Soc 319 Mod 3 PDF

PNTC COLLEGES
Zone III, Lt. Cantimbuhan St. Poblacion, Dasmariñas City
GENERAL EDUCATION
ONLINE DISTANCE LEARNING MODULE
COURSE CODE SOC 319 PRE-REQUISITE NONE

COURSE TITLE Social Science and Philosophy(Includes PADAMS, SEMESTER 2nd
Occupational Health & Safety)
UNITS SOC 319 YEAR LEVEL 3rd
COURSE DESCRIPTION An analysis of the disciplines that make up the social sciences with particular emphasis on
their interrelationships. A study of source materials and library techniques as well as
methods employed by social scientists. Relevancy of the Social Sciences to understanding
and solving contemporary problems. General consideration of human nature and the
nature of the universe. Knowledge, perception, freedom and determinism. Combined with
the preparation to the outside world of the learners such as preventing the drug and
alcohol abuse and the occupational health and safety standards in the maritime industry.
MODULE 3 (WEEK 3)
Biological Basis for Society and Culture: Classification of Human Beings, Evolution of Man, and Culture and Its
Elements
TOPIC LEARNING OUTCOMES
The students shall be able to:

1. Discuss briefly the meaning and nature of human and culture.
2. Discuss the classification of human beings.
3. Discuss the elements of culture.
4. Know the mechanisms of biological evolution such as natural selection, mutation and genetic drift.
5. Discuss Charles Darwin’s theory.
6. Discuss the early modern discourses about social cultural studies.
ENGAGE
Based on the pictures below, what do you observed? What will be the relevance of those pictures to our topic?
Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

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EXPLORE
What can you say about anthropology?
EXPLAIN AND ELABORATE
Culture
 It is an umbrella term which encompasses the social behavior and norms found in human societies, as well as
the knowledge, beliefs, arts, laws, customs, capabilities, and habits of the individuals in these groups.
 Humans acquire culture through the learning processes of enculturation and socialization, which is shown by
the diversity of cultures across societies.
 A cultural norm codifies acceptable conduct in society; it serves as a guideline for behavior, dress, language,
and demeanor in a situation, which serves as a template for expectations in a social group.
 Culture is considered a central concept in anthropology, encompassing the range of phenomena that are
transmitted through social learning in human societies.
 Cultural universals are found in all human societies; these include expressive forms
like art, music, dance, ritual, religion, and technologies like tool usage, cooking, shelter, and clothing.
 The concept of material culture covers the physical expressions of culture, such as technology, architecture
and art, whereas the immaterial aspects of culture such as principles of social
organizationmythology, philosophy, literature and science comprise the intangible cultural heritage of a
society.
 In the humanities, one sense of culture as an attribute of the individual has been the degree to which they
have cultivated a particular level of sophistication in the arts, sciences, education, or manners.
 The level of cultural sophistication has also sometimes been used to distinguish civilizations from less complex
societies.
 Such hierarchical perspectives on culture are also found in class-based distinctions between a high culture of
the social elite and a low culture, popular culture, or folk culture of the lower classes, distinguished by the
stratified access to cultural capital.
 The modern term "culture" is based on a term used by the ancient Roman orator Cicero in
his TusculanaeDisputationes, where he wrote of a cultivation of the soul or "cultura animi,"using
an agricultural metaphor for the development of a philosophical soul, understood teleologically as the
highest possible ideal for human development.
 In 1986, philosopher Edward S. Casey wrote, "The very word culture meant 'place tilled' in Middle English, and
the same word goes back to Latin colere, 'to inhabit, care for, till, worship' and cultus, 'A cult, especially a
religious one.' To be cultural, to have a culture, is to inhabit a place sufficiently intensely to cultivate it—to be
responsible for it, to respond to it, to attend to it caringly."
 In the words of anthropologist E.B. Tylor, it is "that complex whole which includes knowledge, belief, art,
morals, law, custom and any other capabilities and habits acquired by man as a member of society."
 In the humanities, one sense of culture as an attribute of the individual has been the degree to which they
have cultivated a particular level of sophistication in the arts, sciences, education, or manners.
 The level of cultural sophistication has also sometimes been used to distinguish civilizations from less complex
societies.
 Such hierarchical perspectives on culture are also found in class-based distinctions between a high culture of
the social elite and a low culture, popular culture, or folk culture of the lower classes, distinguished by the
stratified access to cultural capital.
 In common parlance, culture is often used to refer specifically to the symbolic markers used by ethnic
groups to distinguish themselves visibly from each other such as body modification, clothing or jewelry.
 Mass culture refers to the mass-produced and mass mediated forms of consumer culture that emerged in the
20th century.

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 Some schools of philosophy, such as Marxism and critical theory, have argued that culture is often used
politically as a tool of the elites to manipulate the lower classes and create a false consciousness.
 Such perspectives are common in the discipline of cultural studies. In the wider social sciences, the theoretical
perspective of cultural materialism holds that human symbolic culture arises from the material conditions of
human life, as humans create the conditions for physical survival, and that the basis of culture is found
in evolved biological dispositions.
Cultural Change
 It has been estimated from archaeological data that the human capacity for cumulative culture emerged
somewhere between 500,000–170,000 years ago.
 RaimonPanikkar identified 29 ways in which cultural change can be brought about, including growth,
development, evolution, involution, renovation, reconception,
reform, innovation, revivalism, revolution, mutation, progress, diffusion, osmosis,
borrowing, eclecticism, syncretism, modernization, indigenization, and transformation.
 In this context, modernization could be viewed as adoption of Enlightenment era beliefs and practices, such
as science, rationalism, industry, commerce, democracy, and the notion of progress. Rein Raud, building on
the work of Umberto Eco, Pierre Bourdieu and Jeffrey C. Alexander, has proposed a model of cultural change
based on claims and bids, which are judged by their cognitive adequacy and endorsed or not endorsed by the
symbolic authority of the cultural community in question
 Cultural invention has come to mean any innovation that is new and found to be useful to a group of people
and expressed in their behavior but which does not exist as a physical object.
 Humanity is in a global "accelerating culture change period," driven by the expansion of international
commerce, the mass media, and above all, the human population explosion, among other factors.
 Culture repositioning means the reconstruction of the cultural concept of a society.
Full-length profile portrait of Turkman woman, standing on a carpet

at the entrance to a yurt, dressed in traditional clothing and jewelry
 Cultures are internally affected by both forces encouraging

change and forces resisting change.
 These forces are related to both social structures and natural
events, and are involved in the perpetuation of cultural ideas and
practices within current structures, which themselves are subject to
change.
 Social conflict and the development of technologies can
produce changes within a society by altering social dynamics and
promoting new cultural models, and spurring or enabling generative
action.
 These social shifts may accompany ideological shifts and other types of cultural change. For example, the
U.S. feminist movement involved new practices that produced a shift in gender relations, altering both gender
and economic structures.
 Environmental conditions may also enter as factors. For example, after tropical forests returned at the end of
the last ice age, plants suitable for domestication were available, leading to the invention of agriculture, which
in turn brought about many cultural innovations and shifts in social dynamics.
 Cultures are externally affected via contact between societies, which may also produce—or inhibit—social
shifts and changes in cultural practices. War or competition over resources may impact technological
development or social dynamics. Additionally, cultural ideas may transfer from one society to another,
through diffusion or acculturation.
 In diffusion, the form of something (though not necessarily its meaning) moves from one culture to another.
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 Acculturation has different meanings. Still, in this context, it refers to the replacement of traits of one culture
with another, such as what happened to certain Native American tribes and many indigenous peoples across
the globe during the process of colonization.
 Related processes on an individual level include assimilation (adoption of a different culture by an individual)
and transculturation.
 The transnational flow of culture has played a major role in merging different cultures and sharing thoughts,
ideas, and beliefs.
Early Modern Discourses

German Romanticism
 Immanuel Kant (1724–1804) formulated an individualist definition of

"enlightenment" similar to the concept of bildung: "Enlightenment is
man's emergence from his self-incurred immaturity."
 He argued that this immaturity comes not from a lack of
understanding, but from a lack of courage to think independently.
Against this intellectual cowardice, Kant urged: SapereAude, "Dare to be
wise!" In reaction to Kant, German scholars such as Johann Gottfried
Herder (1744–1803) argued that human creativity, which necessarily
takes unpredictable and highly diverse forms, is as important as human
rationality.
 Moreover, Herder proposed a collective form of Bildung: "For
Herder, Bildung was the totality of experiences that provide a coherent
identity, and sense of common destiny, to a people.
 In 1795, the Prussian linguist and

philosopher Wilhelm von Humboldt (1767–
1835) called for an anthropology that would
synthesize Kant's and Herder's interests.
 During the Romantic era, scholars
in Germany, especially those concerned
with nationalist movements—such as the
nationalist struggle to create a "Germany" out
of diverse principalities, and the nationalist
struggles by ethnic minorities against
the Austro-Hungarian Empire—developed a
more inclusive notion of culture as
"worldview".
 According to this school of thought,
each ethnic group has a distinct worldview
that is incommensurable with the worldviews
of other groups. Although more inclusive than
earlier views, this approach to culture still
allowed for distinctions between "civilized"
and "primitive" or "tribal" cultures.

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Adolf Bastian developed a universal model of culture.

 In 1860, Adolf Bastian (1826–1905) argued for "the psychic
unity of mankind."
 He proposed that a scientific comparison of all human
societies would reveal that distinct worldviews consisted of the same
basic elements.
 According to Bastian, all human societies share a set of
"elementary ideas" different cultures, or different "folk ideas" are
local modifications of the elementary ideas.
 This view paved the way for the modern understanding of
culture. Franz Boas (1858–1942) was trained in this tradition, and he
brought it with him when he left Germany for the United States.
English Romanticism
British poet and critic Matthew Arnold

viewed "culture" as the cultivation of the humanist ideal.
 In the 19th century, humanists such as English poet and
essayist Matthew Arnold (1822–1888) used the word "culture" to refer to an
ideal of individual human refinement, of "the best that has been thought and
said in the world."
 This concept of culture is also comparable to the German concept
of bildung: "...culture being a pursuit of our total perfection by means of
getting to know, on all the matters which most concern us, the best which
has been thought and said in the world."
 In practice, culture referred to an elite ideal and was associated with such activities as art, classical music,
and haute cuisine. As these forms were associated with urban life, "culture" was identified with "civilization"
(from lat. civitas, city). Another facet of the Romantic movement was an interest in folklore, which led to
identifying a "culture" among non-elites. This distinction is often characterized as that between high culture,
namely that of the ruling social group, and low culture. In other words, the idea of "culture" that developed
in Europe during the 18th and early 19th centuries reflected inequalities within European societies.
British anthropologist Edward Tylor was one of the first English-speaking

scholars to use the term culture in an inclusive and universal sense.
 In 1870 the anthropologist Edward Tylor (1832–1917) applied these

ideas of higher versus lower culture to propose a theory of the evolution of
religion. According to this theory, religion evolves from more polytheistic to
more monotheistic forms.
 In the process, he redefined culture as a diverse set of activities
characteristic of all human societies. This view paved the way for the modern
understanding of religion.

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Classification of Human
 The Domain is Eukarya because we have a nucleus and organelles. The Kingdom is Animalia because we ingest
food, are multicellular, and have no cell walls.
 The Phylum is Chordata because we have spinal cords (our subphylum is vertebrata because we have a
segmented backbone).
 The Class is Mammalia because we nurse our offspring and the Order is Primates due to our higher level of
intelligence. The Family is Hominidae because we are bipedal (walk upright). T

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 The Genus is Homo for Human, and the Species is H. sapiens, which means modern human.
 The result is Homo Sapiens, which as we all know translates to today’s human beings.
Theories about the Origin of Man
 Ancestry of Man explores the Lewis Theory of HumanExile which states that human origin is extra-terrestrial.
 It claims our species (homo sapiens sapiens) was intentionally placed on this world due to the extreme risk
we posed to interstellar peace.
 The theory says humans were imprisoned on Earth between approximately 50,000 to 60,000 years ago.
 The possibility of linking humans with earlier apes by descent became clear only after 1859 with the
publication of Charles Darwin's On the Origin of Species, in which he argued for the idea of the evolution of
new species from earlier ones.
 Darwin's book did not address the question of human evolution, saying only that "Light will be thrown on the
origin of man and his history.
Charles Darwin
 He was an English naturalist, geologist and biologist.
 Best known for his contributions to the science of evolution.
 His proposition that all species of life have descended over time from common ancestors is now widely
accepted, and considered a foundational concept in science.
 In a joint publication with Alfred Russel Wallace, he introduced his scientific theory that this branching
pattern of evolution resulted from a process that he called natural selection, in which the struggle for
existence has a similar effect to the artificial selection involved in selective breeding.

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 Darwin has been described as one of the most influential figures in human history, and he was honoured
by burial in Westminster Abbey.
Human Evolution
 It is the evolutionary process that led to the emergence of anatomically modern humans, beginning with
the evolutionary history of primates—in particular genus Homo—and leading to the emergence of Homo
sapiens as a distinct species of the hominid family, the great apes.

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 This process involved the gradual development of traits such as human bipedalism and language.
 The study of human evolution involves several scientific disciplines, including physical
anthropology, primatology, archaeology, paleontology,
neurobiology, ethology, linguistics, evolutionary,psychology, embryology and genetics.
 Genetic studies show that primates diverged from other mammals about 85 million years ago, in the Late
Cretaceous period, and the earliest fossils appear in the Paleocene, around 55 million years ago.
Homo Habilis,
the first species of the genus Homo
 Pierolapithecuscatalaunicus – This 11.9 million-year-old fossil may represent what the public considers "the
missing link," though
that term is inaccurate.

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 Scientists are hoping that this is the last common ancestor of apes and humans. As you can see below, the
chain of human evolution has many links that are not missing, and they give clues to links, plural, that are
missing.
(Pierolapithecuscatalaunicus)
 Sahelanthropustchadensis – This creature, dated between 6 and 7 million years ago (mya), had a cranial
capacity (brain size) of 350 cc and was found in Chad in central Africa. With similarities to both chimps and
humans, it was unlikely to have been bipedal (walked on two feet).

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Sahelanthropustchadensis
Ardipithecusramidus
 Ardipithecusramidus – (All new information as of 10/2/2009!) This forest dweller had the brain-size of a chimp
(400 cc), small canines, and was bipedal! It changed some ideas about the evolution of man! It was found in
Ethiopia, not far from Chad in central Africa.
 Australopithecus anamensis – This creature also had an unknown cranial capacity. It lived about 4 mya, and
it had thick enamel on its teeth, one of the marks of human lineage. It was found in Kenya, just south of
Ethiopia.

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 Australopithecus afarensis – Many fossils of this link—no longer missing—in the evolution of man have been
found. It lived from 3.9 to 2.9 mya. Its cranial capacity was up to 500 cc.
 It's teeth are more human-like than the previous creatures, and its jaw is beginning to have the human
parabolic shape. Its fossils, as well as footprints—fully establishing its bipedality—have been found in
Ethiopia, Cameroon, and Tanzania.
Australopithecus afarensis
 Australopithecus africanus – Similar to afarensis in brain size, its jaw has a fully human shape. It was found in
South Africa and dates from 2 to 3 mya. This line almost certainly died out.

PNTC COLLEGES
 Homo habilis – Homo habilis lived from 2.4 to 1.5 mya and had a primitive-looking, flat face with a sloping
brow and no chin, like the australopithecines, but its teeth are smaller and more human-like.
 Its brain was shaped like a human brain and averaged 650 cc in size. It, like robustus and boisei has been found
in Kenya and Tanzania.
 Homo georgicus – These hominids, intermediate between habilis and erectus, were discovered in Dminisi,
Georgia, making them the first hominids out of Africa.
Homo georgicus

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Homo floresiensis
 Homo floresiensis – Dubbed "hobbits" because of their dimunitive size, these fossils were found on the island
of Flores in Indonesia.
 Studies of brain size make it seem these are descendants of habilis, georgicus, or an unknown species, and
they possibly emigrated from Africa. That would be stunning with their chimpanzee-sized brains. They've
probably been in Indonesia for at least 1 million years and only went extinct 17,000 years ago.
 Homo erectus – This is the species that first left Africa. It lived from 1.8 mya to 300,000 years ago. In early
fossils, its brain size averages 900 cc. A million years later, the skulls have an average cranial capacity of 1100
cc.
 It had a small forehead and still no chin, but it probably walked better than we do. We have larger pelvises to
accommodate the birth of large-brained babies.

Homo erectus
 Homo ergaster and

heidelbergensis – These are likely just
the African and European races of Homo
erectus.
 They vary like human races vary,
only in height and robustness, though
later fossils of heidelbergensis are
difficult to distinguish from early Homo
sapiens.

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Homo ergaster
Heidelbergensis
 Denisovans,are known only from DNA extracted from a finger bone and a molar found in Denisova cave in
Siberia. Thus, all there are no morphological data on the Denisovans.
 Humans carry DNA from denisova, thus indicating that they will not be classified as a separate species, but
simply a population of archaic humans.
 Their DNA is primarily found in Melanesians, indicating a possible ancestral mix in southeast Asia. Their role
in the evolution of man is much debated. Work is still being done in the Denisova cave, and progress in news
of this find has been rapid.

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Denisovans
 Homo neandethalensis – Neanderthals (now usually Neandertals) have been found only in Europe and the
Middle East.
 They are a side branch in the evolution of man and died out about 30,000 years ago.
 They were shorter than Homo sapiens with bigger brains (1450 cc) and much stronger bodies. Scientists say
their adaptations are typical for cold weather. Recent DNA studies have established that Neanderthals
intermingled with humans. Many humans carry Neandertal DNA, especially outside of Africa.
Homo neandethalensis Homo sapiens
 Homo sapiens – This is us. Our average cranial capacity is about 1300 cc, and we have much more upright
foreheads and pronounced chins than Homo erectus (except some of the later European versions).
EVALUATE
1. What is anthropology??
2. What are the biological bases for society?
3. What are the classifications of human?

PNTC COLLEGES
EXTEND
1. In your own ideas, why do we need to know the biological basis of culture and society? (Use semantic web).
2. Explain in your own words, do you believe that all human being are come from apes? Why?
References
Books:
R1 - Agno, Lydia N. &Juanico, Meliton B. 2001.Physical Geography. Rex Bookstore Inc. Sampaloc, Manila
R2 - Coloma, Teresita M., Llenas, Milrose P., Meer, Teresita C., Villamil, Alicia T. 2012. Essential of Sociology and
Anthropology; An Interactive Study. C&E Publishing Inc. Quezon City.
R3 - Duka, Cecilio D. 2007.World Geography.Revised Edition. Rex Bookstore Inc. Sampaloc, Manila
R4 - Leano, Roman Jr., 2005. Society and Culture for College students: A modular approach. Mindshapers. Makati City
R5 - Palispis, Epitacio S. 2007.Introduction to sociology and anthropology. Rex Bookstore Inc. Sampaloc, Manila
Links:
R6- ancestryofman.com/
R7- en.wikipedia.org/wiki/Human_evolution
R8- https://en.wikipedia.org/wiki/Culture
R9- https://www.biologyjunction.com/classification-of-living-things#tab-con-9
Revision Status:
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PNTC COLLEGES

Zone III, Lt. Cantimbuhan St. Poblacion, Dasmariñas City

COURSE CODE SOC 319 PRE-REQUISITE NONE

The students shall be able to:

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

What can you say about anthropology?

EXPLAIN AND ELABORATE

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Full-length profile portrait of Turkman woman, standing on a carpet

 Cultures are internally affected by both forces encouraging

Early Modern Discourses

 Immanuel Kant (1724–1804) formulated an individualist definition of

 In 1795, the Prussian linguist and

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Adolf Bastian developed a universal model of culture.

British poet and critic Matthew Arnold

British anthropologist Edward Tylor was one of the first English-speaking

 In 1870 the anthropologist Edward Tylor (1832–1917) applied these

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Theories about the Origin of Man

 He was an English naturalist, geologist and biologist.

 Best known for his contributions to the science of evolution.

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

 Homo ergaster and

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

Homo neandethalensis Homo sapiens

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

MOD SOC 319(3)

Form No. BPM2-CME 20 F-009 SOC 319 (Module 3)

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