Chapter 4: Becoming a Member of Society

Becoming a member of society

1. Enculturation/Socialization

a. Identity formation (identities, disciplines, and aspirations)

b. Norms and values

c. Statuses and roles (e.g. age, gender)

2. Conformity and deviance

a. Social control (gossip, social ostracism, laws and punishments)

b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)

3. Human dignity, rights, and the common good

Learning Competency

The learners:

1. Explain the development of one’s self and others as a product of socialization and enculturation
2. Identify the context, content, processes, and consequences of enculturation and socialization
3. Identifies the social goals and the socially acceptable means of achieving these goals
4. Advocate inclusive citizenship
5. promote protection of human dignity, rights, and the common good.

Introduction

The self is a product of lifelong processes. Although people mature as biological entities the
development of their selves is not a parallel process. That means the self, according to sociologist and
anthropologist emerges from social interactions. Interaction takes the form of socialization and
enculturation. They are not episodic but lifetime and hence "womb-to-womb" experiences.

John Locke, a british enlightenment philosopher said that the human mind at birth is nothing but a blank
slate or tabula rasa. As child grows, various experiences imprint knowledge on his or mind. The human
mind, for Locke, acquires information about the ourside world through senses, and this information
molds and defines a person's awareness and view of the outside world. Locke definitely did not believe
that the human mind has innate conceptions. Thoughout a person's life, simple ideas are integrated
with more complex ones and this his/her political, economic, and social affairs.

1. Socialization and Enculturation

What is the difference between socialization and enculturation? How enculturation is related to
socialization?

Socialization
 o Refers to a lifelong social experience by which people develop their potential and learn
culture.
o Although it is a general process, socialization takes place in specific contexts (society).
o People in different culture socialized differently to hold different belief and values and to
behave in different ways.
o Three goals of socialization:
1. Socialization teaches impulse control and help individuals develop a conscience.
2. Socialization teaches individual how to prepare and perform cenrtain social roles

For example, occupational role, gender roles, and the roles of institution such as marriage and
parenthood.

3. Socialization cultivate shared sources of meaning and value.

Enculturation

o The process by which people learn the requirements of their surrounding culture and acquire
the values appropriate or necessary in that culture.
o In this process, the influences that direct, limit, or shape the individual include parents, other
adults, and peers.
o If successful, enculturation results in competence in the language, values, and rituals of the
culture.

Socialization (Society)- it is the process thtough which people learn to understand thr societal norms,
expectations and values as members of society.

Enculturation(Culture)- the process by which an individual adopts the behavior patterns of the culture in
which the person is immersed.

Socialization or Society Enculturation or Culture

Philippine society Many cultures within Philippine society

Consist of people or members Consists of attitudes, opinions, belief, values, behavior,

and others

Formally teaches people, upon birth, how to be good Members learn languages, morals, behaviors, and
members of society through education, laws, and values that are informally accepted in society
norms.

Example. A girl learns her fundamental right as a Example. A young boy develops his ideas about
member of society manhood in his culture

Takes place through more specific training and Involves a general enclosing of individuals in the context
instruction of their culture.

The goal is to control society The goal is to form an identity and to know the rules,
laws, and values of a distinct culture.

Palatandaan: Socialization (Socialize/Society)

Enculturation (Culture/Enculturate)
Mead and the Development of the Social Mind (Self)

George Herbert Mead

o Is an American sociologist best known as a founder of American Pragmatism, a pioneer of

symbolic interaction theory, and as one of the founders of social psychology.
o The self is a sociological concept.
o It develops through social interaction- a set of situation where individuals learn to assume
roles nd meet the increasing levels of complexity of each situation.
o The I/Me duality reinforces the purely sociological facets of the self.The I/Me is best captured
by the cliche "put yourself in another person shoes" By doing it, social actors can anticipate
what the others could feel and think if they were in the same situation or predicament.

Mead's Three Stages of Development of Self

1. The Preparatory Stage (The Mimicking Stage)

o The child starts mimicking behaviors and actions of significant others around him/her.
Although some literature did not consider this stage as a part of the process of the formation
of the self.
2. The Play Stage
o Play comes first in the child development.
o The child take different roles he/she observes in adult society and plays them ut to gain an
understanding of the different social roles.
o As a result of such play, the child learns to become both the subject and object and begins
to become able to build a self. However, it is limited self because the children can only
take the role of distinct and separate others. He/she lacks a more generalized and
organized sense of themselves.
3. The Game Stage
o Whereas in the play stage the child takes on the role of distinct others. In the game stage,
the child must take the role of everone else involved in the game.
o In the game stage, organization begin and definite personalities starts to emerge. Children
become to be able to function in organized groups and most importantly, to determine
what they will do within a specific group.
o Mead calls this the child's first encounter with the " generalized others" which is one the
main concept Mead proposed for understanding the emergence of self in human beings.
4. “The Generalized Other”
o The individual understands what kind of behavior is expected or appropriate in different
social settings
o The development of an individual’s distinct personality, which is regarded as a persisting
entity in a particular stage of life by which a person is recognized or known

The Preparatory Stage- starts from the time we are born until we are about age two. In this stage,
children mimic those around them. This is why parents of young children typically do ot want you to use
foul language around them. If a two year old can read what he/she has most likely done is memorized
the book that had been read to him or her. In a noontime Tv show Vic Sotto, Allan K and Jose Manalo,
use quite foul language ike bwisit, bastos! Sira ulo and so s the language of the child who hears them.
Does he or she have any idea of what he/she is saying or doing? No. He/She is mimicking. He/She is in
preparatory stage. If he/she had been an older child, the scenes in the segments of the show would
cease to have any humor. It works because he/she doesn't understand the meaning behind his/her
words, actions,or tone of voice.
Keyword: Mimic/Panggagaya

The Play stage- from about two to six, children are in the play stage. During the play stage, children play
pretend and do not adhere to the rules in organized games like patintero or basketball. Playing a game
with chuldren of this age is far easier to go with any "rules" they come up with the during course of the
game than trying to enforce any "rules" upon them. Playing the never ending chinese garter with girls
still do not actually have one specific set of rules the same are last time played, and yet they still play the
game while adhering to these rules. During this stage, children play "pretend", as the significant other.
This means that when they play bahay bahayan they are literally pretending to be the mommy or the
daddy that they know.

Keyword: Play= Pretend/ doesnt have rules.

The Game Stage- the third stage is the game stage, which is from about age seven onwards. In this
stage, children can begin to understand and adhere to the rules of the game. They can begin to play
more formalized games because they begin to understand other people's perspective or the persoective
of the generalized other. In this stage when children play pretend they may still play bahay bahayan but
are pretending to a mommy or a daddy independent of the one that resides in their home

Keyword: with rules

Identity Formation

o Is the development of an individuals distinct personality, which is regarded as a persisting

entity in a particular stage of life by which a person is recognized or known.
o This process defines individual to others and themselves.

Identity formation clearly influences personal identity by which the individual thinks of him or herself as
discrete and separate entity. Individuals gain social identity and group identity by social affiliations. It
starts when one learns to socialize and be aware of the culture, behaviors, language, morals, and norms
of where he or she belongs in.

Identity

o Characteristics that define an individual or is shared by those belonging to a group

Identity is the distinctive characteristics that defines an individual or is shared by those belonging to a
particular group. Identity can also change over the course of person's lifetime. It is continuously shaped
and reshaped through the passage of time as well as the overall context of one's life cycle, including his
or her activities within the society and interaction with other people.

Why does identities are important?

identities are important because they shape both individual and group behavior as well as people's view
about other people and society.
Learning one's self, culture, and society entails knowledge about various identities and how these shape
people's views and behavior.

Types of Identity

1. Cultural Identity- is one's feeling of identity or affiliation with a group or culture.

a. Ethnic Identity- is the identification with a certain ethnicity, usually on the basis of a
presumed common genealogy or ancestry.
 b. National Identity- is and ethical and philosophical concept whereby all humans are divided
into groups called nations
c. Religious Identity- is the set of beliefs and practices generally held by an individual involving
adherence to condified beliefs and rituals and the study of ancestral or cultural traditions,
writings, history, and mythology as well as faith and mystic experience.
2. Personal Identity- the concept an individual develops about himself or herself.

Personal identity- the sense on oneself as a distinct or unique individual. May depend on the age and
circumstances of a person.

Cultural identity

the identity of a culture to which a person belongs in.

The feeling or sense of belongingness to a group

A collective sense of companionship that involves the same beliefs, interest, and fundamental principles
of living.

o Skin color
o Place of residence
o Manner of spending time
o Personal beliefs
o Personal style and choice of clothing
Personal Identity o Personal way of interacting with others

o Belief structure or religious belief

o Particular style of clothing (Mahabang palda,
laging nakapalda, or nakasuot ng formal dress)
o Hairstyle and body arts
o Types of food and drinks

Ways of living (Hindi pagcecelebrate ng birthday)

Cultural identity

Discipline

o A way of behaving that expresses a willingness to obey rules or laws.

Kinds of Discipline

1. Discipline of Nature
o A person meets this kind of control every time he or she tries to do something
o This is the kind of discipline that is common to all regardless of race, age, culture and gender
(Batwara, 2009).
o This kind of discipline is learning by experience.

A person learns to do things on her own without supervision of others.

This kind of discipline is the very first way of how children since toddler learn how to do things right,
recognize mistakes on what was done, and learn to correct it as observed how to do it right as observed
in the experience. In the early stages of a child’s development, he or she already meets this kind of
discipline every time he or she attempts to do something. The simple yet effective example given by
Holt is that of a child who piles up a block on top of another to build a tower. The observance that when
the pile gets slanting the tower falls down and so from there he learns that the blocks should be piles up
straightly so that the tower would not fall. This is a simple example but it captures the very good way of
learning through nature or reality.

This discipline is such a good teacher. This does not require for punishment nor rewards for learning to
take place. In this type of discipline, the learner sees automatically the mistake and sees the answer to
the question or correction to the mistake instantly by mere observation.

2. Discipline of Culture or Society

o What this discipline instills in every culture is distinct, different, and unique.
o This is basically learning from what we observe that people in our surrounding do.
o This kind of discipline varies among people in different places of the world, among different
genders and among people of different age.

A person learns according to what he sees in his society or his culture.

Since we are social beings, we live and grow not solely on our own but with the help of the people
around her. Because of our social being, we interact with the people around us. Even as a child, a
person looks up into the adults around her or him and learns from their ways and behavior. The culture
of the community where a child is raised is what he or she learns to adopt. The language, habits,
customs, rules, music, and other practices as part of the culture of the community around a child are
what he or she also acquires. A child who is kind and courteous enough must have been raised as well
by adults who possess the same qualities.

3. Discipline of Superior Force

o This discipline is the opposite of discipline of nature or reality. In this training, a person
learns through supervision and guidance.

The third discipline is the kind of discipline most people would refer when you ask them about how they
discipline their children. This is the Discipline of Superior Force. In this kind of discipline, the concept of
rewards and punishments are used. The consequences of the action if done are used as basis whether to
learn or unlearn, or do or not to do a certain move or action. This type of discipline however in some
cases especially when not used appropriately to the kind of attitude or learning style a child has, may
result into some negative results. This is even perceived as the extreme discipline (Goldman, 2010).

To sum it up, in the Discipline of Nature or Reality, a person learns from his own doing or experience. In
the Discipline of Culture or Society, a person learns from what he observes on what is being done by the
people around him or her and on what is happening in the environment. In the Discipline of Superior
Force, there is this external pressure or demand or condition that demands a person to learn something.
As people grow, all of these three kinds of discipline are experienced and all of these are vital in growing
and developing holistically as a human and social being.

Personal Identity develops in many ways:

o It may be through socialization and enculturation( dahil sa pakikipagkapwa nalaman natin talaga
kung sino ka at anong gusto mo maging)
o It may be through obeservation of a role model (Gustong gusto mo ang palabas na ang
probinsyano kaya paglaki mo gusto mo ring maging pulis o kaya teacher ang nanay mo kaya
gusto mo ring maging teacher)
o You tend to imitate a successful person that lead to changes in personality (Nakita mo yung anak
ng kapitbahay niyo na dati mahirap at ngayon may maganda ng buhay)
o Your personal identity may change and eventually, you may develop a clear sense of yourself.
Aspirations

o Is a strong desire and ambition which someone is motivated to work hard.

Norms and Values

For society to function well, it must be guided by cultural principles of behavior to maintain stability,
peace, and harmony.

Norms

o Is a rule that guides the behavior of members of a society or group.

o Tend to reflect the values of the group and specify those actions that are proper and those
that are improper, as well as rewards for adherence and the punishment for conformity.
o Emile Durkheim consider norms to be "social facts" that is , things that exist in society and
independent of individuals and that shape our thoughts and behaviors.

Classification of Norms:

1. Formal
2. Informal

Norms these are standards or set of accepted behaviors that a person is expected to follow or exemplify
in the society where he or she belongs it. It pertains to specific guidelines of conduct in society that
guide its members on how to act in particular situations.

The process of socialization is guided by norms and taught to us by those around us including our
families, teachers, and authority figures from religion, politics, law, and popular culture. They are in fact
cultural products and are culturally contextual, and they only exist if we realize them in our thought and
behavior. For the most part, norma are things that we take for granted and spend a little time thinking
about, but we become highly conscious of them when we break or do not follow them. We abide by
them because we know that they exist and that they will face sanctions if we break them. For example,
when we gathered a variety of items for purchase in a store, we must proceed to the cashier and oay
for them. We also know that sometimes we must wait in line when there are others who have arrived at
the cashier before us.

Without norms, our world will be in chaos, and we wouldn't know how to navigate it. But some norms
and the breaking of them can lead to serious social problems. LGBTQ historically and still today face a
variety of sanctions for not abiding this form including religious (Excommunication), social (losing
friends, severing ties with family members and being excluded from certain space), economic (wage or
career penalties) legal (Imprisonment sa Saudi Arabia ikukulong ka nila mismo if part ka ng LGBTQ or
unequal access to rights and resources), medical (being classified as psychologically ill) and physical
sanctions (assault and murder) norms can also serve to create conflict and unjust power hierarchies and
oppression.

Classification of Norms

Formal Informal

Formal norms are written down and involve strict rules Informal norms are understood, but are not precisely
for punishment recorded
Example. Laws Example. Standard of proper dressing

Norms are also categorized by their relative importabce to society. This classification is distinguished
from the intensity of feelings they initiate and the consequences that flow from violations of them

Classification of Norms According to their Relative Importance (William Graham Sumner)

1. Folkways
o customs of people that come from repetition and routine
o Norms that may be violated without serious consequences
2. Mores
o stricter than folkways
o . Determine what is the moral and ethical behavior.
o It also dictates what is right from wrong.
3. Taboos
o very strong negative norms.
o Strict prohibition of certain behavior that society holds firmly
o Violating it results in extreme disgust or expulsion from the group or society.
4. Laws
o Formally instituted by the government
o Exist because its violation can result in injury or harm to other members of society
o Impose sanction on people who disobey the authority

Examples

1. Folkways
Ex. practice of waiting in line
o Courtesy to older people
2. Mores
o Religious doctrine such as the prohibition of pre-marital sex
o The belief that forms of discrimination and suppression are unethical (rascism and sexism)
3. Taboos
o Cannibalism
o Incest
4. Laws
o Curfews for minors
o Law against domestic violence/ VAWC (violence against women and their children)

Values

Are culturally defined standards that people use to decide what is desirable, good, and beautiful, and
that serve as broad guidelines for social living.

Classification of Values

1. Individual Values
2. Collective Values

Values whis refers to the abstract idea of people about what is necessary or worthwhile. They stand for
the things we believe in. Values and beliefs not only affect how we see our surroundings, but also help
form our personalities. We learn from families, friends, schools, and religious organizations to think and
act according to particular principles to believe certain thruths and to pursue worthwhile goals
Norms Values

Specific Commanding

There may be misconception Standard of desirability

Rules for behaving Point of reference for norms

Values provide justification for accepting or rejecting

norms.

Represent the application of values

Example. The norm a teacher must not exhibit

favoritism among students may involve the value of
equality, honesty, and humanitarianism

Example. The value of equality may enter into norms

for relationships between two people.

Functions of Social Norms and Values

Values are guidelines which governs our daily behavior. They are the guidelines for our judgements,
thereby playing a vital role in the maintenance of stability and harmony in society

Norms are specific guidelines which allow us to function or act appropriately in society. They are a set
of behaviors that is perceived to be acceptable to its members. Following norms results in social order
and gives a feeling of security, safe and harmony.

Norms Values

Direct, manage, and control human behavior Provide goals for members

Help satisfy social needs Provide stability in group interaction

Contribute to the establishment of social order by Bring authencity in the rules that govern specific
alleviating tensions and conflicts in society activities

Act as a measuring scale to assess social behavior and Help initiate some adjustment between set of rules
serve as ideals and objectives in some situations.

Status and Roles

You have a friend named Gwada, a 30-year-old Filipino Indian female from New Delhi. She grew up in
slum areas. Gwada knew at an early age that she wanted to be a lawyer. She graduated from college
with flying colors and was eventually accepted as a scholar at a prestigious law school. Now, at the
age of 30, she works as a lawyer in Shaoshi Company in United Kingdom. It was there that she met her
better half with whom she has two children.

Can you name Gwada's role and statuses?

What typical roles and statuses do people play in society?

Status and roles are important concepts in socialization because the behavior of young members of
society are controlled by assigning them certain status which they will enact. Status is part of our social
identity and helps define our relationship with other.

Status

o Refers to a social position that a person holds

o Position in a social system (Linton, 1936)

Status set

o Refers to all statuses a person holds at a given time.

o For example, a teenage girl is a daughter to her parents, a sister to her brother, a student at
school, and a spiker on her volleyball team.
o A person status can be ascribed, achieved, and master.

Classification of Status

1. Ascribed Status
o Is a social position a person receives at birth or takes in involuntarily later in life.
o Ascribed status are matters about which we have little or no choice at all.
2. Achieved Status
o Refers to a social position a person takes on voluntarily that reflects personal identity and
effort.
3. Master Status
o The greatest role in a persons ife that determines social identity and general position in
society.

Type of Status Description Example

Ascribed Attained by birth A girl who grew up on a farm

Achieved Attained based on merit and effort A poor boy who became a well-
known agriculturist

Master Can be achieved or ascribed A well-known environmentalist

Status

Our society is guided by a network of similar statuses and roles that govern human interaction that we
call social structure.

Status

o Describes position an individual occupies in a particular setting, in a group, or in society

o Defines and clarifies the rights and obligations expected from a person
o Example, a farm boy, a teacher, a human rights defender.

Ascribed Status

o A position a person holds in a social system that one attains involuntarily or by birth.
o Inherited and not based on the persons abilities, accomplishments, and efforts
o Can be rigid and unchanging since it is given to a person when he is born and is often
involuntary
o Example, a filipino national, a male or female, a king or a queen, a son of a vendor, a firstborn.
Achieved status

o A position one holds in a social system that ond attains based on

merit or effort
o Acquired due to unique skills, knowledge, or abilities and are based
on standards that can be controlled
o Position that has been earned or chosen and is mostly dictated by
abilities, skills, and life choices.
o Example, a student, an employee, a doctor, an artist

Master Status

o Can be based on any status, such as gender, ethnicity, status, or family responsibility such as a
parent or grandparent.
o May come with a sense of prestige for some---- the consensus from the community around
them that a status is to be desired .
o Example: a CEO, An activist, A pope

Roles

o Refers to the behavior expected of someone who holds a particular status. Therefore, a
person holds a status and performs a role.

Role Set

o Robert Merton introduced the term role set to identify a number of roles attached to a single
status.

Role conflict

o Conflict among the roles connected to two or more statuses. The more status we have ,and
the more roles we take on,the more likely we are to experience role conflict.

Type of Status Status Roles

Ascribed A farm boy Planting crops, cultivating the soil,

selling products in the market

Achieved An agriculturist Studying and developing the best

practices for cultivating the soil,
raising livestock and growing crops.

Master An environmental-ecologist Protecting the environment,

alerting people to environmental
issues, educating them about the
precise steps that they can take to
alleviate the damage

Roles

o Expectations that are set for a person given the status he or she occupies
o Pertains to the norms, behavior, values, and personal characteristics that are attached to the
status of the person
Example:

Status: student

Roles: attending classes, studying lessons, communicating with the teacher

Status: teacher

Roles: teaching, giving feedback, assessing or evaluating the performance of the students

Status: call center agent

Roles: answering questions, solving problems, researching information.

Role exit and role conflict

Role exit pertains to the course of disengaging a person from his or her role that is essential to his or her
self-identity (Example, dati kang student, role mo mag aral pero kapag nakagraduate kana ang role mo
na is humanap ng trabaho or humanap ng review center)

Role conflict arises when incompatible expectations occur from two or more statuses that a person is
occupying. Performing the assigned role of one status makes it challenging for the person to play the
assigned role of another status.

The impact of status and rules in attaining society's goals

As a members of society people acquire status and roles which are necessary for socializing within their
society. These status and roles are important elements in the process of socialization because they serve
as agents for the fulfillment of society's goals.

We are all encouraged to fulfill the roles of the statuses we are occupying at present and in the future
stages of our lives for us to be better members of the community.

2. Conformity and Deviance

Conformity

o Is linked to the obedience of a person to the norms in order to be acceptable in a particular

society, group or social setting.

Example: the majority of the class members, through a group consensus, agreed to accept a proposal.

Deviance

o Violations of the norms

o Nonconformity or a behavior that departs significantly from social expectations

o Is a tricky phenomenon: it cannot be readily and objectively identified

Deviance is the non conformity or violation of the standard of conduct, expectations or norms of a
particular group or society. Kapag deviance may isa o iilang taong salungat.

Example: There are power struggles among netizens who disagree on the reimposition of death penalty.

Social Control

o It is believed that society must have a social order to function smoothly

 o The social order includes social standards, laws, rules and norms which are set by society
whether they are by the majority or by a hierarchy.

Social Control Theory ni Travis Hirschi isa itong sociological theory na nagsasabing individual acts in
certain ways because of influence of society. If an individual is attached to society or to important
individuals in that society they will act in positive, constructive ways. On the other hand, if the
individuals are not attached to society, they will act in destructive ways

a. Social control (gossip, social ostracism, laws and punishments)

Failure to embrace the accepted norms and values of society or inability to perform the roles of a
person’s status may lead to consequences in the form of gossip, social ostracism, and laws and
punishments.

Gossip

o Refers to idle talk or rumors about the personal or private matters of others.

Be careful sa mga info na nasasagap from then kasi gossip may lead to the discrediting the reputation of
the subject.

Social Ostracism

o Refers to the exclusion of an individual from being socially accepted.

o Includes the removal of social privileges and friendship with the general members of society.

Example nalang dito yung Ai Ai Delas Alas and Darryl Yap two minute, 21 second video, Ai-Ai portrayed a
character named “Ligaya Delmonte” – spoofing Quezon City Mayor Joy Belmonte. They have been
declared as persona non grata sa lungsod ng Quezon City dahil sa diumano video na ginawa nila. In
short, social ostracism is a result of one’s actions that gives him/her an impression of not being worthy
of that society.

Laws

o Refers to the set of rules by the government to regulate the way society behaves.

Function of law are the following;

(1) maintenance of law and order in society; (2) to maintain status quo in society; (3) to ensure
maximum freedom of individuals; and (4) to satisfy the basic needs of the people.

Punishments

o Pertain to the pain, penalty, or suffering that is imposed on a person who violates a la

b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)

Deviance as explained by the Structural Strain Theory

The forms of deviance are the responses or adaptations by people in a society caused by the imbalance
or strain between the valued goals in the society and the legitimate or acceptable means to achieve
such goals. This idea is taken from the Structural Strain Theory by Robert K. Merton. Two variables taken
into account in this theory are valued goals and legitimate means to achieve goals.

Valued Goals

o These are goals that are define by society as valuable or simply, the goals that are typically
pursued in a society.
Legitimate Means to Achieve Goals

o These are acceptable ways people can do to achieve such goals in society

Types of Adaptation

In our everyday lives, there are actions considered to be legitimate or acceptable for a particular society
toward achieving valued goals.

While people usually conform to legitimate or acceptable means to achieve goals, there are people who
will not. One reason for this is because the legitimate means are not available for them, and so unequal
opportunities exist to achieve such goals.

1. Ritualism- is exhibited when someone rejects traditional cultural goals but still adheres
to the culturally approved methods or rules for making progress towards the same
goals.

Ritualism- reject goals and accept or adheres to institutionalized means of obtaining them.

Example: an employee still stay in his job even though he is aware that it is a dead-end job In
ritualism, people experience feelings of despair anomie (social instability) that result to modification
or abandonment of the idealized cultural goals but still persist a ritualized unfulfilling line of work.

2. Retreatism- is the response that rejects or abandons both cultural goals and the
institutionalized means of obtaining them

Retreatism- rejects both goals and means of obtaining them.

Example: example of people who exhibit retreatism are drug addict and alcoholics. The ultimate
form of retreatism is suicide.

3. Innovation- entails the acceptance of the valued goals but the rejection or legitimate or
institutionalized means to achieved them ( resorting to criminal or delinquent acts)

Innovation- accept goals and rejects institutionalized means of obtaining them.

Example: an example of this is when a person wants a nice car but does not have enough money so
he steals money from the bank. Some people may resort to stealing or dealing drugs to achieve
cultural goals.

4. Rebellion- not only rejects the valued goals and the legitimate means of the established
society but also actively attempts to substitute new goals and means. This can be applied
to political deviants who attempt to modify the existing structure of society.

Rebellion- create new goals and new means of obtaining them

Example; Neo Nazis, Taliban & ISIS and other hate groups. The rebels will publicly acknowledge their
intention to change the norm and social structure.

Modes of Adaptation Cultural goals Institutionalized Means

Conformity + +

Innovation + -

Ritualism - +
 Retreatism - -

Rebellion +/- +/-

Human Dignity and Rights

As stated “ all human beings are born free and equal in dignity and rights. No color of skin physical
disability, sexual orientation or religious belief can stop from protecting his/her rights as a person
Human dignity and rights go together and are essential to the attainment of common interest.

Human Dignity

o An individual or group’s sense of self-respect and worth, physical and psychological

integrity and empowerment.
o Affirms that every person is worthy of respect; that our value should never be debated
o Means having a quality life and not experiencing oppression and manipulation
o Is uplifted when people are granted with their rights.

Human rights are inherent to all people regardless of nationality, place of residence, sex national or
ethnic origin, color, religion, language or any other status. Human rights also refers to the freedom and
privileges that belong to every person in the world. And it also guarantees that all people shall be
ensured to enjoy life, liberty, and security.

There are two ways to understand human dignity:

1. Religious aspect
2. Moral, ethical, and legal political aspect

Religious aspect believes that human have a unique place in the world and that human life is sacred.

In moral, ethical, legal political discussions human dignity is used to express the idea that a being has an
innate right to be valued, respected, and receive ethical treatment.

Characteristics of Human Rights

1. Universality and inalienablity

2. Indivisibility
3. Interdependence and Interrelatedness

Universality and Inalienability- all human are born free and equal in dignity and rights

Indivisibility- whether they relate to cultural, civil, economic, political, or social issues human rights are
inherent ot the dignity of every person.

Interdependence and Interrelatedness- the fulfillment of one right depends on wholly, or in part the
fulfillment of others.

Both dignity and rights should not be taken away but sadly, they are denied to some people as
manifested by poverty, illiteracy, crime and discrimination in society.

Inclusive Citizenship

o Is a governing policy that promotes human dignity and human rights.

Under inclusive citizenship these are rights that the government provide for its citizens. Example of
these are the equal right to vote equal right to serve in the military, same right to marry, similar tax
responsibilities, and equal right to represent others in the government.

Citizens also have access to public funds, public organizations and equal rights and acceptance by
national figures.

Common Good

o Refers to what is shared and advantageous for all or members of a given society, and what is
achieved by citizenship, be it collective action or active participation

When dignity and rights are granted to people, the common good is achieved. It happens when society
benefits as a whole. The common good is reached when the majority, a high number of individuals or
society benefits from a situation or event.