The document discusses Nigeria's debased values system in the modern era and its implications for sports development. Some key aspects of Nigeria's debased values that were discussed include cheating and falsification of age among athletes, lack of time consciousness or "African time", excessive quest for materialism and emphasis on money, unpatriotism, ethnocentric sentiments, and overdependence on foreign goods and services. These debased values negatively impact sports in areas like participation, administration, facilities/equipment, and development at local, national and international levels. Recommendations included public orientation campaigns on values and their effects, and strengthening values education in Nigerian schools.
Social studies education an imperative for the promotion of cultural values f...Alexander Decker
This document discusses the role of Social Studies Education in promoting cultural values for national
integration in Nigeria. It begins by defining culture and cultural values, explaining that cultural values vary
between societies but also have some universal aspects. It then discusses the nature and goals of Social Studies
Education, arguing that it aims to foster understanding of cultural patterns and citizenship education. Finally,
it concludes that Social Studies Education has the capacity to inculcate Nigerian cultural values and promote
national unity, but that the curriculum and teacher training need improvements to fully realize this goal.
Nigerias debased values system at the modern era implications for sports deve...Alexander Decker
This document discusses Nigeria's debased values system and its implications for sports development. Some key aspects of Nigeria's debased values that were highlighted include age cheating in sports, lack of time consciousness, excessive materialism and emphasis on money, unpatriotism, ethnocentrism, and overdependence on foreign goods and services. The author argues that these debased values negatively impact sports development in areas like facilities, administration, recruitment, and participation. Recommendations to address these issues through education and anti-corruption efforts were provided.
Culture is a complex concept that includes knowledge, beliefs, arts, morals, customs, and habits acquired by people in society. It is learned rather than inherited, and transmitted between generations through socialization. A culture consists of both material aspects like housing and diet as well as non-material aspects like values and beliefs. Cultures are diverse due to geographical and other factors but also share some uniformity. Socialization is how culture is learned and shapes people's behaviors, roles, and personality to fit within a society. Modern societies are increasingly transcultural as elements of different cultures interact and influence each other.
Culture is learned and shared within a group. It is the cumulative traditions, beliefs, and norms that are passed down through generations. While aspects of culture are shared within a group, it is also diverse and dynamic. Cultures change over time as new ideas are adopted and old ways discarded due to factors like globalization and technology. Culture provides a framework that influences many aspects of people's lives from how they dress and speak to gender roles and marriage traditions.
This document discusses the relationship between culture and education. It defines culture as the shared patterns of beliefs, behaviors, and values that are learned and transmitted within societies. Education is defined as the progressive development of innate powers and the creation of good citizenship. The document outlines how culture influences elements of education like the school, teachers, curriculum, and teaching methods. It also explains how education preserves, transmits, develops, and refines culture from one generation to the next. The key relationship discussed is that culture and education are mutually interdependent and neither can develop fully in the absence of the other.
This ppt covers all the points as per the prescribed format of Maharashtra University of Health Sciences Nashik for the course Post Basic Bsc Nursing .
This document discusses the relationship between culture and education. It defines culture as socially transmitted patterns of behavior, knowledge, beliefs, and customs characteristic of a group. The document outlines different types of culture including individual, communal, national, and world culture. It also describes key characteristics of culture such as being acquired, distinct, transmitted between generations, useful to society, and dynamic/changing over time. The document notes that culture and education are interdependent and that education can help bridge gaps when cultural changes occur at different rates.
Social studies education an imperative for the promotion of cultural values f...Alexander Decker
This document discusses the role of Social Studies Education in promoting cultural values for national
integration in Nigeria. It begins by defining culture and cultural values, explaining that cultural values vary
between societies but also have some universal aspects. It then discusses the nature and goals of Social Studies
Education, arguing that it aims to foster understanding of cultural patterns and citizenship education. Finally,
it concludes that Social Studies Education has the capacity to inculcate Nigerian cultural values and promote
national unity, but that the curriculum and teacher training need improvements to fully realize this goal.
Nigerias debased values system at the modern era implications for sports deve...Alexander Decker
This document discusses Nigeria's debased values system and its implications for sports development. Some key aspects of Nigeria's debased values that were highlighted include age cheating in sports, lack of time consciousness, excessive materialism and emphasis on money, unpatriotism, ethnocentrism, and overdependence on foreign goods and services. The author argues that these debased values negatively impact sports development in areas like facilities, administration, recruitment, and participation. Recommendations to address these issues through education and anti-corruption efforts were provided.
Culture is a complex concept that includes knowledge, beliefs, arts, morals, customs, and habits acquired by people in society. It is learned rather than inherited, and transmitted between generations through socialization. A culture consists of both material aspects like housing and diet as well as non-material aspects like values and beliefs. Cultures are diverse due to geographical and other factors but also share some uniformity. Socialization is how culture is learned and shapes people's behaviors, roles, and personality to fit within a society. Modern societies are increasingly transcultural as elements of different cultures interact and influence each other.
Culture is learned and shared within a group. It is the cumulative traditions, beliefs, and norms that are passed down through generations. While aspects of culture are shared within a group, it is also diverse and dynamic. Cultures change over time as new ideas are adopted and old ways discarded due to factors like globalization and technology. Culture provides a framework that influences many aspects of people's lives from how they dress and speak to gender roles and marriage traditions.
This document discusses the relationship between culture and education. It defines culture as the shared patterns of beliefs, behaviors, and values that are learned and transmitted within societies. Education is defined as the progressive development of innate powers and the creation of good citizenship. The document outlines how culture influences elements of education like the school, teachers, curriculum, and teaching methods. It also explains how education preserves, transmits, develops, and refines culture from one generation to the next. The key relationship discussed is that culture and education are mutually interdependent and neither can develop fully in the absence of the other.
This ppt covers all the points as per the prescribed format of Maharashtra University of Health Sciences Nashik for the course Post Basic Bsc Nursing .
This document discusses the relationship between culture and education. It defines culture as socially transmitted patterns of behavior, knowledge, beliefs, and customs characteristic of a group. The document outlines different types of culture including individual, communal, national, and world culture. It also describes key characteristics of culture such as being acquired, distinct, transmitted between generations, useful to society, and dynamic/changing over time. The document notes that culture and education are interdependent and that education can help bridge gaps when cultural changes occur at different rates.
Sociology is the scientific study of human social life, groups and societies. Key figures in the development of sociology include Ibn Khaldun, considered one of the founders of modern historiography; Auguste Comte who proposed applying the scientific method to social phenomena; Herbert Spencer who believed society operates under fixed laws; and Karl Marx who introduced the conflict perspective focusing on class conflict. Other important early sociologists were Emile Durkheim who identified the role of social integration and Max Weber who examined the influence of social groups on people's orientations.
This document discusses key concepts in organizational culture and sociology. It defines organizational culture as shared assumptions, values and beliefs that influence behavior in organizations. Cultural traits are the smallest units of culture, such as objects, techniques, beliefs or attitudes that are passed between generations. Cultural complexes are groups of related cultural traits organized around a dominant trait, like a political party. Cultural patterns are collections of cultural complexes that are interrelated but not isolated. The document also discusses cultural lag, which is a gap between changing material culture like technology versus non-material culture like beliefs, which may change at different rates.
Culture is unique to humans and is essential for human survival and development. Culture includes knowledge, beliefs, arts, morals, laws, and customs acquired through living in society. Culture serves important functions for both individuals and groups. For individuals, culture distinguishes humans from animals, provides solutions to problems, shapes interpretations and behaviors, and allows for personality development. For groups, culture maintains social relationships, provides a shared vision and sense of community, and creates new needs that drive cooperation and progress.
This presentation covers the basic topics of value education like valuing nature, valuing culture, social justice, human heritage, common property resources, ecological degradation and human rights
When two or more people come together with a shared purpose, they form a culture with written and unwritten rules for behavior. Cultural environments provide standards people must adapt to, and cultures are constantly changing and adapting to internal and external forces. Multiculturalism refers to the coexistence of diverse cultures including racial, religious, or cultural groups manifested in behaviors, values, thinking styles, and communication styles. Multicultural education aims to create equal opportunities for students from diverse backgrounds by transforming schools and helping students develop positive attitudes toward different groups.
The document discusses the concept of culture from several perspectives, including definitions of culture, the nature and types of culture, components that make up culture like symbols and values, how culture evolves and is transmitted between groups, and how culture relates to concepts like socialization and the development of a trans-cultural society. It provides an overview of key aspects of culture through examining views from various scholars and exploring how culture functions in societies.
1. Definition of Culture
2. Elements of Culture
3. Types of Culture
4. Characteristics of Culture
5. Role of culture in the life of a person
6. Impact of culture on educational institution
7. Impact of education on culture
1. The document discusses the concept of culture and cultural diversity. It defines culture as the knowledge, beliefs, arts, customs, and behaviors shared by a group and communicated between generations.
2. It outlines the seven main elements of culture: social organization, customs and traditions, religion, language, arts and literature, forms of government, and economic systems. Family structure, social classes, rules of behavior, and religious beliefs are some examples provided.
3. The document then discusses the importance of culture in shaping individuals' attitudes, identities, and personalities. It notes that culture is an integral part of living.
Culture can be defined in multiple ways but generally refers to the shared ways of living of members of a society. It includes knowledge, beliefs, arts, morals, laws, customs, and other capabilities acquired by people as members of society. Culture is learned and transmitted between generations through social learning and language. It has various aspects including material culture like tools and technology as well as non-material culture like values, beliefs and social organizations. Culture is shared within a society and helps create social norms, unity, and adjustment to the environment.
This document discusses culture and its impact on business. It defines culture and lists its key elements, including attitudes, values, beliefs and practices. It also outlines Hofstede's 5 dimensions of national culture that influence behavior: individualism vs collectivism, power distance, uncertainty avoidance, masculinity vs femininity, and long vs short-term orientation. The document then examines causes of cultural differences between countries and how culture can change over time due to factors like technology, economics and politics. It provides examples of cultural behaviors that affect business and strategies for reconciling international cultural differences, such as cultural awareness and grouping similar countries.
This document discusses the relationship between cultural diversity and crime. It begins by defining key terms like culture, cultural diversity, and how crime can be viewed as both a culture and something that interacts with culture. It then discusses how cultural norms can justify criminal behavior in some groups. The document also addresses how cultural diversity impacts the framing of laws, enforcement of laws, and the use of evidence in criminal cases. It notes some paradoxes, like how fear of crime can increase while actual crime decreases. The overall summary is that this document examines the complex ways that cultural diversity and differences can both relate to and influence criminal behavior and the criminal justice system.
Culture can be defined as the complex set of knowledge, beliefs, customs, and habits that are acquired by people as members of a society. It includes both material and non-material aspects that are shared, patterned, and help people adapt and make sense of their social experiences. The key elements of culture are beliefs, values, norms, and sanctions. Beliefs represent people's ideas about how the world works, values indicate what is good or bad, norms are rules of behavior, and sanctions reward or punish those behaviors. Culture is also composed of material aspects like artifacts, food, clothing, and technology used to produce tools and shelter.
This document discusses cultural change and diversity. It defines culture and lists its key elements, which include social organization, customs, religion, language, arts, government, and economic systems. The document explains that cultural change occurs through invention, environmental changes, and diffusion between societies. Cultural diversity refers to the variety of cultural differences that exist worldwide or within a society. It is important because it creates richer perspectives, encourages compassion, reflects globalization trends, and opens new market opportunities. In conclusion, all societies have unique cultures that evolve over time, and embracing cultural diversity is important for a sustainable lifestyle.
Culture refers to the shared beliefs, values, behaviors, and objects that represent a society's way of life. It includes both material and non-material aspects such as traditions, language, ideas, and norms. Culture is learned, dynamic, and varies across different societies. It provides people with meaning, social structure, and guides how members of a society should behave and view the world. The document discusses various components of culture like symbols, values, norms, and folkways that shape a group's way of life.
Read and Share to your friends
Culture is way of life that includes Laws, believes, Norms, habits, Knowledge that human adopted or collected from their forefather to live in society. Every community have different culture their Laws their Traditions are also differ.
This document provides an overview of key concepts related to culture. It defines culture as the ways of thinking, acting, and material objects that form a society's way of life. Culture includes nonmaterial elements like ideas and material elements like tangible objects. It also discusses the common elements that make up all cultures, such as symbols, language, values, norms, and technology. The document examines concepts like cultural diversity, change, and frameworks for analyzing culture.
This document provides an overview of Indian culture, including definitions and characteristics of culture. It begins by defining culture as the complex whole of knowledge, beliefs, arts, morals, laws, customs, and other capabilities acquired by humans as members of society. It then outlines 10 key characteristics of culture: culture is learned, social, shared, transmissive, continuous and cumulative, consistent and interconnected, dynamic and adaptive, gratifying, varies between societies, and super organic and ideational. The document emphasizes that spirituality is the master key of Indian culture and that India has always had a strong sense of the infinite.
This document discusses several key concepts related to culture and society, including cultural diversity, multiculturalism, communalism, secularism, cultural pluralism, cultural identity, and factors of socio-cultural change. It defines these terms and provides examples to illustrate important aspects of each concept. Some of the major factors discussed that can lead to socio-cultural changes include diffusion, acculturation, westernization, modernization, globalization, urbanization, and McDonaldization. The document also examines concepts like ethnocentrism and cultural relativism that are important to understanding cultural identity.
Culture can be defined as the knowledge, beliefs, arts, customs, and habits that are acquired by people as members of a society. It includes both material and non-material aspects that are inherited and created through living together. Culture is learned, transmitted between generations, shared among members of a society, and patterned in an integrated way. It helps societies adapt but can also be maladaptive. Key elements of culture include beliefs, values, norms and sanctions, material culture, and technology.
Sociology, Sports Sociology and Human Resource DevelopmentIOSR Journals
This document discusses sociology, sports sociology, and how sports can be used for human resource development. It begins by defining sociology as the study of human social behavior and interaction. Sports sociology is described as a sub-discipline that examines the relationship between sports and society. The document then argues that sports play an important role in human resource development by building capabilities like health, knowledge, and community participation. It provides examples of skills and values learned through sports like cooperation, fairness, respect, and problem solving. In conclusion, the document states that sports can communicate important messages of peace while bringing people together across divisions.
This document discusses cultural diversity and various aspects of culture. It begins by defining culture and identifying different categories and levels of culture. It then examines elements of culture like language, narratives, practices, and taboos. It discusses perspectives on culture and explores industry, tourist, host, and tourism cultures. It analyzes organizational cultures like bureaucratic, clan, entrepreneurial, and market cultures. Finally, it touches on cultural diversity, managing diversity, and includes a case study on Disney expanding to Hong Kong.
Sociology is the scientific study of human social life, groups and societies. Key figures in the development of sociology include Ibn Khaldun, considered one of the founders of modern historiography; Auguste Comte who proposed applying the scientific method to social phenomena; Herbert Spencer who believed society operates under fixed laws; and Karl Marx who introduced the conflict perspective focusing on class conflict. Other important early sociologists were Emile Durkheim who identified the role of social integration and Max Weber who examined the influence of social groups on people's orientations.
This document discusses key concepts in organizational culture and sociology. It defines organizational culture as shared assumptions, values and beliefs that influence behavior in organizations. Cultural traits are the smallest units of culture, such as objects, techniques, beliefs or attitudes that are passed between generations. Cultural complexes are groups of related cultural traits organized around a dominant trait, like a political party. Cultural patterns are collections of cultural complexes that are interrelated but not isolated. The document also discusses cultural lag, which is a gap between changing material culture like technology versus non-material culture like beliefs, which may change at different rates.
Culture is unique to humans and is essential for human survival and development. Culture includes knowledge, beliefs, arts, morals, laws, and customs acquired through living in society. Culture serves important functions for both individuals and groups. For individuals, culture distinguishes humans from animals, provides solutions to problems, shapes interpretations and behaviors, and allows for personality development. For groups, culture maintains social relationships, provides a shared vision and sense of community, and creates new needs that drive cooperation and progress.
This presentation covers the basic topics of value education like valuing nature, valuing culture, social justice, human heritage, common property resources, ecological degradation and human rights
When two or more people come together with a shared purpose, they form a culture with written and unwritten rules for behavior. Cultural environments provide standards people must adapt to, and cultures are constantly changing and adapting to internal and external forces. Multiculturalism refers to the coexistence of diverse cultures including racial, religious, or cultural groups manifested in behaviors, values, thinking styles, and communication styles. Multicultural education aims to create equal opportunities for students from diverse backgrounds by transforming schools and helping students develop positive attitudes toward different groups.
The document discusses the concept of culture from several perspectives, including definitions of culture, the nature and types of culture, components that make up culture like symbols and values, how culture evolves and is transmitted between groups, and how culture relates to concepts like socialization and the development of a trans-cultural society. It provides an overview of key aspects of culture through examining views from various scholars and exploring how culture functions in societies.
1. Definition of Culture
2. Elements of Culture
3. Types of Culture
4. Characteristics of Culture
5. Role of culture in the life of a person
6. Impact of culture on educational institution
7. Impact of education on culture
1. The document discusses the concept of culture and cultural diversity. It defines culture as the knowledge, beliefs, arts, customs, and behaviors shared by a group and communicated between generations.
2. It outlines the seven main elements of culture: social organization, customs and traditions, religion, language, arts and literature, forms of government, and economic systems. Family structure, social classes, rules of behavior, and religious beliefs are some examples provided.
3. The document then discusses the importance of culture in shaping individuals' attitudes, identities, and personalities. It notes that culture is an integral part of living.
Culture can be defined in multiple ways but generally refers to the shared ways of living of members of a society. It includes knowledge, beliefs, arts, morals, laws, customs, and other capabilities acquired by people as members of society. Culture is learned and transmitted between generations through social learning and language. It has various aspects including material culture like tools and technology as well as non-material culture like values, beliefs and social organizations. Culture is shared within a society and helps create social norms, unity, and adjustment to the environment.
This document discusses culture and its impact on business. It defines culture and lists its key elements, including attitudes, values, beliefs and practices. It also outlines Hofstede's 5 dimensions of national culture that influence behavior: individualism vs collectivism, power distance, uncertainty avoidance, masculinity vs femininity, and long vs short-term orientation. The document then examines causes of cultural differences between countries and how culture can change over time due to factors like technology, economics and politics. It provides examples of cultural behaviors that affect business and strategies for reconciling international cultural differences, such as cultural awareness and grouping similar countries.
This document discusses the relationship between cultural diversity and crime. It begins by defining key terms like culture, cultural diversity, and how crime can be viewed as both a culture and something that interacts with culture. It then discusses how cultural norms can justify criminal behavior in some groups. The document also addresses how cultural diversity impacts the framing of laws, enforcement of laws, and the use of evidence in criminal cases. It notes some paradoxes, like how fear of crime can increase while actual crime decreases. The overall summary is that this document examines the complex ways that cultural diversity and differences can both relate to and influence criminal behavior and the criminal justice system.
Culture can be defined as the complex set of knowledge, beliefs, customs, and habits that are acquired by people as members of a society. It includes both material and non-material aspects that are shared, patterned, and help people adapt and make sense of their social experiences. The key elements of culture are beliefs, values, norms, and sanctions. Beliefs represent people's ideas about how the world works, values indicate what is good or bad, norms are rules of behavior, and sanctions reward or punish those behaviors. Culture is also composed of material aspects like artifacts, food, clothing, and technology used to produce tools and shelter.
This document discusses cultural change and diversity. It defines culture and lists its key elements, which include social organization, customs, religion, language, arts, government, and economic systems. The document explains that cultural change occurs through invention, environmental changes, and diffusion between societies. Cultural diversity refers to the variety of cultural differences that exist worldwide or within a society. It is important because it creates richer perspectives, encourages compassion, reflects globalization trends, and opens new market opportunities. In conclusion, all societies have unique cultures that evolve over time, and embracing cultural diversity is important for a sustainable lifestyle.
Culture refers to the shared beliefs, values, behaviors, and objects that represent a society's way of life. It includes both material and non-material aspects such as traditions, language, ideas, and norms. Culture is learned, dynamic, and varies across different societies. It provides people with meaning, social structure, and guides how members of a society should behave and view the world. The document discusses various components of culture like symbols, values, norms, and folkways that shape a group's way of life.
Read and Share to your friends
Culture is way of life that includes Laws, believes, Norms, habits, Knowledge that human adopted or collected from their forefather to live in society. Every community have different culture their Laws their Traditions are also differ.
This document provides an overview of key concepts related to culture. It defines culture as the ways of thinking, acting, and material objects that form a society's way of life. Culture includes nonmaterial elements like ideas and material elements like tangible objects. It also discusses the common elements that make up all cultures, such as symbols, language, values, norms, and technology. The document examines concepts like cultural diversity, change, and frameworks for analyzing culture.
This document provides an overview of Indian culture, including definitions and characteristics of culture. It begins by defining culture as the complex whole of knowledge, beliefs, arts, morals, laws, customs, and other capabilities acquired by humans as members of society. It then outlines 10 key characteristics of culture: culture is learned, social, shared, transmissive, continuous and cumulative, consistent and interconnected, dynamic and adaptive, gratifying, varies between societies, and super organic and ideational. The document emphasizes that spirituality is the master key of Indian culture and that India has always had a strong sense of the infinite.
This document discusses several key concepts related to culture and society, including cultural diversity, multiculturalism, communalism, secularism, cultural pluralism, cultural identity, and factors of socio-cultural change. It defines these terms and provides examples to illustrate important aspects of each concept. Some of the major factors discussed that can lead to socio-cultural changes include diffusion, acculturation, westernization, modernization, globalization, urbanization, and McDonaldization. The document also examines concepts like ethnocentrism and cultural relativism that are important to understanding cultural identity.
Culture can be defined as the knowledge, beliefs, arts, customs, and habits that are acquired by people as members of a society. It includes both material and non-material aspects that are inherited and created through living together. Culture is learned, transmitted between generations, shared among members of a society, and patterned in an integrated way. It helps societies adapt but can also be maladaptive. Key elements of culture include beliefs, values, norms and sanctions, material culture, and technology.
Sociology, Sports Sociology and Human Resource DevelopmentIOSR Journals
This document discusses sociology, sports sociology, and how sports can be used for human resource development. It begins by defining sociology as the study of human social behavior and interaction. Sports sociology is described as a sub-discipline that examines the relationship between sports and society. The document then argues that sports play an important role in human resource development by building capabilities like health, knowledge, and community participation. It provides examples of skills and values learned through sports like cooperation, fairness, respect, and problem solving. In conclusion, the document states that sports can communicate important messages of peace while bringing people together across divisions.
This document discusses cultural diversity and various aspects of culture. It begins by defining culture and identifying different categories and levels of culture. It then examines elements of culture like language, narratives, practices, and taboos. It discusses perspectives on culture and explores industry, tourist, host, and tourism cultures. It analyzes organizational cultures like bureaucratic, clan, entrepreneurial, and market cultures. Finally, it touches on cultural diversity, managing diversity, and includes a case study on Disney expanding to Hong Kong.
The role of community leaders in the civil society is greatly observed as an original experience that helps communities to change their attitudes toward pessimist fate. It does emphasise that cultivation of nations is available through social services and humanitarian programs. the spread of education around the globe offered great opportunities to leaders of the world to access sciences and technology systems at distance learning. The online education reflected the potential of empowerment in education, the social development and the necessity to adopt new life skills. Leadership here illustrates a map road of social justice and cultural intelligence that nurture a socio-political perception of decency and fairness
This document discusses the field of sports sociology. It defines sociology as the scientific study of society and how culture and social conditions influence human behavior. Sports sociology specifically examines the relationship between sports and society, including how values and culture shape sports and how sports influences those areas in turn. It explores topics like the socialization of individuals into and out of sports roles and the institutionalization of sports. The document maintains that studying sports through the lens of sociology provides useful insights into gender, racial, and other ideologies prevalent in a society.
This document summarizes the key roles and functions of the Special Adviser to the UN Secretary-General on Sport for Development and Peace. The Adviser advocates for and promotes sport as a tool for development and peace. He facilitates dialogue and partnerships within the UN and with other organizations around using sport for these purposes. He also represents the UN Secretary-General at important sport events. The document then discusses how sport can be used to develop skills in youth like teamwork, communication, and decision making that help prevent youth crime and delinquency by providing an alternative to gangs and criminal behavior. However, sport must be implemented properly and integrated with other community interventions to have a positive impact.
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
Danny Maribao_Significance of studying culture, society and politicsdan_maribao
This document discusses key concepts in understanding culture, society, and politics. It defines culture as consisting of various interrelated elements including natural knowledge, technological knowledge, supernatural knowledge, norms, folkways, mores, laws, values, beliefs, and material culture/technology. It also discusses the concepts of ethnocentrism, which is evaluating other cultures based on one's own, and xenocentrism, which is the belief that foreign cultures are superior. The document provides examples and explanations of these different elements of culture to help the reader develop an understanding of how cultures function.
This document provides an overview of key concepts in sociological understanding of culture. It discusses culture as consisting of material and symbolic components that are shared and passed down through a group. Key components of symbolic culture discussed include values, norms, language, and symbols. The document also examines cultural diversity, change, and theories for analyzing culture, including structural functionalism and social conflict perspectives. Socialization and its role in cultural transmission across the lifespan is explored.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Ethical Leadership for Nigeria’s Development: An Ibibio Virtue Ethics ApproachAJHSSR Journal
ABSTRACT: The aim of this paper is to show the application of Ibibio (African) ethics in solving major
moral problems in Nigeria's leadership crisis. In Ibibio traditional society, the shared norms are what define the
culture of the Ibibio people. Prohibitions concerning issues like stealing, embezzlement of public funds, and
corruption, among others attract societal disapproval and punishment, serving as a deterrent to others and thus
engendering positive values through abstention. What held the nation back and has continued to do so is rooted
in the lack of ethical leadership. The greatest issue in leadership in Africa, particularly Nigeria, is that of moral
bankruptcy - a complete lack of ethics and ethical principles among leaders. African ethics was employed to
achieve the purpose of the paper. This work argues that the non-existence of ethics in leadership promotes
unethical behaviour among leaders and followers such as the present condition of uncommon looting and
corruption in the country. This paper concludes that sustainable development would be illusive unless there is a
paradigm shift from the present self-centred leadership paradigm to African ethics and principles as exemplified
in Ibibio ethical leadership.
The paper reviews literature which supports the position that culture is a contributor to economic activities of a nation, and by extension entrepreneurship. The paper identifies and explains cultural factors, attributes and variables considered important to entrepreneurship. The particular cultural values and forces which impact Nigerian entrepreneurship are also discussed. The conclusion is that the identified cultural values and practices can inhibit the evolution of an entrepreneurial culture in Nigeria. Based on the above, the paper recommends a change in values and mindset so as to enable both a high entrepreneurial behaviour and culture in Nigeria.
Ethics and values are important for individuals and societies. Ethics are rules that guide behavior based on principles like truth, justice, and honesty. Values are more personal beliefs and preferences. Both ethics and values involve honesty, integrity, and respect. Societal values can become ethics if most people follow them. Ethics and values evolve over time and differ between cultures and locations. They help societies and individuals function, though sometimes values must change to address new issues in ethical ways.
This document provides an overview of sociological foundations of physical education and sport. It discusses key topics in sport sociology including how sport socializes individuals, the nature and scope of sport, and problems in modern sports. Sport sociology examines the relationship between sport and society, and influences of social institutions on sport participation. While sport provides benefits, it also faces issues like discrimination, commercialization, and violence that sociologists seek to understand and address.
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11.nigerias debased values system at the modern era implications for sports development
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
48
Nigeria's Debased Values System at the Modern Era:
Implications for Sports Development
Ifeanyichukwu Christian Elendu*
Department of Human Kinetics and Health Education, Faculty of Education, University of Port Harcourt,
Port Harcourt, Rivers State, Nigeria.
* E-mail of the corresponding author: elelifey2K@yahoo.com
Abstract
The paper discusses the Nigeria's debased values system at the modern era with its implications on sports
development. Values system of any society greatly directs the behaviours and attitudes of the individuals in
the society. Generally, the shift in the traditional values system of most Nigerians to a debased values
system in the modern era as exemplified in the quest for money, age cheating, unpatriotism, enthno-
tribalistic sentiments and inclination, lack of time consciousness or "African time", examination
malpractice, who do one know and mediocrity syndrome, among others influence their behaviours and
attitudes towards national development especially sports development. These debased values system have
far-reaching implications to sports participants, organization and administration of sports, provision of
sports facilities and equipment, recruitment and appointment of sports administrators into sports ministries
and associations. The Nigeria's debased values system is not good for the development of sports at the
local, state, national and international levels. Among the recommendations are that National Orientation
Agency should embark on re-orientation campaigns and enlightenment on the effect of debased values on
national and sports development; anti-graft agencies such as Economic and Financial Crimes Commission
(EFCC), and Independent Corrupt Practices and Other Related Offences Commission (ICPC) should arrest
and prosecute sports leaders who embezzle sports funds, and Nigerian primary, secondary and tertiary
education should strengthen and emphasize moral and proper value education in their curriculum.
Key words: Debased values system, sports development, modern era, Nigeria.
1. Introduction
The behaviours and attitudes of individuals of any social system are greatly influenced by their values.
Kluckhohn (2005) as cited in Omoegun et al. (2009) maintained that no society is healthy, creative or
strong unless that society has a set of common values that give meaning and purpose to group life. Values
are principles, fundamental convictions, ideas, standards or life stances which act as general guides to
behaviour or as reference points in decision-making or the evaluation of beliefs or action (Halstead &
Taylor, 1996). Values are strong socio-cultural elements that drive and direct a society. Values system
according to Okolo (1993) is seen in the behaviours of people. Values system reflects to how people think
and apply to the ways people think (Nwabuisi, 2000). The values of any given society are developed and
passed down from one generation to another.
The chief socializing agents are the family, school, radio, television and peers (Nwabuisi, 2000), and
individuals can be socialized into any societal values through these agents. Nigerian society is a microcosm
of the world with many values system. The Nigerian traditional values system before colonialism was
outlined by Ella (1992) as respect for elders, chastity among women folk, dignity of labour, patriotism to
one's community, courage and self reliance. In the same vein, Nwabuisi (2000) maintained that the
dominant traditional values include love and promotion for family and family name, filial piety, honour and
respect not for parents alone but also to elders.
Unfortunately, when the white-men came to Nigeria with their government, trade, religion, language,
culture and values, Nigerians progressively imbibed the white-men's way of life and values (Nwabuisi,
2000). Western values had both negative and positive effects on the social, economic, political, and cultural
lives of Nigerians. In Nigeria, the core traditional values have been debased at the modern era. Debase,
according to Hornby (1995), means to lower the quality, status, or value of something, somebody, and
oneself. In this paper, the definition of debased values system is anchored on Halstead and Taylor's (1996)
definition of value, and it means lowering the quality and status of the principles, fundamental convictions,
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
49
ideas, standards or life stances which act as general guides to behaviour or as reference points in decision-
making or the evaluation of beliefs or action.
According to Okpilike (2010), in response to the basic values cherished in Nigerian society, recommended
for inclusion in the secondary school curriculum the following values; honesty (rejection of fraud, cheating,
bribery and corruption, truthfulness, fairplay and sincerity); regards for the interest of others manifested in
tolerance, good neighbourliness, humanness, courtesy, and sportsmanship; justice (practice in fairness in
one's personal dealings with others, the equitable distribution of social amenities, goods and services and
the equitable settlements of dispute in and outside of the law courts); discipline (habits of self control,
moderation, modesty and respect for legitimate authority); right attitude to work (punctuality and
regularity, devotion to duty, service, co-operation and dignity of labour); courage (physical courage, moral
and spiritual courage), and national consciousness, patriotism, sense of belonging, service to the nation,
loyalty, unity and communalism.
The debased values of most Nigerians in the modern era, according to Nwabuisi (2000), include keeping
African time, jealous and witch hunting of colleagues, excessive quest for material possession, and
apparent worship of money, unpatriotism, egocentrism, sociocentrism, tribalism, ethnocentrism and
ethnicity. The debased values system of any nation affects its sports development in one way or the other at
the local, state, national or international levels. This is why the focus of the paper is to highlight the
implications of some of the Nigeria's debased values system on sports development.
2. Concept of Sports and Sports Development
Sports perform social, cultural, economic and political functions in every society. Orunaboka and Elendu
(2009) viewed sport as any highly organized physical activity, which has its equipment, definite boundaries
and rules made by a professional body. Sport refers to any physical activity that is highly organized within
definite boundaries of a standard facility, with its equipment and specified official rules and regulations
made by a professional body which every participant must adhere to. Sports development is a multi-
dimensional concept. It refers to a positive improvement and change in the status of sports facilities and
equipment, sports organization and administration, welfare of sports personnel, officiating officials,
athletes, spectators, and fans irrespective of one's sex, age, religion, race, ethnicity, and economic status, to
the realization of sports goals in a given society. Sports development requires the coordination of material
and human resources to ensure a safe environment for all citizens to participate and enjoy sports either for
recreational or competitive purposes.
Sports development in relation to sports facilities, supplies and equipment entails the construction of new
sports facilities, and maintenance of the existing sports facilities, supplies and equipment, and purchase of
new sports supplies and equipment in line with international standards and guidelines.
Sports development in relation to sports organization and administration involves positive improvement in
the number of sports participants for either competitions or recreation. For competition, it requires ensuring
increase in the number of competitions, increase in number of competitors, and ensuring that the
competitions are conducted in line with the stipulated official rules governing each sport. It involves
ensuring a level playing ground for all sports participants irrespective of sex, age, religion, race, ethnicity,
and economic class.
Sports development in relation to athletes, coaches and officiating officials involves positive improvement
in their welfare, payment of salaries and allowances, proper nutrition, provision of security,
accommodation, and medical attention. Sports development in relation to spectators and fans requires
making provision for their enjoyment of sports with proper safety and security, crowd control, sitting
arrangements and zero incidence of violence at sports venue.
3. Concept of Values
Okpilike (2010) viewed values are ones principles or standards, ones judgement of what is valuable and
important to life. According to Hill (2004), values are the priorities individuals and societies attach to
certain beliefs, experiences and objects, in deciding how they shall live and what they shall treasure. Gilbert
and Hoepper (1996) categorized values into aesthetic values, economic values, intellectual values, political
values, environmental values, and moral values. According to them, the aesthetic values are related to ideas
and concepts such as beauty and symmetry; economic values to efficiency and productivity; intellectual
values to truth and clarity; political values to justice and freedom; environmental values to ecological
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
50
harmony and sustainability; moral values to ideas and concepts of right actions towards other people such
as respect, care, and integrity.
4. Nigerian Traditional Values System before Colonialism
Before the advent of colonialism in Nigeria, Nigerians had their values. Nigerians in the past era before the
advent of colonialism, among other things attach great importance to family name (Ella, 1993). Every
Nigerian will work assiduously to promote his or her family name and do everything possible to avoid
soiling the image of the family and it is the family that forms the inalienable base to Nigerians.
Truthfulness and honesty were priced very high. Love and promotion for family and family name, filial
piety, honour and respect not for parents alone but also to elders (Nwabuisi, 2000) were the Nigerian
traditional values system. Indecent acts such as stealing, dishonesty and moral laxity were abhorrent to
Nigerians of old. In each community, strict laws guide the people against infringing on any of these highly
held values.
Nigerians had great respect for the sanctity of life. Human life was held in a very great esteem. A violation
of human life in any way was considered the greatest crime anyone could commit. Life to a traditional
Nigerian was the greatest gift from God and therefore should not be interfered with by anyone (Nwabuisi,
2000). The Nigerian traditional values system as highlighted by Ella (1993) include respect for elders,
chastity among women folk, dignity of labour, patriotism to one's community, courage and self reliance.
Before the coming of the missionaries, children were taught and encouraged to respect their parents and
elders, assist them in fetching water, firewood and other domestic works. Any child who disrespects any of
his or her elder irrespective of the gap in age or seniority is serious punished by the community.
5. Aspects of Nigeria's Debased Values and Sports Development in Modern Era
Some of the areas of Nigeria's debased values include cheating and falsification of age; lack of time
consciousness (African time); excessive quest for materialism and worship of money; unpatriotism, enthno-
tribalistic sentiments and inclination; over-dependency on foreign goods, products and service delivery;
examination malpractice, and who do one know and mediocrity syndrome.
5.1 Cheating and Falsification of Age
Swearing and use of court affidavit as official and legal document have aided falsification of age by most
Nigerians including sports participants. Cheating and falsification of age have been synonymous with
Nigeria's moral decadence such that Nigeria was once banned for some years from participating in under-
age tournaments (Adegoju, 2003). In the same vein Ngwodo (2007) reported that the perennial syndrome of
age cheating which continues to dog age-grade football in African countries cast a pall over the golden
eaglets. In 1989, Federation Internationale de Football Association (FIFA) placed a two year ban on
Nigeria from participating in FIFA age-grade tournaments and also withdrew the country's right to host the
1991 World Youth Championship. Ngwodo further maintained that the infraction for which Nigeria was
banned was the alleged falsification of the ages of three players, Andrew Uwe, Samson Siasia, and Dahiru
Sadi. The trio had featured for Nigeria in the U-20 World Cups of Mexico 83 and Moscow 85 and had
altered their ages to participate in the Seoul 88 Olympics. According to him, age cheats are costing Nigeria
future victories in world football. Many Nigerian U-17 football players were dropped for the Nigeria 2009
U-17 FIFA World Cup on the grounds of over-age. Nigeria's fielding of over-age athletes for any age
category of sports programme is embarrassing when there are many athletes at the grassroot level yet
untapped. Fielding over-age athletes does not speak well of a nation's sports development, as it exposes the
inexistence of sports developmental programmes of the country.
5.2 Lack of Time Consciousness (African time)
Lack of time consciousness popularly known as "African time" as used by most Nigerians is the tendency
to be relaxed, show indifferent attitude towards time and failure to start events or arrive at events or
programmes at their scheduled time. It is the acceptance that nothing will start at the absolute time
indicated on the schedule (Harshman, 2011). Often times, athletic teams in Nigeria have been worked over
for coming late for a competition. Sports competitions that are slated for 4 O'clock in the evening
sometimes start behind schedule and spectators do not arrive before the announced or fixed time due to the
4. Journal of Education and Practice www.iiste.org
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average Nigerian mentality of "African time" meaning that the game will not start at exactly 4 O'clock in
the evening.
5.3 Excessive Quest for Materialism and Worship of Money
According to Nwabuisi (2000), money is capable of buying anything and everything and everything else is
a means of obtaining money including human life. Okolo (1993) noted that Nigerians are largely drawn to
things of immediate material gain, advantage or pleasure. She further noted that an average Nigerian
strongly believes that money is almighty and can achieve anything and everything. There has been much
emphasis on educational certificates as a basis for integration and survival in the society. This has lead to
high prevalence of examination malpractice. Nigeria's over-emphasis on educational certificates does not
encourage skill development programmes outside educational sector and individuals who may not be
interested in going for university education. Everyone wants to get the certificate by all means including
examination malpractice. This excess quest for materialism often exposes sports administrators to
misappropriation or embezzlement of sports fund thereby retarding the growth and development of sports
in the country. Some sports equipment are vandalized by Nigerians thereby leaving the athletes with little
or nothing to train with for competitions. Lack of these sports equipment due to vandalization mar the
effective organization and administration sports competitions.
5.4 Unpatriotism
Nwabuisi (2000) stated that Nigerians are very unpatriotic. Most Nigerian elite athletes especially football
players are more patriotic, dedicated, and committed when it comes to playing for their foreign football
clubs than playing for their country in international competitions. The unpatriotism of most Nigerians could
be seen in sports spectatorship and fanship, where most Nigerians support English Premier Leagues or
clubs (Chelsea FC, Manchester United FC, Barcelona FC, Arsenal FC, etc) than Nigerian leagues or clubs
like Enyimba FC, Dolphin FC, Sharks FC, Sunshine Stars FC, Kano Pillars FC, etc.). Stadia are always
close to being empty when Nigerian football clubs are playing with little publicity.
5.5 Enthno-tribalistic Sentiments and Inclination
Okolo (1993) stated that a Nigerian in position of power or who has some material advantage usually
means a material life-line to his families, relatives, or friends. The roots of Nigeria's unpatriotism can be
traced to ethnocentrisms and ethno-nationalism which account for the development of Nigeria's gross
neglect for merit and equity which are reflected in "appointment to offices, promotions, provision of
infrastructure and general development" (Nwabuisi, 2000). Most Nigerians are still interested in the ethnic
group, tribe or religion of who becomes the sports minister, sports commissioner, sports association
president than on the capability of the individual to service delivery. With emphasis on tribe and ethnicity,
unqualified person may assume sports positions even when it is clear that they are not fit for such position.
The appointment of sports leaders based on ethnicity or tribe has a lot of negative implications on sports
development in Nigeria.
5.6 Over-dependency on Foreign Goods, Products and Service Delivery
Most Nigerians prefer to patronize products that are made outside the country. This has equally been
transferred to preference of foreign manpower to Millions of Nigerians in service delivery. Nigerians prefer
sports goods like canvas, jerseys, and other supplies made in other continents and countries especially Asia
and United States than the ones made in Nigeria. This negative attitude does not encourage the Nigeria's
sports supplies and equipment manufacturing industries. Foreign coaches are preferred to "local coaches" to
take Nigerian sports teams especially Nigerian football team, the Super Eagles to World competitions. This
over-dependency on foreign coaches has not given Nigerian coaches adequate opportunities to develop
their coaching careers. An example is the Super Eagle Coach, Shaibu Amodu whose appointment was
terminated for fear by some Nigerians that he may not deliver Nigeria at the South Africa 2010 World Cup,
thereby leading to the appointment of a foreign coach, the former Sweden Coach, Lars Lagerback who
could not equally deliver Super Eagles at the World Cup.
5.7 Examination Malpractice
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Nigeria's educational system has suffered terribly from the pangs of her debased value system as seen day
by day in examination malpractice (Adegoju, 2007). He further expressed that offering and taking of bribes
by candidates and examination officials respectively in both internal and external examinations have aided
examination malpractice. Examination malpractice in Nigerian educational system has far reaching
implications in all sectors of the society including sports. This is because of the fact that the products of the
educational system are future leaders including sports leaders. When these individuals who passed out of
the educational system through examination malpractices secure sports leadership position, they will be
ineffective and inefficient in sports administration and development in Nigeria.
5.8 Who do One know and Mediocrity Syndrome
Meritocracy has almost been sacrificed to mediocrity because of "who one knows" popularly known in
Nigerian context as "IM". The access to certain facilities, positions and services have been associated with
who one knows in the society irrespective of his or her qualifications. If one is looking for appointment, it
is no longer surprising that some employers in Nigeria expect and respect complimentary cards of
personalities such as political leaders and wealthy individuals. This encourages mediocrity which affects
the sectors of the society including sports. Some sports administrators at the local, state and national levels
are appointed based on who they know in the society. The use of mediocres in sports industry affects sports
administration and development in Nigeria.
6. Conclusion
The behaviours and actions of individuals in any nation such as Nigeria are greatly influenced by their
values system. These values have either positive or negative effects on the social, economic, political, and
cultural lives of the society. Some of the traditional Nigeria's values system have debased in the modern
era. The Nigeria's debased values are exemplified in cheating and falsification of age, over-dependency on
foreign goods, products and service delivery, unpatriotism, enthno-tribalistic sentiments and inclination,
lack of time consciousness, excessive quest for materialism and worship of money, who do one know and
mediocrity syndrome, among others. The Nigeria's debased values system is not good for the development
of sports at the local, state, national, and international levels.
7. Recommendations
In order to avert the ugly implications of the debased values system on national development especially
sports development, it was recommended that:
1. National Orientation Agency should embark on re-orientation campaign and enlightenment on the effect
of debased values on national and sports development.
2. Anti-graft agencies such as Economic and Financial Crimes Commission (EFCC), and Independent
Corrupt Practices and Other Related Offences Commission (ICPC) should arrest and prosecute sports
leaders who embezzle sports funds.
3. Nigerian primary, secondary and tertiary education should strengthen and emphasize moral and proper
value education in their curriculum. Time consciousness should be instilled into the students and pupils. All
stakeholders of the educational system should continuously discourage examination malpractice among
students.
4. Ministry of culture and tourism in collaboration with ministries of education, sports, and information
should embark on character changing programmes, workshops, seminars and symposia for different social
classes of individuals in the society.
5. Only Nigerians with good values should be recognized and presented with national honours.
6. Students should be allowed to form moral clubs with the guidance and supervision of teachers with
sound moral life and integrity.
7. There should be inter-sectoral collaborations with all stakeholders (government ministries, law makers,
parents, law enforcement agencies, mass media, entertainment industry, teachers, religious leaders,
students, politicians, sports administrators, etc) to re-orientate Nigerians on proper values.
8. Only detribalized Nigerians should be elected and appointed into leadership positions. Leaders should be
people with high integrity and moral conduct.
9. Mediocrity should be discouraged by all Nigerians in every facet of the society including sports.
Appointments should be based strictly on merit.
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References
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Essays in Education (pp. 138 - 155). Port Harcourt: University of Port Harcourt Press.
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