Socanthro

POWERPOINT : FILIPINO VALUES
FILIPINO PHILOSOPHY OF VALUES
NON-RATIONALISM
* Emotional tendency to regard thoughts, objects, persons and events as sacred * Man has to adapt himself to nature and to supernatural forces * Involves an unscrutinizing acceptance, reverence and even protection
RATIONALISM
* Reflected in the secularized use of nature and human beings as means through which certain ends are obtained * Man is future-oriented * He gives high priority to self expression and creativity
PERSONALISM
* Attaches major importance to the personal factor * Carries great emotional involvement between the interacting parties
IMPERSONALISM
* The tendency to eliminate as much as possible the influence of any system * Inclined toward the prevention of nepotism (favoritism shown to relatives) * Behavior is depersonalized, standardized or institutionalized
PARTICULARISM
* Man’s concern is centered on subgroups in the larger society to which he belongs * “It is whom you know and not what you know” that greatly controls the operation of matters in the society
UNIVERSALISM
* Man’s main concern is the advancement of the collective or national good * The merit system applies equally to everyone
NATIONALISM
* Advocacy of making one’s own nation distinct and separate from others * Feeling of oneness among the nationals of a given country * If intense, it may take the form of ethnocentrism or xenophobia * It is constructive * With tolerance, it enables the people to be aware of the existence of values
INTERNATIONALISM
* Also known as “COSMOPOLITANISM” * Relatively great disregard of local, provincial or national and racial or ethnic prejudices, attachments or peculiarities * Enables a person to abide by the doctrine of cultural relativism

FILIPINO VALUE SYSTEM * Filipino Value System based on the theoretical concepts and VSA (Value System Analysis) model of CLARE W. GRAVES: 1. SUBSISTENCE LEVELS a. Automatic Existence * Filipino seeks only the immediate satisfaction of his basic physiological needs. * Economic Security – the desire to possess the essentials for a decent human life and the opportunities for improving oneself. Instrumental to this goal value of economic security are: 1.) Utang na loob Reciprocity 2.) Authority Value
b. Tribalistic Existence * Filipino defends a life he does not understand. * Gaba (curse or moral retribution) * Bahala na * Kapalaran (Fate)

c. Egocentric Existence * The raw, rugged, self-assertive in the individualism of the Filipino comes to the fore. * Amor Propio (self-esteem or self love) * Hiya (shame) * Ningas Cogon (Procrastination) d. Saintly Existence * Filipino perceives that living in this world does not bring ultimate pressure. * Faith and religiosity * Bayanihan or Batarisan * Pagtitiis (Patient Suffering) * Utang na Loob (debt inside or debt of gratitude) e. Materialistic Existence * Filipino strives to conquer the world by learning its secret. * Social Mobility (ability to change their social class) * Nepotism (favoritism shown to relatives) f. Personalistic Existence g. Social Acceptance h. Pagsasarili i. SIR (Smooth Interpersonal Relation) a. Pakikisama b.) Euphemism c.) The go-between d.) Filipino Hospitality
2. BEING LEVEL * a.) Cognitive Existence * Love for education, self development, refinement * b.) Experientalistic Existence * Family Kinship System * Barkada * Power * Love and respect for life * Deep sense of personal worth

POWERPOINT: SOCIALIZATION * Socialization: Lifelong process in which people learn appropriate attitudes, values, and behaviors * Personality: Person’s typical patterns of attitudes, needs, characteristics, and behavior * ROLE OF SOCIALIZATION * Sociobiology * Sociobiology is the systematic study of the biological bases of social behavior. * In its extreme form, sociobiology suggests that all behavior is the result of genetic or biological factors and places little emphasis on social interaction. * Behaviorism
B.F. Skinner, one of the most famous behaviorists. * Behaviorists see the individual as a blank slate that could be written upon through socialization * Behaviorism asserts that individual behavior is not determined by instincts but rather, all behavior is learned. * Instinct – an unlearned, biologically determined behavior pattern common to all members of a species. * Reflex - an unlearned, biologically determined, involuntary response to some physical stimuli. * Drives – unlearned, biologically determined impulses common to all members of a species that satisfy needs such as sleep, food, water, or sexual gratification. * The Influence of Heredity * Studies of Identical Twins * Intelligence tests show similar scores when twins are reared apart in roughly similar social settings. * Intelligence tests show quite different scores when twins are reared apart in dramatically different social settings.

* SOCIAL ENVIRONMENT: THE IMPACT OF ISOLATION * Interaction of heredity and environment shape human development * The Cases of Isabelle and Genie * Emphasizes importance of earliest socialization experiences for children * Early socialization experiences in normal environments are important. * Primate Studies * Harlow showed isolation had damaging effect on monkeys * THE SELF AND SOCIALIZATION * Self: Distinct identity that sets us apart from others
-The self is not a static phenomenon
- It continues to develop and change * Cooley: Looking-Glass Self - We learn who we are by interacting with others * Looking-glass self: The self is product of social interactions with other people * Cooley argued that during interaction humans serve as mirrors for one another * Our view of ourselves comes from not only our contemplation of personal qualities, but also from our impressions of how others perceive us * We base our perception of who we are on how we think other people see us and on whether this opinion seems good or bad to us * George Herbert Mead * According to Mead, in the early months of life, children do not realize that they are separate from others . * Shortly after birth, infants start to notice the faces of those around them * Gradually, we distinguish ourselves from our care givers and begin to perceive ourselves in contrast to them * When we begin to represent ourselves in our own minds as objects distinct from everything else, our self has been formed.
Mead: Stages of the Self 1. Preparatory Stage: Children imitate people around them a. Symbols: Gestures, objects, and words that form basis of human communication b. Up to about the age of 3 kids mimic social roles children imitate significant others c. They do not yet have a sense of self separate from others 2. Play Stage: Children develop skill in communicating through symbols and role taking occurs (age: 3-5) d. Role taking:
Process of mentally assuming perspective of another and responding from that imagined viewpoint e. Children learn to use language and other symbols which enable them to imitate the actions of others f. Learn the roles, not just significant others including parents, teachers, and schoolmates. g. The child at this stage is capable only of play and cannot yet engage in the organized activity 3. Game Stage -begins in the early school years a. children understand not only their own social position but also the positions of others around them b. At this stage, organized play, or team games c. The significance for the self is that to play these games the individual must be able to take multiple roles 4. Generalized others: Attitudes, viewpoints, and expectations of society as a whole that a child takes into account h. They understand the repercussions of their behavior and the effect of them on others anticipate actions of significant and generalized others * Ervin Goffman: Presentation of the Self

* Impression Management: The individual slants the presentation of the self in order to create distinctive appearances and satisfy particular audiences * Dramaturgical Approach: People resemble performers in action * The goal is to create distinctive appearances and to satisfy particular audiences. * this altering of the presentation of the self impression management * Goffman argued that roles in life like those in the theater, have both a stage and a backstage. * Face-work is another aspect of the self. Maintaining the proper image can be essential to continued social interaction

* Psychological Approaches to the Self –
FREUD
* Self is a social product, however, natural impulsive instincts in constant conflict with societal constraints * Personality influenced by others (especially one’s parents)
PIAGET
* Emphasized stages that humans progress through as the self develops * Cognitive theory of development identified 4 stages in development of children’s thought processes * Social interaction key to development

Theoretical Approaches to Development of the Self

Charles Horton Cooley Looking-glass self Stages of development not distinct;
1864-1929 feelings toward ourselves developed sociobiologist (USA) through interaction with others
George Herbert Mead The self Three distinct stages of development; self
1863-1931 Generalized other develops as children grasp the roles of sociobiologist (USA) others in their lives
Erving Goffman Impression management Self developed through the impressions
(1922-1982) Dramaturgical approach we convey to others and to groups sociobiologist (USA) Face-work
Sigmund Freud Psychoanalysis Self influenced by parents and by inborn
(1856-1939) drives, such as the drive for sexual psychotherapist (Austria) gratification
Jean Piaget Cognitive theory Four stages of cognitive development;
(1896-1980) moral development linked to child psychologist socialization
(Switzerland)

Scholar Key Concepts and Contributions Major Points of Theory

Socialization and the Life Course * The Life Course
- Socialization continues throughout our lives. In different cultures stages of development are marked by specific ceremonies.
Rites of passage are a means of dramatizing and validating changes in a person’s status. * These specific ceremonies mark stages of development in the life course.
We encounter some of the most difficult socialization challenges in later years * Assessing one’s accomplishments * Coping with declining physical abilities * Retirement * Facing the inevitability of death
Milestones in the Transition to Adulthood

Financial independence from parents/guardians 20.9 years 80.9%
Separate residence from parents 21.1 57.2
Full-time employment 21.2 83.8
Completion of formal schooling 22.3 90.2
Capability of supporting a family 24.5 82.3
Marriage 25.7 33.2
Parenthood 26.2 29.0

Percentage of People Who View Event as Extremely
Live Event Expected Age or Quite Important

Anticipatory Socialization and Resocialization
Two types of socialization occur throughout the life course 1. Anticipatory Socialization - The processes of socialization in which a person “rehearses” for future occupations and social relationships 2. Resocialization: The process of discarding former behavior patterns and accepting new ones as part of a transition in one’s life

Agents of Socialization * Family * Role of family in socializing a child cannot be overestimated * Cultural Influences * The Impact of Race and Gender * Gender Roles: expectation regarding proper behavior, attitudes, and activities of males and females * School * Schools teach children the values and customs of the larger society. * Schools have traditionally socialized children into conventional gender roles. * Peer Group * As children grow older, peer groups increasingly assume the role of Mead’s significant others. * Peer groups can ease the transition to adult responsibilities. * Peer groups can encourage children to honor or violate cultural norms and values. * Peer groups can be a source of harassment as well as support. * Mass Media and Technology * 53 percent of all children ages 12 to 18 have their own televisions. * Television permits imitation and role playing but does not encourage more complex forms of learning. * Technology is socializing families into multitasking as the social norm.