This document discusses several topics related to Philippine culture and society, including cultural values, education, social groups, and social stratification. It provides definitions and examples of key concepts. The main points are: - Culture gives people identity and allows them to understand the world. It is passed down between generations. - Filipino cultural values are influenced by childhood teachings, peer groups during youth, and internalization during adulthood. The pamantayan system model helps explain Filipino behavior. - Society and education influence each other. Formal schooling transmits culture but must also adapt to societal changes. Social groups like families, communities, and class divisions structure society. - Social stratification by

1. Dyaryo! Dyaryo
kayo jan!
Ang mga balita
ngayon ay
makakapagpa-mulat
sa ating mga
Pilipino!

3. PHILIPPINE CULTURAL VALUES
Culture (Hilario David)
CULTURE simply rendered people’s lives
meaningful.
It was a source of identity, of confidence and of
self-esteem.
 It allows people to understand the world and
to define their places within it.
 Culture permitted communities and
generations to share a common memory.

4. Values – from the Latin word
VALERE (strong and vigorous)
Prized, esteemed, desired, approved or
enjoyed by anyone at any time.
It is the actual experience of enjoying a desired
object or activity.

5. Stages and Development of Filipino Value
Formation
1. Childhood
- is the phase wherein
children comply with the
values of those who
assert power on them
(parents, teachers, nuns,
and priests).
2. Youth
- during the
conventional stage or
youth, adolescence
identify with their peers,
idols and teachers due to
interpersonal
communication.

6. 3. Adulthood
- the people internalize the values they
have imbibed in the first two stages
without fear.

7. Pamantayan System: An Alternative
Approach to Filipino Value System
Landa F. Jocano
-Pamantayan is the appropriate model
for understanding the Filipino traditional
value system.
- The model rightfully answers
the question: “Why do Filipinos behave the
way they do?” The answer is unanimous:
because they observe the same pamantayan
for doing things.

8. NATU-RE
FUNC-TION
ORIEN-TATION
REFE-RENCES
JUDGMEN
TS
Extrinsic Cognitive/
Evaluation
Kamalayan
(conscious
knowledge)
Person-
Person
Person-
Society
Right/
Wrong
Intrinsic Cognitive/
Expressive
Kalooban
(subconscio
us/ inner
feelings)
Person-
Self
Good/ Bad
Psychic
(extra-sensory)
Affective/
Spiritual
Pananampa
lataya
(faith)
Person-
Super-natural
(a)Sacred/
Profane
(b)Strong/
Weak

9. Diwa
Asal
Halaga
 HALAGA - represents the surface level
of the pamantayan system and
functions as the cognitive-evaluate
core of the system.
 ASAL - is primarily a behavioral concept
which refers to the intrinsic quality
and meaning of actions.
 DIWA - is the spiritual core of our
traditional values and the essence of
our collective sentiments or psyche
as a people.

10. SOCIOLOGICAL FOUNDATIONS
OF EDUCATION
Education and Society
What happens to the educational
system undoubtedly affects the society and
whatever occurs in the society influences or
shapes the educational system in all its
ramifications. We have seen education in
particular as a means of cultural transmission
from one generation to another. The parents are
the first teachers of the child and they still
maintain an educative function throughout the
early and formative years of the child.

11. Politics
Economic
Home
Schools
Education
Society

12. The Nature and Meaning of Society
A human society is a group of people
involved in persistent interpersonal
relationships, or a large social grouping
sharing the same geographical or social
territory, typically subject to the same
political authority and dominant cultural
expectations.

13. A Dynamic, Changing Society
Society as a Source of Change
 Society changes rapidly
 Sometimes education cannot cope up
with the fast changing society
 Making the “Preparing for students for
the world of Tomorrow” is difficult
Think about what we (society) have
today that we don’t have last year, or five
years ago, or even ten years ago.

14. Schools as Agents of Change
Changing the literacy. From 3Rs
to cultural literacy, scientific
literacy, computer literacy,
technological literacy, television(or
electronic) literacy, and information
literacy .
 Dealing with Diversity
 Diversity of culture. Impact of
globalization
 Race, Class, Gender, and Sexual
Orientation
 How do Adventist schools deal with
this?

15. Knowledge as an Agent of Change
Has knowledge grown?
 Explosion of Knowledge
 What Knowledge Is of Most Worth?
 Organizing Knowledge
 Subject-centered
 Areas of Knowledge

16. Group
Concepts of Group
A social group consists
of two or more people who interact with
one another and who recognize
themselves as a distinct social unit.
This similarity and the interaction
cause them to identify with one another.
Identification and attachment, in turn,
stimulate more frequent and intense
interaction. Each group maintains
solidarity with all to other groups and
other types of social systems.
Groups are among the most stable
and enduring of social units. They are
important both to their members and to
the society at large.

17. Types of Group
Formal Group
A formal group is created within an
organisation to complete a specific role or
task. This may be a one off objective such
as the launch of a particular product or
service.

18. Informal Group
Informal groups are established by
individuals who decide they want to
interact with each other. Informal groups
usually do not have a specific purpose;
often the group forms because the group
members regularly happen to be in the
same location or because they enjoy each
other's company.

19. Primary Group
A primary group is made up of a small
group of people who interact regularly. A
small team with a leader is an example of a
primary group. A family can also be called
a primary group. Within the primary
group, values, beliefs and culture are all
very important.

20. Secondary Group
When a large number of people get
together (who do not normally get together) it is
called a secondary group. Secondary group
members do not get the opportunity to get to
know each other as well as primary group
members because the interaction with each other
is less than in a primary group. When a secondary
group is formed, individuals usually have their
own agenda and goals.

21. Types of Secondary Group
Peer group
is a group with
members of
approximately the
same age, social
status, and interests.
Clique
A group of people that
have many of the same
interests & commonly
found in a High
School/College
setting; most of the
time they have a name
& rules for themselves.

22. Club
which usually
requires one to apply
to become a member.
Such clubs may be
dedicated to
particular activities:
sporting clubs.
Cabal
group of people united
in some close design
together, usually to
promote their private
views or interests in a
church, state, or other
community, often by
intrigue.

23. Household
All individuals who
live in the
same home. Anglop
hone culture may
include various
models of
household,
including the family.
Community
a group of people
with a commonality
or sometimes a
complex net of
overlapping
commonalities

24. Franchise
An organization
which runs
several instances
of a business in
many locations.
Gang
They are usually known
in many countries to
cause social unrest and
also have negative
influence on the
members and may be a
target for the law
enforcers in case of any
social vices

25. Mob
It is usually a group of
people that has taken
the law into their own
hands. Mobs are
usually groups which
gather temporarily for
a particular reason.
Posse
It is generally obsolete, and
survives only in America,
where it is the law
enforcement equivalent of
summoning the militia for
military purposes.

26. Squad
This is usually a
small group, of
around 3 to 15
people, who work as
a team to accomplish
their goals.
Dyad
a social group with
two members. Social
interaction in a dyad
is typically more
intense than in larger
groups

27. Triad
social group with
three members,
which contains
three relationships,
each uniting two of
the three people.
Team
Similar to a
squad, though a
team may
contain many
more members.
A team works in
a similar way to
a squad.

28. In-group
It is a social group
toward which a
member feels respect
and loyalty. It is a
group that
an individual identifi
es in positive
direction. If a person
is part of the in-group
then they are
collectively part of
an inner circle of
friends.

29. Out-group
It is a social group toward which a
person feels a sense of competition or
opposition. It is a group that
an individual identifies in negative
direction.

30. Education and Social Stratification
In Sociology and Anthropology, social
stratification is the hierarchical
arrangement of individuals into social
classes, castes and divisions within a
society. Division in society leads to social
inequality.

31. Categories of Social Stratification
a) Social Class
A social class is a group of people
who share a similar economic position in
society based on their wealth and income.
• Distinction between wealth and income
and their distribution in society.
• Social mobility and the link between class
and life chances.
• Changing nature of class and its
relationship to the economy and
occupational structure.

32. Three aspects to determine social class:
• Wealth
Depending of the strata you
belong to access to materials
and resources will be limited
or enhanced.
• Power
Teachers have power over
their students, they help
shapes the lives of children.
• Prestige
Children with parents with
high income levels are viewed
highly than the (labour
workers)

33. b) Gender or Sex
Male and females are sex categories, while
masculine and feminine are gender
categories.
• Difference between biological notion of
sex and the socially constructed notion of
gender.
• Nature and consequences of gender-role
socialisation.

34. c) Race and Ethnicity
• Is a category of people who share inherited
physical characteristics and whom others
see as being a distinctive group.
• Ethnicity - belonging to a group that shares
the same characteristics, such as country of
origin, language, religion, ancestry and
culture.
• Ethnicity: refers to membership of in a
culturally- and geographically defined
group that may share language, cultural
practices, religion, or other aspects.

35. A Brief History of race
Historically scholars have placed
people into three groups:
1. Caucasians - fair skin
and straight or wavy
hair (whites)
2. Mongoloids - yellowish
or brownish skin with
distinctive folds on the
eyelids (Asians)
3. Negroids - dark skin
and tightly curled hair
(blacks)

36. d) Age
• Social construction of the concept of age,
including awareness of different notions of
childhood, adolescence and old age in
different societies.
• There is an ideology in western
civilizations that the older a person is,
the less capable they are of performing
work.

37. Effect of Social Stratification in
Learning/Education
1. The family have money to fund education
resources:
putting the lower class child at a
disadvantage before they begin education.

38. 2. Those with economic capital can ensure
their children attend in a
better schools and get better education.

39. 3. Students tend to build high
self-esteem
based on material
values and the power
that parents have,
not based on their
abilities and learning achievements.

40. 4. Children who are
orphaned,
divorced parents
or raised in an
institution
they are usually worried to talk about that
matter and
get bullied.

41. How to Control Social Stratification
in the Classroom
1. Communication
Build trust and harmonious relationship
between you (teacher) and your
students.

42. 2. Agree on common rules
Observe the process of learning
and to express their personal
opinion.

43. 3. Use interactive teaching methods
Engage themselves by
reflecting on citizenship,
personal behaviour, and knowing
their abilities and the importance of each
other.
Discussion
Role Playing
Group Activity
Games

44. 4. Encouraging students to succeed
Provide applauses and awards
in every achievement of the
students.