of culture model. _____7. Negative g. A social psychological theory developed Reinforcement from the work of Charles Horton Cooley and George Herbert Mead. _____8. Politics h. A social, political, and economic philosophy named after Karl Marx. _____9. Positive Reinforcement i. Rewards a behavior by removing an unpleasant stimulus, rather than adding a pleasant one. ____10. Punishment j. Defined as something done after a given deliberate action that lowers the chance of that action taking place in the future. ____11. Socio - cultural k. Related to the different groups of people in society and their habits, traditions, and beliefs. ____12. Socioeconomic status l. The branch of knowledge concerned with the production, consumption, and transfer of wealth. ____13. Structural m. The activities associated with the Functionalism governance of a country or other area, especially the debate or conflict among individuals or parties having or hoping to 2 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 achieve power. ____14. Symbolic n. Scribes the best-known examples of Interactionism operant conditioning: receiving a reward for acting in a certain way. ____15. Talcott Parson o. Defines extinction as the loss of conditioning over time when the conditioning stimuli are no longer present. Over time, an animal (or person) will become less conditioned unless the stimuli that conditioned them in the first place is reapplied. Lesson Marxism and Symbolic 1 Interactionism Theories Marxism is complicated by the fact that Marx is by no means the only influence on this critical school. Indeed, given the various sorts of political movements that have been inspired by this thinker (socialism, Trotskyism, communism, Leninism, Stalinism, Maoism, radical democracy, etc.), one despairs at trying to provide a fair and lucid introduction. Add to that the fact that Marx himself changed his mind on various issues or sometimes expressed opinions that appear mutually exclusive, and one is faced with a rather high hurdle. Nonetheless, there are a number of Marxist thoughts and thinkers that have been especially influential on recent scholarly developments (particularly in literary, cultural, and political studies). In short, the goal of this section of the Guide to Theory, as with any of the sections, is not to give an exhaustive account of this critical school but, rather, to give a sense for the major concepts influencing this approach while attempting to stay conscious of the various ways that individual terms have been contested over the last number of decades. 3 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 What’s In Direction: Write down the importance of Structural - Functionalism in the given conditions in the boxes below. Use a separate sheet of paper for your answer. 4 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 What’s New Direction: On the box below, list down the important activities by the following conditions that led and contributed to the rise of Marxism. Use a separate sheet of paper for your answer. 5 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 What is It Marxism Theory according to Quexbook, 2018 Marxism is a social, political, and economic philosophy named after Karl Marx, which examines the effect of capitalism on labor, productivity, and economic development and argues for a worker revolution to overturn capitalism in favor of communism. Marxism posits that the struggle between social classes, specifically between the bourgeoisie, or capitalists, and the proletariat, or workers, defines economic relations in a capitalist economy and will inevitably lead to revolutionary communism. Karl Marx is, along with Freud, one of a handful of thinkers from the last two centuries who has had a truly transformative effect on society, on culture, and on our very understanding of ourselves. Although there were a few critics claiming an end to Marxist thought (and even an end to ideology) after the fall of the communist system in the former Soviet Union, Marxist thought has continued to have an important influence on critical thought, all the more so recently after the rise of globalization studies. As protests at recent G7 and IMF meetings make clear, the school can also still have important political effects. Louis Althusser represents an important break in Marxist thought, particularly when it comes to the notion of ideology. His Lacan-inspired version of Marxism significantly changed the way many Marxists approached both capitalism and hegemony after the Second World War. Fredric Jameson is surely the most influential contemporary Marxist thinker in the United States. His own alterations of and dialogue with Althusserian and Lacanian thought have established him as an important influence on the rise of globalization studies, an important critical school of the last few years. In particular, he has attempted to make sense of the continuing staying power of capitalism and the ways that capitalism has transformed since Marx wrote his critiques in the nineteenth century, addressing such issues as multi-national (or "late") capitalism, the power of the media, and the influence of postmodernity on Marxist debate. The lattermost issue is explored in the Jameson modules under Postmodernism. A class is a group of people who share similar characteristics specifically with regard to their socioeconomic status. 6 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Socioeconomic status refers to a person’s standing with regard to his/her access to resources, monetary capability, income status, occupation, and living situation. Class conflict (class warfare or class struggle) refers to the conflict between different classes in a community that is composed of different social or economic positions and opposing interests. The Six Elements in Marx’s View of Class Conflict according to Quexbook, 2018 1. Classes are authority relationships based on property ownership. 2. A class defines groupings of individuals with shared life situations and interests. 3. Classes are naturally antagonistic by virtue of their interests. 4. Imminent within modern society is the growth of two antagonistic classes and their struggle, which eventually absorbs all social relations. 5. Political organization and Power are an instrumentality of class struggle and reigning ideas are its reflection. 6. Structural change is a consequence of the class struggle. Variables that Determine Class from a Marxian Perspective according to Quexbook, 2018 1. Conflicts over the distribution of economic rewards between the classes 2. Easy communication between the individuals in the same class positions so that ideas and action programs are readily disseminated. 3. Growth of class consciousness in the sense that members of the class have a feeling of solidarity and understanding of their historic role. 4. Profound dissatisfaction of the lower class over its inability to control the economic structure of which it feels itself to be exploited victim 5. Establishment of a political organization resulting from the economic structure, the historical situation, and maturation of class consciousness. Two Types of People According to Karl Marx according to Quexbook, 2018 Proletariat is consisting of the working or labor class. Bourgeoisie is consisting of the management class; those who own the means of production 7 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 The Three Sources of Income 1. Owners of simple labor power or laborers whose main source of income is labor. 2. Owners of capital or capitalists whose main source of income is profit or surplus value. 3. Landowners whose main source of income is ground rent. The Three Levels of Culture Model according to Quexbook, 2018 Infrastructure - population, basic biological need, and resources (labor, equipment, technology, etc.). Structure - pattern of organization (government, education, production regulation, etc.). Superstructure - social institutions (law, religion, politics, art, science, superstition, values, emotions, traditions, etc.). Marx provides a two-stage argument for the labor theory of value. The first stage is to argue that if two objects can be compared in the sense of being put on either side of an equals sign, then there must be a ‘third thing of identical magnitude in both of them’ to which they are both reducible. As commodities can be exchanged against each other, there must, Marx argues, be a third thing that they have in common. This then motivates the second stage, which is a search for the appropriate ‘third thing’, which is labor in Marx’s view, as the only plausible common element. Both steps of the argument are, of course, highly contestable. Capitalism is distinctive, Marx argues, in that it involves not merely the exchange of commodities, but the advancement of capital, in the form of money, with the purpose of generating profit through the purchase of commodities and their transformation into other commodities which can command a higher price, and thus yield a profit. Marx claims that no previous theorist has been able adequately to explain how capitalism as a whole can make a profit. Marx’s own solution relies on the idea of exploitation of the worker. In setting up conditions of production the capitalist purchases the worker’s labor power — his ability to labor — for the day. The cost of this commodity is determined in the same way as the cost of every other, i.e. in terms of the amount of socially necessary labor power required to produce it. In this case the value of a day’s labor power is the value of the commodities necessary to keep the worker alive for a day. Suppose that such commodities take four hours to produce. Thus, the first four hours of the working day is spent on producing value equivalent to the value of the wages the worker will be paid. This is known as necessary labor. Any work 8 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 the worker does above this is known as surplus labor, producing surplus value for the capitalist. Surplus value, according to Marx, is the source of all profit. In Marx’s analysis labor power is the only commodity which can produce more value than it is worth, and for this reason it is known as variable capital. Other commodities simply pass their value on to the finished commodities, but do not create any extra value. They are known as constant capital. Profit, then, is the result of the labor performed by the worker beyond that necessary to create the value of his or her wages. This is the surplus value theory of profit. However, even if the labor theory of value is considered discredited, there are elements of his theory that remain of worth. The Cambridge economist Joan Robinson, in An Essay on Marxian Economics, picked out two aspects of particular note. First, Marx’s refusal to accept that capitalism involves a harmony of interests between workers and capitalists, replacing this with a class based analysis of the worker’s struggle for better wages and conditions of work, versus the capitalist’s drive for ever greater profits. Second, Marx’s denial that there is any long-run tendency to equilibrium in the market, and his descriptions of mechanisms which underlie the trade-cycle of boom and bust. Both provide a salutary corrective to aspects of orthodox economic theory. Symbolic Interactionism From https://examples.yourdictionary.com/symbolic-interactionism-examples-in- everyday-life.html Symbolic Interactionism is a social psychological theory developed from the work of Charles Horton Cooley and George Herbert Mead in the early part of the twentieth century (the actual name of the theory comes from Herbert Blumer, one of Mead’s students). According to this theory, people inhabit a world that is in large part socially constructed. Examples of Symbolic Interactionism in Everyday Life The way you perceive the world is unique. Based on your interactions with words, ideas, and events, different objects, or words, can have different meanings to you. Explore different examples of symbolic interactionism at play in society. When looking at a complex theory, it’s always best to start simply. Some symbols are easy to recognize and hold concrete meanings within societies. While some can be subjective, a few symbols you recognize through your interactions with them are: 9 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 1. An image of a stick figure with a dress means woman. 2. An image of a stick figure without a dress means man. 3. A drawing of a heart means love. 4. A bald eagle means freedom and America. 5. A stick figure sitting in a chair with a large wheel means handicapped. 6. Putting your thumb up means yes. 7. Putting your thumb down means no. 8. Skull and crossbones mean danger. 9. A balance symbolizes justice. 10. The lone t shape symbolizes a cross, spirituality, or religion. 11. Water holds the meaning of rebirth, vitality, or cleansing. Examples in Society Societies are full of symbolic interactionism. And your interactions are different based on the society in which you live. Additionally, many symbolic interactionism examples seen throughout society can be subjective, based on your experiences with that particular symbol. Check out a few different society examples of symbolic interactionism. Philippine Flag A horizontal flag bicolor with equal bands of royal blue and crimson red, with a white, equilateral triangle at the hoist. In the center of the triangle is a golden-yellow sun with eight primary rays, each representing a province of the Philippines. At each vertex of the triangle is a five-pointed, golden-yellow star, each of which representing one of the country's three main island groups— Luzon, Visayas (though originally referring to Panay) and Mindanao. The white triangle at the flag represents liberty, equality, and fraternity. A unique feature of this flag is its usage to indicate a state of war if it is displayed with the red side on top, which is effectively achieved by flipping the flag upside-down. Gender Gender can be understood through symbolic interactionism because gender is a sociological construct. For example, for the symbols attached to “males” and “females”, actions and looks are based on what is believed is true from your interactions rather than what is objectively true. For example, women might be seen as weaker than men. A man wearing a dress might be seen as feminine. These problematic attributes lead to inequality and biases such as women getting paid less than men in the workforce. Colorism Race and ethnicity is another area where symbolic interactionism comes into play. This can definitely be seen through the issue of colorism. In colorism, people 10 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 of the same racial identification are treated differently based on the lightness or darkness of their skin. For example, a study by Lance Hannon on colorism demonstrated lighter-skinned Latinos "looked" smarter according to Caucasians. Relationship Roles Symbolic interactionism plays a big role in family and relationships. Your understanding of a word or event changes based on interactions with it. For example, if you have a great relationship with your wife, the word wife will be positive. However, if your relationship with your wife is rocky, the meaning behind the word and what a wife symbolizes changes. Rainbow Societies’ meanings behind symbols can change and morph with time. One example of this is the meaning of a rainbow. The rainbow has been seen as a Christian symbol of hope but another meaning of rainbow is now associated with the LGBTQ community. Meaning behind Symbolic Interaction The way you see the world colors your understanding of it. Look no further than symbolic interactionism to see how this is true. Interested to explore more about behaviors, check out operant conditioning examples. Operant Conditioning Examples Operant conditioning is a learning process whereby deliberate behaviors are reinforced through consequences. It differs from classical conditioning, also called respondent or Pavlovian conditioning, in which involuntary behaviors are triggered by external stimuli. With classical conditioning, a dog that has learned the sound of a bell precedes the arrival of food may begin to salivate at the sound of a bell, even if no food arrives. By contrast, a dog might learn that, by sitting and staying, it will earn a treat. If the dog then gets better at sitting and staying in order to receive the treat, then this is an example of operant conditioning. Operant Conditioning and Timing The core concept of operant conditioning is simple: when a certain deliberate behavior is reinforced, that behavior will become more common. Psychology divides reinforcement into four main categories:  Positive reinforcement  Negative reinforcement  Punishment  Extinction 11 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Timing and frequency are very important in reinforcement. A continuous reinforcement schedule (commonly abbreviated CRF) provides reinforcement for all noted behaviors. That is, every time the behavior occurs, reinforcement is provided. An intermittent reinforcement schedule (commonly abbreviated INT) reinforces some target behaviors but never all of them. Think of it like a slot machine. You won't win on every pull of the lever, but you do win sometimes, and that reinforces the behavior of pulling the lever. Examples of Positive Reinforcement Positive reinforcement describes the best-known examples of operant conditioning: receiving a reward for acting in a certain way. 1. Many people train their pets with positive reinforcement. Praising a pet or providing a treat when they obey instructions -- like being told to sit or heel -- both helps the pet understand what is desired and encourages it to obey future commands. 2. When a child receives praise for performing a chore without complaint, like cleaning their room, they are more likely to continue to perform that chore in the future. 3. When a worker is rewarded with a performance bonus for exceptional sales figures, she is inclined to continue performing at a high level in hopes of receiving another bonus in the future. Examples of Negative Reinforcement Negative reinforcement is a different but equally straightforward form of operant conditioning. Negative reinforcement rewards a behavior by removing an unpleasant stimulus, rather than adding a pleasant one. 1. An employer offering an employee a day off is an example of negative reinforcement. Rather than giving a tangible reward, they reduce the presence of something undesirable; that is, the amount of time spent at work. 2. In a sense, young children condition their parents through negative reinforcement. Screaming, tantrums and other "acting out" behaviors are generally intended to draw a parent's attention. When the parent behaves as the child wants, the unpleasant condition - the screaming and crying - stops. That's negative reinforcement. 3. Negative reinforcement is common in the justice system. Prisons will sometimes ease regulations on a well-behaved prisoner, and sentences are sometimes 12 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 shortened for good behavior. The latter in particular is classic negative reinforcement: the removal of something undesirable (days in prison) in response to a given behavior. Examples of Punishment In psychology, punishment doesn't necessarily mean what it means in casual usage. Psychology defines punishment as something done after a given deliberate action that lowers the chance of that action taking place in the future. Whereas reinforcement is meant to encourage a certain behavior, punishment is meant to discourage a certain behavior. 1. An employee who misses work may suffer a cut in wages. The loss of income (an undesired consequence) constitutes the punishment for missing work (an undesired behavior). 2. A sharp "No!" addressed to a pet engaging in unacceptable behavior is a classic example of punishment. The shout punishes the pet, conditioning it to avoid doing wrong behavior in the future. 3. Punishments are commonly used in lab experiments. Most often, a lab animal is punished for a given behavior with a mild electric shock. Just as there are examples of positive reinforcement and negative reinforcement, there are also examples of positive punishment (like the ones above) and negative punishment. With the latter, a positive situation is removed when an undesired behavior is performed. For example, a parent may take a favorite toy away from a child who is misbehaving. Examples of Extinction Psychology defines extinction as the loss of conditioning over time when the conditioning stimuli are no longer present. Over time, an animal (or person) will become less conditioned unless the stimuli that conditioned them in the first place is reapplied. 1. An employee punished once for missing work, then never again, may become more likely to miss work later on because they no longer expect to be punished for absence. 2. Animals often test the limits of their conditioning. For instance, a cat punished with a spray bottle every time it climbs on a counter may come near the counter or jump on the counter when it believes no one is around. If no punishment occurs, the cat is likely to keep jumping on the counter because the conditioning against it is extinct. 13 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 3. In school, if a student receives a gold star for an excellent test score but does not receive more gold stars in subsequent tests, he may become increasingly unmotivated to perform well in future tests. The operant conditioning of the positive behavior (doing well on a test) is becoming extinct. B.F. Skinner and Conditioning Burrhus Frederic Skinner was a psychologist and researcher credited with establishing the principles of operant conditioning. B.F. Skinner began with Thorndike's law of effect, which states that behaviors that cause satisfactory results will be repeated. Skinner considered satisfaction to be insufficiently specific to measure and set out to design a means of measuring learned behaviors. The operant conditioning chamber, popularly known as a Skinner box, was his solution. He kept his test subjects, primarily pigeons and rats, in circumstances that allowed him to closely observe their behavior. He would isolate the animal and every time the animal performed a defined behavior, like pushing a lever, it'd be rewarded with food. When the animal began to reliably push the lever, he'd know it had been conditioned. Skinner's work took that first principle and applied it to human behavior, representing the school of psychology called behaviorism. Behaviorism defined much of psychology for the second half of the 20th century but is currently being combined with other psychological perspectives. Operant Conditioning and You It can be uncomfortable to talk about human behavior in the clinical language of psychology. That said, operant conditioning describes a simple phenomenon that happens in every part of life. It's just one of the mechanisms by which people learn. It's vital to understand how that mechanism works to make sure it works best for you. 14 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Theoretical Model of Symbolic Interactionism Other sociologists study government and power by relying on the framework of symbolic interactionism, which is grounded in the works of Max Weber and George H. Mead. Symbolic interactionism, as it pertains to government, focuses its attention on figures, emblems, or individuals that represent power and authority. Many diverse entities in larger society can be considered symbolic: trees, doves, wedding rings. Images that represent the power and authority of the United States include the White House, the eagle, and the American flag. The Seal of the President of the United States, along with the office in general, incites respect and reverence in many Americans. Symbolic interactionists are not interested in large structures such as the government. As micro-sociologists, they are more interested in the face-to-face aspects of politics. In reality, much of politics consists of face-to-face backroom meetings and lobbyist efforts. What the public often sees is the front porch of politics that is sanitized by the media through gatekeeping. Symbolic interactionists are most interested in the interaction between these small groups who make decisions, or in the case of some recent congressional committees, demonstrate the inability to make any decisions at all. The heart of politics is the result of interaction between individuals and small groups over periods of time. These meetings produce new meanings and perspectives that individuals use to make sure there are future interactions. What’s More A. Direction: Rearrange the letters in the boxes to reveal the components of Marxism hidden in it. Write the words formed below the boxes and make a brief description of each of it. Use a separate sheet of paper. 1.. ____________________________________________________________ ____________________________________________________________ A R L K ____________________________________________________________ R M A K ____________________________________________________________ ____________________________________________________________ ___________________ 15 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 2. ____________________________________________________________ O U I S L ____________________________________________________________ LAHTUSS RE ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ___________________ 3. R F E D I R ____________________________________________________________ C ____________________________________________________________ J M A E O ____________________________________________________________ S N ____________________________________________________________ ____________________________________________________________ ___________________ True or False B. Directions: Write T if the statement is true and write F if it is not. Write your answer on a separate paper. _________1. Marxism is a social, political, and economic philosophy named after Karl Marx. _________2. Marxism posits the struggle between social classes, specifically between the bourgeoisie or capitalists, and the proletariat, or workers. _________3. Marxist thought has continued to have an important influence on critical thought, all the more so recently after the rise of globalization studies. _________4. Karl Marx is surely the most influential contemporary Marxist thinker in the United States. _________5. Louis Althusser provided a two-stage argument for the labor theory of value. _________6. Marx claims that no previous theorist has been able adequately to explain how capitalism as a whole can make a profit. _________7. Capitalism is distinctive. Jameson argues that it involves not merely the exchange of commodities, but the advancement of capital in the form of money. _________8. Althusser’s own solution relies on the idea of exploitation of the worker. 16 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 _________9. The cost of the commodity is determined in the same way as the cost of every other such as in terms of the amount of socially necessary labor power required to produce it. ________10. Profit is the result of the labour performed by the worker beyond what is necessary to create the value of his/her wages. ________11. Even if the labor theory of value is considered discredited, there is no element of this theory that remain of worth. ________12. Jameson’s refused to accept that capitalism involves a harmony of interests between worker and capitalist. ________13. Marx’s denied that there is any long-run tendency to equilibrium in the market, and his descriptions of mechanisms which underlie the trade-cycle of boom and bust. ________14. The Cambridge economist Joan Robinson, in An Essay on Marxian Economics, picked out two aspects of particular note. ________15. Other commodities simply pass their value on to the finished commodities, but do not create any extra value. C. Directions: Illustrate your hypothetical image of the Philippines after the COVID - 19 pandemic and write a brief explanation of your artwork. Do it on a separate bond paper. Description: ___________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ D. Directions: Write PR if the statement refers to the Positive reinforcement, NR for Negative reinforcement, PU for Punishment, and EX if it refers to Extinction. Write your answer on a separate sheet of paper. _______1. Telling another adult how proud you are of your child’s behavior while your child is listening. _______2. In school, if a student receives a gold star for an excellent test score, but does not receive more gold stars in subsequent tests, he may become increasingly unmotivated to perform well in future tests. 17 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 _______3. A teacher can eliminate that night’s homework if kids study hard and accomplish a lot in class. _______4. Implementing more rules and restrictions when a teen misses curfew. _______5. If your children cleaned their room without being asked, you could take them to the playground as a reward. _______6. A teen answers his phone in the classroom, interrupting the teacher. The teacher takes away his phone for the rest of the day. _______7. You are encouraging your child to put away their school things when they come home and you see that your child hangs up their coat but forgets to put their lunchbox on the counter. _______8. Adding extra sensitivity training to employees who offend or harass someone at work. _______9. Imagine you sleep in the same room with someone who snores loudly. It keeps you awake every night, and you’re exhausted. You buy a pair of earplugs and try sleeping while wearing them. ______10. Animals often test the limits of their conditioning. For instance, a cat punished with a spray bottle every time it climbs on a counter may come near the counter, or jump on the counter when it believes no one is around. If no punishment occurs, the cat is likely to keep jumping on the counter because the conditioning against it is extinct. ______11. Teaching a dog to heel may involve keeping tension on the dog’s leash as you walk together. The dog does not enjoy this tension and may even find it uncomfortable. ______12. An employee punished once for missing work, then never again, may become more likely to miss work later on because they no longer expect to be punished for absence. ______13. A drunk driver is pulled over by the police. After several sobriety tests, the police officers arrest the man and impound his car for breaking the law against drinking and driving. ______14. Offering a special activity, like playing a game or reading a book together. ______15. Imagine you drive through rush hour traffic to get to work. Your commute is very stressful and takes you two hours every morning. 18 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 E. Directions: Think of 10 objects and its significance to your everyday life. Write them in boxes like in the example below. Do this in a separate sheet of paper. 19 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 F. Direction: Identify what is being described in each sentence. Choose from the words listed in the box below and write your answer on separate sheet of paper. Bourgeoisie Infrastructure Socioeconomic Status Class Karl Marx Structure Class Conflict Louis Althusser Superstructure Fredric Jameson Proletariat Unstructure ____________________1. A level of culture model that described the pattern of organization. ____________________2. It refers to a person’s standing with regards to his/her access to resources, monetary capability, income status, occupation, and living situation. ____________________3. A group of people who share similar characteristics specifically with regards to their socioeconomic status. ____________________4. It refers to the conflict between different classes in a community that is composed of different social or economic positions and opposing interests. ____________________5. It consists of the management class; those who own the means of production. ____________________6. Population, basic biological need, and resources defined this level of culture model. ____________________7. The examples of this model are law, religion, politics, art, science, superstition, values, emotions, traditions, etc. ____________________8. It consists of the working or labor class. ____________________9. His own alterations of and dialogue with Althusserian and Lacanian thought have established him as an important influence on the rise of globalization studies. ___________________10. His Lacan-inspired version of Marxism significantly changed the way many Marxists approached both capitalism and hegemony after the Second World War. 20 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 What I Have Learned Direction: Write in brief your insights about the following. Do this in a separate sheet of paper. 1. Bourgeoisie ________________________________________________________________________________ ________________________________________________________________________________ 2. George Herbert ________________________________________________________________________________ ________________________________________________________________________________ 3. Herbert Blumer ________________________________________________________________________________ ________________________________________________________________________________ 4. Infrastructure ________________________________________________________________________________ ________________________________________________________________________________ 5. Marxism ________________________________________________________________________________ ________________________________________________________________________________ 6. Operant Conditioning ________________________________________________________________________________ ________________________________________________________________________________ 7. Proletariat ________________________________________________________________________________ ________________________________________________________________________________ 8. Structure ________________________________________________________________________________ ________________________________________________________________________________ 9. Superstructure ________________________________________________________________________________ ________________________________________________________________________________ 10. Symbolic Interactionism ________________________________________________________________________________ ________________________________________________________________________________ 21 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 What I Can Do Directions: Write on the scroll below how you feel about the following conditions as we face COVID - 19 pandemic in the Philippines. Use a separate bond paper. 1. Socio - cultural 2. Economics 3. Political Assessment Multiple Choice Directions: Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. Which perspective is the creation of E. Durkheim? a. Functionalism c. Psychoanalysis b. Conflict Theory d. Symbolic Interactionism 2. The ________ perspective focuses on how individuals act with one another in daily situations. a. Functionalism c. Psychoanalysis b. Conflict Theory d. Symbolic Interactionism 22 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 3. Karl Marx proposed that society would be better if all classes would rise up and fight until there was only one class of people. This is ____theory. a. Functionalism c. Psychoanalysis b. Conflict Theory d. Symbolic Interactionism 4. If I define teacher as a responsible individual who wears fuzzy sweaters and drinks coffee all day, and so I behave that way, then that is an example of which sociological theory in practice? a.Functionalism c. Psychoanalysis b. Conflict Theory d. Symbolic Interactionism 5. Which theory says that society is a system of interconnected parts that work together to maintain balance? a. Functionalist Theory c. Symbolic Interactionism b. Conflict Theory d. Psychoanalysis 6. Which of the three theories is the only micro theory (focuses on individual interaction)? a.Functionalism c. Psychoanalysis b. Conflict Theory d. Symbolic Interactionism 7. He believed that all of history could be explained and was driven by class conflict. a. Karl Marx b. Emile Durkheim c. Herbert Spencer d. Max Weber 8. According to Marx, the history of all society up to his time is the history of ____. a. Class Struggles b. Political Problems c. Racism d. Gender 9. Which of the following traits is the characteristic of modern bourgeois society? a. Class relationships have been eradicated. b. All societies believe in communism. c. Exploitative class relationships are no longer hidden. d. None of the above 10. Who had been the big influence to Karl Marx? a. John Stuart Mill c. Aristotle b. G.W.F. Hegel d. Plato 11. One type of communism that exists nowadays is _____________. a. Anarcho-Communism c. Liberal-Communism b. Neo-Communism d. French-Communism 12. This period within classical Marxism comprised the debates conducted during the first decades following Marx’s death. 23 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 a. The Marxism of the Second International c. Early Socialism b. The Marxism of the Third International d. None of the above 13. Who formulated a three-component theory of social stratification, which included class, status, and party? a. Karl Marx c. Pierre Bourdieu b. Max Weber d. None of the above 14. It happens when there is incompatible expectations attached to some positions in a social relationship. a. Role conflict c. Role taking b. Social structure d. Social act 15. It is the process by which the newcomer becomes incorporated into the organized pattern of interaction. a. Interactions c. Socialization b. Role taking d. All of the above Additional Activities Additional Activity 1 Directions: Cut out a newspaper article about Filipino front liners and paste it inside the box. Write a short reaction paper about it on a separate bond paper. Additional Activity 2 Directions: Using the available indigenous materials in your home, create an artwork that represents COVID - 19 pandemic and explain its symbolisms and significance. Do it on a separate bond paper. 24 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 Answer Key 25 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 References Felluga, Dino. "General Introduction to Marxism." Introductory Guide to Critical Theory. Date of last update, which you can find on the home page. Purdue U.Dateyouaccessedthesite.. https://courses.lumenlearning.com/sociology/chapter/theoretical-perspectives- ongovernmentandpower/#:~:text=Symbolic%20interactionism%2C%20as%20 it%20pertains,trees%2C%20doves%2C%20wedding%20rings. https://study.com/academy/lesson/structuralfunctionalismdefinitiontheoryexamp les.html https://cla.purdue.edu/academic/english/theory/marxism/modules/introduction. html Karl Marx First published Tue Aug 26, 2003; substantive revision Wed Apr 12, 2017https://plato.stanford.edu/entries/marx/#3https://examples.yourdicti onary.com/operant-conditioning-examples.html MarxismBy JIMCHAPPELOWhttps://www.investopedia.com/terms/m/marxism.as p#:~:text=Marxism%20is%20a%20social%2C%20political,capitalism%20in% 20favor%20of%20communism.:UpdatedOct2,2019 POSC311:PoliticsofDevelopingNationsSpring,1999http://udel.edu/~jdeiner/strufnc. html 26 Downloaded by Aria Sydney ([email protected])  lOMoARcPSD|36263822 27 Downloaded by Aria Sydney ([email protected])