SOCIAL SCIENCE
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Peace Education, Human Education & Global Education To To address present critical issues, there is a need to revise our teacher education curriculum curriculum to make it truly integrated integrated and holistic in content and approach. To do so, we need to identify 3 important areas of concerns: •
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Peace eace Educ Educat atio ion n – This This area area ar arms pers person onal al and and glo gloal al respo esponsi nsii ili liti ties es for for the the promotion of peace, cooperation, disarmament, !ustice and non"violent resolution of con#ict. $uman $uman %ights %ights Educat Education ion – Promot romotes es under understa standi nding ng of $uman $uman %ight %ights s concep concepts ts and values to enale learners to comprehend and transform conditions which give rise to human rights violation. &loal Education – 'nvolves learning aout those prolems and issues which cut across national oundaries and aout the interconnectedness of system – cultural, ecological, economic, political, and technological. 't also includes citi(enship education.
)!ectives of Peace Education *. +now +nowlledge edge a. Peace – students should should investigate investigate diere dierent nt concepts concepts and e-amples e-amples of peace on a variety of levels from personal to gloal. . on#ict and /iolence – students should study the prolems prolems of violence c. 0ome 0ome Peace Peaceful ful 1lter 1lternat native ives s disarmament non"violent con#ict resolution development ased on !ustice human rights respect human solidarity environmental care d. Ethical Ethical and Practical Practical %ationale %ationale – students should should study the ethical ethical and practical practical asi asis s for for the the aove aove"c "cit ited ed peac peacef eful ul alte alterrnativ natives es in orde orderr to prov provid ide e adde added d motivation for learning.
2. 1ttit 1ttitude udes/ s/alu alues es a. 0elf 0elf"r "res espe pect ct . %espect espect for other others s c. %espect espect for for human lifenonv lifenonviole iolence nce d. &lo &loal al conc concer ern n e. Ecolog Ecologica icall concer concern n f. ooperation g. )penne )penness ssT Toleran olerance ce h. 0ocial 0ocial %esp %espons onsii iilit lity y i. Posit ositiv ive e /isio ision n 3. 0kills a. %e#ec e#ecti tion on . rit ritic ical al Thin Thinki king ng c. 4eci 4ecisi sion on"m "maki aking ng d. 'mag 'magin inat atio ion n e. omm ommun unic icat atio ion n f. on# on#ic ictt %es %esol olut utio ion n g. &rou &roup p5 5ui uild ldin ing g
Principles and Concept About Peace 60ince wars egin in the minds of men and women, it is in the minds of woman and men that the defense of peace must e constructed.7 8ove
self"worthself"esteem positive self"criticism deep sense of responsiility responsiility
;delityloyalty sense of reconciliation reconciliation gentleness trust and respect openness concern for others sense of sacri;ce courage endurance
ompassion kindness sensitivity to others needs nurturing moral strengthfortitude strengthfortitude goodwill supportiveness
$armony
mutual trusts and understanding cooperationcollaoration sense of elongingnesscultural worth eective communication sense of reconciliation reconciliation
Tolerance Tolerance
mutual respect respect for personal and cultural dierences
aring and 0haring love concern generosity
'nterdependence sense of interconnectedness with others and with creation gloali(ationnationali(ation gloali(ationnationali(atio n and internationalism sense of susidiarity non"violence active participation gloal understandingmutual respect among nations creative and collective responsiility and cooperation transformational transformational leadership commitment to the future
Empathy
appreciation of the other awareness concern
0pirituality
inner peace elief in one>s material and spiritual s piritual development reverence and respect for life commitment to genuine human development con;dence in human spirit freedom of thought, conscience and elief
Human Rigts Education $uman rights is de;ned as the supreme, inherent and alienale right to life, dignity, and self development. 't is concerned with issues on oth areas of civil and political rights and economic, social and cultural rights founded on internationally accepted human rights oligations to which the Philippines government is a state party.
s $uman %ights $andook, ommission on $uman %ights=.
!e "undamental Principles #nderl$ing !e Human Rigts Standards ?niversality – that human rights should e en!oyed y everyone without discrimination as to se-, age, language, religion, or race. @herever a person is, whether in a rich or poor country, in a trie, and whoever the person is, a king, Aueen or pauper, man or woman, old and young she can claim such rights. 'nviolaility – that human rights as an irreducile element of one>s humanity cannot e arogated or violated unless determined y law and 6solely for the purpose of securing due recognition and respect for the rights of other an of meeting the !ust reAuirements of the general welfare, morality, and pulic order in a democratic society.7 'nterdependence – a person>s well eing cannot e en!oyed in a piece meal. $uman dignity cannot e taken in increments. This means that certain rights cannot e sacri;ed in favor of other rights ecause taken together, these rights make human eings whole.
!e %ierent Groups o' Rigts According to Nature a. ivil %ights – are those rights when the law will enforce at the private individuals for the purpose of securing to them the en!oyment of their means of happiness. E-amples are right to life, lierty, and security, freedom to travel, right to due process. . Political %ights – are those rights which enale us to participate in running the aairs of the government either directly or indirectly. E-amples are the right to vote, right to information on matters of pulic concern and the right initiative, freedom of speech, of the press, of assemly. c. Economic and 0ocial %ights – are those which the law confers y law upon the people to enale them to achieve social and economic development, therey ensuring them their well eing, happiness and ;nancial security. E-ample: are the right to property, education, and promotion of social !ustice. d. ultural %ights – are those rights that ensure the well eing of the individual and foster the preservation, enrichment and dynamic evolution of national culture ased on the principle of unity in diversity in a climate of free artistic and intellectual e-pression.
According to Recipient 'ndividual %ights – are those eing accorded to individuals ollective&roup %ights – are those of the society, those that can e en!oyed only in company with others.
According to Source Batural %ights – are rights elieved to e ased on reason or given y 0upreme 5eing. They e-isted long efore they were recogni(ed y law. E-amples of which are right to life, right to property, right to !ustice, right to freedom, right to peace 8egal %ights – are rights recogni(ed y laws. E-amples of which are right to haeas corpus, right to e presumed innocent until proven guilty, right to ail, etc.
According to Implementation 'mmediate – are those rights the 0tates can readily implement ecause these are dependent on the 0tates> political will such as civil and political rights.
Progressive'ncremental – are those rights whose implementation is dependent on availaility of the states> resources and thus can only e en!oyed gradually. 0uch rights are the social, economic and cultural rights.
Human Rigts are Guaranteed ($) National Human Rigts *ecanism) *.
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8egislation – international human rights laws still have to e translated and incorporated into the national laws of 0tates parties. This can e done either through <*= amending and supplementing national laws to suit international laws and <2= promulgating new legal documents. Education and ampaign – much of human rights violations occur ecause of lack of human rights awareness among the people. Educating state agents such as the police, government ocials and pulic servants is crucial only as an immediate measure to prevent violations of human rights. $owever, dissemination of human rights in the grassroots and educating the people especially the marginali(ed is a ma!or reAuirement for human rights protection and promotion. Bational Programs of 1ction – human rights are not !uts a compilation of laws, these are a framework for governance, a national vision that must e pursued. $uman rights should guide government leaders in formulating policies and programs. The everyday conduct of government activities should e guided y the principles of human rights.
Global Education 6&loal education involves learning aout those prolems and issues that cut across national oundaries, and aout the interconnectedness of systemsCecological, cultural, economic, political and technological. &loal education involves perspective takingCseeing things through the eyes and minds of othersCand it means the reali(ation that while individuals and groups may view life dierently, they also have common needs and wants.7
Global Education in+ol+es te) 0tudy the systems
Issues Rele+ant to Global Education hildren>s %ights The onvention on the %ights of the hild is a universally agreed set of non"negotiale standards and oligation which spells out the asic human rights that children everywhere – without discrimination. •
4isasters %educing human suering and economic losses caused y natural and technological disasters comes from preparedness and mitigation through policies, education and strategic and rapid responses. •
Education 'nvesting in education systems helps uild human capital and ensures that people can participate more fully in society. •
Environment 1s the world>s population grows there is more and more pressure on the environment to produce enough food and energy without consuming the resources faster than they can e replaced. •
Dood 0ecurity
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Providing for the physical, social and economic access y all people at all times to sucient, safe and nutritious food which meets their dietary needs and food preferences for an active and healthy life.
&overnance Eective governance means competent management of a country>s resources in a way that is fair, open, accountale and responsive to people>s needs. •
$'/1'40 The $'/1'40 pandemic represents one of the greatest challenges facing developing countries. •
$ealth 'mproving the asic health and the Auality of health service delivery and addressing the health eects of natural disasters and emergencies are the means of improving the health of people. •
$uman %ights The ?niversal 4eclaration of $uman %ights sets forth the human rights and fundamental freedoms of all men and women in all nations, everywhere in the world. •
'nfrastructure The development and maintenance of essential pulic services and systems is an important ingredient for sustained economic growth and poverty reduction. •
icro credit 0mall scale usiness development is an important means of helping individuals out of poverty. •
Peace uilding The support structures and processes which strengthen and solidify peace in order to avoid a relapse into con#ict. •
Poverty 1lleviation The omple- we that keeps people poor is eing addressed through economic growth and improving governance, education and health. •
%efugees Dorced to #ee their homes ecause of persecution refugees are a signi;cant group who need international protection as they seek a durale solution to their plight. •
%ice •
$ighlighting the importance of rice as a primary food and income source in many developing countries.
%ural 4evelopment The ma!ority of the world>s poor live in rural areas, and are disproportionately dependent on natural resources for their livelihoods, especially resources such as forests and ;sheries. •
/olunteering any people give their time and skills without pay to make a contriution to assist others. •
@ater •
@ater is the source of life – vital for health, food and ecoomic development.
@omen 'mproving the status of women is not !ust a women>s issue, ut a goal that reAuires the active participation of oth men and women. •
Global Citiensip
A Global Citien is Someone -o) is aware of the wider world and has a sense of their own role as a world citi(enF respects and values diversityF has an understanding of how the world works economically, politically, socially, culturally, technologically, and environmentallyF is outraged y social in!usticeF participates in and contriutes to the community at a range of levels from local to gloalF is willing to act to make the world a more sustainale placeF takes responsiility for their actions. • • •
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!e .e$ Elements o' Global Citiensip .no/legde and #nderstanding 0ocial !ustice and eAuity
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4iversity
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&loali(ation and interdependence 0ustainale development
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Peace and con#ict
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understanding of gloal deates deeper understanding of dierent cultures and societies comple-ity of gloal issues understanding of key issues of 1genda 2* lifestyles for a sustainale world comple-ity of con#ict issues and con#ict resolution
S0ills ritical thinking
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1ility to argue eectively
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1ility to challenge in!ustice and ineAualities %espect for people and things o"operation and con#ict resolution
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handling contentious and comple- issues political literacy participating in the relevant political processes campaigning for a more !ust and eAuitale world following a personal lifestyle for a sustainale world negotiation con#ict resolution
1alues and Attitudes 0ense of identity and self"esteem Empathy and sense of common humanity ommitment to social !ustice and eAuity /aluing and respecting diversity oncern for the environment and commitment to sustainale development 5elief that people can make a dierence
Economics
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open"mindedness sense of individual and collective responsiility commitment to the eradication of poverty valuing all people as eAual and dierent commitment to sustainale development willingness to work towards a more eAuitale future
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The study that deals with how scarce resources are allocated to ma-imi(e the unlimited wants that indiiduals and societies want to ful;ll. The study of how individuals and societies choose to use the scarce resources that nature and previous generations have provided. The study of how societies choose to use scarce productive resources that have alternatives uses to produce commodities of various kinds, and to distriute them among dierent groups. Economics is the science which studies human ehavior as a relationship etween ends and means which have alternative uses <8ionel %oins, *G3=. Economics or political economy is an 6inAuiry into the nature and causes of the wealth of nations7 <1dam 0mith, *GHI=. Economics is the science of production. Production is a social force insofar as it channels human activity into useful ends <+arl ar-, *JKJ=.
Elements o' an Economic S$stem *. %esources – which include land, laor and capital 2. )utputs – which can either e consumption goods 3. apital goods – items which are used to produce other goods and services in the future, rather than eing consumed today K. Processes of production . Processes of distriution
(rances a. acroeconomics – the ranch of economics that e-amines the economic ehavior of aggregates – income, employment, output, and so on – on a national scale. . icroeconomics – the ranch of economics that e-amines the functioning of individual industries and the ehavior of individual decision"making units, that is, usiness ;rms and households.
*etods o' Economics a. Positive economics – an approach to economics that seeks to understand ehavior and the operations of systems without making !udgment. 't descries what e-ists and how it works. . Bormative economics – an approach to economics that analy(es outcomes of economic ehavior, evaluates them as good or ad, and may prescrie courses of action. 1lso called 6policy economics7.
Economics is important to te) a. 'ndividual – as a consumer who wants to ma-imi(e satisfaction and minimi(e e-penditure. . 5usinessmen – as a producer who wants to ma-imi(e pro;ts and minimi(e costs. c. &overnment – in providing a high standard of living for the people.
(asic Economic Problems *. @hat to produceL 2. $ow to produceL 3. Dor whom to produceL K. $ow much to produceL . $ow much more to produceL Economic S$stems *. apitalist 0ystem – an economy in which individual people and ;rms pursue their own self"interest with any central directions or regulations. This is also known as laisse(" faire economy, free enterprise, price mechanism, or free market economy. 2. ommand Economy – an economy in which a central authority or agency draws up a plan that estalishes what will e produced and when, and makes rules for distriution. 3. i-ed Economy – it is a regulated market economy. 'n reality, all economies are, to some e-tent, mi-ed. 't is !ust a matter of degree of intervention.
"actors o' Production *. 8and
Price S$stem 's the mechanism y which producers and consumers transmit information aout production to one another. 't is referred to as the asic coordination and communication system of a market economy ecause it helps producers make production decisions and wherey keeps the economy alance. •
*ar0et 1 set of arrangements y which uyers and sellers of a good are in contact to trade that good. •
%emand The amount of a good uyers want to purchase at dierent prices. ehavior of uyers • •
2uantit$ %emanded The amount
%emand Scedule 1 tale showing how the Auantity demanded of some product during a speci;ed period of time changes as the price of that product changes, holding all other determinants of Auantity demandes constant. •
%emand Cur+e 1 graphical depiction of a demand schedule. 't shows how the Auantity demanded of some product during a speci;ed period of time will change as the price of that product changes, holding all other determinants of Auantity demanded constant. •
Sortage E-cess demand •
La/ o' %emand The lower the price, the higher the Auantity demanded of a particular commodity. •
"actors Aecting %emand Price Dactor *. Price of the product itself Bon"Price Dactors *. Dashion, taste, and climate 2. hanges in income 3. hanges in population K. hanges in the price of related goods . 1dvertisements I. 'ntroduction of new products H. 0ocial and economic conditions J. Destive seasons G. 0peculation
Suppl$ The amount of a good sellers want to sell at dierent prices. •
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ehavior of sellers
2uantit$ Supplied The amount of a particular product that ;rm would e willing and ale to oer for sale at a particular price during a given time period. •
Suppl$ Cur+e 1 graph illustrating how much of a product a ;rm will supply at a dierent price. •
Surplus E-cess supply •
La/ o' Suppl$ The positive relationship etween price and Auantity supplied: 1n increase in market price will lead to an increase in Auantity supplied, and a decrease in market price will lead to a decrease in Auantity supplied. •
"actors Aecting Suppl$ Price Dactor *. Price of the good itself Bon"Price Dactors *. limatic onditions 2. ost of Production 3. Technological 1dvancements K. &overnment Policies
E3uilibrium Price The price at which the Auantity demanded and the Auantity supplied are eAual. •
*ar0et Structures *. Perfectly ompetitive arkets has the following characteristics: a. There are many uyers in the market . There are many sellers in the market c. &oods are homogeneous and not dierentiated d. There must e free entry to and e-it from the market e. 5oth consumers and the producers have perfect knowlegde aout the market situation f. There is moility of factors of production g. Bo transport cost h. There is independence in decision making i. There is no preferential treatment 2. onopoly has the following characteristics: a. There is only one single seller ut two types of monopoly
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There are many uyers in the market There are few sellers in the market Products sold can either e homogenous or dierentiated 5arries to entry e-ist ut these are not as restrictive as monopoly There is interdependency in pricing and output in relation to other ;rms Price can e determined through: price leadership dominant ;rm cartel collusion
Opportunit$ Cost The value of the ne-t est alternative that the decision forces the decision"maker to forgo. %ational decision making, e it in industry, government, or households, must e ased on opportunity cost calculations. •
Economic Goods Things of value that you can see, touch, and show to others. •
Economic Ser+ices 'ntangile things that have value ut often cannot e seen, touched or shown to others. •
!a4ation 't is an inherent power of the state to impose and collect revenues to defray the necessary e-penses of the government. 't is a compulsory contriution imposed y a pulic authority irrespective of the amount of services rendered to the payer in return. 't is a compulsory levy on private individuals and organi(ations y the government to raise revenue to ;nance e-penditures on pulic goods and services. •
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Purpose o' !a4ation *. To collect revenue for the government 2. To redistriute income 3. To comat in#ation K. To correct an adverse alance of payments . To check consumption of goods which are considered undesirale I. To protect localinfant industries H. To in#uence population trends J. To improve unfavorale terms of trade G. To reallocate resources *9. To create a sense of identity !e "our 5R6 s Ta-ation has four main purposes or eects: %evenue – o Ta-es raise money to spend on roads, schools and hospitals, and on more indirect government functions like market regulation or !ustice systems. This is the most widely known function. %edistriution o This means transferring wealth from the richer sections of society to poorer sections. o %epricing Ta-es are levied to address e-ternalities: toacco is ta-ed, for e-ample, to discourage smoking. o %epresentation •
!eor$ Ta-ation is a necessity and indispensale, for without ta-es government cannot function and e-ist. •
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't is found in the reciprocal duties of protection and support etween the state and its inhaitants.
Sources and Origin o' !a4ation *. The onstitution 2. 0tatutes or Presidential 4ecrees 3. 5ureau of 'nternal %evenue regulations K. Mudicial 4ecisions . Provincial, ity, unicipal and 5arrio )rdinances I. )servance of 'nternational 1greements H. 1dministrative %ulings and )pinions Ob7ects o' !a4ation *. Persons – whether natural or !udicial 2. Property of any kind 3. Transactions, interest and privileges Limitations on te Po/ers o' !a4ation *. 'nherent 8imitations a. The ta- must e for pulic purpose . Bo improper delegation of legislative power to tac. E-emption of government entities d. Territorial !urisdiction e. )servance of 'nternational 8aw 2. onstitutional 8imitations a. EAual protection of the law . ?niformity rule c. )servance of due process of law d. Bon"impairment of oligation of contracts e. Bon"imprisonment for non"payment of poll taf. Bon"impairment of religious freedom g. Bo appropriation for religious purposes h. Property ta- e-emption i. Bon"impairment of the !urisdiction of the 0upreme ourt in ta- cases
Classi8cation o' !a4es *. Progressive 'ncome Ta- – the higher the income, the higher the ta- rate. 2. Proportional Ta- – the ta- rate is constant and unaected y the level of income. 3. %egressive Ta- – the higher the income, the lower the ta- rate. !$pes o' !a4es 1. 4irect Ta-es *. The urden cannot e shifted to the third party 2. 4irect ta-es are ased on income and wealth 3. 'n most cases, direct ta-es are progressive in nature K. 4irect ta-es are compulsory in nature E-amples:
income taresidence tareal state taimmigration taestategiftinheritance ta-
5. 'ndirect Ta-es *. The ta- urden can e shifted to the third party 2. 'ndirect ta-es are ased on e-penditures and consumption 3. 1ll indirect ta-es are regressive in nature K. 'ndirect ta-es are optional in the sense that they can e avoided E-amples:
sales ta-
import ta/1TE/1T
Caracteristics o' a Sound !a4 S$stem Eciency – must generate revenues greater than the amount of money the government must spend to collect ta-es. EAuity – individuals and groups elonging to the same income racket must e ta-ed eAually while those elonging to dierent income groups must e ta-ed dierently. onvenience – to set up measures and procedures that will make it more convenient for ta-payers to pay. 0taility – ta- system must not et too ofetn or it will encourage ta-payers to withhold ta- payments until a more preferred system is put in place. •
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Agrarian Re'orm Program -at is Agrarian Re'orm9 1grarian %eform is the redistriution of lands to farmers and regular farmworkers who are landless, irrespective of tenurial arrangements. 1grarian reform is not !ust the transfer of lands, it includes a package of support services: economic and physical infrastructure support services,
-at is a te legal basis 'or CARP9 The omprehensive 1grarian %eform Program <1%P= was passed in *GJJ under the administration of President ora(on . 1Auino. The legal asis for 1%P is %epulic 1ct IIH otherwise known as omprehensive 1grarian %eform 8aw <1%8= signed y 1Auino on Mune *9, *GJJ. 't is an act instituting a 1%P to promote social !ustice and industriali(ation, providing the mechanism for its implementation, and for other purposes. •
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-at does CARP co+er9 1%P covers all alienale and disposale lands of the pulic domain devoted to or suitale for agriculture, all lands of the pulic domain in e-cess of the speci;c limits, all other lands owned y the &overnment devoted to or suitale for agriculture, and all private lands devoted to or suitale for agriculture regardless of the agricultural products raised or that can e raised thereon. •
Cooperati+es -at is a Cooperati+e9 •
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1 cooperative is a duly registered association of persons with a common ond of interest, who have voluntarily !oined together to achieve a lawful common social or economic end, making eAuitale to contriution to the capital reAuired and accepting a fair share of the risks and ene;ts of the undertaking in accordance with universally accepted cooperative principle. 5y forming a cooperative you pool money, human resources and talent to uild capital and work together to produce more goods and raise incomes. Through cooperatives, you can look for the other sources of loans at low interest rates of orrowing form informal lenders or users.
-at are te Principles o' Cooperati+ism9 •
The cooperative principles were reformulated y he 'nternational ooperative 1lliance in /ienna in *GII during its 23 ongress: /oluntarism o Each memer of a cooperative ecomes a memer voluntarily and is not restricted y social, political or religious discrimination. o 4emocracy
oops are democratic organi(ations with ocers and managers elected or appointed in a manner agreed on y memers. Each memer, no matter the amount of his share, is entitled to one vote. 8imitation of 0hare apital 'nterest 'nterest on a memer share capital is limited so that no person"especially those with moneyCcan have an overwhelming eAuity in the coop. 0haring all location of cooperatives surplus or savings andates distriution of surplus eAuitaly so that no memer, gains at the e-pense of another. Provision for the education and training of cooperatives memers, ocers and employees, and of the general pulic in the principles and techniAues of cooperation Promotion of cooperation etween cooperatives at local, national and international levels. oncern for community y working for its sustainale development through policies approved y the cooperative memers.
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.inds o' Cooperati+e •
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redit ooperative Promotes thrift and savings among its memers and creates funds in order to o grant loans for productivity. onsumer ooperative o The primary purpose is to procure and distriute commodities to memer and non"memers. Producers ooperative o ?ndertakes !oint production whether agricultural or industrial. 0ervice ooperative Engages in medical, and dental care, hospitali(ation, transportation, insurance, o housing, laor, electric lights and power, communication and other services. ulti"Purpose ooperative omines two <2= or more of the usiness activities of these dierent types of o cooperatives
!e Categories o' Cooperati+es According to *embersip and !erritor$) 'n terms of memership: *. 2. 3.
Primary – the memers of which are natural person of legal ageF 0econdary – the memers of which are primeriesF Tertiary – the memer of which are secondaries upward to one or more apeorgani(ations. ooperatives whose memers are cooperatives are called federations or unions.
'n terms of territory, cooperatives are categori(ed according to areas of operation which may not e coincide with the political sudivision of the country.
!e General Steps in "orming a Cooperati+e 0i- 0teps in 0etting ?p 1 ooperative: *. &et )rgani(ed. •
Nou must have at least * memers. 1t once determine the common prolems you would want to solved and the asic needs you would want provided for through a cooperative.
2. Prepare a general statement called an economic survey.
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This will help you measure your cooperatives chances of success.
3. 4raft the cooperatives y"laws. •
The y"laws contain the rules and regulation governing the operation of the cooperative.
K. 4raft the articles of cooperation. •
'ndicate the name of the cooperative, its memers, terms of e-istence and other pertinent description aout your cooperative.
. 0ecure ond of your accountale ocers, normally the treasurer, or the treasurer and the manager. •
The amount of the ond is to e decided upon y the 5oard of 4irectors, ased on the initial network of the cooperatives which includes the paid"up capital, memership fees and other assets of the cooperatives at time of registration.
I. %egister your cooperative with the ooperative 4evelopment 1uthority <41=, you must sumit four copies each of the Economic 0urvey, 5y"8aws, and 1rticles of ooperation and 5ond of 1ccountale )cer
*embers o' a Primar$ Cooperati+e •
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'f you are a Dilipino of legal age, you can a a coop memer if you meet the Auali;cations prescried y the coop>s y laws. The oard of directors act on application for memership. 1 memer may e-ercise his rights only after having paid the fees for memership and acAuired shares in the cooperative.
!/o .inds o' *embersip in te Cooperati+e Two +inds of emers: *. %egular emer – entitled to all the rights and privileged of memership as stated in the ooperative ode and the coops y"laws. 2. 1ssociate emer – has no right to vote and to e voted upon and is entitled to such rights and privileged provided y the cooperatives y laws.
Ne/ Cooperati+e La/ ooperative ode of the Philippines <%1 IG3J= ooperative 4evelopment 1uthority <%1 IG3G= E-ecutive )rder G and GI were issued y Pres. Didel %amos in Mune *GG3, providng for implementation guidelines for some of he provisions of he two vs.cited. • • •
Cooperati+es 1alues self"help self"responsiility democracy eAuality solidarity eAuity honesty openness social responsiility caring for others • • • • • • • • • •
Sociolog$
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The scienti;c and systematic study of society, including patterns of social relations, social strati;cation, social interaction, and culture. The science of society and he social interactions taking place in that society. The study of human society: its origin, growth, structure, function, customs, traditions, group life and institutions. 0ociology is considered a ranch of the social sciences.
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To otain factual information aout our society and the dierent aspects of our social life. To enale us to see the connection etween our own personal e-periences and the social forces in the igger social world which in#uence our life
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The term 6sociologie7 was ;rst used in *HJ9 y the Drench essayist Emmanuel Moseph 0ieyes <*HKJ"*J3I= in an unpulished manuscript. The term was used again and populari(ed y the Drench thinker 1uguste omte in *J3J. omte had earlier used the term Osocial physics>, ut that term had een appropriated y others, notaly 1dolphe uetelet. omte hoped to unify all studies of humankindCincluding history, psychology, and economics. $is own sociological scheme was typical of the *G th centuryF he believed all human life had passed through the same distinct historical stages (theology, metaphysics, positive science) and that, if one could grasp this progress, one could prescribe the remedies for social ills. 0ociology was to e OAueen of the positive sciences>. Thus, omte has come to e viewed as the 6Dather of 0ociology7.
Sociological Scolars These scholars greatly in#uenced the founding of sociology: 1uguste omte o Emile 4urkheim – 0ocial Dacts
Scope and !opics o' Sociolog$ •
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0ociologist study society and social action y e-amining the groups and social institutions people form, as well as various social, religious, political, and usiness organi(ations. They also study the social interactions of people and groups, trace the origin and growth of social processes, and analy(e the in#uence of group activities on individual memers and vice versa. 0ociologist research macro"structures and processes that organi(e or aect society, such as, ut not limited to, race or ethnicity, gender, gloali(ation, and social class strati;cation. They study institutions such as the family and social processes that represent deviation from, or the reakdown of, social structures, including crime and divorce. 1nd, they research micro"processes suchas intepersonal interactions and the sociali(ation of individuals.
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0ociologists are also concerned with the eect of social traits such as se-, age, or race on a person>s daily life. 0ociologists study the many dimensions of society.
!ree (asic !eoretical Approaces) • • •
The structural"functional approach The social"con#ict approach The symolic"interaction approach
Sociological Paradigm • •
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0peci;c Opoints of view> used y social scientists in social research. 0ociological paradigms are particular paradigms that emply the sociological perspective and the sociological imagination. 1 sociological paradigm usually refers to the riad schools of thought in sociology that encompass multiple theories from the same perspective. These include: on#ict Paradigm – focuses on the aility of some groups to dominate others, or o resistance to such domination, including ar-ism. Deminism – focuses on how male dominance of society has shaped social life. o Dunctionalism – also known as a social system paradigm, e-amines what functions the various elements of a social system perform in regard to the entire system. 'nteractionism – elieves that meaning is produced through the interactions of o individuals. o 4arwinism Paradigms – also known as the evolutionary paradigm, sees a progressive evolution in social life. o Positivism Paradigm – 0ocial Positivist elieve that social processes should e studied in terms of cause and eect using the scienti;c method.
Sociological Researc •
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The asic goal of sociological research is to understand the social world in its many forms. uantitative methods and Aualitative methods are two main types of sociological research methods. 0ociologists often use Auantitative methodsCsuch as social statistics or network analysisCto investigate the structure of a social process or descrie patterns in social relationships. 0ociologists also often use Aualitative methodCsuch as focused interviews, group discussions and ethnographic methodsCto investigate social processes. 0ociologists also use applied research method such as evaluation research and assessment.
Societ$ and Culture Societ$ •
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1 system of interacting individuals and interrelate groups sharing a common culture and territory 1 group of people living together in a social system of long estalished relationship, recogni(ing and following a certain way of life
!/o !$pes o' Societ$ Bon"industrial 'ndustrial • •
Social Structure The patterned and collectivities •
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"orms o' Social Structure Primary group structures – families, friendship groups and work groups Purposely organi(ed structures – voluntary organi(ations and associations Territorial structures – city, community, neighorhood 8atent structures – se- or racial categories • • • •
Social Groups & Social Organiations Social Groups Primary group – family and friendship group considered the uilding locks of the larger society 0econdary group – groups where interaction among memers are impersonal, usiness like. Docus of the group is on development of skills and speciali(ed know how. •
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Gemeinsca't & Gessellsca't :"erdinand !oennies; &emeinschaft 1 community of intimate private and e-clusive living and familialism. aye likend to our trial goup, ;shing villages, agricultural village •
&essellschaft 8arge secondary group where there is division of laor, speciali(ation, functional interdependence •
'n"group and )ut"group 5ased on sense of elonging. These are not actual groups ut a kind of relationship e-ist in the mined. The used of 6we7
'nformal and Dormal &roups 5ased on form of organi(ation 'nformal group – arises spontaneously our of interaction Dormal group – also called social organi(ation • • •
Dormal organi(ations are necessary in industriali(ed comple- societies. organi(ations are for: pro;t the spiritual needs of people education workers ene;ts service to the poor
&oals of formal
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(ureaucrac$ The administrative machinery of a formal organi(ation or social organi(ation which is aimed to enale memers to meet their goals. •
Socialiation Process through which a person acAuires the skills and ehavios necessary for social living. •
Elements o' Socialiation *. hild>s culture 2. 5iological inheritance 3. hild>s interaction Damily – ost important sociali(ing agent 0chool – Transmitter of culture 8anguage – 1n important tool in sociali(ation
0ocial )rder – eans y which people ;ll their e-pected role
Status The position a person occupies in society y virtue of age, irth, marriage, occupation or achievement •
Ascribed status Position assigned to the individual •
Acie+ed status 1cAuired through competition •
Agencies o' Socialiation Damily Peer group hurch 0chool ass media @ork place • • • • • •
Social Interaction %efers to the various actions and interactions of individual in a social situation. •
Social Process ooperation – people work together for a common good o 1ssimilation – lendingfusing two cultures o 1cculturation – adaptation of culture upon contact 1malgamation – rought aout y intermarriage o ompetition and on#ict •
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Culture Drom the 8atin cultura stemming from colere, meaning 6to cultivate7 %efers to patterns of human activity and the symolic structures that give such acitivities signi;cance and importance. ultures can e 6understood as systems of symols and meaning that even their creators contest, that lack ;-ed oundaries, that are constantly in #u-, and that interact and compete with one another7. ulture can e de;ned as all the ways of life including arts, eliefs and institutions of a population that are passed down from generation to generation. 6the way of life for an entire society7 • •
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Components o' Culture •
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*aterial culture
Culture -itin A Societ$ 8arge societies often have sucultures, or groups of people with distinct sets of ehavior and eliefs that dierentiate them from a larger culture of which they are a part. The suculture may e distinctive ecause of the age of its memers, or y their race, ethnicity, class, or gender. The Aualities that determine a suculture as distinct may e aesthetic, religious, occupational, political, se-ual, or a comination of these factors. •
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Cultures ($ Region %egional cultures of the world occur oth y nation and ethnic group and more roadly, y larger regional variations. 0imilarities in culture often occur in geographically neary peoples. any regional cultures has een in#uenced y contact with others, such as y coloni(ation, trade, migration, mass media, and religion. ulture is dynamic and changes over time. 'n doing so, cultures asor e-ternal in#uences and ad!ust to changing environments and technologies. Thus, culture is dependent on communication. 8ocal cultures change rapidly with new communications and transportation technologies that allow for greater movement of people and ideas etween cultures. •
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Cultural (ias ultural ias is when someone is iased due to his or her culture. ultural ias can also relate to a ias that a culture possesses. Dor instance, a ias against women could e held y a culture who degrades women. • •
Etnocentrism The tendency to look at the world primarily from the perspective of one>s own culture. Ethnocentrism often entails the elief that one>s own race or ethnic group is the most important andor that some or all aspects of its culture are superior to those of other groups. • •
Cultural #ni+ersal 's an element, pattern, trait, or institution that is common to all human cultures on the planet. E-amples of elements that may e considered cultural universal are gender, roles, the incest taoo, religious and healing ritual, mythology, marriage, language, art, music, cooking, games and !okes. The principal cultural universal are: o Dood o @ater lothing o 0helter o o 0ocial organi(ation o Damily ommunication o %ecreation o 1rts o Environment o o $istory o 0pirituality •
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"ilipino Societ$ & Culture %e+elopment o' te "ilipino Culture 1sian or )riental ulture o alayan as the indigenous core with strains of 1eta, 'ndonesian, $indu, 1ra and hinese culture •
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@estern or )ccidental ulture
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0panish – strongly manifested in our religious and cultural orientation 1merican – manifested in Dilipino political orientation
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Social Hierarc$ in Luon 5ased on 0panish records, @illiam $enry 0cott concluded that there were three social classes in pre"0panish 8u(on and /isayas. *aginoo – highest among all classes o This was composed of datus and their families 4atu – polotical and economic leader 5aaylanes – a /isayan term for spiritual leader, katalonan was the Tagalog counterpart *aarli0a – ne-t to the maginoo class o This class was composed of warriors who served as protectors of the arangay from its enemies. The aharlika did not pay ta-es ut they were oliged to accompany the datu in times of war. o Timawa – free person 4uring the 0panish period, eing timawa meant eing free to e e-ploited and enslaved y the 0paniards. omposed the main ulk of the population. Sla+es – lowest class o aliping namamaa$ – lived in their own houses and was called only y the datu to help in uilding a house or in farming. aliping saguiguilid – lived in the datu>s house ecause of a large det he had incurred. •
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Social Classes in te 1isa$as %atu – highest class o omposed of the political leader, his family and those who elonged to their class. !ima/a – elonged to the second class and were known as free people. Oripun = lowest class. They could e ought and sold. •
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Culture And Ci+iliation o' Ancient Societies 1ncient Dilipino civili(ation was re#ected in the political system, economy, religion and elief system, system of writing and traditions. Politics – the political leader in the arangay level was the datu. o %eligion – the ancient Dilipinos> religion was called animism. They elieved that o gods and goddesses inhait in nature. This religion is also called anitoism. 5athala
1griculture – +aingin system – urning of one part of the forest in order to clear the area to e used for planting. 0ystem of writing – the ancient system of writing was called ayayin. omposed of *K consonants and three vowels. %esidence – houses were uilt in places where there was steady supply of food. 5ahay"kuo – made from nipa and amoo and had good ventilation.
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5elief in 1fter 8ife – early Dilipino elieved in the after"life. The afterlife was elieved to e a continuation of life on earth, thus valuales were also uried alongside the dead. anunggul Mar – re#ection of this elief
%e+iance and Social Control %e+iance The process y which those who violate group norms are identi;ed as norm violators People are often said to have a disorder ecause their ehavior deviates from what their society considers acceptale. @hat constitutes normality varies somewhat from one culture to another, ut all cultures haveCsuch norms. @hen people violate these standards and e-pectations, they may e laeled mentally ill
%e+iants People who diverges from group norms while deviates are those who display divergent ehavior ut are not identi;ed as norm violates. •
Component o' %e+iant (ea+ior 1ct or unit of action 1ctor who e-hiits the ehavior 0ocial situation 1udience of de;ners of the act • • • •
Social Control %efers to all those attitudes and ehaviors originating in the social environment that have the eects or directing or restricting the attitude and ehavior of an individual or group. •
!eories on te Causes o' %e+iance Anomie !eor$ – groups with fewer opportunities to achieve success goals will have greater motivation to violate norms and higher rates of deviance. Subculture !eor$ – the greater motivation to violate norm will result in dierent patterns of deviance depending upon the availaility of illegitimate opportunities in the neighorhood. %ierential Association !eor$ – speci;c direction of a person>s motivation and action depends upon freAuency and intensity of interaction with others. Labeling !eor$ – assumes that most people commit deviant acts at one time to another •
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Social *obilit$ %efers to movement up or down in social status. occupation. This process may e speeded y: %evising one>s standard of living o ultivating class"typed modes of ehavior o anipulating associational memership o o 1 strategic marriage •
This usually involves a change in
Social Strati8cation E-ists when there is a hierarchy of position with dierences in wealth, power and prestige and when there is intergenerational transmission of advantage or disadvantage stemming from one>s location in the hierarchy. Caste s$stem – made upon religiously sanctioned and hierarchically ranked o groupings in which memership is ;-ed at irth and is permanent. This is found •
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in 'ndia where the rank order are: <*= 5rahmansF <2= +sashtriyaF <3= /aishyasF
Nature o' 'ormal organiation 't is a delierately constructed social unit with e-plicitly coordinated activities designed to contriute toward the attainment of a stated goal. (ureaucrac$ = where there is a clearly ordered hierarchy of positions or ocersF o a de;ned sphere of competenceF activities are recordedF positions are ;lled on the asis of e-pertiseF operation is ased upon a system of general rulesF and relationship among people within a ureaucratic organi(ation is impersonal. •
Institutions luster of norms associated with important social activities. "amil$ – asic social unit which is the source of intimate social relationship and o the most eective agent of transmitting culture. Economic Institutions – is the actual organi(ation and utili(ation of natural and o human resources y a given society at a given time in accordance with their cultural patterns. Religion – is any set of attitudes, eliefs, and practices pertaining to o supernatural power. Political Institutions o Educational Institutions o •
1alues Education, Etics, & *oral Education 1alues •
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E-pressions of the ultimate ends, goals or purposes of social action. They are society>s moral imperatives that deals with what ought to e. 61 thing has a value when it is perceived as good and desirale.7 <4E0= /alues are made up of assumptions and eliefs, which our culture endorses as appropriate ases for responses to events, facts, and states. 't is our assumptions and eliefs that in#uence us to see things the way we do
"orces tat Sape Contemporar$ "ilipino 1alues "oundation o' te "ilipinos Oriental Nature 1eta, 'ndonesian, alayan, $indu, 1raian, hinese 'nterpersonal relationship revolve around lood ties, marriage and ritual kinship •
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"ilipinos> Occidentalism 0panish in#uence is manifested in our religious, political, economic, educational life and even in our language, dress and diet. o Emphasis on spiritual aspect had shaped out attitude towards divorce, irth control, ;estas and ceremonies. &amling and our aversion to manual laor could e traced to 0pain>s inferior o regard for us •
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1mericani(ation of Dilipinos o anifested in our political and social outlook. @ith the introduction of a democratic system of government we ecome aware of our rights and privileges. The populari(ation of education gave us the opportunity for social moility. Mapanese )ccupation
%ECS 1alues Education Program :?@; This program drew inspiration from *GJI E401 %evolution and the *GJH onstitution where the vision of a 6!ust and humane society7 was emphasi(ed. This vision calls for a shared culture and commonly held values such as 6truth, !ustice, love, eAuality, and peace.7 •
Pilosop$ o' 1alues Education Program %ational understanding of the Dilipino as a human eing in society and his or her role in shaping society and the environment. The task of education is to help this human eing
Core 1alue $uman dignity
!eories o' 1alues "ormation •
Ps$cos personality has three aspects: The id – is the primitive, instinctive component of personality that operates according to the pleasure principle. The ego – is the decision"making component of personality that operates according to the reality principle. The superego – is the moral component of personality that incorporates social standards aout what represents right and wrong.
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(ea+iorist 1ie/ :on (F -atson, ?s responding is in#uenced y the oservation of others, who are called models. This process has een investigated e-tensively y 1lert 5andura. 5andura does not see oservational learning as entirely separate from classical and operant conditioning. o 5andura maintains that people>s characteristic patterns of ehavior are shaped y the models that they>re e-posed to. 'n oservational learning, a model is a person whose ehavior is oserved y another. 1t one time or another, everyone serve as a model for others. 5andura>s key point is that many response tendencies are the product of imitation. Conuent !eor$ = !rac0s o' Consciousness :(rian Hall;
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1cAuisition of value is dependent upon and could e limited y one>s level of consciousness
Ps$cos 0tage Theory o Erikson>s theory of personality development posits that people evolve through eight stages over the life span. Each stage is marked y a psychosocial crisis that involves confronting a fundamental Auestion, such as 6@ho am ' and where am ' goingL7 The stages are descried in terms of alternative traits that are potential outcomes from the crises. 4evelopment is enhanced when a crisis is resolved in favor of the healthier alternative.
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Persons sense of self, or 6self"concept7Cwhich animals presumaly lack. o %ogers viewed personality structure in terms of !ust one construct. $e called this construct the self, although it>s more widely known today as the self"concept. 1 self"concept is a collection of eliefs aout one>s own nature, uniAue Aualities, and typical ehavior. o 5oth he and aslow <*GK= maintained that to fully understand people>s ehavior, psychologist must take into account the fundamental human drive toward personal growth. They asserted that people have a asic need to continue to evolve as human eings and to ful;ll their potentials. Humanistic !eor$ = Abraam *aslo/>s Sel's potential. aslow summari(ed this concept with a simple statement: 6@hat a man can e, he must e.7 1ccording to aslow, people will e frustrated if they are unale to fully utili(e their talents or pursue their true interests.
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Cogniti+e *oral %e+elopment :La/rence .olberg; o There e-ist a structural ases written each person that determine the process of perceiving value. This series of progression depends on the person>s interaction with the environment. Moral reasoning is related to moral ehavior. o +ohlerg>s stages of moral development descrie the young child as eing in the 6Premoral 0tage7
Etics & *oral Education
Etics omes from the &reek word ethos, 6usage,7 6character,7 6custom,7 6disposition,7 6manners7 The analysis of concepts such as 6ought,7 6should,7 6duty,7 6moral rules,7 6right,7 6wrong,7 6oligation,7 6responsiility,7 etc. The inAuiry into the nature of morality or moral acts. The search for the morally good life. •
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Imperati+es o' Etics *. E-istence of &od or a 0upreme 5eing 2. E-istence of human freedom 3. 'mmortality of the soul Pilippine Histor$ Terms from the Philippine %evolution
Ca+ite *utin$ Dilipino soldiers in the fort of 0an Delipe in avite rose in mutiny under the leadership of 0ergeant 8a adrid. The cause was the aolition of some privileges of the Dilipinos. &)5?%R1 were arrested and killed ecause of the suspicion that they were involved in the said mutiny. •
El "ilibusterismo %i(al>s second novel, pulished in *JG* in 5elgium, with the ;nancial support of /alentin /entura, who lent him the money to print the ook. %i(al dedicated this ook to &)5?%R1, the three martyr"priests. This is a political novel in which %i(al predicted the coming of the revolution. •
Insulares 0paniards orn in the Philippines. •
.ala$aan Bewspaper of the +atipunan, which ;rst came out on Manuary *JGI, with Emilio Macinto as editor. .atipunan The secret revolutionary movement founded y 1ndres 5onifacio on Muly H, *JG2 in Tondo, anila. 't means .A!AAS!AASAN .AGALANG
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La Liga "ilipina Dounded y %i(al on Muly 3, *JG2, in Tondo, anila, its aims were: o to unite the whole archipelago into one compact, vigorous, and homogenous odyF mutual protection in every want and necessityF o defense against all violence and in!usticeF o o encouragement of instruction, agriculture, and commerceF and o study and application of reforms. •
La Solidaridad )rgan of the %eform ovement in 0pain, with &raciano 8ope("Maena as its ;rst editor. 'ts ;rst issue came out on Deruary *, *JJG. 'ts aim was to gather, to collect lieral ideas which were daily e-posed tin the camp of politics, in the ;eld of science, arts, letters, commerce, agriculture, and industry. +nown as Sol to the propagandists, it ecame the mouthpiece of the Dilipinos in 0pain. •
*agdalo )ne faction of the +atipunan in avite, led y 5aldomero 1guinaldo, with headAuarters in +awit, avite. •
*agdi/ang The other +atipunan faction in avite, led y ariano 1lvare(, with headAuarters in Boveleta, avite. •
Noli *e !angere %i(al>s masterpiece, pulished in *JJH. This is a sociohistorical novel ased on facts that %i(al gathered while in the Philippines. 't is a novel, ut not ;ction. The novel gained popularity immediately, ut the 0paniards authorities, especially the friars whom %i(al ridiculed in the novel, prohiited its reading. •
Pact o' (ia0
Palabra de Honor @ord of honor, or keeping one>s promises. •
Peninsulares The 0panish"orn residents of the Philippines. •
Spolarium The most famous painting of Muan 8una. •
!e !rue %ecalogue 1 political tract written y 1polinario aini which ecame the ile of the Dilipino reels. •
!omasites 1merican teachers who came to the Philippines in *G9* to teach English to the Dilipinos. The ;rst atch of these teachers arrived aoard the 1merican ship Thomas, hence, they were called !omasites. •
!e Pilippine National Heroes %rF ose Rial – Andres (oni'acio General Gregorio del Pilar General Emilio Aguinaldo Apolinario *abini GO*(#RMA – !rece *artire – Emilio acinto – General Antonio Luna *elcora A3uino Graciano Lope<aena Panda$ Pira *ariano Ponce
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Gregoria de esus "ernando *aF Guerrero "elipe Agoncillo Ra'ael Palma uan Luna
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The Bational $ero – The &reat Pleian and Dather of the +atipunan. – $ero of the 5attle of Tirad Pass. – President of the Dirst Philippine %epulic. – 0ulime Paralytic and 5rains of the %evolution. artyred Priests of *JH2. *3 artyrs from avite. 5rains of the +atipunan. – ofounder of La Independencia. –
*arcelo HF del Pilar
– &reatest Mournalist and oving 0pirit of the Propaganda ovement. Leona "lorentino – Dirst Dilipino Poetess <'locos 0ur=. Pedro Paterno – Peace of the %evolution. Isabelo delos Re$es – Dounder of Philippine 0ocialism. Artemio Ricarte – %evolutionary &eneral, known as /iorra. ose Palma – @rote the 0panish 8yrics of he Philippine Bational 1nthem. La0andola – hief of Tondo, Driendly to the 0paniards. Ra7a Soliman – The 8ast %a!ah of anila. Leonor Ri+era – ousin and Diancee of Mose %i(al. *arcela *ario Agoncillo – aker of the Dirst Dilipino Dlag. Galicano Apacible – )ne of the Dounders of +atipunan. ose *aF Panganiban – 5icolandia>s &reatest ontriution to the $istoric ampaign for %eforms. %iego Silang – 8eader of the 'locano %evolt. *aria ose'a Gabriela Silang – ontinued the Dight 1fter her $usand>s 4eath. Lapu
References Angeles, Peter A. 1981. Dictionary of Philosophy. United States of America: Harper Ro!, P"#lishers, $nc. %oncan, &elestina P. '((). Philippine Civilization History and Government . *"e+on &ity: i#al P"#lishing Ho"se, $nc. -m#er, &arol R., el at. 1988. Anthropology. *"e+on &ity: /& Press, $ncorporated. ocano, 0anda . 1992. Filipino Value System. /etro /anila: P"nlad Research Ho"se, $nc. 3eiten, 3ayne. '(('. Psychology Themes and Variations, Brieer Version. United States of America: 3ads!orth 4ro"p. 555555555555555555. A !uic" #oo" At CA$P % &A$. *"e+on &ity: P"#lic Affairs Staff, Department of Agrarian Reform.
