LESSON 6: BIOLOGICAL
EVOLUTION
● Describes the theory of
evolution by Charles Darwin
● It is not the strongest r the
most intelligent that will
survive in this world but
those who can manage
change
● Everything in the universe
has an origin – proven by
Charles Darwin, a british
naturalist
● Discover how man has
established society and
culture, how culture and
society has developed the
modern man
THEORY OF EVOLUTION
● Formulated by Charles Darwin
● most acceptable explanation as to
how things started
● All orgs have undergone evolution –
process by which beings developed
from earlier beings
● We are products of millions of years
of changes
● Everything that people have is a
product of millions of years of drastic
changes in earth
● We were not created just one time, it
took time to reach this state
● As humans gained more knowledge-
they gradually altered the world to
patterns that benefitted them
BIOCULTURAL
● Bio – physiological
● Change of physical aspects and the
changes of culture, ways of life
HOMINIDS
● History started at hominization,
there were human characteristics that
made hominids distinct from their
primate ancestors
● Social scientists observed emergence
of human characteristics making
them DISTINCT
These are the things that set the hominids
apart from their predecessors:
1. Bipedalism
● Walk using their two feet
2. Expansion of the brain
● Increase in brain size is attributed to
the change of activities like warfare,
hunting, and development of
language
3. Reduction of the size of face, teeth,
and jaws
● Associated with diet and other
factors
 ● First to use stone tools for survival
● TOOL USERS NOT TOOL
MAKERS
➢ alter some of the aspects of
things but they did NOT
make them
HOMO HABILIS
● “Homo” - “man” or “human” - Latin
➢ Same genus / grp name given
to modern humans
➢ Used to show the close rs
between this species and our
own
● “Habilis” - “hand” or “skillful”
➢ Called such bc stone tools
were found near its fossil
remains
➢ Assumed this species had
developed the ability to
modify stone into tools
● Has a slightly larger human brain
compared to the hominids, half the
size of the modern human
● Had smaller teeth, esp the molars and
premolars
● Suggest that they mostly ate softer
foods
● Had diverse diets that included a
wide range of plants and meat
● Arms were relatively longer
compared to modern humans
● Height of abt 3 to 4 ft
● More intelligent and more
sophisticated
● TOOL MAKERS
● Relics of tools are from them
● Made tools from volcanic stones and
used these for hunting and gathering
● Economic subsistence (means of
survival) - hunting and gathering
thru the tools
● nomadic
➢ nomads
➢ kept on transferring from
one location to another for
survival
HOMO ERECTUS
● UPRIGHT MAN OR SKILLFUL
HUNTERS
● They can walk upright, they don’t
slouch anymore
● 2/3 of modern human brain size
● More intelligent and more adaptable
● Height of abt 5 ft
● Walks upright
● Can manipulate his env in order to
survive – invent things and tools
● Manifested cultural evolution
● SEMI NOMADIC
➢ transfer but not as much as
before
● Achievements:
❖ invention of hand axes
❖ constructed dwellings
❖ discovered fire
● They dwelt on trees
● We change in order to adapt our env
● Econ subs – is still hunting
HOMO SAPIENS
 ● The wise man
● Bigger and more complex brains
allowed them to gain more
knowledge abt surroundings
● First to control growth and breeding
of plants and animals – small scale
farming
● Learned to settle in one place – first
non nomadic ancestors
● Act gave birth to villages and towns
● Crafted metals
● Speech and language – one of their
greatest inventions

HOMO SAPIENS SAPIENS

● modern man
● Can do large scale farming
● Production and manufacturing of
foods good and services

LESSON 7: TYPES OF SOCIETIES

HUNTING AND GATHERING

 ● Oldest and most basic way of econ
subs
● Produced simple forms of tools ofr
hunting and gathering
● Egalitarian
➢ ALL ARE EQUAL, NO ONE IS
HIGHER AND NO ONE IS
LOWER
● Men
➢ were tasked to hunt large
animals like moose, deer,
and elk
● Women
➢ collect fruits, veggies and
berries
● Men, women and all had equal
contributions to the survival of
everyone
● All of them had a leader – the
strongest in the clan, although all
of them are qual
● nomadic
➢ They do not have
permanent setllements
➢ Bc they rely on nature
HORTICULTURAL AND PASTORAL
SOCIETIES
● Econ subs. Agri, farming, SMALL
SCALE – horticultural
● Pastoral – pasture
● desc as semi sedentary, do not
frequently move
● Subsist thru small scale faming
● They cant keep on moving as well
bc they’ve learned to cultivate the
food, but the land cant sustain the
pop for too long so they have to
transfer
● Pastoral – dry regions, farming and
lanting is impossible
● Unequal social relations, start of
having divisions, some members
rule as the elite
● Main subs – domestication of
animals
● Agricultural societies
● Main econ – agriculture, large
scale farming
● Farm AND domesticate animals
● Produced tools ad developed
farming skills that can support and
sustain thousands of pops
● Unequal –
● Settled permanently
● Money form of exchange instead
of barter system
● Pastora and horticultural
developed at the same time, just
at different places
●
INDUSTRIAL SOCIETIES
● Econ – machinieries and
manufacturing
● Machineries were invented
● Advanced forms of tech
● Production – manufacturing based
society
● We didn’t get to enjoy the right of
suffrage and edu before, so wife
takes care of children and
husband, if women are not there
then they wor menial and hard
jobs
● Women were not given the
opportunity to higher positions
POST INDUSTRIAL SOCIETIES

● Econ sbs – info tech and

computers
● Education as basis of social
mobility
● Social mobility – ability for person
to move in the social status, social
ladder, movement occurs bc of
education
● For contemp society – 4 yar
college is now not enough for us
toear high paying jobs
● Higher education = higher salary,
better social status and better
paying jobs
LESSON 8: SOCIALIZATION AND
ENCULTURATION
● Nature viewpoint tells us that
behavior of people were more
instinctual in nature
● If they are hungry then they hunt,
when they were cold, they created
fire
● In 20th century the nature
viewpoint is now less popular since
our behaviour is closely attributed
to learning
● Behavior is learned thru
socialization and enculturation
● Sociologists believe that human
beings are born without a concept
of self
● The self emerges as a result of
social interaction and activity with
other people
SOCIALIZATION
● Life long process of learning and
relearning culture
● Indiv develop a self concept and
prepare for roles which in turn
shape his or her personality
● Shapes how we see ourselves
● Psych say that pur personality is
shaped by genes but its also
shaped by interaction wd society
● Conditioning process that begins in
childhood
● Internalizing symbols, rituals, etc
● ^^related to society as a whole and
for every specific required speech
and behavior within the whole
● The self emerges as a result of
social interaction and social activity
with other people
● Impt in process of personality
formation
● Lifelong process of learning and
relearning, develop self concept
ENCULTURATION
● learning our immediate and first
culture, learning the basic
concepts of society
● Indiv learns the culture that is
prevailing around him
● Being born into a vv strict cath
family - learn gender preferences
based on sex
● Then thru social interaction we
learn that there are diff
preferences
SOCIALIZATION VS ENCULTURATION
SOCIALIZATION
● gen process of acquiring culture
● deliberate and conscious shaping
of his or her culture
ENCULTURATION
● acquiring your first culture ->
encompasses both formal and
informal learning
SOCIALIZATION THEORIES
1. THE LOOKING GLASS SELF
● Charles horton cooley
● Child develops ability to grasp the
roe and attitudes of other people
and visualize themselves thru the
eyes of other
● Acquires the social self
● When we look at ourselves in the
mirror, we see a reflection of
ourselves
● Our behaviour and self concept is
built thru how others perceive us
● e.g.
➢ Innately shy person but
people perceives person as
confident,
nagpakaconfident nalang
pud
3 steps.
1. Imagine how we appear to the
other person
➢ It may be correct or wrong
bc its merely based on
assumptions
2. Imagine what judges make of us
based on our appearance
3. We imagine how the person feels
about us, based on the
judgements made of us
● When we get the info fr these 3
steps, the tendency is that we
change our behavior based on
how the person feels about us
2. I AND ME THEORY
● George herbert mead
● Sense of self is developed thru
social interaction
● Infant refers to himself as the i, his
or her universe
● ^^ does not care abt what other
people think
● As person grows older, what other
people think abt him becomes
more impt
● Toddlers are egocentric, my
perspective
● Me - society
● I - self
● Me conforms to society
3 stages
1. Preparatory stage
● sees himself in the image of his
parents
● imitates the behaviors of the
parents
2. Play stage
● assume the roles of others
● now understand that there are diff
roles, is still observed behavior,
but now own up to diff roles
● children do not simply mimic social
interactions but are capable of
making them
3. Game stage
● generalized others / ability to
understand multiple roles
● do all these roles in a balanced
and harmonious way
● do all these roles in a balanced
and harmonious way, not only act
based on thers but also act based
on what is expected of them
● they have sub identities
3. THE MASK, PERFORMANCE, AND
THE FRONT
● Erving Goffman
● We are all performing something in
this vv big stage, the world and
society is our stage
● “ all the world is a stage and the
actors must play their roles” -
shakespeare
● Dramaturgical approach as to how
certain social processes can
create an impact on self and role
expectations on the indiv
● There are roles that don't coincide
to who we really are so we put on
masks so that we can perform our
roles well
● Compare behavior of society to
acting on stage
● We have scripts
➢ social expectations and
presentation of the role
➢ that may lead to being
impressed or not by the
 personal qualities ascribed
them

Different places

1. Front

● formally performs and adheres to

conventions that have meaning to
the audience
● May wear several masks for the
role until it becomes second nature
● Individual intentionally /
spontaneously makes an
impression of what he wants
others to see
● Vehicle of standardization

2. Back

● Actor may act differently

● Indiv gets to truly be himself or
herself

3. OFF STAGE

● Indiv actors meet the audience

members
● Audience segregation - allows the
team, individual actor, and
audience to preserve proper
relationships in interaction and
establishments
LESSON 9: CONFORMITY, SOCIAL 2. Achieve goals that the grp intends
NORMS, AND DEVIANCE to reach
➢ f you want to achieve
CONFORMITY
something, you cant
● If everybody else is doing it then
disagree on it, you have to
there is a certain pressure to do
follow
the same
● There is an internal need to fit in,
3. To achieve personal goals, that
sunod sunuran
they reach thru grp membership
● Following the norms of society
4. To enjoy taking part in grp
● Choose the course of action that
activities
the majority favors
5. To ensure the grps continuation
● If everyone else is doing tit then
there is the certain pressure to
SOCIAL NORMS
follow this
● Group consenses – exists if every
● The society sets up acceptable and
member of the grp is willing to
unacceptable behaviors – social
accept the proposal
norms
● Saying yes even though you don’t
● Individual must know these in
like it bc that is the grp consenseus
order to fit in the culture or
● Every person has to agree or they
csociety they belong to
will be in a deadlock
● Shared rules or ideals in
● Grp members in any kind of grp
designating behavior in certain
must conform to some operating
situations
procedure
● Serve as useful instructions on
● FOLLOWING the rules, policies of
how to do something in such a
the majority of the people in the
way that others in the grp know
society
what one is doing
● Integral part of society - sets the
WHY DO PEOPLE CONFORM
standards
● Preserver of peace and order in a
1. To gain acceptance from other
society
members
● You either:
➢ makitrend or makiuso just
➢ Conform - follow
so that you can fit in
➢ Deviate - violate
➢ learn the ways of life or
culture so that you can be
● Followed out of habit or bc of the
accepted
punishments if not followed
➢ E.g. like if in other schools,
● Sanctions are imposed as a
youre used to being
punitive or deviant measure
mediocre, here in ccs, stuff
must be done successfully
 ● Can be:
➢ Written
❖ laws in the constitutions
❖ policies in the students and
teachers manual
❖ signages
➢ unwritten
❖ sitting down in puv,
mamalihog for the plete,
❖ be jailed for following it but
you follow it bc that’s what
you are used to
CLASSIFICATION OF NORMS
1. Folkways
● accept as proper way of
dealing wd their everyday
living and social interaction
● nakagawian, nangandan,
● Not of moral significance
but has become a habit
● Customary and popular but
people are not compelled
to conform
● Improve social interactions
and lessen
misunderstanding
● Include social expectations
like attire
● e,g attending misa de gallo,
mano po, opo and po, right
and rude behaviors
2. Mores
● widely observed within a
particular society or culture
● societys most important
values
● Significant to welfare of the
grp and cherished
valuesmeasuring right or
wrong is based on the
ethical and moral
standards
● WITH ETHICAL AND MORAL
CONSIDERATIONS
● SEX BEHAVIOR AND FAMILY
RELATIONS
● There are rituals or
ceremonies that prescribe
the impotence of following
these while some are
taught at birth
● right vs wrong example
valuing monogamy, helping
someone in crisis,
3. Taboo
● concept that is not
acceptable to talk abt or do
esp in public places, like
cursing