PHILIPPINE VALUES

Leah de Roulet once stated, “Science and Technology are powerful tools but how do we use them? Shall we use them to destroy or to build? It depends on our values.

All values are important. Everyone who has ever touched one’s life in some way is a mentor for good or bad. Life is a blend, and a person blends with all the influences tat have touched his/her life.

Values are defined in a number of ways:

Etymologically, value comes from the Latin word “valere” which means to be strong, to be worth.

Values are those standards by which a group of society judges the desirability and importance of persons, ideas, actions or objects.

Importance of Values
1. Provide the framework within which judgments are made.
2. Give purpose and direction to the lives of people.
3. Give meaning and significance to life and to the totality of society.
4. Make things desirable, satisfying and worthy of approval.

Filipino Oriental and Occidental Value Orientations Dichotomy

1. Rationalism vs. Non-rationalism

Rationalism involves a belief that by systematic planning, studying and training, one can actually control and manipulate his or her destiny. A rational person is scientific-oriented, liberal and skeptical. It refers to the belief or doctrine that all knowledge and truth is found only in reason, that it is ascertainable by rational processes of thought, and that there is no supernatural revelation.

Examples: Kasipagan, Pagpaplano sa buhay, Paghahanda sa kinabukasan, Pagtitiwala sa sarili, Paghasa sa katalinuhan

“Ang maniwala sa sabi-sabi, walang bait sa sarili”
“Ang may isinuksok sa dingding ay may titingalain”
“Mas maganda ang knabukasan kung may pinag-aralan”
“Kapag may katwiran, ipaglaban mo”
“Kung ano ang itinanim ay siya mong aanihin”

Non-rationalism involves the belief in the supremacy of nature and forces outside one’s self like the belief in ghosts, spirits, gods or deities and other supernatural beings. It involves an uncritical acceptance, reverence and protection of traditions and rituals, unquestioning obedience to authority and loyalty to one’s group.
Examples: Bahala na, dependence on espiritista, reliance to amulets, gayuma or anting-anting, tinalaga ng Diyos, gulong ng palad, kapalaran

“Pag di uukol di bubkol”
“Bawat nilalang na isinilang may nakatakdang kapalaran”
“An buhay ay parang gulong, minsan nasa ilalim, minsan nasa ibabaw”
“
2. Personalism vs. Impersonalism

Personalism refers to the tendency to give due importance to intrapersonal and interpersonal relations in working arrangements.

Examples: Kaibigan, kamag-anak, comadre and compadre, nepotism, favoritism lakad and palakasan system

Impersonalism refers to the tendency to eliminate the influence of friendship or kinship in working relations. Behavior is depersonalized, standardized or institutionalized.

Examples: walang personalan, trabaho lamang, walang malakas, walang mahina, walang palakasan, hustisya para sa lahat, walang mahirap, walang mayaman

3. Particularism vs. Universalism

Particularism refers to the tendency to center his or her concern on his or her sub-groups made up of relatives, friends, colleagues and associates.

Examples: tayo-tayo system, fraternity and sorority ties, kapartido system, kababayan, kapangkat

Universalism refers to the tendency to focus one’s attention and concern on the promotion of the national and common weal.

Examples: public welfare, national identity, social justice, public service

4, Nationalism vs. Internationalism

Nationalism is the feeling of oneness an devotion to one’s nation. Simply, love of country.

Examples: Byan ko, mahal ko, isang bansa, isang diwa, taas noo, Pilipino

Internationalism rests on the belief in having friendly relations between and among nations for their mutual and common benefit. It is the advocacy of making nations of the world as one global community, removing all geographical, cultural social and cultural barriers towards the community of nations and making all people as citizens of the world.

General Philippine Values

Bahala na – a kind of fatalistic resignation and involves dependence and abiding faith in supernatural spirits.

Utang na loob – debt of gratiuse which is difficult or almost impossible to quantify.

Amor propio – high self-esteem ans is shown in the sensitivity of a person to hurt feelings and insults, real or imagined.

SIR – smooth interpersonal relations, such as the use of polite language, soft voice and gentle manner.

Euphemisms – circumlocutory remarks to avoid frankness and directness like siguro, pipilitin ko, susubukan ko, kuwan, marahil

Pakikisama – good public relations

Delicadeza – conformity to the thical practices or expectations of the group.

Palabra de honor – keeping one’s word or doing what ha promised

Hele-hele bago quiere or pakipot – behavior that a person initially refuses an offer if he or she is subject to more prodding.

Ningas cogon tendency – good only at the start ; full of energy or enthusiasm only at the beginning

Colonial mentality – mental attitude of preferring imported products or ideas over locally made ones

compadre system – practice of choosing well-known or affluent persons to act as godparents in wedding or baptisms.

Crab mentality – mental attitude of putting down other people to prevent them from reaching the top

manana habit – procrastination; mamaya na, saka na lang, bukas na lang

Disaster...(a short story)

“If I could be anyone at this moment, I’d be her so you’d love me too”.

Her heart beats fast as Mike approaches the table reserved for them. They used to hang-out together, talking about everything in life – politics, school, show business, family and plans in life. She doesn’t know why the feeling is so intense that her heart almost stopped beating when Mike started to speak. “Sorry for I’m late. There’s just this accident in the road that created heavy traffic.” Mike continues to tell the story about the accident but she’s not listening attentively. She’s been busy looking at the man who made her realize the bliss of life because of the rendezvous of love.

It was six months ago when they first met. The class was astounded when a man in a blue-checkered polo, black pants and white shoes entered the room. She was there staring at the door, thinking in oblivion, when she saw the man whom she thought was the Achilles of his life. He walked straight to the teacher’s table and introduced himself. Every girl in the class giggled and kept on staring at their professor in their law subject. But she, she was wide awake and dreaming. She uttered to herself, “This is love struck.”

She couldn’t move on with the enchantment in meeting the man whom she thought was an angel from above. She researched all about him – his family and educational background, his lifestyles, his friends, activities, everything about that man. For her, he’s perfect. He’s a respected and well-known lawyer in his 29, a mason master, a basketball player, a music enthusiast, a college professor, a man with the head and the heart for he’s very generous in helping people through the different charitable institutions in the region. He doesn’t look his age just like those celebrities we see in the television. The man actually has resemblance to Ryan Agoncillo and more to TJ Trinidad. But for her, he’s no other than the man of her dreams.

Every class meeting was a taste of heaven for her. She was so inspired to attend the class ever y meeting. He discussed clearly the lessons and sometimes he cracked jokes that will make everybody in the class feel like rolling on the floor. One day, she was called for recitation. “Ms. Vivien, what is our system of taxation here in the Philippines?”

She stood quietly and smiled to her professor. Her mind came to a blank state. She was surprised to be called by him. What echoed to her mind was that she was called in his first name unlike her classmates who are always called in their last names. He repeated the question and gave another follow-up question. Her classmates were all looking at her, confused but her mind was drifting to eternity because of his killer looks. The room was in complete silence.

She came into her consciousness and smiled again to her professor. “Sir, you are asking what is our system of taxation here in the country?” “Yes, what do you think will I ask you, your number?” The class went on laughing at her. She was annoyed because of that situation. She began to shout in the class. “Okay. Welcome classmates. At least, I made you happy for this day.”

The class went back again to a deafening silence. Then she started answering the question, “Sir, according to Article VI, Section 28, paragraph 1 of the 1987 Philippine Constitution, the rule of taxation shall be uniform and equitable. The Congress shall evolve a progressive system of taxation.” She elaborated further and discussed almost everything related to the question. Of course, she can do it since she was actually a dean’s lister. The man was impressed because of what she did. However, he still had more follow-up questions to her. She kept on answering questions and talking to her professor in a conversational manner. The apprehensions were no longer there. She felt like talking to a person she has known before. She didn’t mind also if she was already standing for almost an hour in the class.

After that unforgettable moment of her life, she became close to her professor. They actually became friends with each other. They see each other more often. Sometimes, he would offer her a ride going home. For her, every moment that they are together was earth-shattering and heart-stopping. Every night, she would whisper a prayer to the deities. She would earnestly ask them to help her overcome the feelings if it’s not meant to be. Each day with him was a mixture of anguish and joy. Anguish because of the uncertainty of the man’s feelings to her and of course joy, for she’s experiencing the deepest enchantment of love.

“Vivien, are you alright?”, he asked. For a moment, he paused and looked at her beyond her eyes. She’s still staring at him and at that moment, when their eyes met, she saw his soul. “Ah...Yes. I’m fine. So, how’s the case of Mr. Castillo?” That’s all she uttered. Then he smiled at her and said, “I have something to give you. I hope you will not refuse my invitation.” She smiled even though the feeling grow intense. “What is this? Is he going to ask me for a date or ask me if I can be his girl friend? Of course, yes! I love you”. She’s talking to herself.

Then he handed an invitation to her – a wedding invitation with his name on it and a lady’s name whom she doesn’t know. She wanted to believe that she’s having a bad dream or perhaps, the man is just having a good time to her, just making fun of something. Later, he started telling their love story. That it was held secret since the parents of the lady doesn’t really like the man. And then she realized that it was the reality. The reality that bites. It bites especially when you’re not ready for it. The wound is endless. It’s incurable, unfathomable. She remembered the song she heard that morning while waiting for him in that restaurant. “'Cause the walls burned up and our love fell down, And it turned into whatever, now we're saying never. Feel the fire 'cause it's all around, And it's burning for forever and always. You gotta let it go and be on our way And live for another day, 'cause it ain't the same, my baby. Watch it all fall into the ground. No happy ever after ‒ just disaster.”

Tears fall from her eyes but she’s in denial. She told him that those were tears of joy. That she’s so happy for him. But actually, her heart is mourning, “If I could be anyone at this moment, I’d be her so you’d love me too”.

RIZAL Chapters 1-4

JOSE RIZAL
• physician(ophthalmic surgeon)
• Poet
• Dramatist
• Essayist
• Novelist
• Historian
• Architect
• Painter
• Sculptor
• Educator
• Linguist
• Musician
• Naturalist
• Ethnologist
• Surveyor
• Engineer
• Farmer
• Magician
• Businessman
• Economist
• Geographer
• Cartographer
• Bibliophile
• Philologist
• Grammarian
• Folklorist
• Philosopher
• Translator
• Inventor
• Magician
• Humorist
• Satirist
• Polemicist
• Sportsman
• Traveller
• Prophet
• MARTYR and HERO

Facts about Jose Rizal
 Born on June 19, 1861, (moonlit night of Wednesday), Calamba, Laguna
 Baptized on June 22 by Fr. Rufino Collantes while the godfather was Fr. Pedro Casanas
 named after the Christian Saint “Joseph”, “San Jose”
 Lt. Gen. Jose Lemery was the governor-general at the time of his birth
 seventh of the eleven children of Francisco Mercado Rizal and Theodora Alonso Realonda
 He was the only member of their family who used their surname Rizal
 Rizal came from spanish “ricial” which means green pasteur or green field

Rizal’s Ancestry

Father side
Domingo Lamco (Domingo Mercado) and Ines dela Rosa
Francisco Mercado and Cirila Bernacha
Juan Mercado and Cirila Alejandro
FRANCISCO MERCADO
Mother side
LAKANDULA
Eugenio Ursua and Benigna
Regina and Manuel de Quintos
Brigida and Lorenzo Alberto Alonso
THEODORA ALONSO

Rizal’s Parents

FRANCISCO MERCADO RIZAL
 Born on May 11, 1818 in Binan, Laguna
 Studied latin and philosophy at the College of San Jose in Manila
 Became a tenant-farmer of the Dominican-owned hacienda
 Hardworking and independent-minded man (less talk, more action)
 Died in Manila on January 5, 1898 at the age of 80.
 Rizal called him “ a model of fathers”

THEODORA ALONSO REALONDA
 Born on November 8, 1826 in Manila
 Educated at the College of Santa Rosa
 Remarkable woman, possessing refined culture, literary talent, business ability and fortitude of spartan women
 Before her death on August 16, 1911 at the age of 85, the government offered her a life pension which she didn’t accept.
 Rizal said that she was a woman of more than ordinary culture; knows literature, spanish, rhetoric and a mathematician

 Francisco and Theodora were married on June 28, 1848 then settled on Calamba where they engaged in farming and business.
 They reared a big family.
 11 CHILDREN (2 boys and 9 girls)

RIZAL CHILDREN
1. SATURNINA – oldest; “Neneng”; married Manuel Hidalgo of Tanawan, Batanga
2. PACIANO – confidant of Rizal; joined the revolution; retired tohis farm in Los Banos; had 2 children with his mistress Severina Decena. Rizal regarded him as the “most noble of Filipinos”
3. Narcisa – Sisa; married Antonio Lopez, a school teacher of Morong
4. OLIMPIA – Ypia; married Silvestre Ubaldo, a telegraph operator from Manila
5. LUCIA – married Mariano Herbosa, nephew of Fr. Casanas. Herbosa died of cholera and denied a Christian burial
6. MARIA – Biang; married Daniel Faustino Cruz of Binan, Laguna
7. JOSE – Pepe; lived with Josephine Bracken during his exile in Dapitan. Had a son “Francisco” who died few hours after birth
8. 8. CONCEPCION – Concha; died of sickness at the age of 3. Her death was Rizal’s first sorrow
9. 9. JOSEFA – Panggoy; died an old maid at the age of 80.
10. 10. TRINIDAD – Trining; died also an old maid in 1951 at the age of 83.
11. 11. SOLEDAD – youngest; Choleng; married Pantaleon Quintero of Calamba
12. keyword: SPNOLM-JCJTS

IS RIZAL FAMILY AFFLUENT?
 Their house was one of the distinguished stone houses in Calamba
 2-storey building (adobe stones, hard woods, roofed with red tiles
 Behind their house were poultry and a big garden
 Farming and stock raising (livelihood)
 Belonged to the principalia
 managed a general goods store, small flour mill and home-made ham press
 Owned a carriage and private library (largest in Calamba)
 Children were sent to colleges in Manila

HOME LIFE OF THE RIZALS
o Rizal family is simple and contented
o They are intimately close with each other
o Rizal called his sisters senorita or senora or dona
o Rizal’s parents were strict
o The family hear mass every Sundays and Christian holidays
o Prayed together at home especially the angelus
o Given time to play in the azotea or in the garden with other children

CHILDHOOD YEARS IN CALAMBA

CALAMBA
 cradle of the national hero
 named after a big native jar
 hacienda town owned by the Dominican Order
 south: Mt. Makiling
 east: Laguna de bay
 north: mountain shrine of Antipolo
1876: Rizal was 15 years old and a student in Ateneo de Manila
- wrote a poem “Un Recuerdo A Mi Pueblo” (In Memory of My Town)

CHILDHOOD MEMORIES

Rizal
– Frail, sickly and undersized child
- His father built a nipa cottage in the garden
- An old woman was employed as aya
- His mother taught him the catholic prayers
- Called as “Manong Jose”
- Used to visit Fr. Leoncio, the parish priest
June 6, 1868 (pilgrimage to Antipolo)
- First trip of Jose across Laguna de bay and first pilgrimage to Antipolo
- After praying at the shrine of the Virgin of Antipolo, Jose and his father went to Manila to visit his sister Saturnina

STORY OF THE MOTH
 “A MARTYR TO ITS ILLUSSIONS”
 TO SACRIFICE ONE’S LIFE FOR IT IS WORTHWHILE

ARTISTIC TALENTS
 At the age of 5, he began to make sketches with his pencil and mould in clay and wax
 He made a religious banner during the town fiesta
 He loved to ride on a spirited ponyand take long walks with his dog “Usman”
First poem of Jose Rizal
- His mother, Theodora, encouraged him to write poems
- At the age of 8, he wrote a poem in the native language entitled
“Sa aking mga Kababata” (To My Fellow Children)
- The poem revealed his earliest nationalistic sentiments

First Drama by Rizal
- He wrote a tagalog comedy which was stagedin a Calamba festival
- A gobernadorcillo from Paete purchased the manuscript for P2

RIZAL AS BOY MAGICIAN
- Learned various tricks
- Read many books on magic and attended the performances of the famous magicians of the world
- He revealed his wide knowledge of magic in El Filibusterismo
- He also gained knowledge on manipulatinmg marionettes
Lakeshore Reveries
- Used to meditate the unhappy situation of his country
- At a young age, he was aware of the injustices and cruelties experienced by his fellows
- He made a vow that he will avenge all the victims

WHAT COULD BE THE INFLUENCES ON THE HERO’S BOYHOOD?
1. HEREDITARY INFLUENCE
- inherent qualities from his ancestors and parents
2. ENVIRONMENTAL INFLUENCE
- favorable surroundings stimulated his talents
3. AID OF DIVINE PROVIDENCE
- predestined to be the pride and glory of his nation

EARLY EDUCATION IN CALAMBA

Rizal had his early education in Calamba and Binan
4R’s – Reading, wRiting, aRithmetic and Religion with memory method

Theodora Alonso
= Rizal’s mother was his first teacher

Tutors
1. Maestro Celestino
2. Maestro Lucas Padua
3. Leon Monroy (former classmate of Rizal’s father)

In Binan, Laguna
- Rizal was accompanied by his brother Paciano
- He lodged to his aunt’s house
- The night when they arrived, Rizal was already homesick. He went sightseeing with his cousin, Leandro
Maestro Justiniano Aquino Cruz
- Teacher of Jose Rizal in Binan
First School Brawl
- Jose met the school bully, Pedro, and they wrestled in the classroom
- After that, Andres Salandanan challenged him to an arm-wrestling match
-
Question: Was Rizal quarrelsome in nature?

END OF SCHOOLING
 Saturnina sent a letter to Rizal informing the latter that a steamer, Talim, would take him to Calamba (1870)
 Arturo Camps, a friend of his father, took care of him

Factors that Awakened Rizal’s Nationalism
 MARTYRDOM OF THE GOMBURZA
 INJUSTICE TO HERO’S MOTHER

Chapter 4 Scholastic Triumphs at Ateneo de Manila(1872-1877)

Ateneo Municipal
- college under the supervision of the Spanish Jesuits
- bitter rival of the Dominican-owned San Juan de Letran
- formerly known as EscuelaPia (Charity School), a school for poor boys in Manila which was established by the city gov’t in 1817
- known today as Ateneo de Manila

Rizal Enters Ateneo

June 10, 1872
 Jose with Paciano went to Manila to take the examinations at San Juan de Letran. Gladly, he passed yet his father changed mind and decided to send Jose to Ateneo instead.

 Upon their return to Manila, Jose matriculated at Ateneo Municipal. Fr. MaginFerrando, the college registrar, refused to admit him for 2 reasons:
- late registration
- sickly and undersized for his age
 However, upon the intercession of Manuel Xerxes Burgos, the nephew of Fr. Burgos, he was reluctantly admitted at Ateneo. He adpted the surname Rizal because the family name, “Mercado” had come under suspicion of the Spanish authorities since Paciano Mercado was known to them as Jose Burgos’ favorite student and friend.
 Rizal boarded outside Intramuros which was owned by Titay who owed the Rizal family an amount of P300.

Jesuit System of Education
- More advanced than any other colleges in that priod
- Trained the students with rigid discipline and religious instruction
- Degrees offered: Bachelor of Arts, agriculture, commerce, mechanics and surveying
- Students hear mass in the morning and classes were opened and closed with prayers

Students were divided into 2:
A. Roman Empire – consists of the internos (boarders) – red banner
B. Carthaginian Empire – consists of the externos (non-boarders) – blue banner

Positions:
EMPEROR
TRIBUNE
DECURION
CENTURION
STANDARD-BEARER

Challenge: asking questions – 3 mistakes, one loses his position
Uniform: rayadillo, later became famous for it was adopted as the uniform of Filipino troops during the days of the 1st Philippine Republic

Rizal’s 1st Year (1872-1873)

Jose Bech – first professor of Rizal
Rizal was an externo, at the end of the line since he was a newcomer. But at the end of the month, he became an emperor and was given a prize – a religious picture
Rizal took private lessons in Spanish at Santa Maria Isabel College during noon recesses. (P3 for those extra Spanish lessons but it is money well spent.)
He didn’t try hard enough in his studies on the next half of the year because there he resented remarks of his professor. He placed second at the end of the year although his grades were all excellent.

Summer Vacation (1873)
He returned to Calamba but didn’t enjoy his vacation because his mother was in prison. Without telling his father, he went to Santa Cruz and visited his mother.

Rizal went back to Manila and this time he boarded inside Intramuros owned by an old widow, Dona Pepay.

2nd Year in Ateneo (1873-1874)
Rizal became the emperor, awarded with a gold medal
He had new classmates from Binan, who had been his classmates also in the school of Maestro Justiniano.

Prophecy of Mother’s Release
Dona Teodora had a dream and Rizal interpreted that saying that she would be released from prison in 3 months’ time. The prophecy actually came true just like the story of Joseph in the bible.

Teenage Interest in Reading

The Count of Monte Cristo by Alexander Dumas – Rizal’s first favorite novel
He was impressed by Edmond Dantes heroism and adventures

Universal History by Cesar Cantu – historical work

Travels in the Philippines by Feodor Jagor – Rizal was impressed in the book because of a) Jagor’s observations of the defects of Spanish colonization and b) Jagor’s prophecy that Spain would lose the Philippines and that America would come to succeed her as colonizer.

3rd Year in Ateneo (1874-1875)
Rizal was happy to see his mother again as a free woman
He still had excellent grades but he only won a medal in Latin. He was beaten in Spanish by a naturally-speaking Spaniard.

4th Year in Ateneo 1875-1876)
Rizal became an interno
Fr. Francisco de Paula Sanchez inspired Rizal to write poetry and to study harder. Rizal considered him his best professor in Ateneo. He described Fr. Sanchez as “a model of uprightness, earnestness and a love for the advancement of his pupils.” He topped all his clasmates and won 5 medals at the end of school term

Last Year in Ateneo (1876-1877)
Rizal excelled in all his subjects. The most brillianAtenean of his time, truly the “pride of the Jesuits”

Commencement Day – March 23, 1877
Rizal was only 16 years old then, received the degree of Bachelor of Arts, with highest honors.
Before the graduation, he fervently prayed at the chapel and said “ I commended my life to the Virgin so that when I should step into that world, which inspired me with so much terror, she would protect me.”

CULTURE

The popular notion of culture is that of state of refinement, of being well-versed in the arts, philosophy and languages. However, this is only a limited view of culture because according to social scientists, every member f the society is cultured.

The classic definition of Culture was given by Edward Tylor, an English anthropologist, who stated, “Culture is that complex whole which includes knowledge, beliefs, art, laws, customs, and any other capabilities and habits acquired by man as a member of the society.”

Culture
- people’s social heritage
- the total and distinctive way of life or designs for living of any society
- encompasses learned behaviors, beliefs, attitudes, values, and ideal characteristics of certain societies - system of ideas, values, knowledge, norms, customs and technology shared by almost everyone in a particular society - a society’s system of common heritage

SUB-CONCEPTS RELATED TO CULTURE Culture is so complex and diverse that people develop certain procedures, perspectives, evaluations and interpretations about their own culture and that of others. People develop particular ways of looking at culture. These perspectives include the following:

1. Cultural Relativism – states that cultures differ, so that a cultural trait, act, or idea has no meaning or function by itself but has a meaning only within its cultural setting. Culture is relative, and no cultural practice is good or bad by itself. Hence, the elements of a culture should be viewed on their own terms rather than in terms of some assumed universal standard that holds across cultures. Example: Marriage is monogamy among the Christians but polygamy among the Muslims. Polygamy is considered immoral and sinful among the Christians but moral and appropriate among the Muslims.

2. Culture shock – refers to the feeling of disbelief, disorganization and frustration one experiences when he encounters cultural patterns or practices which are different from his. He becomes so accustomed to his cultural milieu that he finds himself disgusted unsettled, troubled, and disoriented when he enters another society with a different culture. Example: when a typical religious person enters a nudist camp, he may experience shock and show disbelief.

3. Ethnocentrism – refers to the tendency to see the behaviors, beliefs, values, and norms of one’s own group as the only right way of living and to judge others by those standards. It is the feeling of superiority for one’s own culture and to consider other cultures as inferior, wrong, strange or queer. Example: belief in the superiority of the white race, extreme Japanese nationalism

4. Xenocentrism – refers to the idea that what is foreign is best and that one’s lifestyle, products or ideas are inferior to those of others. We call this case reverse ethnocentrism. Example: mania for imported goods and foreign lifestyles, colonial mentality

5. Noble Savage Mentality – refers to the evaluation of one’s culture and that of others based on the romantic notion that the culture and way of life of primitives or other simple cultures is better, more acceptable, and more orderly. Example: some urbanity say that rural lifestyle is better because they have simple needs, fresher air, food and sunshine and youngsters are not exposed to numerous crimes and temptations, which abound in the city.

6. Subculture – refers to smaller groups which develop norms, values, beliefs and special languages which make them distinct from the broader society. They arise as society becomes more complex and industrialized. These subgroups may be based on age, social class, occupational, political, educational, or religious affiliations, regions, nationality or ethnicity. Example: Tagalogs, Ilokano, Catholics, Protestants, teen-agers, senior citizens, urban dwellers, squatters

7. Counterculture or contra culture – refers to the subgroups whose standards come in conflict with and oppose the conventional standards of the dominant culture. These subgroups became a threat to the dominant society and are considered social problems. Example: deviants, such as criminals, juvenile delinquents, racketeers, drug addocts, prostitutes, and terrorists

8. Culture Lag – refers to the gap between the material and non-material culture. Material culture advances more rapidly and is more readily accepted by people such that the non-material culture lags behind. Example: The Muslims readily accept modern means of transportation and communication but remain steadfast in the religious faith; a new invention is introduced before the skills to utilize it are developed.

9. Cultural Universal – refers to broad areas of social living found in all societies. They refer to features and elements common to al culture rather than to the special culture traits. Wissler identifies eleven broad areas of social life which constitute the universal patterns of culture. These are speech or language, material traits, art, mythology, scientific knowledge, religious practice, family, social systems, property, government and war.

10. Cultural Diversity – refers to differences and variety of belies, practices, values, and meanings to each culture universal by the members of a society or by different cultural groups.

Elements of Culture

Introduction: The term “culture” means different things to different people. To some, it is associated with activities.

ELITE CULTURE refers to the life style of the wealthy, affluent, or upper classes. POPULAR CULTURE is viewed as the culture, particularly the leisure time, of the common people.

A. A CULTURE is a system of ideas, values, beliefs, knowledge, norms, customs, and technology shared by almost everyone in a particular society. A SOCIETY is a group of people who share a common culture. The existence of culture depends on people’s ability to create and understand SYMBOLS, things that are used to represent something else.
1. SYMBOLS are arbitrary designations that are collective creations; most sociologists believe that the ability to use symbols is uniquely human.
2. Success or failure in many relationships, both personal and professional, often depends upon our ability to communicate symbolically.

B. LANGUAGE, the systematized usage of speech and hearing to convey or express feelings and ideas, is the most important set of symbols.
1. Language is uniquely human and is one of the basic distinctions between human beings and other forms of life, as demonstrated by the comparative studies of infants and chimpanzees.
2. Regular use of words over time and place, and the widespread use of certain words, indicate that language is an integral and universal part of culture. Linguistic symbols are learned and shared just like other cultural traits.
3. In addition to a verbal and written language, every culture develops a “silent language” of gestures, expressions, and mannerisms; knowledge of this nonverbal language can be very useful to those who must deal with people from different cultures.
4. The SAPIR-WHORF HYPOTHESIS suggests that our perceptions of reality and consequent behaviors are significantly influenced by the grammatical forms, labels, and categories provided by our language.

C. VALUES are shared ideas of what is important and worthwhile by the people in a society. Values often are emotionally charged and learned early in life.

1. Most values have both positive and negative counterparts.
2. When basic values conflict with one another, a person may experience guilt or mental stress and attempt to resolve the guilt by pursuing alternative courses of action.
3. Despite the social diversity of the United States, Robin M. Williams (1970) described 15 major value orientations that are shared in our culture, including belief in achievement and success, external conformity, and democracy.
4. Williams states that most conflicts between value systems in the United States occur between values centering around individual personalities and values organized around categorical themes or conceptions. Group discrimination and racism, for example, are contrary to other central values of our society.
5. An understanding of value systems can be useful for many people in their work. The ability to recognize and deal with competing value systems leads to better management.

D. Social NORMS are rules of conduct or social expectations specifying how people should or should not behave in various social situations. Norms are either prescriptive or proscriptive.
1. William G. Sumner identified two types of norms, FOLKWAYS and MORES, and distinguished between them by (1) the degree to which group members are compelled to conform to them, (2) their importance, (3) the severity of punishment if they are violated, and (4) the intensity of feelings associated with adherence to them.
2. FOLKWAYS are learned customs or conventions that are passed down from one generation to the next; violation tends to be punished mildly, if at all.
3. MORES are considered more important than folkways; reactions to their violations are more serious. They tend to involve clear-cut distinctions between right and wrong and are more closely identified with society’s important values. Mores that prohibit something, that state “thou shalt not,” are called TABOOS. To care for one’s child is called a MOS (singular for MORES), while committing incest is a TABOO.
4. LAWS are formal, standardized expressions of norms enacted by legislative bodies to regulate particular types of behaviors. Laws state the punishment for their violation and are enforced by a group designated for that purpose.
5. When a law does not reflect folkways and mores, its enforcement is likely to be ignored or given low priority.
6. Cultural norms are not always beneficial to the society, group, or individual that follows them. Some may actually be harmful in what Erich Fromm calls the “PATHOLOGY OF NORMALCY.”
7. The process of violating norms beyond the range of group acceptability is termed deviance; the process of applying sanctions to obtain social conformity is known as social control.

E. TECHNOLOGY is the practical production and application of material techniques and products to maintain a culture’s standard of living; it includes social customs and practical techniques for converting raw materials into finished products.
1. ARTIFACTS are physical objects that reflect a society’s technology. Artifacts provide clues to a society’s level of technological development, but the presence of more sophisticated technology in one culture as opposed to another culture should not be used as scientific criteria for evaluating the two. It is a mistake to dismiss a culture’s technological system because it appears to be less developed or complex than our own.

F. CULTURAL LAG takes place when changes in technology and material culture occur more rapidly than changes in nonmaterial culture (such as beliefs, values, and laws); cultural lag is inevitable in rapidly changing societies.