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A POWER POINT PRESENTATION

1. Understanding
Culture, Society
and Politics

2. Matching Type
•Minanubo –
•Child-rearing –
•Sanmiguelnon –
•Tuli –
•Election
•Fiesta
•duyan and
lullabies
•Accent
•Persecution
•Vote buying

3. 3
Lesson 1
“Becoming
a Member
of
Society”

5. Learning Objectives:
•Explain the development of one’s self and
others as a product of socialization.
•Identify the context, content, processes, and
consequences of enculturation and
socialization.
•Identify examples of agents of socialization
and describe their role in socialization.
•Discuss how agents of socialization shaped
their individual identities.

6. Socialization:
•Lifelong process in which people learn
appropriate attitudes, values, and behaviors.
•Active process whereby human beings
– Learn how to become members of society,
–Develop a self or sense of individual identity, and
–Learn to participate in social relationships with
others.

7. Socialization:
• is the lifelong process of social interaction through which
people acquire their
–Identities and necessary survival skills in society.
–It prepares new members of society and
–Trains them to think, feel and act in appropriate ways.
Socialization is considered as the central process of life, and is also a
process of member recruitment and replacement.
•Eg . Job or becoming part of an organization.
•Political culture is the result of political socialization.

8. Enculturation:
•the process of being socialized into a specific culture.
Through enculturation individuals learn
–cultural symbols ,
–norms ,
–values and
–language
by observing and interacting with the individuals in a society.

9. Enculturation:
•Margaret Mead:
–A process of learning a culture “in all its uniqueness and particularity.”
•E. Adamson Hoebel:
–Both a conscious and unconscious conditioning process whereby a
person achieves competence in his culture, internalizes it and becomes
thoroughly enculturated.
•Melville Herskovits:
–Process in the early stages of human growth, the individual
unconsciously internalizes his culture; but in the conscious stage or
later years, the process involves innovations and inquiry on the part of
the individual.

10. Theories on Socialization:

11. John Locke
•The human mind at birth is nothing but a blank slate or
“Tabula Rasa”.
•As the child grows, various experiences imprint knowledge on
his mind.
•For Locke, the information about the world through the
senses, molds and defines the person’s awareness and view
of the outside world.
•Locke does not believed that the human mind has innate
conceptions.
•Thus these ideas, complex and simple defines mans political,
economic and social affairs.

12. Social Learning Theory:
•The individual is shaped by his environmental conditions
and how he responds to it.
•Observational learning :
•Children observe the people (models) around us behaving in
various ways.
•These models provide example behavior to observe and imitate or
encode.
–Eg. Masculine & Feminine

•Bandura also believes that humans are active information
processors. Meaning we think about our behavior and its
consequences.

13. In order the
Socialization Process
to become EFFECTIVE or FEASIBLE,
Agents are Needed….

14. Agents of Socialization
•Family
•Schools
•Peer Groups
•Mass Media
•Religion
•State
•Major Social & Historical Events

15. Family
•The primary agent of socialization,
–Primary care
–Learn permissible and not acceptable behavior,
–Learn obligations and responsibilities,
–Political values and affiliations,
–Baptized and indoctrinated into a religious belief,
–Gender roles , outlook on sexuality.

16. Schools
•Schools have an active and critical role in
socialization
–Through academic & social activities mold
students’ beliefs, values and attitudes.
–Teaches the values of competitiveness,
cooperation, conformity, innovation, punctuality,
orderliness and respect for authority.
–The value of self-improvement and hard work
–Students benefit constant guidance and
evaluation as provided by teachers.

17. Peer Groups
•Reinforces acceptable behavior introduced by
the family and schools informally,
–Groups of people who you share the same
interest or characteristics such as age &
background
–The interaction within a peer group, develops a
child's habit , such sharing toys , food and other
resources; playing games and doing school work.
– here a child attains sense of belongingness,
mutual support, shared activities and common
interest.

18. Mass Media
•Both print and electronic,
–Source of information regarding events in society,
–Presents various viewpoints regarding events &
developments within society,
–Provides entertainment by showcasing other
peoples experiences.
–Can the media be manipulated, how?

19. Religion & the State
•They are sources of authority,
–Religion exerts great influence on the views of a
person, legitimizes accepted social practices,
provides stability to society, and can even be
sources of social change.
–Eg. 1986 Edsa People Power Revolution

20. State
•Participates in the
–crafting laws and other regulations that reinforce
appropriate behavior and help form values and
attitude of the citizens.
–Through laws the state uphold important
concepts such as rights and responsibilities.
–Regulates the behavior of its citizens through the
use of rewards or sanctions.

21. Major Social & Historical Events
•Changes and developments brought about by
events causes transformations in the values,
attitudes and views that define societies.
–Eg. Wars , Martial Law, The Marcos Regime or
Calamities

22. MEAD AND THE DEVELOPMENT OF THE
SOCIAL MIND (SELF)
GEORGE HERBERT MEAD
Self is develops through social interactions-
a set of situations (i.e. imitation, play, game,
generalized others).
I/Me duality- is best captured as “put
yourself in another person’s shoes”.

23. MEAD PROPOSED FOUR-STAGE PROCESS
OF THE DEVELOPMENT OF THE SELF.
1.Mimicking behaviors
2.Play- plays them out to gain an understanding
of the social roles. The child learns both the
subject and object. Able to build a self.
3.Game- it is required that a person develop a
full sense of self.
4.The generalized other- the individual
understands what kind of behavior is expected
or appropriate in different social settings.

24. IDENTITIES AND IDENTITY FORMATION
IDENTITY FORMATION
Is 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.

25. 3 KINDS OF IDENTITY
1.CULTURAL IDENTITY
Is one’s feeling of identity or affiliation
with a group or culture, usually on the
basis of a presumed common genealogy
or ancestry.

26. 3 KINDS OF IDENTITY
2. NATIONAL IDENTITY
Is an ethical and philosophical concept
whereby all humans are divided into groups
called nations.
Members of nation share a common
identity and usually a common origin,
ancestry, or parentage.

27. 3 KINDS OF IDENTITY
3. RELIGIOUS IDENTITY
Is the set of beliefs and practices generally
held by an individual involving adherence to
codified beliefs and rituals and the study of
ancestral or cultural traditions, writings,
history, and mythology, as well as faith and
mystic experience.

28. NORMS AND VALUES
NORM
Is a rule that guides the behavior of
members of a society or group.
NORMAL
Refers to that which conforms to norms, so
while norms and the rules that guide our
behavior, normal is the act of abiding by
these rules.

29. NORMS AND VALUES
NORMATIVE
Refers to what we perceive as normal, or
what we think should be normal, regardless
of whether it actually is.

30. SOME NORMS ARE PROSCRIPTIVE AND
PRESCIPTIVE
PROSCRIPTIVE
Stating what we should not do
PRESCRIPTIVE
Stating what we should do.

31. WILLIAM GRAHAM SUMNER
Coined the terms;
1.MORES- refer to norms that are widely
observed and have great moral significance.
2.FOLKWAYS- refer to norms for routine and
casual interaction.

32. EXAMPLE
IF YOU INVITED TO ATTEND TO A
FORMAL PARTY WEARING A SUIT
WITHOUT A TIE, YOU VIOLATED THE
FOLKWAYS: BUT IF YOU ATTEND
THE PARTY WEARING ONLY A TIE,
YOU VIOLATED THE MORES.

33. 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.

34. JAIME BULATAO IDENTIFIED 4 BASIC
FILIPINO VALUES
1.Emotional closeness and security
in a family.
2.Approval from authority and of
society.
3.Economic and social betterment.
4.Patience, endurance, and
suffering.

35. Status and roles
STATUS
Simply as a position in a social
system, such as a child or parent.
Refers to a social position that a
person holds.

36. STATUS set
Refers to all the statuses a person holds
at a given time.
For Example:
A teenage girl is a daughter to her parents,
a sister to her brother, a student at school,
& a spiker on her volleyball team.

37. 2 types of status
1.ASCRIBED STATUS
Is a social position a person
receives at birth or takes on
involuntarily later in life.
Example: being a son, a Filipino, a
teenager, and a widower.

38. 2 types of status
2. ACHIEVED STATUS
Refers to a social position a person
takes on voluntarily that reflects
personal identity and effort.
Example: honor student, boxing title,
nurse, software writer and a thief.

39. role
It refers to the behavior expected
of someone who holds a
particular status.
Example: if you have the status of a
student, you must perform the
role of attending classes and
completing assignments.

40. Robert merton
Introduced the term role set to
identify a number of roles
attached to a single status.
ROLE STRAIN
Conflict among the roles
connected to two or more
statuses.

41. Erving goffman
First articulated his idea of
impression management.
The idea behind this is that
individuals may sort improvise on
the performance of their role so
that they appear “presentable” in
the situation.

42. Impression management
Is a concept to be taken very
seriously. It has the power and
influence to create a favorable
public opinion of a particular
person, it can break a person in
regards to social standings, and it
can repair a damaged persona.

44. Assignment: Facebook Pa more...
•Based on the diagram above, make a collage of your
own personal socialization/enculturation process.
•Use pictures or cut –out pages from a magazine,
•Post in in the facebook Page Veranian Senior High
School
•Connect it with a main picture in the center, (which
is you),
•And make or write a brief description of each picture

45. Thank You
for your ATTENTION!!!

46. CHAPTER 5
How
society
is
Organized

47. Learning Objectives:
•At the end of the lesson, you will be able to:
–Understand & discuss the composition of society
based on the various groups that compose it;
–Identify & define the different types of groups in
society;
–Explain the role that social groups play in the
formation of identities , values, attitudes & beliefs;
&
–Describe the organized nature of social life and
the rules governing behavior in society.

48. Springboard
1.Province of origin: ________________
2.Favorite sports team: ______________
3.Favorite television show:____________
4.Favorite food: ____________________
5.Favorite music genre: ______________
6.Hobbies and interests: ____________
7.Desired career track : ______________

49. Name of
Member
s
Province
of origin
Favorite
sports
team
Favorite
televisio
n show
Favorite
food
Favorite
music
genre
Hobbies
and
interests
Desired
career
track

50. LESSON PRETEST
WRITE THE WORDS IN THEIR APPROPRIATE
CATEGORIES.
-FEMINIST GROUP-PRAYER GROUP
-FARMERS’ ASSOCIATION-BIKERS
-STUDENT COUNCIL-CHILDHOOD
-FACEBOOK GROUP-HIKERS’ CLUB
-PROTEST RALLY-ONE DIRECTION BAND
-PROJECT GROUP-FAMILY

51. PRIMARY GROUP
SECONDARY GROUP
REFERENCE GROUP

52. LESSON 1
Social Group
•GROUPS: THE HEART OF INTERACTION
SOCIAL AGGREGATES
A simple collection of people who
happened to be together in a particular
place but do not significantly interact or
identify with one another.

53. SOCIAL CATEGORIES
People who share a common
characteristics (such as gender or
occupation) but do not necessarily
interact or identify with one another.

54. Social Group
•A collection of individuals
–who have relations with one another that make
them interdependent (mutually dependent) to
some significant degree.
–A group where our thoughts, actions and behavior
are defined by our interaction with people whom
we share certain degree of interdependence

55. CATEGORIES OF GROUPS
1. PRIMARY GROUP
Is a small, intimate , and less specialized group
whose members engage in face-to-face & emotion-
based interaction over an extended period of time.
The interdependence among primary group is
characterized by a deep & profound relationship
with each other.
•Eg. Family, close friends, work-related peers,
classmates , church groups & kinships

56. 2. Secondary Group
•In contrast , are larger, less intimate and more
specialized groups where members engage in
an impersonal & objective-oriented for a
limited time.
•Level of interaction is not deep and significant.
•Relationship is less intrinsic , more
instrumental,
•Mutual benefit rather than emotional affinity.
–Eg. Lawyers & Clients, Doctors & Patients,
Employee & Employers

57. 3. Reference Group
•Is group to which an individual compares
himself.
–Such group strongly influence an individuals
behavior and social attitudes…
–It includes an individuals “primary groups”
–A source of role models since the individual use it
as a standard for self- assessment.
•Eg. The group precedes the individual – Keith Schoppa

58. In- Group vs. Out- Group
•In – Group :
–A group to which one belongs & with which one
feels a sense of identity.
•Out - Group :
–A group where an individual may have some
feelings of hostility and competitiveness.

59. Characteristics of In & Out Groups
1.It distinguishes members from nonmembers
through symbols, titles & rituals.
2.Exhibit positive attitudes and behavior to
group members, hostile to nonmembers.
3.Shared experiences (rites of
passage/initiation/hazing) fosters unity and
cooperation among group members

60. Networks
•A complex world of social groups,
–It refers to the structure of relationships between
social actors or groups .
–These are interconnections, ties and linkages
between people, their groups & larger social
institutions to which they all belong to.
•Eg. Facebook , Twitter or Instagram.

61. The challenge is…
•Emile Durkheim
–As society becomes urbanized, as it moves from
traditional to modern, relationships within a social
group will impact how they relate to one another.
–People will have less time to nurture and interact
with their primary group.
–But this concern/issue can be address, quite high
and costly.
•Eg. God parent – ritualistic kinship

62. Self-categorization theory:
•Peoples appreciation of their group
membership is influenced by their
perception towards people who are not
members of their groups.
–Eg.
•A Muslim friend from Basilan

63. GROUP THINK
•A process by which the
members of a group ignore
ways of thinking and plans of
action that go against the
group consensus- is said to be
taking place.

64. Assignment
•Identify examples of social groups (at least 5)
and find out the advantages and
disadvantages of joining them. Write the
information on the table below.

65. Type of
Groups Examples Advantages
Dis-
advantages
Primary
Secondary
In- group
Out-group
Reference
Group

66. Thank You
for your ATTENTION!!!

67. CHAPTER 4
LESSON 2
CONFORMITY AND
DEVIANCE

68. DEVIANCE
Sociologists define as behavior that violates
expected rules & norms.
Deviant to one group may not be considered
deviant to another.
Lies not just in the behavior itself, but in the
social responses of groups to the behavior of
others.
Traditionally deviance is defined as “violations of
the norms”.
09/02/24

69. THE STUDY OF DEVIANCE
1. The study of why people
violate laws or norms.
2.The study of how society
reacts to this violation.
09/02/24

70. DEVIANCE & THE SOCIAL
STRUCTURAL FUNCTIONALISM
Deviance promotes unity,
serves as moral compass, and
provides opportunities where
there are none.
09/02/24

71. STRUCTURAL FUNCTIONALISM
Deviance performs important
functions in the overall
operations of society.
09/02/24

72. HISTORICAL CONFLICT
Deviance is a result of unequal
distribution of social desirables
and life chances.
It aims to rectify the unfair &
unjust syndromes of social
inequality.
09/02/24

73. CRITICAL
INTERPRETIVISM
Deviance is a result of the
exercise of power.
Symbols & ideas are manipulated
by powerful people in society in
order to protect their economic &
political interests.
09/02/24

74. STRUCTURAL STRAIN THEORY
Society is characterized by both
culture and social structure.
In this case, the goals and the means
of the society are in balance.
Culture establishes goals for the
people while social structure provides
(or fails to provide) the means for the
people to achieve those goals.
09/02/24

75. STRUCTURAL STRAIN THEORY
This theory traces the origins of deviance
to the tensions that are caused by the gap
between cultural goals and the means
people have available to achieve those
goals.
If someone becomes upset, frustrated,
depressed or mistreated they will turn to
crime in order to deal with the feelings.
09/02/24

76. MERTON CLASSIFIED FIVE
GENERAL CATEGORIES OF
THIS THEORY
1.CONFORMISTS
Are people who believe in both the
established cultural goals of society,
as well as the normative means for
attaining those goals. They follow the
rules of society.
09/02/24

77. Are individuals who do not believe in
the established cultural goals of
society, but they do believe in and
abide by the means of attaining
those goals.
09/02/24
2. RITUALISTS

78. Are those individuals that accept the
cultural goals of society but reject
the conventional methods of
attaining those goals.
These are generally those we regard
as criminals.
09/02/24
3. INNOVATORS

79. Are those individuals who reject both
the cultural goals and the accepted
means of attaining those goals.
They simply avoid both the goals and
means established by society without
replacing those norms with their own
countercultural forces.
09/02/24
4. RETREATISTS

80. Not only reject both the
established cultural goals and
the accepted means of attaining
those goals, but they substitute
new goals and new means of
attaining these goals.
09/02/24
5. REBELS

81. Focuses on a different set of postulations
about deviance. It begins with the assumption
that no act is intrinsically criminal.
Is the view that labels people are given affect
their own and others’ perception of them,
thus channeling their behavior either into
deviance or into conformity. Labels can be
positive and/or negative.
09/02/24
LABELING THEORY

82. The individual or group may seek to
rationalize their behavior, thus avoiding
the prospect of self labelling. An example
would be a person stealing to satisfy his
hunger. He would not label himself as a
criminal as it was a necessary for him to
do so.
09/02/24
LABELING THEORY

83. The effect of labelling theory on juvenile
behavior is a bit more pronounced and clear.
Youths are especially vulnerable to labelling
theory. Once they start to believe in their
negative labels, self-rejection occurs which plays
a major role in the social rejection theory. This
self-rejection attitude leads to the rejection of
the norms of society and gives them a motive to
deviate from conventional values of society.
09/02/24
LABELING THEORY

84. Developed by Travis Hirschi.
Is a type of functionalist theory suggests that
deviance occurs when a person’s or group’s
attachment to social bonds is weakened.
According to this view, people care about what
others think of them and conform to social
expectations because of their attachments to
others and what others expect of them.
09/02/24
SOCIAL CONTROL THEORY

85. Social control implies the deliberate attempt to
change a person’s behavior so that, it conforms
to the norms of society.
There are two types of social control
1. Indirect social control is the internalization of
group norms through socialization. We conform
to this norms because we want to. We do not
want to disappoint our families, friends or
significant one
09/02/24
SOCIAL CONTROL THEORY

86. 2. Direct social control
is external pressures through sanctions from
others. Sanctions are social reactions to people’s
behavior. They can be positive by rewarding
someone for good behavior or negative by
punishing someone for deviant behavior.
09/02/24
SOCIAL CONTROL THEORY

87. 1.Attachment refer to obligatory connections
and expectations that relate the individual to
other persons in society.
2.Commitment refers to the fear of law-
breaking behavior and assumes that the
organization of society is situated such that
the interests of most persons of the given
society would be endangered if they decide to
engage in criminal and/or deviant acts.
09/02/24
THE THEORETICAL STABILITY OF THIS THEORY
RESTS UPON THE EXISTENCE OF FOUR
VARIABLES

88. 3. Involvement refers to the conventional
activities that makes a person too busy to find
time and/or the opportunity to engage in
deviant.
4. Belief, the opinions and impressions that are
dependent on constant social reinforcement
comprise belief.
09/02/24
THE THEORETICAL STABILITY OF THIS
THEORY RESTS UPON THE EXISTENCE
OF FOUR VARIABLES

89. HUMAN DIGNITY, RIGHTS & THE
COMMON GOOD
United Nations Universal Declaration of Human
Rights (UDHR)
PREAMBLE
An introductory statement of a constitution
that usually states the reasons for and intent of
the law.
One indicating what is to follow.
09/02/24

90. United Nations Universal Declaration
of Human Rights (UDHR)
ARTICLE 1 3
All human beings are born free & equal in
dignity & rights.
ARTICLE 2
Everyone is entitled to all rights & freedoms
set forth in this Declaration, without distinction
of any kind, such as race, color, sex, language,
religion, political or other opinion.
09/02/24

91. ARTICLE 3
Everyone has the right to life, liberty & security of
person.
ARTICLE 4-
No one shall be held in slavery or servitude, slavery
& the slave trade shall be prohibited in all their forms.
ARTICLE 5
No one shall be subjected to torture or to cruel,
inhuman or degrading treatment or punishment.
09/02/24

92. ARTICLE 6 2
Everyone has the right to recognition everywhere as a person
before the law.
ARTICLE 7- 1
All are equal before the law & are entitled without any
discrimination to equal protection of the law.
ARTICLE 8
Everyone has the right to an effective remedy by the
competent national tribunals for acts violating the
fundamentals rights granted him by the constitution or by law.
09/02/24

93. ARTICLE 9
No one shall be subjected to arbitrary arrest, detention,
or exile.
ARTICLE 10 4
Everyone is entitled in full equality to a fair & public
hearing by an independent & impartial tribunal.
ARTICLE 11
Everyone charged with a penal offence has the right to
presumed innocent until proven guilty according to law in
a public trial.
09/02/24

94. ARTICLE 12
No one shall be subjected to arbitrary interference
with his privacy, family, home or correspondence,
nor to attacks upon his honor & reputation.
ARTICLE 13 5
Everyone has the right to freedom of movement &
residence within the borders of each state
Everyone has the right to leave any country,
including his own, and to return to his country.
09/02/24

95. ARTICLE 14 7
Everyone has the right to seek & to enjoy in other
countries asylum.
ARTICLE 15 9
Everyone has the right to a nationality.
ARTICLE 16 6
Men & women of full age, without any limitation due to
race, nationality or religion, have the right to marry & to
found a family. They are entitled to equal rights as to
marriage, during marriage & at its dissolution.
09/02/24

96. ARTICLE 16
Marriage shall be entered into only with the free & full
consent of the intending spouses.
The family is the natural & fundamental group unit of
society & is entitled to protection by society & the state.
ARTICLE 17 8
Everyone has the right to own property alone as well
as in association with other.
No one shall be arbitrary deprived of his property.
09/02/24

97. ARTICLE 18 10
Everyone has the right to freedom of thought,
conscience, and religion, this right includes freedom to
change his religion or belief,.
ARTICLE 19 12
Everyone has the right to freedom of opinion &
expression, this right includes freedom to hold opinions
without interference & to seek, receive, & impart
information & ideas through any media & regardless of
frontiers.
09/02/24

98. ARTICLE 20 11
Everyone has the right to freedom of peaceful assembly
& association.
No one may be compelled to belong to an association.
ARTICLE 21
Everyone has the right to take part in the government of
his country, directly or through freely chosen
representatives.
The will of the people shall be the basis of the authority
of government.
09/02/24

99. ARTICLE 22
Everyone, as a member of society, has the right to social
security.
ARTICLE 23 13
Everyone has the right to work, to free choice of
employment, to just and favorable conditions of work & to
protection against unemployment.
ARTICLE 24
Everyone has the right to rest & leisure, including reasonable
limitation of working hours & periodic holidays with pay.
09/02/24

100. ARTICLE 25 14
Everyone has the right to a standard of living adequate
for the health & well-being of himself & of his family,
including food, clothing, housing & medical care &
necessary social services.
ARTICLE 26
Everyone has the right to education. Education shall be
free, at least in the elementary & fundamental stages.
Education shall be directed to the full development of
the human personality
09/02/24

101. And to the strengthening of respect for human
rights & fundamental freedoms.
Parents have a prior right to choose the kind of
education that shall be given to their children.
ARTICLE 27
Everyone has the right to participate freely in the
cultural life of the community, to enjoy the arts & to
share in scientific advancement & its benefits.
09/02/24

102. ARTICLE 27 15
Everyone has the right to the protection of the
moral & material interests resulting from any
scientific, literally or artistic production of which he
is the author.
ARTICLE 28
Everyone is entitled to a social & international
order in which the rights & freedoms set forth in
this Declaration can be fully realized.
09/02/24

103. ARTICLE 29
Everyone has duties to the community in which alone
the free & full development of his personality is possible.
ARTICLE 30
Nothing in this Declaration may be interpreted as
implying for any State, group or person any right to
engage in any activity or to perform any act aimed at the
destruction of any of the rights & freedoms set forth
herein.
09/02/24

104. Lesson 3
Political Institutions

105. Objectives:
At the end of the chapter, students will be able to,
1.Explain the concepts of politics, power and
authority;
2.Define legitimacy & differentiate the types of
authority;
3.Distinguish the types of political structures or
organizations and institutions that have existed
over time; and
4.Cite concrete examples related to the political
concepts tackled.

106. Springboard
•Forms a group of six members . Have each
member identify a person whom they
recognize as a figure of authority.
•Discuss the reasons why they chose these
persons, and what characteristics make them
authority figures.
•Present the results of your discussion in class.

107. BANDS AND TRIBES
Bands and Tribes are considered
as the simplest political systems.
They are often perceived to be
“acephalous” or without a well-
defined system of leadership.

108. BANDS
Is typically formed by several
families living together based on
marriage ties, common
descendants, friendship
affiliations, and members usually
have a common interest, or
enemy.

109. What is Politics ?
•In its broadest sense refers to activities through
which people make, preserve & amend the general
rules under which they live.
•It involves the dynamic of conflict resolution &
cooperation, as well as the exercise of power.
•Politics – comes from the Greek word “Polis”
meaning state or city.

110. Defining of Politics
•David Easton:
–A political system can be designated as those interactions through
which values are authoritatively allocated for a society .
•Max Weber:
–A political association exists if ... the enforcement of its order is carried
out continually within a given territorial area by the application and
threat of physical force.
•Robert Dahl:
–A political system is any persistent pattern of human
relationships that involves ... power , rule, or authority ."

112. Power
•What is Power?
–An aspect of a relationship between 2 social actors where
one actor “A” can induce or influence actor “B” to do
something in line with A's preferences when B would not do
that otherwise.
• Adapted from Robert Dahl
•An important distinction:
“Power over…”
and “power to…”

113. Politics as Power
•Politics concerns the production, distribution and use
of resources in the course of social existence.
• Politics is, in this essence, Power: the ability to
achieve a desired outcome, through whatever means.
This includes everything from the ability to keep alive
to the ability of government to promote economic
growth. More narrowly, power may be associated
with the ability to punish or reward, bringing it close
to manipulation.

114. Power as Authority
•Authority and Power – authority can be most simply defined as
„legitimate power“. Where as power is the ability to influence
the behavior of others, authority is the right to do so.
•Influence – use of power (or power exertion) with an uncertain
outcome
•Control – use of power with a more or less certain outcome.
•Domination – structured, stable use of power

118. What makes Power, legitimate?

119. Thank You
for your ATTENTION!!!

120. Lesson 4
Social
and
Political
Stratification

121. Objectives
•At the end of the chapter, students will be
able to,
1.Examine stratification from different
perspectives;
2.Identify characteristics of the system of
stratification ; and
3.Suggest ways to address global inequalities.

122. Springboard
Reflect on the following questions. Share your insights and
opinions in class afterwards.
1.Are there instances of inequality in Philippine society?
Cite two examples of inequality that are prevalent in
our society at present?
2.What are the bases of inequality in our country?
3.If you are subjected to any sort of inequality, how
would you feel? How would you address such
inequality?

123. Social Stratification?
•Refers to the division of large social groups into smaller
groups based on categories determined by economics.
•Members of society are arranged in a hierarchy based on
their access to or control over basic economic resources.
•Social stratification gives rise to inequality in society.
•Social stratification breeds social exclusion – the process
by which individuals are cut off from full involvement in
the wider circles of society .
–Eg. Homeless, disenfranchise, less represented.

124. Systems of Stratification
Closed systems Open systems
-Have rigid boundaries between
social groups & limit interactions
among members who belong to
different social groups or occupy
different levels in the social hierarchy.
-This system is resistant to change,
particularly in the social roles of its
members
- Stratification is an open system
based on achievement, allowing more
flexibility in social roles, increased in
social mobility, and better interaction
among social groups and classes.
-Eg. Caste system, Black slaveryEg. Class system (exogamous
marriage) Meritocracy 9Personal
effort & merit)

125. Theoretical perspectives
•Functionalism:
–David – Moore, 1945
–That a social role that has a greater functional
purpose will result in greater reward, and
stratification is the result on how we give value to
the work.
–In short, certain tasks in society are more valued
than others , and the individuals who could perform
highly valued work are rewarded with greater
income, prestige and power in society .

126. Conflict theory
•Karl Marx