Social goods, those realities that we bring forth either as individuals, institutions or societies, in synergy with related social qualities, shape who we are i.e., our core human potentialities: ‘consciousness, conscious will, a sense of self and personal identity, and our vision and sense of hope’, while at the same time being social realities i.e., affecting the core human potentialities of those with who we share our world both as individuals, institutions and society and, in the end, humanity as a whole via our collective human psyche.
Chapter 8 describes what would be some of the conditions for an evolving ecology of mind and community from the perspective of social qualities and social goods as one of the avenues for moving towards increasingly ‘open, shared and responsible ethical dynamics’; and, in doing so, it will acknowledge that what we described as the substance of ethics i.e., social qualities and social goods, is also the substance – the world - of an ecology of mind and community.
Chapter 5: Growing an Ecology of Mind and Community
Towards an ‘ecology’ of mind and community, ethics will be viewed as the expression of our ‘living’ socio-political instincts for survival and growth (some would say: our politics). As such, ethics are embodied in our three core social (relationship) functions, namely, stewardship, governance, and management. This will mean that:
• ‘Ethical structure’ – the world of our core values or ethical aspirations - will be seen as being in the world of stewardship, a world focused on bringing about as an example, an ethic e.g., justice, equity, and competitiveness, generally in the context of a specific ethical structure, in our individual, institutional and societal pursuits;
• ‘Ethical principles and norms’ will focus on the world of governance, a world of policies and practices, those capable of providing meaning and broader connections to our relationship commitments and qualities by giving them the potential for bringing about the object of our ethical structure -; and,
• ‘Relationship commitments and qualities’ will be viewed as in the world of management, basically a world of relationships – relationship commitments and relationship qualities – those giving life and direction to our results-oriented relationship – management - processes, all of what we do.
Overall, the approach considers that ethics have their origins in our human nature, not in religion or ideology, however important they may have been in shaping our natural impulses. And, since we live and grow in a social milieu, it describes ethics as being driven by our socio-political instincts – politics - for survival and growth (with its ‘ups and downs’) and, that ethics are shaped by whoever – individual or institution – can garner what is described as authority and power.
More specifically, the approach views ethics as the expression of our ongoing or day to day relationship commitments and qualities – generally those that define who we are and what we do -, their associated principles and norms (what is sometimes referred to as ethics), and their hierarchy of core values or ethical aspirations, hence the reference and emphasis on ‘ethical dynamics’, in effect those real life dynamics that impact on what we do and what we bring about.
From a practical perspective, the approach constitutes a multi-dimensional template applicable to an individual, an institution or a social context as a whole e.g., an institution and its organization, while each of its separate frameworks can be used to address specific ethical, and we could also say, performance, issues.
The following describes an approach to ethics as driven by the energies and dynamics of our human potentialities and, giving rise to what we describe as ethical dynamics.
Core human potentialities or forces described in Chapter 1: consciousness and conscious will, a sense of self and personal identity and, vision and hope, have been in synergy – arising with - what will be described as our ‘cognitive (social) structures and potentialities’, those structures and potentialities which foster the creation of potentially rich individual and social realities; hence, the reference to ‘cognitive’ structures and potentialities – those bringing about our ‘human’ world -, but equally, to social structures and potentialities - those bringing about our ‘social’ world -.
Chapter 1: Ethics and our Human Potentialities
Chapter 1 describes our more general or ‘core’ human potentialities, those potentialities at the heart of what it means to be ‘human’ and that in a sense ‘compel us to become who we are’, hence the reference to ‘forces’. In effect, we could also say those potentialities leading to what could be described as our core human qualities.
The following will examine the characteristics and dynamics of these potentialities as they serve to bring about and shape ethical behavior on one hand and on the other, how they are generally affected by ethical dynamics. Specifically, we will examine:
• Consciousness and conscious will;
• A sense of self and personal identity; and,
• Our potential - capacity - for vision and hope.
As the graphic below aims to describe, these core human potentialities – forces – are always in synergy and behave as a whole:
As we proceed, we will focus on the emergence and manifestation of these potentialities – forces - mainly in the context of the individual. Nonetheless, as we will see later, these potentialities are also applicable to our social structures as living systems e.g., our institutions and their organizations, and to our socio-political landscapes small and large as examples, what we often experience in our institutional encounters as institutional ‘consciousness’ or sense of ‘vision’ or, when we travel, what could also be applied to societies as a whole.
Why ethical dynamics?
For most of us, the ‘real’ ethics that matter, what we describe below as the values that inspire us, the principles and norms in our way of dealing with the world and, the relationship commitments and qualities that drive our ongoing behaviors, are specific to each one of us and evolve on the basis of who we hope to become or, more prosaically, to find satisfaction in our lives and avoid the pitfalls that would bring it to an end. We could say, ethics – its components – in the best of circumstances evolve to bring about a world that will contribute to our human development and, for many, our human happiness with its ups and downs.
On the other hand, we know only too well that our ethics as an individual or institution are contingent on those ethical components e.g., values or principles, that will resonate positively with our social or physical environment via relationships that will permit their actualization only on the basis that they will contribute to those ethics that will foster the growth of those others in the relationship. Parents often learn this the hard way when a child decides to leave or, when a politician loses an election badly. One could say ethics are like a dance with some core moves e.g., values, and an infinite number of subtleties that have to be ‘harmonized’ e.g., relationship commitments and qualities, depending on circumstances or opportunities.
The approach is predicated on such a dynamic understanding of who we are and how we go about creating our world.
In summary…
The approach has been motivated by the belief that as ‘human’ beings we are ‘condemned’ to move towards a world of more open, shared and responsible ethical dynamics – however utopian this may seem for many at this point in time - indeed, that the socio-political energies required to bring about the social qualities and social goods needed for our very survival and growth as a species were predicated on the degree of success of such an endeavor; and, from an ethical perspective, we could say that it became our overriding ethical aspiration that this approach – as a social good - help us move towards such a world.
Socio-political landscapes – our social 'playing field’ - where domain contributions via ethical dynamics, come together to create evolving and potentially relevant landscape realities. Specifically, this Chapter addresses our socio-political structures:
• Domains – Structures that give social relevance to our cognitive potentialities – an ‘intentionality’;
• Institutions (Individuals and Societies) – Our core socio-political ‘relational’ structures; and,
• Socio-political landscapes – Our ‘playing field’ for the creation of ‘landscape realities’.
Here, ethical dynamics are viewed as dependent on the dynamics of authority and power, those dynamics that reflect our socio-political instincts for survival and growth on our many socio-political landscapes.
Overall, ethics will be viewed as a competitive phenomenon where the ethics of the individual as an example, are mediated on an ongoing basis via the individual’s institutional participation, and similarly for institutions between themselves and, on a broader stage, for our different societies via as an example, international institutions.
Chapter 8 describes what would be some of the conditions for an evolving ecology of mind and community from the perspective of social qualities and social goods as one of the avenues for moving towards increasingly ‘open, shared and responsible ethical dynamics’; and, in doing so, it will acknowledge that what we described as the substance of ethics i.e., social qualities and social goods, is also the substance – the world - of an ecology of mind and community.
Chapter 5: Growing an Ecology of Mind and Community
Towards an ‘ecology’ of mind and community, ethics will be viewed as the expression of our ‘living’ socio-political instincts for survival and growth (some would say: our politics). As such, ethics are embodied in our three core social (relationship) functions, namely, stewardship, governance, and management. This will mean that:
• ‘Ethical structure’ – the world of our core values or ethical aspirations - will be seen as being in the world of stewardship, a world focused on bringing about as an example, an ethic e.g., justice, equity, and competitiveness, generally in the context of a specific ethical structure, in our individual, institutional and societal pursuits;
• ‘Ethical principles and norms’ will focus on the world of governance, a world of policies and practices, those capable of providing meaning and broader connections to our relationship commitments and qualities by giving them the potential for bringing about the object of our ethical structure -; and,
• ‘Relationship commitments and qualities’ will be viewed as in the world of management, basically a world of relationships – relationship commitments and relationship qualities – those giving life and direction to our results-oriented relationship – management - processes, all of what we do.
Overall, the approach considers that ethics have their origins in our human nature, not in religion or ideology, however important they may have been in shaping our natural impulses. And, since we live and grow in a social milieu, it describes ethics as being driven by our socio-political instincts – politics - for survival and growth (with its ‘ups and downs’) and, that ethics are shaped by whoever – individual or institution – can garner what is described as authority and power.
More specifically, the approach views ethics as the expression of our ongoing or day to day relationship commitments and qualities – generally those that define who we are and what we do -, their associated principles and norms (what is sometimes referred to as ethics), and their hierarchy of core values or ethical aspirations, hence the reference and emphasis on ‘ethical dynamics’, in effect those real life dynamics that impact on what we do and what we bring about.
From a practical perspective, the approach constitutes a multi-dimensional template applicable to an individual, an institution or a social context as a whole e.g., an institution and its organization, while each of its separate frameworks can be used to address specific ethical, and we could also say, performance, issues.
The following describes an approach to ethics as driven by the energies and dynamics of our human potentialities and, giving rise to what we describe as ethical dynamics.
Core human potentialities or forces described in Chapter 1: consciousness and conscious will, a sense of self and personal identity and, vision and hope, have been in synergy – arising with - what will be described as our ‘cognitive (social) structures and potentialities’, those structures and potentialities which foster the creation of potentially rich individual and social realities; hence, the reference to ‘cognitive’ structures and potentialities – those bringing about our ‘human’ world -, but equally, to social structures and potentialities - those bringing about our ‘social’ world -.
Chapter 1: Ethics and our Human Potentialities
Chapter 1 describes our more general or ‘core’ human potentialities, those potentialities at the heart of what it means to be ‘human’ and that in a sense ‘compel us to become who we are’, hence the reference to ‘forces’. In effect, we could also say those potentialities leading to what could be described as our core human qualities.
The following will examine the characteristics and dynamics of these potentialities as they serve to bring about and shape ethical behavior on one hand and on the other, how they are generally affected by ethical dynamics. Specifically, we will examine:
• Consciousness and conscious will;
• A sense of self and personal identity; and,
• Our potential - capacity - for vision and hope.
As the graphic below aims to describe, these core human potentialities – forces – are always in synergy and behave as a whole:
As we proceed, we will focus on the emergence and manifestation of these potentialities – forces - mainly in the context of the individual. Nonetheless, as we will see later, these potentialities are also applicable to our social structures as living systems e.g., our institutions and their organizations, and to our socio-political landscapes small and large as examples, what we often experience in our institutional encounters as institutional ‘consciousness’ or sense of ‘vision’ or, when we travel, what could also be applied to societies as a whole.
Why ethical dynamics?
For most of us, the ‘real’ ethics that matter, what we describe below as the values that inspire us, the principles and norms in our way of dealing with the world and, the relationship commitments and qualities that drive our ongoing behaviors, are specific to each one of us and evolve on the basis of who we hope to become or, more prosaically, to find satisfaction in our lives and avoid the pitfalls that would bring it to an end. We could say, ethics – its components – in the best of circumstances evolve to bring about a world that will contribute to our human development and, for many, our human happiness with its ups and downs.
On the other hand, we know only too well that our ethics as an individual or institution are contingent on those ethical components e.g., values or principles, that will resonate positively with our social or physical environment via relationships that will permit their actualization only on the basis that they will contribute to those ethics that will foster the growth of those others in the relationship. Parents often learn this the hard way when a child decides to leave or, when a politician loses an election badly. One could say ethics are like a dance with some core moves e.g., values, and an infinite number of subtleties that have to be ‘harmonized’ e.g., relationship commitments and qualities, depending on circumstances or opportunities.
The approach is predicated on such a dynamic understanding of who we are and how we go about creating our world.
In summary…
The approach has been motivated by the belief that as ‘human’ beings we are ‘condemned’ to move towards a world of more open, shared and responsible ethical dynamics – however utopian this may seem for many at this point in time - indeed, that the socio-political energies required to bring about the social qualities and social goods needed for our very survival and growth as a species were predicated on the degree of success of such an endeavor; and, from an ethical perspective, we could say that it became our overriding ethical aspiration that this approach – as a social good - help us move towards such a world.
Socio-political landscapes – our social 'playing field’ - where domain contributions via ethical dynamics, come together to create evolving and potentially relevant landscape realities. Specifically, this Chapter addresses our socio-political structures:
• Domains – Structures that give social relevance to our cognitive potentialities – an ‘intentionality’;
• Institutions (Individuals and Societies) – Our core socio-political ‘relational’ structures; and,
• Socio-political landscapes – Our ‘playing field’ for the creation of ‘landscape realities’.
Here, ethical dynamics are viewed as dependent on the dynamics of authority and power, those dynamics that reflect our socio-political instincts for survival and growth on our many socio-political landscapes.
Overall, ethics will be viewed as a competitive phenomenon where the ethics of the individual as an example, are mediated on an ongoing basis via the individual’s institutional participation, and similarly for institutions between themselves and, on a broader stage, for our different societies via as an example, international institutions.
This document discusses key characteristics of living systems and their relationship to ethics. It outlines that living systems are defined by cognition, autopoiesis, structural coupling, and dissipative structures. Ethics can be understood as the synergy between these living system dynamics and how they affect the network's ability to self-organize and components to grow. Key ethical questions examine whether landscape dynamics foster the potentialities of the network and its components through open and responsible structures that promote participation and contribution.
Chapter 6: Growing an Ecology of Mind and Community
Step 1: Social Potentialities – Institutional dimensions
“Social Qualities”
This chapter and the next two will give us the wherewithal for ‘growing – more consciously - an ecology of mind and community’, one that seeks an evolving and constructive synergy between the world of our mind i.e., that of our human and social potentialities, and of our cognitive (social) structures and potentialities, with those of our core socio-political structures (those structures that we have associated with the individual as a social actor, institutions and their organizations and, more broadly, with society as a whole) and, their social realities.
The document discusses the social system of schools. It defines a social system as (1) a group of interacting elements that form a unified whole, and (2) activities and interactions of groups brought together for a common purpose. Schools are described as social systems characterized by interdependence, a defined population, and differentiation from the environment. Key elements of schools as social systems include structure, individuals, culture, politics, a technical core (teaching and learning), the environment, outputs, feedback, and effectiveness.
Community development aims to improve people's lives by involving all affected communities and respecting local knowledge. It focuses on building long-term sustainability through developing human and social skills within the community. The core foundations of community development education are community participation, ownership, empowerment, lifelong learning, inclusion, access and equity, social action, advocacy, networking, and self-help. Community development provides a conceptual framework but not detailed prescriptions, as the needs and approaches will vary between different community systems.
This presentation discusses how social care can be understood as social capital by examining the 'Intelligent Community' model and locating social care within an active civil society. It outlines 10 key elements of social care as social capital, including reflective practice, decentralized partnerships, and developing a sustainable form of social care in the community. The values of social justice, self-determination, communities of practice, and participation are seen as core to social care. Civic intelligence and diversity are also discussed as important aspects of conceptualizing social care as social capital.
Key Concepts in Social Work - a personal and philosophical meanderCitizen Network
Social Work is in the social justice business. But what do we mean by social justice? How do overcome the dangers of paternalism and institutionalisation? What do we mean by citizenship? What is the link between needs and rights?
Max Weber developed the theory of social action to analyze human behavior. Social action involves conscious decision making and is influenced by past experiences. There are four types of social action according to Weber: traditional action based on customs, affective action based on emotions, value-rational action based on beliefs, and instrumental action focused on goals and consequences. Weber's theory emphasizes understanding individuals' perspectives to explain social change. However, it is criticized for not allowing enough freedom and creativity for individuals to shape their own identities.
Institutions are defined as collective constraints that structure human interaction, including formal constraints like laws and regulations, and informal constraints like social norms. Organizations are groups of individuals united to achieve common goals, and can include political, economic, social, and educational bodies. The key differences between institutions and organizations are that institutions have broader concepts and are decentralized, while organizations have more narrow concepts and specialized roles. Institutions also focus on delivering values and knowledge to society, rather than profit or services like organizations.
A social system is composed of a plurality of individuals interacting according to shared cultural norms and meanings. It functions as an orderly arrangement of patterned relationships and interactions among its parts. Key elements of a social system include beliefs, sentiments, goals, norms, ranks, statuses, roles, power, sanctions, and facilities. A social system works to solve functional problems like pattern maintenance, tension management, adaptation, goal attainment, and integration. It is influenced by cultural factors and structured interactions that bind its parts into a unified whole.
Indian Social Institutions; A Fundamental IdeaDrShalooSaini
This Power Point Presentation has been made while referring to the sociology books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Indian Social Institutions: A Fundamental idea.
This document discusses the concepts of social structure, social institutions, and society as a multi-institutional system. It defines key terms like status, role, and social institution. Social institutions discussed include the family, education, religion, economic institutions, and government. The document examines how institutions are composed of formal and informal rules that shape human behavior and interactions within society. Society is viewed as composed of multiple, interconnected institutions.
Managerial challenge to cross cultural management of diversityAlexander Decker
This document discusses cultural diversity and cross-cultural management challenges within organizations. It begins by defining culture and explaining that culture is no longer static due to globalization. It discusses theories of cultural convergence, divergence, and crossvergence which attempt to explain cultural changes. Convergence theory suggests cultures become more similar over time due to common pressures from technology, economics, etc. The document examines challenges of managing differences between national, organizational, and subcultures. Effective cultural management requires understanding how cultures interact and change over time.
Collective behaviour refers to group behaviour that is not guided by usual social norms. It is relatively unorganized and unpredictable. Some key characteristics of collective behaviour include being temporary, unplanned, lacking rules or procedures, and prone to rumours and misinformation. Examples include panic behaviour during emergencies. Theories of collective behaviour aim to explain how it arises from conditions like structural strains, the spread of general beliefs, and precipitating events. Crowd behaviour is a type of collective behaviour where people in close proximity develop a shared focus and their individual identities feel anonymous within the group.
The document discusses the life and work of Bill Sutherland, a conscientious objector during WWII who later co-founded civil rights organizations. It notes his work with Martin Luther King Jr. and other leaders on issues of nonviolence, racial justice, and activism in both North America and Africa. Sutherland believed social change required addressing the roots of problems through a language of shared humanity rather than short-term strategies that divide people.
This document introduces the objectives and content of Unit 2 in Sociology. It discusses reflecting on the concept of theory, introducing classical and newer sociological perspectives, and common methodological approaches. The classical perspectives discussed are structural functionalism, conflict theory, and symbolic interactionism. Newer perspectives introduced include feminist theory, queer theory, and postmodern theory. The document also briefly discusses conducting social science research using both quantitative and qualitative methods like surveys, experiments, interviews, and ethnography.
HLEG thematic workshop on measuring economic, social and environmental resili...StatsCommunications
HLEG thematic workshop on Measuring economic, social and environmental resilience, 25-26 November 2015, Rome, Italy, More information at: http://oe.cd/StrategicForum2015
The document outlines seven theories that provide frameworks for understanding community development:
1. Social capital theory focuses on relationships and trust building.
2. Structural functionalism examines community structures and organizations.
3. Conflict theory addresses power dynamics and competing interests between groups.
4. Symbolic interactionism explores how shared meanings are constructed through social interaction.
5. Communicative action theory promotes deliberation to integrate technical and local knowledge.
6. Rational choice theory examines individual motivations for participation.
7. Structuration theory links macro and micro perspectives by considering community structures and agency.
This document provides an overview of how culture affects business practices internationally. It defines culture as consisting of shared values and norms. Values are abstract ideas about what is good, while norms are social rules and guidelines for behavior. A society shares common values and norms.
Key factors that influence and determine a culture are discussed, including religion, social structure, and social stratification. Social structure refers to a society's basic social organization, such as whether the individual or group is the primary social unit, and whether stratification exists in classes or castes. Religions like Christianity, Islam, Hinduism, Buddhism, and Confucianism shape ethical systems and business practices in different ways.
This document discusses the ideas of Vilfredo Pareto, an Italian sociologist and philosopher. It summarizes some of his key concepts, including his equilibrium model of society which argues that social equilibrium is affected by both external conditions like the natural environment and history as well as internal elements within society itself. It also discusses Pareto's concept of "residues" which refer to observable mental processes and how he categorized them, including combinations, persistence of aggregates, sentiments through exterior acts, sociability, integrity of personality, and sexuality. Pareto believed inequality in society was natural and that equilibrium aligned with the idea that inequality is inevitable.
This chapter and the next two will give us the wherewithal for ‘growing – more consciously - an ecology of mind and community’, one that seeks an evolving and constructive synergy between the world of our mind i.e., that of our human and social potentialities, and of our cognitive (social) structures and potentialities, with those of our core socio-political structures (those structures that we have associated with the individual as a social actor, institutions and their organizations and, more broadly, with society as a whole) and, their social realities.
The document discusses the role of social animators in promoting social change and development in communities. It explains that communities have interconnecting cultural dimensions, including technological, economic, political, institutional, aesthetic, and conceptual dimensions. The social animator acts as a social change agent and must understand how these cultural dimensions interconnect in order to effectively introduce new ideas or technologies without disrupting the community. The animator should see the community as a superorganic system and consider how changes in one cultural dimension will impact other dimensions.
This document discusses key characteristics of living systems and their relationship to ethics. It outlines that living systems are defined by cognition, autopoiesis, structural coupling, and dissipative structures. Ethics can be understood as the synergy between these living system dynamics and how they affect the network's ability to self-organize and components to grow. Key ethical questions examine whether landscape dynamics foster the potentialities of the network and its components through open and responsible structures that promote participation and contribution.
Chapter 6: Growing an Ecology of Mind and Community
Step 1: Social Potentialities – Institutional dimensions
“Social Qualities”
This chapter and the next two will give us the wherewithal for ‘growing – more consciously - an ecology of mind and community’, one that seeks an evolving and constructive synergy between the world of our mind i.e., that of our human and social potentialities, and of our cognitive (social) structures and potentialities, with those of our core socio-political structures (those structures that we have associated with the individual as a social actor, institutions and their organizations and, more broadly, with society as a whole) and, their social realities.
The document discusses the social system of schools. It defines a social system as (1) a group of interacting elements that form a unified whole, and (2) activities and interactions of groups brought together for a common purpose. Schools are described as social systems characterized by interdependence, a defined population, and differentiation from the environment. Key elements of schools as social systems include structure, individuals, culture, politics, a technical core (teaching and learning), the environment, outputs, feedback, and effectiveness.
Community development aims to improve people's lives by involving all affected communities and respecting local knowledge. It focuses on building long-term sustainability through developing human and social skills within the community. The core foundations of community development education are community participation, ownership, empowerment, lifelong learning, inclusion, access and equity, social action, advocacy, networking, and self-help. Community development provides a conceptual framework but not detailed prescriptions, as the needs and approaches will vary between different community systems.
This presentation discusses how social care can be understood as social capital by examining the 'Intelligent Community' model and locating social care within an active civil society. It outlines 10 key elements of social care as social capital, including reflective practice, decentralized partnerships, and developing a sustainable form of social care in the community. The values of social justice, self-determination, communities of practice, and participation are seen as core to social care. Civic intelligence and diversity are also discussed as important aspects of conceptualizing social care as social capital.
Key Concepts in Social Work - a personal and philosophical meanderCitizen Network
Social Work is in the social justice business. But what do we mean by social justice? How do overcome the dangers of paternalism and institutionalisation? What do we mean by citizenship? What is the link between needs and rights?
Max Weber developed the theory of social action to analyze human behavior. Social action involves conscious decision making and is influenced by past experiences. There are four types of social action according to Weber: traditional action based on customs, affective action based on emotions, value-rational action based on beliefs, and instrumental action focused on goals and consequences. Weber's theory emphasizes understanding individuals' perspectives to explain social change. However, it is criticized for not allowing enough freedom and creativity for individuals to shape their own identities.
Institutions are defined as collective constraints that structure human interaction, including formal constraints like laws and regulations, and informal constraints like social norms. Organizations are groups of individuals united to achieve common goals, and can include political, economic, social, and educational bodies. The key differences between institutions and organizations are that institutions have broader concepts and are decentralized, while organizations have more narrow concepts and specialized roles. Institutions also focus on delivering values and knowledge to society, rather than profit or services like organizations.
A social system is composed of a plurality of individuals interacting according to shared cultural norms and meanings. It functions as an orderly arrangement of patterned relationships and interactions among its parts. Key elements of a social system include beliefs, sentiments, goals, norms, ranks, statuses, roles, power, sanctions, and facilities. A social system works to solve functional problems like pattern maintenance, tension management, adaptation, goal attainment, and integration. It is influenced by cultural factors and structured interactions that bind its parts into a unified whole.
Indian Social Institutions; A Fundamental IdeaDrShalooSaini
This Power Point Presentation has been made while referring to the sociology books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Indian Social Institutions: A Fundamental idea.
This document discusses the concepts of social structure, social institutions, and society as a multi-institutional system. It defines key terms like status, role, and social institution. Social institutions discussed include the family, education, religion, economic institutions, and government. The document examines how institutions are composed of formal and informal rules that shape human behavior and interactions within society. Society is viewed as composed of multiple, interconnected institutions.
Managerial challenge to cross cultural management of diversityAlexander Decker
This document discusses cultural diversity and cross-cultural management challenges within organizations. It begins by defining culture and explaining that culture is no longer static due to globalization. It discusses theories of cultural convergence, divergence, and crossvergence which attempt to explain cultural changes. Convergence theory suggests cultures become more similar over time due to common pressures from technology, economics, etc. The document examines challenges of managing differences between national, organizational, and subcultures. Effective cultural management requires understanding how cultures interact and change over time.
Collective behaviour refers to group behaviour that is not guided by usual social norms. It is relatively unorganized and unpredictable. Some key characteristics of collective behaviour include being temporary, unplanned, lacking rules or procedures, and prone to rumours and misinformation. Examples include panic behaviour during emergencies. Theories of collective behaviour aim to explain how it arises from conditions like structural strains, the spread of general beliefs, and precipitating events. Crowd behaviour is a type of collective behaviour where people in close proximity develop a shared focus and their individual identities feel anonymous within the group.
The document discusses the life and work of Bill Sutherland, a conscientious objector during WWII who later co-founded civil rights organizations. It notes his work with Martin Luther King Jr. and other leaders on issues of nonviolence, racial justice, and activism in both North America and Africa. Sutherland believed social change required addressing the roots of problems through a language of shared humanity rather than short-term strategies that divide people.
This document introduces the objectives and content of Unit 2 in Sociology. It discusses reflecting on the concept of theory, introducing classical and newer sociological perspectives, and common methodological approaches. The classical perspectives discussed are structural functionalism, conflict theory, and symbolic interactionism. Newer perspectives introduced include feminist theory, queer theory, and postmodern theory. The document also briefly discusses conducting social science research using both quantitative and qualitative methods like surveys, experiments, interviews, and ethnography.
HLEG thematic workshop on measuring economic, social and environmental resili...StatsCommunications
HLEG thematic workshop on Measuring economic, social and environmental resilience, 25-26 November 2015, Rome, Italy, More information at: http://oe.cd/StrategicForum2015
The document outlines seven theories that provide frameworks for understanding community development:
1. Social capital theory focuses on relationships and trust building.
2. Structural functionalism examines community structures and organizations.
3. Conflict theory addresses power dynamics and competing interests between groups.
4. Symbolic interactionism explores how shared meanings are constructed through social interaction.
5. Communicative action theory promotes deliberation to integrate technical and local knowledge.
6. Rational choice theory examines individual motivations for participation.
7. Structuration theory links macro and micro perspectives by considering community structures and agency.
This document provides an overview of how culture affects business practices internationally. It defines culture as consisting of shared values and norms. Values are abstract ideas about what is good, while norms are social rules and guidelines for behavior. A society shares common values and norms.
Key factors that influence and determine a culture are discussed, including religion, social structure, and social stratification. Social structure refers to a society's basic social organization, such as whether the individual or group is the primary social unit, and whether stratification exists in classes or castes. Religions like Christianity, Islam, Hinduism, Buddhism, and Confucianism shape ethical systems and business practices in different ways.
This document discusses the ideas of Vilfredo Pareto, an Italian sociologist and philosopher. It summarizes some of his key concepts, including his equilibrium model of society which argues that social equilibrium is affected by both external conditions like the natural environment and history as well as internal elements within society itself. It also discusses Pareto's concept of "residues" which refer to observable mental processes and how he categorized them, including combinations, persistence of aggregates, sentiments through exterior acts, sociability, integrity of personality, and sexuality. Pareto believed inequality in society was natural and that equilibrium aligned with the idea that inequality is inevitable.
This chapter and the next two will give us the wherewithal for ‘growing – more consciously - an ecology of mind and community’, one that seeks an evolving and constructive synergy between the world of our mind i.e., that of our human and social potentialities, and of our cognitive (social) structures and potentialities, with those of our core socio-political structures (those structures that we have associated with the individual as a social actor, institutions and their organizations and, more broadly, with society as a whole) and, their social realities.
The document discusses the role of social animators in promoting social change and development in communities. It explains that communities have interconnecting cultural dimensions, including technological, economic, political, institutional, aesthetic, and conceptual dimensions. The social animator acts as a social change agent and must understand how these cultural dimensions interconnect in order to effectively introduce new ideas or technologies without disrupting the community. The animator should see the community as a superorganic system and consider how changes in one cultural dimension will impact other dimensions.
Community assets are the collective resources that individuals and communities have at their disposal to address social issues and improve well-being. Assets include organizations, associations, individuals, and the economic, physical, human, aesthetic, and institutional characteristics of a community. Identifying community assets is important as it allows communities to leverage their own resources and empower citizens. Methods for identifying assets include gathering information through participatory techniques, analyzing and presenting findings, disseminating the results, and connecting assets to address needs. Cultural assets, both tangible and intangible, are also important to a community's identity and should be mapped.
The document discusses the key elements and typologies of communities including their structures, dynamics, and processes. It outlines that communities are composed of various social, political, economic, sociocultural, technological, and environmental structures that intersect and overlap. The dynamics and processes involve how individuals and groups interact and influence one another within communities as well as how communities develop over time. The document also presents different typologies of communities.
Revival of spirit formation of freedom; solidarity economy development pers...Barka Foundation
This document discusses the concept of solidarity economy and how it relates to freedom, spirituality, and long-term economic development. Some key points:
1. Solidarity economy emphasizes interpersonal solidarity and social cooperation over individualism. It argues this is necessary for real freedom and for those struggling under new economic conditions.
2. A solidarity economy requires reviving spiritual life and recognizing that economic activity should serve human beings, not abstract ideology.
3. Taking a long-term view, cultural and social elements like trust and solidarity are more important than natural resources for economic development. A solidarity economy aims to harmonize economic, social, and spiritual dimensions of life.
This document discusses the key elements and structures that compose communities from a sociological perspective. It addresses societal structures like social status, roles, and theoretical frameworks like functionalism, Marxism, and symbolic interactionism. It also outlines societal dynamics and processes such as social exchange, competition/conflict, and cooperation/accommodation. Finally, it provides an activity for students to analyze how a news article reflects elements of community and how it may impact or change the community.
Role of Libraries in society- Introduction, Meaning of Society, Modern society, stages of societal Evolution, Libraries and Society, Libraries: Basics-
.1 Meaning of Library,
2 Need and Purpose,
3 Value and Importance,
.4 Defining a Library,
Functional Role of Libraries in a Society,
Summary,
Answers to Self Check Exercises,
Keywords
The document discusses the concept of community. It defines community as a place where people come together to share common interests and resources. It outlines several characteristics of a community, including that communities have roles/goals, institutions that define interactions, boundaries, members who share ownership, communication, skills/resources to meet member needs, and teams/groups. It also discusses the rights and responsibilities of communities and characteristics of dysfunctional communities that do not demonstrate these traits.
This document discusses the key elements and dynamics of communities from a sociological perspective. It describes how communities have complex social structures made up of people in different social statuses, roles, and groups that interact in networks. It outlines several theoretical perspectives on communities, including functionalism, conflict theory, and symbolic interactionism. It also discusses important societal dynamics within communities like social exchange, competition, cooperation, and social change. The document provides this information to serve as a framework for analyzing how news articles may reflect or influence elements of local communities.
This document discusses the key elements and structures that compose communities, as well as the dynamics and processes that drive interactions within communities. It addresses societal structures like social status, roles, and theoretical perspectives including functionalism, conflict theory, and symbolic interactionism. It also outlines societal dynamics such as social exchange, competition, cooperation, and mechanisms of social change. Students will be assigned a group activity where they analyze a news article in terms of its reflection of community elements, perspectives, and potential social impacts.
This document discusses community engagement, solidarity, and citizenship. It covers the following key points:
1. It introduces the first quarter module on community dynamics and community action. The module will explain the importance of studying these topics using social science perspectives.
2. It provides definitions for important terms like community, community action, community dynamics, and empowerment.
3. It discusses how community participation and social capital are important to understand policies that promote community involvement. Understanding community life helps people value their daily interactions and social relationships.
Community Engagement for Grade 12 Module 1.pdfCherylMaeBalili
Community Engagement, Solidarity and Citizenship is a specialized subject for the Senior High School (SHS) students of Humanities and Social Sciences (HUMSS) strand. The community engagement, solidarity and citizenship subject will help the humanities and social sciences students interact to their respective community, were they can engage and know the importance of leaders and community to their lives.
Time To Care, Time To Play: Wellbeing, Social Work and the Shorter Working Weekwww.patkane.global
The document discusses the importance of human relationships in social reform and well-being. It argues that social workers should advocate for social and economic conditions that maximize human relationships and flourishing. This includes promoting a shorter working week to allow more time for caring, community involvement, and developing relationships. Reducing working hours could help address social problems and lower environmental impact by reducing consumption and increasing prosperity defined by relationships rather than wealth.
Sociology can be defined from three perspectives: historically as the study of society and social relationships, contemporarily as the scientific study of social life, institutions, and social change, and by delineating its subject matter from other social sciences. Urban sociology specifically studies human interaction and social life in urban communities, which tend to have weaker social ties, greater specialization of labor, and more heterogeneity compared to rural settings. Learning sociology provides an understanding of society, social problems, institutions, and cultural values to effectively plan communities and address societal issues. It also enables the integration of sociological knowledge and values into professional practice and personal life.
A new vision of healthy communities j mc knight 21st century mapCormac Russell
This document provides a comparison of two tools for social policymaking: systems and associational communities. It describes how current social policy maps prioritize systems over communities, seeing individuals only as clients or consumers of systems. However, this map is incomplete and inaccurate. Associational communities, made up of citizens solving local problems together, were historically important tools that current maps fail to include. When communities are crowded out by expanding systems, social problems tend to grow despite increased system resources. A more accurate map would show families and communities as central, with systems in a supporting role when mass production is needed.
A New Vision Of Healthy Communities J Mc Knight 21st Century MapCormac Russell
This document proposes a new map for social policymaking that includes the community. It summarizes the current map used by policymakers, which focuses on systems and clients/consumers. This map is limited because it does not account for individualized needs or empowerment. The document then introduces the concept of the community as described by Alexis de Tocqueville - a network of small, citizen-led associations that address local problems through participation and care rather than control or consumption. Including the community provides an alternative tool focused on consent, choice, and empowering citizens rather than managing clients.
This document analyzes social capital in the Southwark borough of London. Southwark is highly urban and diverse. The study conducted 24 interviews with organizations and officials in Southwark. The key findings were that respondents felt there was strong social capital in certain groups, but little connection between groups. High population turnover also hindered social capital building. Regeneration projects sometimes disrupted communities and destroyed social capital.
There are different perspectives on what constitutes a community. The social science perspective sees a community as a group of people connected through shared history, experiences, geography and identities. The institutional perspective views communities as formed around core institutions like government, economics, religion, education, and family that establish norms and conventions. The civil society perspective defines communities as groups of people organized to advocate for solutions to social issues impacting disadvantaged groups.
Community Driven Developement : Asset Based Develpement as MethodAr. Salma Akter Surma
The document discusses asset-based community development (ABCD) and provides an overview of its key principles and methodology.
1. ABCD focuses on identifying and mobilizing a community's existing assets, skills, and capacities rather than its needs and problems. This asset-based approach aims to empower communities and encourage self-reliance.
2. The methodology involves mapping community assets such as individual skills, associations, institutions, physical resources, and connections. This asset mapping helps communities recognize their strengths and mobilize around shared interests.
3. ABCD aims to shift the orientation of community development from a needs-based to an asset-based approach. Rather than creating a "problems map," ABCD helps communities develop
Social capital refers to the connections between people in a community. Having more social and civic activities leads to higher social capital. While social capital cannot be traded, communities can build it by encouraging civic organizations and common spaces for social interaction. The purpose of civic groups may not be community building, but they help form social ties as a byproduct. For community media work, the goal is helping local groups achieve their aims, as this builds social capital, regardless of one's views on the group's specific mission.
Similar to Ethics (ethical dynamics)-Chapter 7 (20)
Presentation by Rebecca Sachs and Joshua Varcie, analysts in CBO’s Health Analysis Division, at the 13th Annual Conference of the American Society of Health Economists.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
karnataka housing board schemes . all schemesnarinav14
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
Presentation by Julie Topoleski, CBO’s Director of Labor, Income Security, and Long-Term Analysis, at the 16th Annual Meeting of the OECD Working Party of Parliamentary Budget Officials and Independent Fiscal Institutions.