S O C I AL DI M E N SI O N S

S O C IOL O GIC A L- A N T H R O P O L O GIC A L F O U N D AT I ON S

A N TH R O P O L O G Y S OC I OL O GY P HI L O S O P H Y

( m a n a n d c ul t u r e ) ( m a n a n d s o ci e t y) ( mea ni ng / purp os e of
h u m a n l i f e)

E a s t e r n P hi l o s o p h i e s /

F i l i pi n o T h o u g h t s
S o c i al P h i l o s o p h y
M o ra lit y o f H u m a n

Acts

• . ri g h t s a n d a u t h o rit y
• r e s p o n s i bi l i t y & a c c o u n t a b i l i t y

• m a n a g e m e n t o f c o n fl i c t
SOCIO-ANTHROPOLOGICAL FOUNDATIONS (Relevant Terms & Concepts)
1. Anthropology
1.1 derived from the Greek words anthrope which means man, and logy which means science.
1.2 science that studies the origin and development of man, his works and his achievements.
1.3 includes the study of physical, intellectual, moral, social, and cultural development of man
including his customs, mores, folkways, and beliefs.

2. Culture
2.1 the shared products of human learning.
2.2 the sum total skills, beliefs know ledges, and products that are commonly shared by a number
of people and transmitted to their children. (Dressier)
2.3 a fabric of ideas, beliefs, skills, tools, aesthetic objects, methods of thinking, a customs and
institutions into which each member of society is born (Smith, Stanley, Shores).
2.4 maybe material (tangible) in form
2.5 a complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other
capabilities and habits acquired by man as a member of society (Taylor)
2.6 Has the following characteristics:
• It is learned and can be acquired through conditioning, imitation, formal and informal
instruction, or the media.
• It is transmitted / transferable. What one learns can be transmitted to others through the
 the use of language
• It is social. It is shared by and learned from the members of group.
• It is adaptive. It selectively accommodates changes that come because of discovery,
invention, and borrowing by making appropriate adjustment.
• It is dynamic. It represents particular society or group of individual.
• It is universal. Societies all over the world have each a culture of their own.
2.7 a “ standards for deciding what is, standards for deciding what can be, standards for deciding how
one feels about it, standards for deciding what to do about it, and standards for deciding how to go
about doing it (Goodenough).

3. Sociology
3.1 science of man and society.
3.2 study of patterns of human behavior.
3.3 study of groups and societies and how they affect the people.
4. Nature of Man
4.1 basically a social being who cannot afford to live alone
4.2 constantly interacts with others to satisfy most of his needs
4.3 develops further as a person as he shares / interacts with others
5. Society
5.1 an organized group of population (Kessing) who interrelates and interacts with one another,
 wit h c o m m o n s h ar e d , at t it u d e s , s e nt i m e n t s , a s p ir at i o n s a n d g o a l s .

5. 2 a s o c i a l gr o u p t h at o c c u p i e s t er r it o r y , r e c r uit s it s m e m b e r s b y i nt e r gr o u p s e x u a l r e p r o d u c t i o n,
a n d h a s a s h a r e d c o m p r e h e n s i v e c ult ur e ( B e c t r a n d ) .

5. 3 a g r o u p of o r g a n i z e d i n d i v i d u a l s w h o t h a n k of t h e m s e l v e s a s a di s t i n c t gr o u p w h o h a v e a
s o m e t hi n g s c o m m o n , a s et o r l o y alt i e s a n d s e nt i m e n t s , a n d a “ e s p r it d e c or p s ” w h i c h m a k e
t h e i n d i v i d u a l u n d e r c e r t ai n c i r c u m s t a n c e s t o s a c r if i c e h i m s e lf f or t h e g o o d of t h e gr o u p
( S m it h, S t a nl e y , a n d S h o r e s ) .

5. 4 a u n it of i nt er a c t i n g p e r s o n a l it i e s w it h a n i nt e r d e p e n d e n c e of r ol e s a n d s t at u s e x i s t i n g b e t w e e n
or a m o n g t h e m e m b e r s ( C o l e ) .

6. S t at u s

6. 1 r ef e r s t o t h e p o s it i o n a s s i g n e d b y a p e r s o n i n a gr o u p of or g a n i z at i o n

7. S o ci a l S t r at i f i c a t i o n

7. 1 r ef e r s t o t h e c l a s s if i c at i o n of gr o u p m e m b e r s a c c o r di n g t o c e r t ai n c r it er i a w h i c h m a y dif f er
a c c or d i n g t o t h e n a t ur e of t h e g r o u p .

7. 2 i s i nf l u e n c e b y t h e e c o n o m i c s t at u s of a n i n d i v i d u a l

8. S o ci a l P ro c e s s

8. 1 r ef e r s t o t h e p a t t er n e d a n d r e c u r r e nt f or m of s o c i a l i nt er a c t i o n ( r e c i pr o c a l a c t i o n o r ef f ec t )

8. 2 m a y c o m e i n t h e f or m of c o m p et it i o n , c o n f li c t , c o o p e r a t i o n, a c c o m m o d at i o n, a s s i m il a t i o n
or a c c u lt ur at i o n )
9. Socialization

9.1 a process of adopting or conforming to the common needs and interests of a social group.
9.2 a process where a member of a group plans and Internalizes the norms and standards of
the other member among when she/he lives.
9.3 is carried out through the following agent of socialization

a. Family – smallest social institution whose members are united by blood, marriage, or
adoption, constituting a household and carrying a common culture whose
functions include

• providing needed socialization of children in terms of their roles and status

• transmission of culture
• providing opportunities for growth and development of personality, self-concept in
relation to others.

b. Social (Education)
• an agency originated by the society for the basic function of teaching and learning
and for the enculturation of its members.
• a place where attitudes, behaviours, customs and values are processed and
refined
• Is an agent of
- socialization – prepares students to become worthy members of society
• Is an agent of
- cultural transmission- makes the student aware of their cultural heritage as well
10. Change

10.1 for change to be successfully initiated and managed 3 important components

have to be present (Fullan, 1991)
a. relevance – includes the interaction of need, the practitioners understanding
of the change or innovation, and what change offers as benefits

b. readiness – involves the capacity of the individual and the organization to

deal with the change, dependent on perceived need, reasons,
time and benefits involved
c. resources – all facilities, equipment, materials, and supplies necessary to
initiates change should be available

10.2 reactions to change may be:

a. passive resistance – no verbal resistance but no cooperates shown either
b. active resistance – verbal concrete actions present (rallies, position papers,
etc.)
c. passive readiness – follow with questions

d. active readiness – questions but cooperates

10.3 Involves 3 stages: unfreezing (readiness): change implementation (actual

practice), and freezing (becoming a habit)
10.4 May come in the form of:
a. Cultural change – refers to alternations affecting new trait or trait complexes in the
cultures content and structures.
b. Technological change – revisions that occurs in man’s application of his technical
knowledge and skills as he adapts to his environment.

c. Social change – variation and modifications in the patterns of social organization, of

groups in a society, or of the entire society

B. SOCIAL PHILOSOPHY: Relevant Terms and Concepts

1. Social Philosophy

1.1 a normative science that

• Involves the ideal of justice
• Develops arguments that justify political and social instructions, whether real or
imagined
• Inquires into the meaning of a person’s value experiences and moral questions
raised by social order
 1. 2 a p hi l o s o p hi c c ri t i q u e of s o c i al pr o c e s s es , o r t h e i nt e r a c ti o n of i n di v i d u al s w i thi n t h e

s oc i al gr o u p s a n d of s o c i al gr o u p s u p o n o n e a n ot h er , in t er m s of th e p ri n c i pl es t h at

u n d e rl i n e s o c i al s t r u c t u r e s a n d f u n c t i o ns

2. E t h i c s / M o r a l P hi l o s o p h y

2. 1 Et hi c s a nd M or a l i t y a r e t er m s b ot h d e ri v e d fr o m G r e e k w o r d s t h at m e a n

“c u s t o m s ” o r p a rt i c ul ar b e h a v i o u r

2. 2 D efi n e d a s a p hi l o s o p hi c al s c i e n c e d e al i n g w i t h t h e m o r al i ty of h u m a n a cts

2.. 3 Is c o n c e r n e d w i t h q u e s ti o n s of h u m a n m o r al j u d g e m e n t s – t h a t is, j u d g e m e n t of ri g ht

a n d w r o n g wit h r e s p e ct t o h u m a n a cti o n s

2. 4 C o m e i nt o b ei n g w h e n m e n b e g a n t o t a k e i nt e r es t i n t h e v al u e s t h e y h ol d

2. 5 A p pl i es t o q u e s ti o n s i nv ol v i n g

• i n di v i d u al s c a s e s of c o n s c i e n c e a n d o bl i g ati o n

• m o r al e n d s a n d p ur p o s e s

• et hi c al m o ti v ati o n o r i nt ui ti o n

• th e m e a n i n g of l i f e; t h e p ur p o s e of hi s e x i s t e n c e, a n d t h e c o n s e q u e n c e s of hi s

a c ti o ns

• a s s o c i ati v e v al u e s t o w a r d s w hi c h s o c i al pr o c e s s i s di r e c t e d

• s oc i al c o nt r ol i n t er m s of l a w s , ri g ht s , r e s p o n s i bi l i t y

• S e n s e of j u s ti c e
 2.6 Division of Ethics

• General ethics discusses the nature of human acts and their relation to
morality; includes the ultimate end of man / human acts / morality of human
acts / law and conscience / virtue in general.

3. Human Acts

3.1 actions that man performs knowingly, freely voluntarily (as controlled by his own will,
volition, and powers)

3.2 may be moral (conforming to norms of morality; immoral (not conforming), and amoral
(neither good or bad)

4. Morality

4.1 The concept of morality revolves around the problem of good and evil. In the moral order,
human actions are good when they agree wit the standards or norms of morality.

4.2 In a popular sense, morality means a way of thinking and acting in conformity with virtue of
goodness, justice, propriety, fairness, prudence, and other standards of behaviour
experience from individual members of society; in strict sense; it is the quality of human
acts by which we call them right or wrong, good or evil.

4.3 morality is necessary for the preservation of human dignity and social life. It is the
foundation of society “the whole happiness of man and even the whole sanity depends on
his moral condition… the problems of the society cannot be solved except in terms of the
moral life of individual (Merton)
4.4 Moral obligation means duty, oughtness; presupposes freedom to do an act or to omit it –
that is man’s free and deliberate acts are regulated by moral laws. Sanction is any motive,
consideration, or promise which impels one to follow a moral obligation: a good act is worthy
of merit reward: a bad act deserves punishments.

4.5 Norms of Morality

• Standards that indicate the rightness or wrongness, the goodness or evilness,

the value and disvalue of a thing.

• Criteria of judgment about the kind of person one ought to be and the kind of
actions s/he ought to perform

• May be remote or proximate

 Remote norms of morality refer to the natural or internal laws of

reason and the will of God, which expect one to be a person within a
community of persons.

 proximate norms of morality approximate the dictates of conscience

which examines and passes judgment on all norms actions; severe
as the “inner voice of God” which cries out man’s moral obligation
and tells him what to do and what to avoid in the moral order.
4.6 Moral Character

• involves patterns of attitudes and behavior that results from stage of growth ,
distinctive quality of personality, experiences and the will to act in a way
consistent to a coherent philosophy (Omstein, 1990)
 • means to help people to accept their weaknesses without exploiting them, to see
the best in people and build on their strengths, to activity , act as an individual
even if it means being different from others, to cope with the crisis or adversities or
take risks because of one’s convections.

5 Theories of Ethic

5.1 Consequentialism – maintains that the morality of an action is determine solely

by its consequences.

• hendonism – views that only pleasure is good as an end.

• utilitarianism – believes that one greatest happiness of the greatest number is

the test of right or wrong (Betham; Stuart Mill)

• self realizationism – holds that the ultimate end of the full development or
perfection of the self (Aristotle)

5.2 Non-consequentialism – claims that the morality of an action depends on its

intrinsic nature or on its motives, or on its being in accordance with some rules or
principles and either not at all or only partly on consequences.

5.3 Devine Command Theory – the morality of an act depends on whether it is

accordance with the will of God. (St. Augustine)

5.4 Categorical Imperative Theory – holds that for one’s action to be morality right,
he must do for its own sake and not because of reward or punishment (Kant)
 5.5 Egoism – an action is right only if it is in the interest of the agent (Hobbes)

5.6 Situation Ethics – the morality of an action depends on the situation’s and not on the
application of the law.

5.7 Intultionism - claims that one’s knowledge of right or wrong is immediate and self
evident.

5.8 Emotive Theory - claims that moral judgment do not state anything that is capable of
being true or false or merely express emotions like oaths or
exclamations.

5.9 Ethical relativism – holds the view that there is no correct moral code for all times and
people, that each group has its own morality relative to its wants
and values and that all moral ideas are relative to a particular
culture
6. Values

6.1 generally considered as something – a principle, quality, act or entity – that is

intrinsically describe (Hall et. al.)
6.2 posses a degree of excellence, some lasting genuine merit that test on deeper intrinsic
worth and more enduring qualities than mere preference by individual or in consonance
with given cultures (Hall, et. al.)

6.3 are interrelated, not isolated; they reflect one another.

6.4 are dynamic; become personal or social goals and thereafter beget other values which
in turn generate goals.
 6.5 positive and negative; function as do’s and as don’ts.

6.6 may follow certain hierarchy or order; some are of higher order, some lower - e.g.,
heroism has definitely higher value than pragmatism.

7. Value System

7.1 a system of establish values, norms, or goals existing and shared in a society or group.

7.2 may include, according to Huxley, such primary values are

• individual freedom based on facts of human diversity and generic uniqueness.

• charity and compassion based on the psychiatrically ascertained fact that love is as
necessary as food for human growth , the love element including the valuing of self to
develop self concept and potentials for growth, and valuing of others which includes trust
as a requirement for good citizenship.

• intelligence, without which love becomes impotent and individual freedom, unattainable.

8. Values Clarification (values building) – involves having a clear set of values and realizing the
values a person holds depend on such factors as environment, education, and personality.

9. Value ranking – a conscious, deliberate process by which a mature person arrives at a fairly well-
articulated, thoughtful ranking of his chosen values; here, interrelationship of values is
explored within any given I individual.
10. Value conflict

10.1 conflict and polarization occur when somebody imposes a value ranking on someone else.
The highest possibility then of polarity in a group is when two groups of people have opposite
value rankings.

10.2 may be seen in these situations:

a personal interests vs. public interests

b bayanihan spirit vs. kanya-kanya mentality

c close family ties vs. self-reliance

d personalism vs. group solidarity

11. Justice

11.1 Defined as the habit or readiness to give others what is due them; the constant and perpetual
disposition of society to render every man his due.

11.2 the administration of justice is the determination and enforcement of the rights of persons
according to law or equity

• Law stresses the strict rendition of what is due.

• Equity emphasizes fairness

 11.3 Justice includes rendering to every man the exact measures of his due without regard to his
personal worth or merits

11.4 Justice governs the distribution of rewards and punishment as deserved by an individual

12. Some Views about the Relation of the Individual to Society

12.1 Individualistic view – holds that the society is made up of individuals who are independent of
one another; believes that the individual as an indestructible entity and society is merely as effect.

12.2 Socialistic view – the individual is subordinate to the society.

12.3 Dualistic view - recognizes the individual as independent but as he interacts with the others
in a society, sees the need to become a part of a group and conform to its rules.

12.4 Organic view - assumes that the society and individual see common interests and the
development of his individual requires social consciousness and involvement; each one needs the
other in realizing their own ends but it must be recognized that a moral bond must exists between
them so that their ends may be fulfilled.

13. Freedom, rights and responsibility

13.1 freedom in a political context is defined in terms of independence

13.2 Freedom in a social context is defined in terms of rights.

13.3 freedom is not absolute; it is not doing something without restrictions or reservations or
interference and influence of others of some sort. There are certain restrictions or constraints
to being free such as laws, norms, customs, or traditions, or even ignorance, lack of
awareness, disabilities, fears, anxieties, and past experiences.

13.4 The whole moral life revolves around the use of freedom; good use guarantees man the
affirmation of his better self and achievements of the purpose of life; abuse of freedom is the
origin of man’s guilty conduct

13.5 Right: means in Ethics what is just, reasonable, equitable, what ought to be, what is justifiable,
something that is owed or due to others (This is, the object of justice); In a broader sense,
right means straight, something which is unbent, in contrast to wrong, which means
crooked or distorted; hence, in the ethics, right actions square with the standards of morality;
also means an immunity cr which protected or enforced by law.

• natural rights: inherent in the nature of man and are thus above the law such as
life, liberty, or pursuit of happiness.

• political rights: privileges of participating in the affairs of government

such as the rights to vote

• civil rights: enjoyed by citizens in their private capacity such as the privilege of
acquiring property.

13.6 Rights and responsibility are correlative; they come in pairs. If one wants more rights and
freedom, s/he shall also have accept more responsibility; thus the precept “To whom much is
given, much is required.” Conversely, one cannot exercise responsibility effectively if s/he is
not given freedom to do the job.
 • Rights are intended to be used, not abused. A right is abused where , it interferes
with the rights of others.

• All individual rights and freedom should be conceived in the light of social order
and justice.

• Duties – refer to those that are due under justice to another individual or collective
persons and to God. If moral obligation embraces one’s responsibilities toward
himself, duties are properly directed to others.

• Authority – refers to the rights to give commands, enforce laws, take-action, make
decisions and exact obedience, determine or judge.

• Accountability – means to be answerable for; emphasizes liability for something of

value either contractually or because of one’s position of authority.

• Responsibility – refers to trust worthy performance of fixed duties and consequent

awareness of the penalty for failure to do so; is based on good judgment, and
relates to obligation and commitment.

14. Teachers’ Rights and Benefits

14.1 Security of tenure : “Stability in employment and security of tenure shall be assured the
teachers as provided for under existing laws” and “No officer or employee in the Civil service shalll
be suspended or dismissed except for cause as provided by law.

14.2 Injury Benefits: “Teachers shall be protected against the consequences of employment
injuries in accordance with existing laws”.
14.3 Leave Benefits

• Maternity leave for married women employees

• 15-day sick leave and 15-day vacation leave for those teachers designated for
continuous duty throughout the year

• 70-day vacation pay and vacation service credit for teachers not required to render
service throughout the year

• Study leave after seven years of service

• Medicare benefits to all teachers regardless to age, sex, means or status

• Disability benefits

• Death benefits

• Right to permanent status after having rendered at least 10 years of continuous,

efficient, and faithful service

• Right to freely and without previous authorization establish and join organization of
one’s own choosing, subject to limitation.

• Right to academic freedom – “freedom investigate and discuss the problem of his
science and to express his conclusion… without interference from political or
ecclesiastical authority, or from the administrative officials… unless his
methods are found… to be clearly incompetent or contrary to professional
ethics.”; includes choice of methods, materials, course requirements.
 • Right to be paid in legal tender without any unlawful deductions

• Right to equitable safeguards in disciplinary cases:

 right to be informed of the charges

 right to full access of evidence

 right to defend himself or be defended by a representative of his choice

 right to appeal to designated authorities

• Rights emanating from being persons in authority.

15. Concept of Ideation

15.1 knowledge may be acquired not only through perception and abstraction but also through
such ways as inspiration, intuition and “seeing” (rishi to Hindu) in a mystic way

15.2 intuition – a short cut knowledge wherein a seer sees the essence of a thing directly;

15.3 inspiration – the process wherein one forms an idea without passing through the medium of
senses, as what poets experienced.

15.4 When one “sees” what other eyes do not normally see or understand, the process called
mystical vision as experience by the mystical rishis of India.

15.5 the material aspect of knowledge is always coupled with the spiritual.
16. Ethics / Moral law

16.1 Ethics is based on one’s situation in life: to each station corresponds a certain behavior
according to which a person must live, as Indian philosophy so dictates.

16.2 Moral laws are based on the group, not on each individual.

16.3 The violation of the Code of the behavior as demanded by one’s status and not by any moral
law impressed upon his mind, constitutes a sin.

17. Logic / Reasoning – is intuitional rather than logical; experiential rather than rational.

18. Specific Eastern Philosophies

18.1 Hinduism

• accepts principle of reincarnation and transmigration of souls and of karma.

• distinguished between prakriti (nature which is objective) and puruska (self, which is
subjective)

• believes that bondage to suffering arises from the involvement of puruska with prakriti and
released from it comes when ignorance is overcome through yoga, which bringing self to
understanding through meditation.

• Knowledge is acquired through meditation which brings intuitive, non rational, and direct
cognition of natural things.
 • intuition is the cessation of individuality and identity of self with eternal puruska.
• Sees God as guiding the world in accordance with the law of karma (good cause bring
good consequence; and bad cause, bad consequence).

• Salvation is achieved through faith, knowledge, not stealing, chastity, and not being
attached to worldly vices.

18.2 Buddhism

• Is a way of life by which one can free himself from ignorance and suffering and establish
peace and happiness of mind.

• The goal is the attainment of Nirvana which is the state of mind of complete peace.

• Its teaching consists of the following

 All things are in constant change, hence, one should not become attached to
impermanent things.

 all beings are subjected to suffering

 nothing exists without cause

 there is no independent, categorical and permanent self.

 all beings have a Buddha nature, every individual is potential Buddha and should be
taught the equality and brotherhood of man
• Truth is enlightenment and can be attained through the

 Four noble truths; truth of existence of suffering, truth of the cause of suffering which is
ignorance; truth of cessation of suffering; truth of the path to cessation of suffering.

 Noble Eightfold Path; right understanding, right thought, right speech; right conduct; right
livelihood; right effort; right mindfulness; right meditation.

 Six Paramitas; alms giving; observance of precepts; patience; endeavor; meditation; wisdom.

18.3 Confucianism

Believes that

• Human nature is originally good; hence, government should rely on moral example and
social education (Mencius)

• All men are basically good and equal because they are endowed with universal “nature”
according to the “principles” that underlies it.

• Nature and principles are good because it is the characteristics of heaven and earth to
create, to produce, to give life, and therefore to love.

• Men should be master of their own destinies; hence, they “respects spirits but keep them
at a distance”

• The primacy of family and duties of the members must be taught, stress harmony, unity,
and goodness of ethical life.
18.4 Taoisim

• Holds that “all things originate from Tao (nature), conform to Tao and to Tao they last
return”.

• Implies a metaphysics of impermanence and change the person who attains a clear vision
of eternal tao (way) acquires happiness and peace.

• Aims at attaining an awareness of the essential harmony of things.

• Teaches the eternal principle

 the absolute

 the totally of being and things

 the phenomenal world and its order

 the eternal nature of the good man and the principle of his action.

18.5 Zen

• Is the way for one to come into harmony with the universal, all-permeating rhythm of the
cosmos (nature). When Zen operates successfully, the symptoms of disharmony,
consciousness (a danger sign) and will (sickness) disappear so that one is left in a
condition or “elation” or “sense of wonder”, where the self becomes irrelevant.

• Believes that when one is in harmony with the cosmos, he loses interest in stressing his
own achievements
 • Advocates teaching that does not make use of rational analysis; believes that the doing of
the teacher is in itself teaching.

• Believes that a pupil cannot learn unless he first has made all his mistakes for until then
he cannot even begin to understand his teacher.

• Focuses on dependence on oneself, intuition , and silent meditation

18.6 Judaism

• Teaches one to live in the spirit of mercy, love, charity, tolerance, and self-sacrifice
because these are the ways by which to honor and respect God.

• Believes that

 sorrow and distress chasten, serve to purify the dross, to fit the people for the
mission of bringing about the fatherhood of God and brotherhood of man.

 clean spirit is above knowledge

 the chosen people of God should have the sense of nobleness oblique, of heavy
responsibility.
18.6 Islam

• Teaches that

 Man is not absolute; he therefore must always seek God’s (Allah’s) guidance and
accept willingly whatever comes from His hands.

 Allah is the almighty one who is one in His Attributes – no other being possesses
His attributes in perfection – and one in His works – no one can do what He has
done.

• Believes that

 There are immaterial beings who carry God’s will and prompt man to do good,
punish the wicked, and bring revelations to men of righteousness.

 Devine revelations are the universal experience of humanity and must be followed.

 There is life after death