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Quarter 2- Module 10
Culture and Society in the
Globalizing World
SENIOR HIGH SCHOOL
Department of Education ● Republic of the Philippines
i
Development Team of the Module
Author: Alexis V. Larosa
Content Editor: Jennifer O. Pacamalan and Mark Chilou M. Omandac
Language Editor: Cristina Blanca Niza R. Elarmo, PhD and Ma. Romila D. Uy
Proofreader : Janeth U. Sarsuelo
Illustrator: Eldefonso C. Lagulay
Layout Artist: Ivy O. Niñeza and Jun Rey G. Poblete
Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
Erlinda G. Dael, PhD, CID Chief; Ferminia M. Labis, EPS (Araling Panlipunan);
Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II;
Kim Eric G. Lubguban, PDO II
Introduction to the Philosophy of the Human Person
Alternative Delivery Mode
Quarter 2- Module 10: Culture and Society in the Globalizing World
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio
Printed in the Philippines by
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,
Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
E-mail Address:
ii
Understanding Culture,
Society and Politics
Quarter 2- Module 10
Culture and Society in the
Globalizing World
Department of Education ● Republic of the Philippines
SENIOR HIGH SCHOOL
This instructional material was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
iii
iv
TABLE OF CONTENTS
Page No.
Overview 1
Content 1
Pre-test 2
What I Know 2
What I Need To Know 3
What’s In! 3
Activity 2 5
Activity 3 8
Post Test 9
Answer Key 10
References 10
1
OVERVIEW
TO THE STUDENT
HOW TO USE THIS MODULE
In this module, learners are required to go through a series of learning
activities in order to complete each learning outcome. In each learning outcome are
Pre-Test, Information Sheets and Post-tests. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your
teacher.
Remember to:
o work through all the information and complete the activities in each
section;
o read information sheets and complete the activities. Suggested
references are included to supplement the materials provided in this
module;
o most probably, your teacher will also guide. He is there to support you
and show you the correct way to do things;
o you will be given plenty of opportunities to ask questions; and
o write all your answer in your activity notebook.
Greetings!
This module contains training materials and activities for you to finish. You are
required to go through a series of learning activities. If you have questions, don’t
hesitate to ask your teacher for assistance.
This will give you the opportunity to develop your knowledge, hone your skills,
behavior and motivations required in Understanding Culture and Politics. You need
to complete this module before you can perform the next module.
2
WHAT TO LEARN IN THIS MODULE?
At the end of the lesson, learner is expected to:
1. Explain the changes brought about by modernization while being critical of the
Western dominated definition of modernization;
2. Identify the changes that culture undergoes during the period of globalization;
3. Critically examine the Westernizing influence of globalization on local non-
Western cultures; and
4. Discuss the positive ways in which globalization is able to widen the cultural
horizons of people around the world.
WHAT I KNOW?
Pre-Test
Directions. Multiple Choice. Select the correct answer from
the choices given. Write your answer on your activity
notebook.
1. _________________ is the process whereby spaces between nations
become porous because of the accelerated phase of diffusion of information,
people, capital, and goods.
A. Globalization C. Cultural homogenization
B. Economy D. Diversity
2. _________________ proposed earliest formulation of modernization theory
Weber’s culturalist theory of the emergence of capitalism in the West became
one of the pillars for the development of modernization theory.
A. Walt Rostow C. Weber
B. John Calvin D. Max Payne
3. ______________ was developed as an analytical frame for interpreting global
relations, structures, and practices. Invoking an image of the world as a system of
interrelated interdependent units.
A. World Economy C. World Politics
B. World Polity D. World Bank
4. _______________shaped the work ethics of entrepreneurs and capitalists during
the early part of capitalist industrialization.
A. Weberism C. Rowtowism
B. Calvinism D. Capitalism
5. Cultural universalism refers to cultural elements, such as the Internet, fast food from
McDonald’s, and Nike sneakers.
A. Culturalization C. Socialization
B. Globalization D. Cultural universalism
3
WHAT I NEED TO KNOW?
4 factors that influence Filipinos' decision to buy
1. Filipinos love freebies
2. Filipinos shop around, loyal to brands
3. TV remains main source of product info
4. Advertising influence brand
DO THIS
Activity 1. List down the things you use daily, from food,
shampoo, school supplies, music, and TV programs. Identify
each item whether it is imported or not. (Write down your
answer on your activity notebook)
Process Questions:
1. How did you get to know about these products?
2. Do you believe that Filipinos have neo-colonial consciousness, that is, they
prefer imported products rather than local ones? Prove your point.
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
WHAT’S IN
Culture and Social Change Modernization and cultural
change
CULTURE
https://static.rappler.com/images/Grocery%20shopping%20EPA%202011.jpg
Sociologist argues that….
i. society evolves and develops primarily due to social and
ii. the significant role played by cultural forces like religion.
economic factors
Max Weber provided an interesting analysis that showed how
capitalism in the West could have not developed were it not for
the push given by Calvinist ethics.
4
https://cdn.pixabay.com/photo/2020/03/0
3/09/28/john-calvin4898122_960_720.jpg
John Calvin an
influential French theologian and pastor during the Protestant Reformation
Weber’s culturalist theory of the emergence of capitalism in the West became one of
the pillars for the development of modernization theory.
In the 1960s… many social scientists, governments, and policy makers believed in
the theory of modernization. According to this view, based on evolutionary
theory of culture, all societies undergo a process of change in the direction of
greater complexity and progress.
Walt Rostow (1916–2003) proposed earliest formulation
of modernization theory. Walt Rostow (1916–2003), an
American economist and political theorist, proposed five stages
of development.
5 STAGES OF DEVELOPMENT
Calvinism shaped the work ethics of entrepreneurs and capitalists
during the early part of capitalist industrialization. Calvinism created
anxiety among the believers that could only be relieved through hard–
work, total devotion to work, avoidance of idleness, and renunciation
of worldly pleasures. Furthermore, Calvinist doctrine of predestination
(i.e., the doctrine that teaches that God already preordained some
people to be saved), led its members to equate prosperity in this
world with salvation. Hence, the cultural ethos generated by the
teachings of Calvinism supplied the work ethic necessary for capital
accumulation during the incipient growth of capitalism.
https://upload.wikimedia.org/wikipedi
a/commons/thumb/e/e9/Walt_Rostow
_1968.jpg/1280px-
Walt_Rostow_1968.jpg
https://i2.wp.com/revisesociology.com/wp-content/uploads/2017/09/rostows-five-stages-growth.jpg?resize=640%2C480&ssl=1
Stage 5: High Mass
Consumption
Consumer oriented durable goods,
flourish, service sector becomes
dominant
Stage 4: Drive to Maturity
Diversification, innovation, less
reliance on imports investments
Stage 3. Take Off
Industrialization, growing
investments, regional growth,
political change
Stage 2. Transitional Stage
Specialization, surpluses,
infrastructure
Stage 1. Transitional Society
Subsistence, barter, agriculture
Dependent on Global Economy or
Market Managing Economies
Dependent on Growth and
Developed Economies
Dependent on Sub-urban
Economy
Dependent on Social Appreciation of
Education and Skill Development
Dependent on Rural
Economy
Demographic research requirement using Rostow’s model prior to Product Launch
Rostow’s 5 Stages of
growth
Dr. Krishnan Umachandran
5
DO THIS
Activity 2. Base on your own understanding, answer the
following questions in your activity notebook. Read Annex A
for further reading on the five stages of development by
Rostow.
1. Are Rostow’s 5 Stages of growth still ideal for today’s economies?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Must an economy follow these 5 stages to achieve sustainable economic
growth?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Can technology transfer or technology acquisition enable an economy skip
early stages stipulated by Rostow and still achieve sustainable growth?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
WHAT’S IN?
Globalization and Culture
Cultural homogenization is the process whereby spaces
between nations become porous because of the accelerated
phase of diffusion of information, people, capital, and goods.
Immersed in computer-mediated technologies, people’s
relationships and forms of interaction around the world increasingly have become
unconstrained by geography and are no longer necessarily local or national in
nature.
Roland Robertson (1992) defines globalization as ‘the
compression of the world and the intensification of
consciousness of the world as a whole. Globalization process
intensifies the consciousness of the people that cultures are
intricately linked on the global scale. This is globality—as
opposed to globalism— that equates globalization with simple
spread of Western-style liberal democracy and unhampered
market forces of capitalism. With globalization has come the idea
of a world culture, that is, the universality of particular cultural
traits, whose spread is a consequence of globalization.
https://www.dur.ac.uk/images/
IAS/2018_revisions/Fellows181
9/Fellows1011/ProfRRobertson.
jpg
6
Cultural universalism refers to cultural elements, such as the Internet, fast food
from McDonald’s, and Nike sneakers. Technological objects such as “iPhone” and
“Android” are known all over the world although many people do not possess them.
Scientific ideas have the same status.
Fear of consumerism leads many sociologists to invent new words to characterize
this corporate process of homogenization of the world like:
Cultural Homogenization-Ours is a consumers’ society, in which culture, in
common with the rest of the world experienced by consumers, manifests itself as a
repository of goods intended for consumption, all competing for the unbearably
fleeting and distracted attention of potential clients, all trying to hold that attention for
more than just the blink of an eye.
“Globalization” a kind of cultural homogenization is called which is defined “as the
imperialistic ambitions of nations, corporations, organizations. (Ritzer 2011, p. 172).
Ritzer popularized the word McDonaldization.
The best example given by Ritzer on globalization of nothingness are the malls. The
structure of the malls can easily be adapted and transported to other localities yet
allowing for local choice of goods, services, and commodities to be served and
displayed. Malls have created a culture of “malling.”
Cultural heterogenization as hybridization
As globalization intensifies cultures become hybridized. Hybridization denotes a
wide register of multiple identity, cross-over, pick-’n’-mix, boundary- crossing
experiences and styles, matching a world of growing migration and transnational
families, intensive intercultural communication, everyday multiculturalism and
erosion of boundaries. In optimistic takes on hybridity, ‘hybrids were conceived as
lubricants in the clashes of culture; they were the negotiators who would secure a
future free of xenophobia’ (Papastergiadis 1997, p. 261). A Filipino-American, for
example, may find himself or herself in Seoul, South Korea watching American soap
opera dubbed in Korean language while eating Mediterranean food.
World polity theory was developed as an analytical frame for interpreting global relations,
structures, and practices. Invoking an image of the world as a system of interrelated
interdependent units, it is a theory of transnational interaction and global social change
“Coca-Colonization”
by Kuisel, (1993)
“McDonaldization”
by Ritzer (2008)
“Disneydization” by
Bryman (2004)
“Starbuckization”- prompted by the phenomenal spread of Starbucks
worldwide (Ritzer 2010, p. 36).
7
Hybridity has always been with us. But the pace of mixing accelerates and its
scope widens in the wake of major structural changes, such as new technologies
that enable new phases of intercultural contact. Scholars who support cultural
heterogenization does not deny that there is some truth in claims as to global
cultural homogenization, – that is, the whole world becoming culturally similar in
some ways. But this is not the whole story, for forms of cultural heterogenization—
things becoming more culturally complex—are also part of, and are produced by,
globalization processes (Back, et al. 2012, p.122). People do frame their thinking—
especially thinking about themselves and who they are—within global frames of
reference. They are compelled to see themselves as just one part of a much greater
global whole. In this view, cultural globalization is ambivalent: it can either
encourage a cosmopolitan consciousness and open attitude towards the wider world
and all the different cultures and groups within it, or it can involve the creation of
negative feelings towards people from other cultures, involving racist and
ethnocentric attitudes. Eric Hobsbawm (1982) puts this analysis in good light:
…somewhere on the road between the globally uniform coke-can and the roadside
refreshment stand in Ukraine or Bangladesh, the supermarket in Athens or in
Djkarta, globalization stops being uniform and adjusts to local differences, such as
language, local culture or... local politics (p. 2, as quoted in Back 2012, p. 122).
8
DO THIS
Activity 3. Easy Interview and essay. Conduct an
interview to your parents and answer the questions below.
1. Cultural differences are often expressed in the
“generation gap.” List 10 things that you and your parents
share and believe together (religion, education, and family
values) as well as those that you disagree with (music, clothing, and love
relationships,).
Things that I Believe
but my parents don’t
believe in
Things that my
Parents believed but I
don’t believe in
Things that we both
believe in
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. How will you explain these differences based on the lesson?
2. List the things you think are good about traditional Filipino values (example:
resiliency, “kasipagan,” and family ties). List also those traditional values that
you think should be discarded (example: ningas kugon, family ties, and
mamaya na habit).
Good traditional Filipino Values Filipino values that should be
discarded
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3. Explain your answer why you like or want to discard the Filipino values you
listed above.
________________________________________________________________
________________________________________________________________
________________________________________________________________
9
POST TEST
Directions: Supply the missing word or phrase on the 5
stages of development by Rostow.
10
ANSWER KEY
Pre-Test Post Test
REFERENCES
https://cdn.pixabay.com/photo/2020/03/03/09/28/john-calvin-4898122_960_720.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/e/e9/Walt_Rostow_1968.jpg/1280px-
Walt_Rostow_1968.jpg
https://i2.wp.com/revisesociology.com/wp-content/uploads/2017/09/rostows-five-stages-
growth.jpg?resize=640%2C480&ssl=1
https://www.dur.ac.uk/images/IAS/2018_revisions/Fellows1819/Fellows1011/ProfRRobertson.jpg
https://www.tutor2u.net/economics/reference/rostow-five-stages-of-economic-growth-model
11
ANNEX 1
THE FIVE STAGES OF DEVELOPMENT BY ROSTOW
https://www.tutor2u.net/economics/reference/rostow-five-stages-of-economic-growth-
model
Walt Rostow took a historical approach in suggesting that developed countries have
tended to pass through 5 stages to reach their current degree of economic
development.
These are:
1. Traditional society. This is an agricultural economy of mainly subsistence
farming, little of which is traded. The size of the capital stock is limited and
of low quality resulting in very low labour productivity and little surplus output
left to sell in domestic and overseas markets
2. Pre-conditions for take-off. Agriculture becomes more mechanised and
more output is traded. Savings and investment grow although they are still a
small percentage of national income (GDP). Some external funding is
required - for example in the form of overseas aid or perhaps remittance
incomes from migrant workers living overseas
3. Take-off. Manufacturing industry assumes greater importance, although the
number of industries remains small. Political and social institutions start to
develop - external finance may still be required. Savings and investment
grow, perhaps to 15% of GDP. Agriculture assumes lesser importance in
relative terms although the majority of people may remain employed in the
farming sector. There is often a dual economy apparent with rising
productivity and wealth in manufacturing and other industries contrasted with
stubbornly low productivity and real incomes in rural agriculture.
4. Drive to maturity. Industry becomes more diverse. Growth should spread to
different parts of the country as the state of technology improves - the
economy moves from being dependent on factor inputs for growth towards
making better use of innovation to bring about increases in real per capita
incomes
5. Age of mass consumption. Output levels grow, enabling increased consumer
expenditure. There is a shift towards tertiary sector activity and the growth is
sustained by the expansion of a middle class of consumers.
12
For inquiries or feedback, please write or call:
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
E-mail Address:

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UCSP11_Q2_Mod10_Culture-and-Society-in-the-Globalizing-World_Version3-MIS-OR.doc

  • 1. Quarter 2- Module 10 Culture and Society in the Globalizing World SENIOR HIGH SCHOOL
  • 2. Department of Education ● Republic of the Philippines
  • 3. i Development Team of the Module Author: Alexis V. Larosa Content Editor: Jennifer O. Pacamalan and Mark Chilou M. Omandac Language Editor: Cristina Blanca Niza R. Elarmo, PhD and Ma. Romila D. Uy Proofreader : Janeth U. Sarsuelo Illustrator: Eldefonso C. Lagulay Layout Artist: Ivy O. Niñeza and Jun Rey G. Poblete Development Team: Chairperson: Dr. Arturo B. Bayocot, CESO III Regional Director Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V Assistant Regional Director Jonathan S. dela Peña, PhD, CESO V Schools Division Superintendent Rowena H. Para-on, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM; Erlinda G. Dael, PhD, CID Chief; Ferminia M. Labis, EPS (Araling Panlipunan); Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim Eric G. Lubguban, PDO II Introduction to the Philosophy of the Human Person Alternative Delivery Mode Quarter 2- Module 10: Culture and Society in the Globalizing World First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Assistant Secretary: Alma Ruby C. Torio Printed in the Philippines by Department of Education - Alternative Delivery Mode (DepEd-ADM) Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental Telefax: E-mail Address:
  • 4. ii Understanding Culture, Society and Politics Quarter 2- Module 10 Culture and Society in the Globalizing World Department of Education ● Republic of the Philippines SENIOR HIGH SCHOOL This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations.
  • 5. iii
  • 6. iv TABLE OF CONTENTS Page No. Overview 1 Content 1 Pre-test 2 What I Know 2 What I Need To Know 3 What’s In! 3 Activity 2 5 Activity 3 8 Post Test 9 Answer Key 10 References 10
  • 7. 1 OVERVIEW TO THE STUDENT HOW TO USE THIS MODULE In this module, learners are required to go through a series of learning activities in order to complete each learning outcome. In each learning outcome are Pre-Test, Information Sheets and Post-tests. Follow and perform the activities on your own. If you have questions, do not hesitate to ask for assistance from your teacher. Remember to: o work through all the information and complete the activities in each section; o read information sheets and complete the activities. Suggested references are included to supplement the materials provided in this module; o most probably, your teacher will also guide. He is there to support you and show you the correct way to do things; o you will be given plenty of opportunities to ask questions; and o write all your answer in your activity notebook. Greetings! This module contains training materials and activities for you to finish. You are required to go through a series of learning activities. If you have questions, don’t hesitate to ask your teacher for assistance. This will give you the opportunity to develop your knowledge, hone your skills, behavior and motivations required in Understanding Culture and Politics. You need to complete this module before you can perform the next module.
  • 8. 2 WHAT TO LEARN IN THIS MODULE? At the end of the lesson, learner is expected to: 1. Explain the changes brought about by modernization while being critical of the Western dominated definition of modernization; 2. Identify the changes that culture undergoes during the period of globalization; 3. Critically examine the Westernizing influence of globalization on local non- Western cultures; and 4. Discuss the positive ways in which globalization is able to widen the cultural horizons of people around the world. WHAT I KNOW? Pre-Test Directions. Multiple Choice. Select the correct answer from the choices given. Write your answer on your activity notebook. 1. _________________ is the process whereby spaces between nations become porous because of the accelerated phase of diffusion of information, people, capital, and goods. A. Globalization C. Cultural homogenization B. Economy D. Diversity 2. _________________ proposed earliest formulation of modernization theory Weber’s culturalist theory of the emergence of capitalism in the West became one of the pillars for the development of modernization theory. A. Walt Rostow C. Weber B. John Calvin D. Max Payne 3. ______________ was developed as an analytical frame for interpreting global relations, structures, and practices. Invoking an image of the world as a system of interrelated interdependent units. A. World Economy C. World Politics B. World Polity D. World Bank 4. _______________shaped the work ethics of entrepreneurs and capitalists during the early part of capitalist industrialization. A. Weberism C. Rowtowism B. Calvinism D. Capitalism 5. Cultural universalism refers to cultural elements, such as the Internet, fast food from McDonald’s, and Nike sneakers. A. Culturalization C. Socialization B. Globalization D. Cultural universalism
  • 9. 3 WHAT I NEED TO KNOW? 4 factors that influence Filipinos' decision to buy 1. Filipinos love freebies 2. Filipinos shop around, loyal to brands 3. TV remains main source of product info 4. Advertising influence brand DO THIS Activity 1. List down the things you use daily, from food, shampoo, school supplies, music, and TV programs. Identify each item whether it is imported or not. (Write down your answer on your activity notebook) Process Questions: 1. How did you get to know about these products? 2. Do you believe that Filipinos have neo-colonial consciousness, that is, they prefer imported products rather than local ones? Prove your point. _____________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ WHAT’S IN Culture and Social Change Modernization and cultural change CULTURE https://static.rappler.com/images/Grocery%20shopping%20EPA%202011.jpg Sociologist argues that…. i. society evolves and develops primarily due to social and ii. the significant role played by cultural forces like religion. economic factors Max Weber provided an interesting analysis that showed how capitalism in the West could have not developed were it not for the push given by Calvinist ethics.
  • 10. 4 https://cdn.pixabay.com/photo/2020/03/0 3/09/28/john-calvin4898122_960_720.jpg John Calvin an influential French theologian and pastor during the Protestant Reformation Weber’s culturalist theory of the emergence of capitalism in the West became one of the pillars for the development of modernization theory. In the 1960s… many social scientists, governments, and policy makers believed in the theory of modernization. According to this view, based on evolutionary theory of culture, all societies undergo a process of change in the direction of greater complexity and progress. Walt Rostow (1916–2003) proposed earliest formulation of modernization theory. Walt Rostow (1916–2003), an American economist and political theorist, proposed five stages of development. 5 STAGES OF DEVELOPMENT Calvinism shaped the work ethics of entrepreneurs and capitalists during the early part of capitalist industrialization. Calvinism created anxiety among the believers that could only be relieved through hard– work, total devotion to work, avoidance of idleness, and renunciation of worldly pleasures. Furthermore, Calvinist doctrine of predestination (i.e., the doctrine that teaches that God already preordained some people to be saved), led its members to equate prosperity in this world with salvation. Hence, the cultural ethos generated by the teachings of Calvinism supplied the work ethic necessary for capital accumulation during the incipient growth of capitalism. https://upload.wikimedia.org/wikipedi a/commons/thumb/e/e9/Walt_Rostow _1968.jpg/1280px- Walt_Rostow_1968.jpg https://i2.wp.com/revisesociology.com/wp-content/uploads/2017/09/rostows-five-stages-growth.jpg?resize=640%2C480&ssl=1 Stage 5: High Mass Consumption Consumer oriented durable goods, flourish, service sector becomes dominant Stage 4: Drive to Maturity Diversification, innovation, less reliance on imports investments Stage 3. Take Off Industrialization, growing investments, regional growth, political change Stage 2. Transitional Stage Specialization, surpluses, infrastructure Stage 1. Transitional Society Subsistence, barter, agriculture Dependent on Global Economy or Market Managing Economies Dependent on Growth and Developed Economies Dependent on Sub-urban Economy Dependent on Social Appreciation of Education and Skill Development Dependent on Rural Economy Demographic research requirement using Rostow’s model prior to Product Launch Rostow’s 5 Stages of growth Dr. Krishnan Umachandran
  • 11. 5 DO THIS Activity 2. Base on your own understanding, answer the following questions in your activity notebook. Read Annex A for further reading on the five stages of development by Rostow. 1. Are Rostow’s 5 Stages of growth still ideal for today’s economies? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. Must an economy follow these 5 stages to achieve sustainable economic growth? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. Can technology transfer or technology acquisition enable an economy skip early stages stipulated by Rostow and still achieve sustainable growth? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ WHAT’S IN? Globalization and Culture Cultural homogenization is the process whereby spaces between nations become porous because of the accelerated phase of diffusion of information, people, capital, and goods. Immersed in computer-mediated technologies, people’s relationships and forms of interaction around the world increasingly have become unconstrained by geography and are no longer necessarily local or national in nature. Roland Robertson (1992) defines globalization as ‘the compression of the world and the intensification of consciousness of the world as a whole. Globalization process intensifies the consciousness of the people that cultures are intricately linked on the global scale. This is globality—as opposed to globalism— that equates globalization with simple spread of Western-style liberal democracy and unhampered market forces of capitalism. With globalization has come the idea of a world culture, that is, the universality of particular cultural traits, whose spread is a consequence of globalization. https://www.dur.ac.uk/images/ IAS/2018_revisions/Fellows181 9/Fellows1011/ProfRRobertson. jpg
  • 12. 6 Cultural universalism refers to cultural elements, such as the Internet, fast food from McDonald’s, and Nike sneakers. Technological objects such as “iPhone” and “Android” are known all over the world although many people do not possess them. Scientific ideas have the same status. Fear of consumerism leads many sociologists to invent new words to characterize this corporate process of homogenization of the world like: Cultural Homogenization-Ours is a consumers’ society, in which culture, in common with the rest of the world experienced by consumers, manifests itself as a repository of goods intended for consumption, all competing for the unbearably fleeting and distracted attention of potential clients, all trying to hold that attention for more than just the blink of an eye. “Globalization” a kind of cultural homogenization is called which is defined “as the imperialistic ambitions of nations, corporations, organizations. (Ritzer 2011, p. 172). Ritzer popularized the word McDonaldization. The best example given by Ritzer on globalization of nothingness are the malls. The structure of the malls can easily be adapted and transported to other localities yet allowing for local choice of goods, services, and commodities to be served and displayed. Malls have created a culture of “malling.” Cultural heterogenization as hybridization As globalization intensifies cultures become hybridized. Hybridization denotes a wide register of multiple identity, cross-over, pick-’n’-mix, boundary- crossing experiences and styles, matching a world of growing migration and transnational families, intensive intercultural communication, everyday multiculturalism and erosion of boundaries. In optimistic takes on hybridity, ‘hybrids were conceived as lubricants in the clashes of culture; they were the negotiators who would secure a future free of xenophobia’ (Papastergiadis 1997, p. 261). A Filipino-American, for example, may find himself or herself in Seoul, South Korea watching American soap opera dubbed in Korean language while eating Mediterranean food. World polity theory was developed as an analytical frame for interpreting global relations, structures, and practices. Invoking an image of the world as a system of interrelated interdependent units, it is a theory of transnational interaction and global social change “Coca-Colonization” by Kuisel, (1993) “McDonaldization” by Ritzer (2008) “Disneydization” by Bryman (2004) “Starbuckization”- prompted by the phenomenal spread of Starbucks worldwide (Ritzer 2010, p. 36).
  • 13. 7 Hybridity has always been with us. But the pace of mixing accelerates and its scope widens in the wake of major structural changes, such as new technologies that enable new phases of intercultural contact. Scholars who support cultural heterogenization does not deny that there is some truth in claims as to global cultural homogenization, – that is, the whole world becoming culturally similar in some ways. But this is not the whole story, for forms of cultural heterogenization— things becoming more culturally complex—are also part of, and are produced by, globalization processes (Back, et al. 2012, p.122). People do frame their thinking— especially thinking about themselves and who they are—within global frames of reference. They are compelled to see themselves as just one part of a much greater global whole. In this view, cultural globalization is ambivalent: it can either encourage a cosmopolitan consciousness and open attitude towards the wider world and all the different cultures and groups within it, or it can involve the creation of negative feelings towards people from other cultures, involving racist and ethnocentric attitudes. Eric Hobsbawm (1982) puts this analysis in good light: …somewhere on the road between the globally uniform coke-can and the roadside refreshment stand in Ukraine or Bangladesh, the supermarket in Athens or in Djkarta, globalization stops being uniform and adjusts to local differences, such as language, local culture or... local politics (p. 2, as quoted in Back 2012, p. 122).
  • 14. 8 DO THIS Activity 3. Easy Interview and essay. Conduct an interview to your parents and answer the questions below. 1. Cultural differences are often expressed in the “generation gap.” List 10 things that you and your parents share and believe together (religion, education, and family values) as well as those that you disagree with (music, clothing, and love relationships,). Things that I Believe but my parents don’t believe in Things that my Parents believed but I don’t believe in Things that we both believe in 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. How will you explain these differences based on the lesson? 2. List the things you think are good about traditional Filipino values (example: resiliency, “kasipagan,” and family ties). List also those traditional values that you think should be discarded (example: ningas kugon, family ties, and mamaya na habit). Good traditional Filipino Values Filipino values that should be discarded 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 3. Explain your answer why you like or want to discard the Filipino values you listed above. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  • 15. 9 POST TEST Directions: Supply the missing word or phrase on the 5 stages of development by Rostow.
  • 16. 10 ANSWER KEY Pre-Test Post Test REFERENCES https://cdn.pixabay.com/photo/2020/03/03/09/28/john-calvin-4898122_960_720.jpg https://upload.wikimedia.org/wikipedia/commons/thumb/e/e9/Walt_Rostow_1968.jpg/1280px- Walt_Rostow_1968.jpg https://i2.wp.com/revisesociology.com/wp-content/uploads/2017/09/rostows-five-stages- growth.jpg?resize=640%2C480&ssl=1 https://www.dur.ac.uk/images/IAS/2018_revisions/Fellows1819/Fellows1011/ProfRRobertson.jpg https://www.tutor2u.net/economics/reference/rostow-five-stages-of-economic-growth-model
  • 17. 11 ANNEX 1 THE FIVE STAGES OF DEVELOPMENT BY ROSTOW https://www.tutor2u.net/economics/reference/rostow-five-stages-of-economic-growth- model Walt Rostow took a historical approach in suggesting that developed countries have tended to pass through 5 stages to reach their current degree of economic development. These are: 1. Traditional society. This is an agricultural economy of mainly subsistence farming, little of which is traded. The size of the capital stock is limited and of low quality resulting in very low labour productivity and little surplus output left to sell in domestic and overseas markets 2. Pre-conditions for take-off. Agriculture becomes more mechanised and more output is traded. Savings and investment grow although they are still a small percentage of national income (GDP). Some external funding is required - for example in the form of overseas aid or perhaps remittance incomes from migrant workers living overseas 3. Take-off. Manufacturing industry assumes greater importance, although the number of industries remains small. Political and social institutions start to develop - external finance may still be required. Savings and investment grow, perhaps to 15% of GDP. Agriculture assumes lesser importance in relative terms although the majority of people may remain employed in the farming sector. There is often a dual economy apparent with rising productivity and wealth in manufacturing and other industries contrasted with stubbornly low productivity and real incomes in rural agriculture. 4. Drive to maturity. Industry becomes more diverse. Growth should spread to different parts of the country as the state of technology improves - the economy moves from being dependent on factor inputs for growth towards making better use of innovation to bring about increases in real per capita incomes 5. Age of mass consumption. Output levels grow, enabling increased consumer expenditure. There is a shift towards tertiary sector activity and the growth is sustained by the expansion of a middle class of consumers.
  • 18. 12 For inquiries or feedback, please write or call: Department of Education - Alternative Delivery Mode (DepEd-ADM) Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental Telefax: E-mail Address: