Professional Documents
Culture Documents
Trends - Q2 - Module6 EDITED
Trends - Q2 - Module6 EDITED
SYMBOLIC INTERACTIONISM
A school of thought which views the self as socially constructed in relation to
social forces and structures and the product of ongoing negotiations of meaning.
Thus, the social self is an active product of human agency rather than a
deterministic product of social structure.
PRINCIPLES OF SYMBOLIC INTERACTIONISM
1. Human beings unlike lower animals, are endowed with a capacity for thought.
2. The capacity for thought is shaped by social interaction.
3. In the social interaction, people learn the meanings and symbols that allow
them to exercise their distinctively capacity for human thought.
4. Meanings and symbols allow people to carry on distinctively human action and
interaction.
5. People are able to modify or alter meanings and symbols that they use in action
and interaction on the basis of their interpretation of the situation.
6. People are unable to make these modification and alterations because, in part,
of their ability to interact with themselves, which allows them to examine
possible courses of actions, assess their relative advantages and disadvantages,
and then choose one.
7. The intertwined patterns of actions and interaction make up groups and societies.
3 BASIC PREMISES OF NON-SYMBOLIC INTERACTIONISM
1. People act toward the things they encounter on the basis of what those things
mean to them.
2. We learn what things are by observing how other people respond to them that
is through social interaction.
3. As a result of ongoing interaction, the sounds (or words), gestures, facial
expressions, and body postures we use in dealing with others acquire symbolic
meanings that are shared by people who belong to the same culture.
“LOOKING-GLASS SELF”
We are social beings, and thus, our choices are made in the context of social
connections, personal relationships, and physical environments — all of which will
have been influenced by other people.
IMPACTS OF SOCIETY ON HUMAN MIND AND BEHAVIOR
1. SOCIAL
The characteristics of a child's social setting affect how he or she learns to
think and behave, by means of instruction, rewards and punishment, and
example provided by the people around him/her. This setting includes home,
school, neighborhood, and also, perhaps, local religious and law enforcement
agencies.
2. CULTURAL
Every culture includes a somewhat different web of patterns and meanings:
ways of earning a living, systems of trade and government, social roles,
religions, traditions in clothing and foods and arts, expectations for behavior,
attitudes toward other cultures, and beliefs and values about all of these
activities which in turn shape the human person into a social being.
3. CLASS
The class into which people are born affects what language, diet, tastes, and
interests they will have as children, and therefore influences how they will
perceive the social world.
4. TECHNOLOGY
The high value placed on new technological invention in many parts of the
world has led to increasingly rapid and inexpensive communication and travel,
which in turn has led to the rapid spread of fashions and ideas in clothing,
food, music, and forms of recreation. Books, magazines, radio, and television
describe ways to dress, raise children, make money, find happiness, get
married, cook, and make love.
5. GROUPS
People voluntarily join groups based on shared occupations, beliefs, or
interests (such as unions, political parties, or clubs). Membership in these
groups influences how people think of themselves and how others think of
them.
6. SOCIAL ORGANIZATIONS
This may serve many purposes beyond those for which they formally exist.
o Private clubs that exist ostensibly for recreation are frequently
important places for engaging in business transactions;
o Universities that formally exist to promote learning and scholarship
may help to promote or to reduce class distinctions;
o Business and religious organizations often have political and social
agendas that go beyond making a profit or ministering to people. In
many cases, an unstated purpose of groups is to exclude people in
particular categories from their activities—yet another form of
discrimination.
7. GOVERNMENTS
Generally attempt to engineer social change by means of policies, laws,
incentives, or coercion. Sometimes these efforts work effectively and actually
make it possible to avoid social conflict. At other times they may precipitate
conflict.
8. EXTERNAL FACTORS
Including war, migration, colonial domination, imported ideas, technology or
plagues, and natural disasters—also shape the ways in which each society
evolves. Natural disasters such as storms or drought can cause failure of
crops, bringing hardship and famine, and sometimes migration or revolution.
9. COMMUNICATION AND TRANSPORTATION
Also stimulate social change. Groups previously isolated geographically or
politically become ever more aware of different ways of thinking, living, and
behaving, and sometimes of the existence of vastly different standards of
living. Migrations and mass media lead not only to cultural mixing but also to
the extinction of some cultures and the rapid evolution of others.
SOCIALIZATION
This means being recruited into social practices and learning how to execute
them competently, is how humans ―learn‖ certain priors about the world, as well
as ways of interpreting their own experience.
What’s More
What’s More
Activity 3. “Hot Seat!”
Direction: Give your judgement on how will you respond and interact with other
person on the given scenarios below. Write your answer on the provided
worksheet.
A. You won the swimming competition held in your school but you found out
that your co-swimmer had an accident during the contest. How can you
share empathy as a winner?
B. You are about to get married one week from now but your bestfriend had
lost her first born baby and she severely needed you. How can you be
available amid your special marriage preparation?
C. You became a prominent doctor in your community and you went abroad.
You happened to treat your long-lost father who left your mother before you
were born. How can you possibly ensure doing the ethics of care as a
challenged professional and as a broken daughter?
D. You are a pastor in a local church and you have a new church member who
is always alone and does not want to be surrounded by anyone. How will
you free him in the prison of alienation?
What I Know
MULTIPLE CHOICE. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
Describe Me!
ACTIVITY 4:
Rubric
Traits Points
Organization 5
Word Choice 5
Total 20
2. Social relationships bring very specific rewards. The rewards they bring
are emotional, material, and physical health.
a. Emotional rewards: relationships give humans emotional support
and encouragement in difficult times.
b. Material rewards: People close to an individual can help meet his
material needs for money, food, shelter, and transportation. When
he feels close to someone, he tends to share these resources in
times of need.
c. Health rewards: Social relationships help humans stay healthy.
According to studies, the more social relationships an individual
has, the greater his ability to fight the common cold. Also, those
individuals with a strong social relationship have been shown
twice as likely to survive after a heart attack than those lacking
strong relationships.
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Social Relationships Shape the
Thinking Process
LEARNING OBJECTIVES:
1. Explain how social relationships shape the thinking process; and
2. Illustrate how social relationships shape the thinking process.
What is It
Social relationship changes the way people think and act. In this
process, an individual will be influenced by the people around him and
change the way he behaves, interacts, and thinks.
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What’s More
Fill Me with Actions!
ACTIVITY 5:
Directions: Follow the instructions given below and fill-in in the box with your
own ideas. Do it on a separate sheet of paper.
a. On the upper left side, write how you will socialize with your friends as
you meet them by the alley.
b. On the lower left side, write how you will interact with your teacher as
she gives you instructions.
c. On the lower right side, write how you will deal with your friend when
he/she cries and shares his/her problems with you.
d. On the upper right side, write how will you greet your parents as you
enter the door of your house.
What’s New
This is me!
Today’s youth is tomorrow’s nation. And today’s youth are you our students.
Students do play a vital role in the society and how a society is shaped
generation after generations.
What is It
Social Roles- are the part people play as members of a social group. With
each social role you adopt, your behavior changes to fit the expectations both
you and others have of that role. Each social role carries expected behaviors
called norms.
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Social Map- is a tool used to identify households based on predefined indicators
relating to socio-economic conditions (e.g. status, skills, property, education,
income, etc.). This can be used to monitor well-being of the households over
time, and to evaluate how a project affects different social groups.
Man belongs to a society, and students are an important part of it. Students
cannot live in complete isolation from the community-life. Even a school-going
student is bound to have links with other people who together form a society.
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Different ways a Student can Fulfill Social Responsibilities
Roles in our society is firmly affected by our peers, family, school, religion
and media. It can also be associated with gender, sexuality, and race in social
groups.
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