HANDOUT 2nd QUARTER

INSTITUTIONALISM

Social Institutions
 Are social structures and social mechanisms of social order and cooperation that govern the behavior
of its members.
 Is a group of social positions, connected by social relations, performing a social role.
 Any institution in a society that works to socialize the group of people in it.

Characteristics of an Institution
 Institutions are purposive.
 Relatively permanent in content.
 Institutions are structured.
 Institutions are a unified structure.
 Institutions are necessarily value-laden.

Functions of an Institutions
1. Institutions simplify social behavior for the individual person.
2. Provide ready-made forms of social relations and social roles for individual.
3. Act as agencies of coordination and stability for the total culture.
4. To control behavior.

Major Social Institutions

 The Family
 Education
 Religion
 Economic Institutions
 Government

THE FAMILY
 The smallest social institution with the unique function or producing and rearing the young.
 It is the basic unit of Philippine society and the educational system where the child begins to learn his
ABC.
 The basic agent of socialization because it is here where the individual develops values, behaviors, and
ways of life through interaction with members of the family (Vega, 2004).

Characteristic of the Filipino Family

 The family is closely knit and has strong family ties.
 The Filipino family is usually extended one and therefore, big.
 In the Filipino family, kinship ties are extended to include the “compadre” or sponsors.

Functions of the Family

1. Reproduction of the race and rearing of the young.
2. Cultural transmission or enculturation.
3. Socialization of the child.
4. Providing affection and a sense of security.
5. Providing the environment for personality development and the growth of self-concept in relation to
others.
6. Providing social status.
Kinds of Family

…according to STRUCTURE

Conjugal or Nuclear Family

 The primary or elementary family consisting of husband, wife and children.
Consanguine or Extended Family
 Consist of married couple, their parents, siblings, grandparents, uncles, aunts, and cousins.

…according to term of MARRIAGE

Polyandry
 One woman is married to two or more men at the same time.
Polygyny
 One man is married to two or more women at the same time.
Cenogamy
 Two or more men mate with two or more women in group marriage.

…according to DESCENT

Patrilocal
 When the newly married couple lives with the parents of the husband.
Matrilocal
 When the newly married couple lives with the parents of the wife.
Neolocal
 When the newly married pair maintains a separate household and live by themselves.

…according to AUTHORITY

Patriarchal
 When the father is considered the head and plays a dominant role.
Matriarchal
 When the mother or female is the head and makes the major decisions.
Equalitarian
 When both father and mother share in making decisions and are equal in authority.

EDUCATION
 A form of learning in which the knowledge, skills, and habits of a group of people are transferred from
one generation to the next through teaching, training, or research. 

Functions of School
 An established organization having an identifiable structure and a set of functions meant to preserve
and extend social order.
 Is the place for the contemplation of reality
 To show reality to students who are naturally eager.

Manifest Functions of Schools

 Social Control
 Socialization Placement
 Transmitting Culture
 Promoting Social & Political Integration
 Agent of Change
Latent Functions of Schools
 Restricting some activities.
 Matchmaking and production of social networks.
 Creation of generation gap.

RELIGION
 Is a system of beliefs and rituals that serves to bind people together through shared worship, thereby
creating a social group.
 Set of beliefs and practices that pertain to a sacred or supernatural realm that guides human behavior
and gives meaning to life among a community of believers.

Characteristics of Religion
 Belief in a deity.
 A doctrine of salvation.
 A code of conduct.
 Religious rituals.

Functions of Religion
1. Serves as a means of social control.
2. Exerts a great influence upon personality development.
3. Allays fear of unknown.
4. Explains events or situations which are beyond comprehension of man.
5. Gives man comfort, strength and hope in times of crisis and despair.

ECONOMIC INSTITUTIONS

Microeconomics
 Concerned with the specific economic units of parts that makes an economic system and the
relationship between those parts.
 Emphasis is placed on understanding the behavior of individual firms, industries, households, and ways
in which such entities interact.

Macroeconomics
 Concerned with the economy as a whole, or large segments of it.
 It focuses on such problems as the role of unemployment, the changing level of prices, the nation’s
total output of goods and services, and the ways in which government raises and spends money.

GOVERNMENT as a SOCIAL INSTITUTION

 Is the institution which solves conflicts that are public in nature and involve more than a few people.
 The SC defines government as the institution by which an independent society makes and carries out
those rules of action which are necessary to enable men to live in a social state, or which are imposed
upon the people for that society by those who possess the power or authority of prescribing them.

Three Branches of Government

 Executive
 Legislative
 Judicial

RATIONAL CHOICE

Rational Choice
 Is a product of scarcity and demand the people to make the right and rational choice to maximize the
use of its resources.
Scarcity
 Scarcity is a basic problem arising from unlimited wants of people with limited resources.

Why rational choice important?

 To make prudent and logical decisions
 To maximize advantage and minimize losses

How to come up with a decision?

FEMINIST THEORY
Gender Basics
 Gender is a way of classifying people into categories. In that sense, it is similar to race, class, and
nationality.
 These categories have enormous implications for our life experiences, including our sense of identity,
our job and educational opportunities, our sense of empowerment and our relationship with power.
 But first and foremost, it shapes our ideas about what appropriate behavior looks like.

Behavior
 The possibilities for human behavior are limitless.
 We are born with infinite capacities. Imagine, for instance, all the ways that human beings could adorn
their bodies.
 We could walk around naked, we could wear togas, we could wear jewelry all over our bodies, we
could paint or tattoo our bodies, and we could wear an infinite combination of clothing.
 In other words, many possibilities for our behavior in the world.

Gender and Sex

 The categories are then tied to another category set, biological sex.
 Those who have, or are believed to have, XY chromosomes are called male, while the XX chromosomal
set are coded as female.
 Of course, genitals are generally used in lieu of actually knowing each other’s chromosomes.
 Thereafter, rare exceptions (such as sex), genitals are hidden from view, so the presentation of self is
used as the proxy for sex.
 This lacks the accuracy of chromosomes, but generally works.
 If someone successfully presented themselves to the world as a gender different from that
associated with their sex (if one with XY chromosomes presented a female identity), it is
generally trusted, depending on the successfulness of the presentation.
 The capacity to pass reminds us that gender and sex are different categories. Sex is determined by
biology, but gender is determined by culturally produced behaviors.
 Sex defines if the person is a boy or girl.
 Gender defines if the person is male/female or LGBT.

Chromosomes
 Chromosomes have no direct influence on behavior.
 They only influence behavior indirectly through hormones.
 Hormones influence behavior, but they do not determine behavior.
  Behavior can actually influence and transform hormone levels.
 Testosterone, for instance, which is associated with aggression and masculinity, is present in
males and females.
 Both men and women are capable of aggression.
 Men and women with low testosterone are still capable of acting aggressively.
 Men and women with high testosterone do not always act aggressively.
 Playing sports and participating in the military have been shown to increase testosterone for
both men and women.
 Caring for children and participating in higher ed have been shown to decrease testosterone,
for both women and men.

Gender and Power

 More power is accorded to the male sphere, and less to the female sphere. The rest of human
behavior is ambiguously powered, depending on a slew of other issues.
 Although we all operate outside of the categories frequently, the more a male returns to the male
sphere of behavior, the more he is able to enjoy male privilege—those powers and benefits accorded
to masculine behavior.
 Acting too frequently outside of the male sphere tends to reduce male privilege, but does not
eradicate it.
 For male to behave within the female sphere results in a dramatic loss of power.

Conclusion
 Gender is a social construction, driven by cultural norms about masculine and feminine behavior.
 Norms change over time and they differ across societies.
 Just because something is a social construction doesn’t mean that it isn’t real. Gender is very real.
 But every social construction can be re-constructed.
 It is possible to do things differently.

HERMENEUTICS
The art of Understanding

Understanding
 Written
 Verbal
 Non-Verbal

The Purpose of Hermeneutic

 To understand
 To convey

Arcocding to a resraech at Cabmridge Universtiy, it dseon't mttaer in waht oedrr the lteters in a wrod are. The
olny importnat tihng is taht the fisrt and lsat letter be in the rgiht pcale.

The rset can be a ttoal mses and you can stlil raed it wituoht preblom. Tihs is becasue the hmuan mnid deos
not raed eevry letter by ilsetf, but the wrod as a whloe.

Everyone is an Interpreter
“When we interact, we develop indefinable meanings.”

Factors that affect understanding

 Personal opinion
 Culture
 Personality
  Hidden agendas
 Expectation
 Educational background
 Historical Circumstances

Rules of Interpretation
 Look for the definition
 Context
 Usage of the context
 Historical Background
 Logic
 Inference
 Genre Judgment

FILIPINO SOCIAL THINKERS

JOSE RIZAL (REFORMIST)

 Intelligence is the solution to the ills of the country.
 Their consciousness should be freed from fanaticism, docility, inferiority, and hopelessness.
 He started La Liga Filipina with the job of enlightening the minds of the people.
 Believed in Agnostic Deism – the view that God created the universe with its law, never to interfere
with it again.
 “Human problems are irrational human creations and can be solved through rational solutions. If
reason commits mistakes, only reason can correct them.”
 “What is the use of independence if the slaves of today will be the tyrants of tomorrow?”

ANDRES BONIFACIO (REVOLUTIONIST)

 Founded Katipunan/KKK. (Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan)
 His philosophy of revolution was published in the revolutionary newspaper, “Kalayaan”.
 Transformed the blood compact (sandugo) as a kinship contract.
 According to him, a revolution of war is justified when there is breach of contract.

EMILIO JACINTO (REVOLUTIONIST)

 He capitalized on the idea of a free reign of reason, of the freedom to think and do, rather than the
freedom to will and do. (Gripaldo, 2002)
 “In a colonial situation where both will and thinking are suppressed, where intellectual fanaticism is
the rule, where one’s will is conditioned to submit to tyranny, it is intellectual liberty that comes
primary.”
 Filipinos must get rid of slavery; must embrace liberty again with a price, a bloody revolution.

MANUEL LUIS QUEZON (POLITICAL PHILOSOPHER)

 Political pragmatism & political operation for an eventual Philippine independence
 Political Pragmatism – “one must fight for a goal but if obstacles towards that goal are difficult to
summon then one must fall back to an alternative that is better than nothing provided it’s in the right
direction.”
 Believed in Social Darwinism – governments are products of political struggles for survival.
 “Partyless Democracy” – political parties influence the politician, the people.
 Believed in the democratization of education for all, national language, and justice.
 Equal access to essential raw materials.

JOSE P. LAUREL (POLITICAL PHILOSOPHER)

 Individuals cannot forever remain in solitude.
 Social differences
 “Human rights cannot be guaranteed unless the citizens first do their obligations towards the state.”
  “Good governance is founded on righteousness and foreign relations must be based on full reciprocal
rights and privileges between and among nations.”

RENATO CONSTANTINO (NATIONALIST)

 Colonial experience has developed a captive consciousness. An effect of this “crab mentality”. This is
the tendency to those on top of the hierarchy to push those below while those below to pull down
those up above.
 “When one makes a nationalist choice, he or she chooses not for himself or herself alone but for the
entire nation as well.”

R. ESQUIREL EMBUSCADO (DISSECTIONIST)

 As a painter, he believed that the task of an authentic artist is to cut the umbilical cord of the past, to
make use of the present, and to protect that present to the open future. He called this art of
“dissectionism.”
 True art must not be past-oriented, but present-future oriented.

CIRILO BAUTISTA (POLITICAL THEORIST)

 “Rubber Toner” – a poem
 “History can be read as a poem in the same way a poem can be read as history.”

CLARO R. CENTEZA (META PHYSICIAN)

 To “exist” is to “stand out.”
 To “exist” is “to make a difference.”

ROLANDO M. GRIPALDO (CIRCUMSTANTIA LIST)

 “free choice” – Choices are done in situations, which are of 2 broad types: rational and nonrational.

ISABELO DELOS REYES (LABOR ACTIVIST/ANTHROPOLOGIST)

 Father of Filipino Socialism
 Initiated labor strikes against American business firms
 Founded ‘El Ilocano’
 He organized the first labor union, Union Obrera Democratica Filipina
 Mother Tongue based Multilingual Education

TEODORO M. KALAW
 Published Cinko Reglas de Nuestra Moral Antigua

CAMILO OSIAS
 “TAYO” concept
 Believes that education must secure for every Filipino the fullest measure of efficiency, freedom, and
happiness

VICENTE SINCO, FRANCISCO DALUPAN, CONRADO AQUINO

 Liberal Education – an approach to learning that empowers individuals and repairs them to deal with
complexity, diversity, and change.
 Sinco envisioned the need for well-trained teachers as one of the essential factors to improve the
quality of the educational program in schools.
 Aquino also stressed that those responsible for the education of the citizens must also educate them in
the fullness of their rational nature.