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Concept of Anthropology
A. Definition of Anthropology
Comes from the Greek words; anthropos (man) and logos (study).
Concerns explicitly and directly with all varieties of people throughout the world
and it traces human evolution and cultural development from millions of years
ago to present (Ember, 1993).
It looks into the attributes of a particular human population.
B. Two Major Disciplines of Anthropology
B.1 Physical Anthropology "concerns with human evolution and human
variation (Paleontology or paleoanthropology)
B.2 Cultural Anthropology - deals with the study of culture consists of three
areas as follows:
1. Linguistics- focuses on historical and descriptive or structural linguistics.
It looks into the emergence of language and variations of language over
time.
2. Archaeology-deals with cultural history
3. Ethnology (cultural anthropology)-studies cultural variation
A. Schools of Thought in Cultural Antropology
- Early Evolutionism (Edward B. Taylor and Lewis Henry Morgan) - states that
most societies were believed to pass through the same series of stages, to
arrive ultimately at a common end
- Historical Particularism - Franz Boas. the proponent, believed that it was
premature to formulate universal law since there is a need to study the
context of society in which they appeared.
- Diffusionism (British, German and Austrian Anthropologists) spread the idea
that most aspects of civilization had emerged in culture centers and later
diffused outward.
- Functionalism (Bronislaw Malinowski). It holds that all culture traits serve
the needs of individuals in a society; the function of culture traits is the
ability to satisfy some basic or derived need.
- Structural-functionalist approach (Arthur Reginald Radcliffe-Brown)
assumes that the various aspects of social behavior maintain a society's
social structure- its total network of social relationships - rather than
satisfying individual needs. It works in the following assumption: stability,
harmony, equilibrium and evolution.
Neolithic
Mesolithic
MAJOR
CULTURAL
DEVELOPMENTS
Cities and States;
Social Inequality;
Full- time Craft
specialist
Domestication of
plants and
animals;
permanent villages
Broad spectrum
food collecting;
increasing
sedimentary
communities;
many kinds of
microliths
14,000
(12,000
B.C.)
Pleistocen
e
40,000
Earliest
New
World
humans
in
Upper
Paleolithic
Modem humans
Homo sapiens
Neanderthal
Homo
sapiens
Middle
Earliest Homo sapiens Paleolithic
(?)
200,000
300,000
Cave paintings;
female figurines;
many kinds of
blades tools
Religious beliefs(?)
burials; Moustenan
tools
Homo Erectus
700,000
1,500,000
1.800,000
Pliocene
Earliest hominids
Australopithe-cus
Homo
Habilis
Lower
Paleolithic
Hunting/scavengin
g;
seasonal
campsites;
Oldowan tools
2,000,000
5,000,000
Miocene
22,500,00
0
29,000,00
0
32,000.00
0
Diversification of Apes
Sivapithecus
Dryopithecus
Proconsu
Earliest apes (?)
Propliopithe-cus
e.g. Aegyptopithe-cus
Earliest anthropoids
Parapithecids
e.g. Apldium
Oligocene
Ampipithecus tetonius
Earliest Primates
Purgaforius
38,000,00 Eocene
0
50,000,00 Paleocene
0
53,500,00 Late
0
Cretaceous
70,000.00
0
Ember: 1996
- Homo erectus begun to evolve into Homo sapiens after about 500,000 years
ago.
- Pro-modem Homo sapiens have been found in Africa, Asia and Europe.
- The oldest fossil remains of a modem looking human have been found in
South Africa.
- Two theories about the origins of modem humans:
1. Single-origin theory- modem humans emerged in just one part of the Old
World (the near east and recently South Africa.
2. Continuous Evolution Theory-modem humans emerged gradually in
various parts of the Old World
J. Broad spectrum collection (Mesolithic Period) was associated with the
development of sedentary life
K. Domestication of Plants and Animals (Neolithic Revolution)
L. Population generally Increased after plant and animal domestication.
M. Growth of Cities and States
- The key criterion for state is the presence of hierarchical and centralized
decision-making affecting a substantial population.
- Most states have duties with public buildings, full time craft and religious
specialists, an official art style and a hierarchical social structure.
- Earliest states: Southern Iraq (Sumer) in the Near East, in Mesopotamia, the
valley of
- Oaxaca and later in Teotehuaca
III. The Study of Culture
A. Definition
Culture is personality writ large (Ruth Benedict). It is a sort of group personality
that forms an overall cultural orientation within which there is a considerable
variation.
Social Philosophy
PART I: CONTENT UPDATE
Philosophy
- From two Greek words: Philein which means "to love", and Sophia which
means "wisdom". According to Manuel Velasquez, philosophy is "the pursuit of
wisdom about what it means to be a human being, what the fundamental
nature of God and reality is. what the sources and limits of our knowledge are,
and what is good and right In our lives and in our societies,
- Traditionally defined as the sciences of all things studied from the viewpoint of
their ultimate causes under the light of human reason alone. (According to
Bertram/ Russel, philosophy is the no man's land between theology and
science.)
Three Traditional Divisions:
1. Epistemology - literally means "the study of knowledge". It deals with questions
of knowledge (including the structure, reliability, extent, and kinds of
knowledge); truth, validity, and logic; and a variety of linguistic concerns, (e.g.
the question of whether truth is relative)
2. Metaphysics ~ addresses questions of reality (including the meaning and
nature of being); the nature of mind, self, and human freedom; and some
topics that overlap with religion, such as the existence of God, the destiny of
the universe, and the immortality of the soul. (E.g. question of whether human
behavior is free or determined)
3. Ethics - study of values and moral principles and how they relate to human
conduct to our social and political institutions, (e.g. question of whether human
beings have the moral obligation to love and serve others, or obligation only to
themselves)
* social philosophy falls under this division,
Social Philosophy is the study of society and its processes and activities with
particular emphasis on the basic principles underlying social structures and
functions. It is the study of the rightness or wrongness of societal orders, institutions,
structures, systems, functions, and processes.
(Thomas Hobbes first used the term "social philosophy". He is also widely
considered as the father of social philosophy.)
regarding the laws of societal growth. He maintains that there are three ascending
levels of explanation of natural phenomena:
Theological level - explains natural phenomena by involving spiritual or
anthromorphic beings.
Metaphysical level- depersonalizes these beings into forces and essences
Positive level - relies mainly on sciences and scientific descriptions.
Comte contends that as the new society develops in the positive level (or
positivist society); performing one's duties to society and of serving the
interests of humanity will prevail over the concept of society as existing to
serve the interests of individuals. In other words, he maintains that the
development of industrial society based on sciences and industry, when
properly organized, will be accompanied by a moral regeneration involving the
substitution of concern with the welfare of humanity for concern with the
individual's private interests.
Intellectual
Material
Type of Social Type of
Prevailing
Phase
Phase
Unit
Order
Sentiment
Theological
Military
Family
Domestic
Attachment
Metaphysical Legalistic
State
Collective Veneration (Awe or
respect)
Positive
Industrial
Race
Universal
Benevolence
(Humanity)
* Comte framed the term sociology.
C. Pragmatism
Pragmatism is the acknowledged contribution of America to philosophy. Three
American thinkers figured prominently in the development of pragmatism:
- Charles Sanders Peirce (pronounced as "purse")
- William James
- John Dewey
Dewey defined pragmatism as the "theory that the processes and the materials of
knowledge are determined by practical or purposive consideration". According to
Peirce the pragmatists' view is supported by the practices of experimental sciences
specifically the laboratory method in which the hypotheses are ideas or proposed
solutions to felt problems. These are tested and either rejected or confirmed. Truth,
therefore, is that which works and is successful in solving problems.
The pragmatists' focus on consequences and how they are controlled through
intelligence is the foundation of their concepts of person and society. A person is a
social animal because association rather than isolation is the Law that governs
everything that exists.
Almost every other kind of achievable value is acquired because of social process in
which each value individual valuer is when he is normally fitted to his sphere. In
essence, for pragmatism society is not just a conglomeration of individuals but an
organic process upon which individuals depend and by which they live. As the soil is
to plants and trees, so society is to the individual which nurtures human life in its
individual forms and makes possible of all the flowerings of personality.
The pragmatists also claim that human society is much more commonly the context
in which concepts are formed.
The ends of associative life such as survival, habits of action and thought, and,
choice of consequences are served by numerous social groups To the pragmatists,
society is pluralistic, not an entity in itself, but a collection of interacting primary
groups. These smaller groups however produce consequences on persons other
than those who directly participate in these primary groups.
Pragmatism views a person as a problem solver In an environment of pluralism of
groups, interests, and consequences.
D. Naturalism
Naturalism is a philosophy that denies anything as having supernaturality. It
contends, especially its earlier versions, that the common context in which concepts
are formed is the physical universe (unlike pragmatism which maintains that the
human society is the common context where ideas are formed). A human being is a
transitory product of physical processes. Thus, human beings and society are
dependent on the natural order. Society therefore is received as less organic. It is an
aspect or portion of nature, not so much an organism that has rhythms and patterns.
The individual is therefore considered as nature's offspring, not a child of society or a
segment whose very being depends upon the social organism. Although dependent
upon nature, he stands on his own feet, more or less, as far as his relations to
society are concerned. There are what might be called certain necessities which
make it expedient for him to relate himself somewhat effectively socially; but these
are not necessities arising from the operation of society as an organism, so much as
they are accidents or exigencies to be avoided by working out some kind of social
organization to correct them.
Thomas Hobbes viewed the individual and his native state as at war with himself.
He is competitive, he grasps for honor and dignity, he is troublesome, and he is
hungry for power. Human beings left to them selves without some kind of control will
kill themselves in the chaos and anarchy of selfish struggle. The only way that man
can be saved from himself sociologically is for individual man to surrender his
freedom to some superior social power or organization to which he must give
absolute obedience as to a moral god.
society. The contract creates one body that acts by the consent of the majority, and
by agreeing to the contract, individuals place themselves under the obligation to
submit to the determinations of the majority. Thus, the existence of society and the
authority of government arise out of people's freely given consent as emphasized by
Locke, and not out of people's needs as asserted by Hobbes.
Contemporary Liberalism has retained the fundamental commitment to individual
liberty but has added to it an awareness of the extent to which economic relations
can indirectly limit an individual's liberty. The choice of a poor person is very much
restricted compared to a rich man. Contemporary liberalism has tended to
incorporate the view that individuals can be constrained to provide economic support
for the poor through welfare programs. It has also tended to incorporate the view that
individuals should be given some protection against the economic power of the
wealthy through laws that protect the worker.
One of the representatives of contemporary liberalism is John Rawls. Rawls also
acknowledges that social relationships have a deep and profound effect on the
individual's sense of fulfillment. A society's institutions are what primarily determine
what we can do and what our lives as individuals will be like,
Rawls claims that the most important question about society is whether it is just or
not. According to Rawls, the laws and institutions of a society must embody justice
and be based on these two principles of justice: first, that everyone in society must
have political rights and duties, and second, that the only justifiable economic
inequalities are those required to make everyone better off by serving as incentives.
If this will not be the case, then it must be reformed.
F. Idealism
Idealism grew out as a reaction to naturalism. According to naturalism, truth or
reality exists in Ideas or in the spirit or in the mind. Material objects are merely
representations of the idea. While idealism emphasizes that the will governs one's
conduct, naturalism says that impulse, instincts, and experience govern one's
conduct. While idealism judges behavior in terms of motives, naturalism judges
behavior on the basis of results. Naturalism would say that the end justifies the
means. Idealism would say that the knowledge is obtained by speculation and
reasoning, naturalism regards scientific observation. Naturalism regards scientific
knowledge as final.
The idealist notion of society is not an aggregation or collection of individuals; it is an
organism in which individuals participate. Individual selfhood is not something which
can grow in isolation; it is given birth through the social process and comes into
actual self-realization only in relation with society as its medium of nature and
development. This is not to say that the individual is subordinate to society. With the
society providing the matrix for the development of the individual, the individual
progresses and slowly proceed in the process of self-realization and at the same
time, society develops in a process of realizing the ultimately good society.
G. Communism
Karl Marx believed that the human being, apart from some obvious biological
factors, has no essential human nature that is, something that it is true of every
human being at all times everywhere. However, he believes that human beings are
social beings, that to speak of human nature is really to speak about the totality of
social relations. Accordingly, whatever any of us does is a social act. which
presupposes the existence of other people standing in certain relations to us. In
short, everything is socially (earned. He further claims that it is not the
consciousness of individuals that defines their beings, but it is their social being that
determines their consciousness.
Marx also claimed that the history of the world should be viewed as a history of class
struggles. He believed that the universal laws operating in history are economic in
nature. Moreover, he saw a causal connection between the economic structure and
everything in society such that the mode of production of material life determines the
general character of the social, political and spiritual processes of life.
Marx claims that eventually, capitalism will become increasing unstable
economically. The class struggle between the bourgeoisie (ownership class) and
proletariat (working class) will increase. The poor will be poorer, and increasing in
number. The upshot will be a social revolution. The workers will initiate the new
communist phase of history.
H. Communitariansm
Communitarianism is the view that the actual community in which we live should
be at the center of our analysis of society and government. Communitarians
emphasize the social nature of human beings. They argue that our very identity who we are ~ depends on our relationships to others in our communities. We are
embedded in our community and its cultural practices. Thus, we cannot understand
our selves apart from our community and its cultural practices.
According to communitarians, the state is natural. It is, like the family and the tribe,
the natural outgrowth of the human beings' natural tendency to live together. They
also believe that the human being can only fully develop within the state. Thus, it is
obvious that communitarians do not claim that the state is an artificial construct.
They also do not claim that the individual is prior to the development of the state. But
they do claim that the state and its cultural practices are the source of the identity of
all human beings. That is, it is in the state that human beings acquire the cultures
and traditions that they use to define themselves.
I. Fascism
The term fascism was first used by Italian dictator Benito Mussolini in 1919. The
term comes from the Italian word fascio, which means "union".
Fascism is a totalitarian philosophy of government that seeks to regenerate the
social, economic, and cultural life of a country by basing it on a heightened sense of
national belonging or ethnic identity, It rejects liberal ideas such as freedom and
individual rights, and often presses for the destruction of elections, legislatures, and
other elements of democracy.
Fascism is characterized by the following:
Emphasis on the glorification of the state and the total subordination for the
individual to it. The state is defined as an organic into whom individuals must
be absorbed for them and the state's benefit. The 'total state" is absolute in its
methods and unlimited by (aw in its control and direction of its citizens.
Social Darwinism - The doctrine of survival of the fittest and the necessity of the
struggle for life is applied by fascists to the life of a nation-state. Peaceful,
complacent nations are seen as doomed to fail before more dynamic ones,
making struggle and aggressive militarism a leading, characteristic of the
fascist state. Imperialism is the logical outcome of this dogma.
Elitism - salvation from rule by the mob and the destruction of the existing social
order can be affected only by an authoritarian leader who embodies the
highest ideals of the nation. This concept of leader as hero or superman is
closely linked with fascism's rejection of reason and intelligence and its
emphasis on vision, creativeness, and the will
J. Stoicism
Stoicism is a philosophy that flourished in Greek and Roman antiquity. The goal of
all inquiry is to provide man with a mode of conduct characterized by tranquility of
mind and certainty of moral growth. They also believed that some matters were
within a person's power to control and others were not. Within a person's power to
control is the will to act or not to act, to do or to avoid. Not within a person's power is
the nature of things and the laws that govern them. People should therefore obey the
rules of nature and respect the natural order of things. Stoicism also preached the
equality of all people since all of them are rational beings.
The stoics developed the idea of cosmopolitanism, the idea that all persons are
citizens of the same human community. Human relations for them have the greatest
significance, for human beings shared a common element. That is, since Logos
(God) is in everything, then the Logos (reason). Is also the same saying the reason
is common to both God and person
K. Existentialism
Existentialism is a philosophical doctrine that focuses on the existing individual
person.
According to Chuang Tzu, humankind is composed of two types: one is the ordinary
mass of people; and the other, the Perfect Man. The masses are the concrete
manifestation of humanity. The Perfect Man is its ideal form.
The social man is a microcosm, a miniaturized version of the universe that contains
all the elements necessary to make up Heaven and Earth. The body is made up of
all the physical elements. The mind is composed of human nature, the spirit, and
virtue. Its environment and the classes of people around itself limit the human. Man's
anguish is caused by unfulfilled desires. Therefore, desire causes man's sinfulness.
Each person thinks, acts, and behaves as if his own mind were the standard. THE
reality of human and social existence is characterized by limitations given by the
environment, dependency on external objects and events and anguish. There are
four limits of human existence:
Man's insignificant size
Bondage
Death
Delusion
D. Islam
The word Islam means submission or surrender to the will of God, and the word
Muslim means "given to God." Islam is a community, a way of life, a culture and a
civilization. Central to its teaching is the belief that there is only one all-powerful, allknowing God (Allah), and this God created the universe. Islam also emphasizes that
all Muslims are equal before God thus providing a basis for a collective sense of
loyalty to God that transcends class, race, nationality, and even differences in
religious practice. Also, unlike most Christian sects, Islam clings to the idea of faith
plus good works.
Islam is centered on the Five Pillars of Truth: profession of faith (shahada), prayer
(salat), alms giving (zakat), fasting (sawm), and pilgrimage (hajj).
Islam gives importance to social life. It considers it a duty to attend to social
problems and to struggle for the benefit for all human beings. Being indifferent to
such problem is considered in Islam to be a grave sin
Islam believes that no society can survive without rules and social regulations. It also
believes that the goal of law Is not only to bring about social order and discipline, but
to maintain social justice because without justice the order would not be durable and
the masses of the people would not tolerate injustice and oppression for ever, and in
a society not governed by justice most people would not have the opportunity for
desired growth and development and hence, the goal of man's creation and social
life would not be realized.
Also, from the Islamic viewpoint, social laws should be such as to prepare the
ground and context for the spiritual growth and eternal felicity of the people. At the
very least they should not be inconsistent with spiritual development, for, in the view
of Islam, the life of this world is but a passing phase of the entire human life, which
despite its short duration, has a fundamental role in human destiny.
E. Hinduism
The word Hindu was derived from the Sanskrit word sindhu ("river"), the Persians
called the Hindus by that name, identifying them as the people of the land of the
Indus. The Hindus define their community as "those who believe in the Vedas" or
"those who follow the way (dharma) of the four classes (varnas) and stages of life
(ashramas).
The fundamental principles of Hinduism:
A. text: Vedas
B. philosophy:
Time is degenerative- going from the golden age through two intermediate
periods of decreasing goodness, to the present age>~ and then another
cycle again
Human life is cyclic: after death, the soul leaves the body and is reborn in the
body of another person, animal, vegetable, or mineral
Three classes of society {ashramas): Brahman (priest), Kshatriya (warrior),
Vaisya (general populace). Later, a fourth class was added, the Shudras
after the Indo-Aryans settled into the Punjab and began to move to down
into the Ganges Valley.
Three stages of life (ashramas): brahmachari (chaste student), grthastha (the
householder), vanaprastha (forest-dweller). Later, a fourth ashrama was
added -* the saanyasi (renouncer)
Three debts: study of the Veads, a son. and a sacrifice
Three goals of the human beings (purusharthas): artha (material success).
dharma (righteous social behavior), kama (sensual pleasures). Later, when
a fourth ashrama was added, a counterpart goal was also added moksha
(released from the entire process of samsara)
PHILOSOPHY
PART I: CONTENT UPDATE
Nature of Philosophy
Nominal meaning: love of wisdom. (It was derived from the Greek terms Philo,
which means love, and Sophia, which means wisdom.)
Real meaning: The science and art of all things naturally knowable to man's
unaided powers in so far as these things are studied in their deepest causes and
reasons The human being's attempt to think speculatively, reflectively, and
systematically about the universe and the human relationship to the universe. It is
the human being's search for the ultimate explanations of the realities of life.
Major branches of Philosophy
Metaphysics - deals with the nature of being and reality
Fundamental concepts: Substance, Essence, Truth, Space, Time, Causation,
Nature of God, Origin & purpose of the universe, Nature and purpose of Man's
existence, Body- Mind relation and the Problem of Freedom.
Epistemology- Episteme (knowledge) Logos (science) -deals with human knowledge
and the Criteria for truth.
Fundamental concepts: What is Knowledge? Where does it come from?
How do we Acquire knowledge of right and wrong?, What is truth? Can man's
knowledge be true?
Axiology- the area of Philosophy that specifically deals with the problem of human
values
Fundamental concepts: What are Values? What are the important values to be
desired in living? Are these values rooted in reality? How can these values be
realized in our daily experience?
Logic-systematic treatment of relationship of ideas
Fundamental concepts: Terms. Propositions, Syllogisms, Fallacies, Validity of
Arguments, Soundness of arguments and correct thinking, Inductive and
deductive thinking
Other branches of Philosophy
Cosmology- theories of the nature and origin of the universe
Fundamental concepts; Evolutionism, Creationism, Space, time, motion and
causality
Philosophy of Man/Philosophy of human person- deals with the nature and purpose
of man.
Fundamental concepts: Body-Soul relation, Freedom and Determinism,
intellect and will
Social and Political Philosophy - deals with the nature of society and socialization
process.
Fundamental Concepts: Society, State, Governance, Laws and Culture, Social
Justice
Theodicy- the study of the nature, essence and existence of God using human
reason
Fundamental concepts: Deism, Agnosticism, Theism, Attributes of God
Aesthetics- the study of the nature and appreciation of beauty
Fundamental concept: Order, Truth, Designs, Functionality, Proportion
Ethics the study of the morality of Human Acts
Fundamental concepts: Voluntariness. Good life, Freedom of the will,
Concupiscence, Moral responsibility, Ethical standards
Epistemology
Criteria of truth
1. Native realism (James Me Cosh, Thomas Reid) - believes that reality is precisely
what as it appear to be. Adheres to the belief that "seeing is believing"
2. Feelings - the belief that what one feels is the truth, that the best criterion of truth
is a hunch.
3, Custom and tradition - this is used by many as a criterion of truth in matters
pertaining to morals, politics, dress etc.
4. Time - is regarded as an excellent test if not the final test of truth.
5. Intuition - "truth that comes from one knows not where". It is not a test of truth but
a source of truth
6. Revelation Truth which comes from God". A source of truth and not a test of it
7. Instinct - What is instinctive must by virtue of that fact be true since nature deem it
so. But most knowledge is beyond the bounds of instinct. It is not therefore a test of
truth
8. Majority, Plurality, Consensus Gentium - The number of people who believes in
the truth determines its truthfulness, but truth is not necessarily dependent on how
many believes it to be true
9. Authority - certain individuals who have mastered a field of study may be a
criterion of truth but authority gives only opinions which could be true or which could
be false
10. Correspondence - a belief that when an idea agrees with its object, it is proof of
its truth. However, it is a definition of truth not a criterion
11. Pragmatism - If an idea works then it is true, but not all truths works. It cannot be
the ultimate criterion of truth
12. Consistency - means the absence of contradiction
13. Coherence- a systematic consistent explanation of all the facts of experience. Its
technical name is reason, this is believe to be the ultimate criterion of truth
Philosophies, Theories and Movement in the Social Sciences Education
The present Philosophy of social sciences education is an admixture of
idealist and realist Philosophy. It has elements of essentialism, perennialism,
social traditionalism, social experimentalism, progressivism, logical positivism
and existentialism.
It focuses on the social function of education, on individual's development
and his relationship to the social structure.
It is concerned fundamentally with social change, the progressive structuring
of the social order, with insight into the traditions, arousing interest in and
sympathy toward social service, and developing efficiency in adapting the
individual to society.
1. Idealism
1.1 Nature
- Idealism is a philosophy that proclaims the spiritual nature of men and the
universe, its basic viewpoint stresses the human spirit, soul, or mind as the
most important element in life.
- It holds that the good, true and beautiful are permanently part of the structure
of the related coherent, orderly, and unchanging universe.
- All of reality is reducible to one fundamental substance - Spirit. Matter is not
real, only the mind is real
1.2 Aim of Idealist Education
- The aim of idealistic education is to contribute to the development of mind and
self. The school should emphasize intellectual abilities, moral judgments,
aesthetics, self-realization, individual freedom, individual responsibility and
self-control.
1.3 Curriculum
- The curriculum of Idealism is a body of intellectual subject-matter, which is
ideational and conceptual on subjects, which are essential for the realization of
mental and moral development
- Subject matter should be made constant for all. Mathematics, History and
Literature rank high in relevance since they are not only cognitive but valueladen
1.4 Methodology
objects as they are in themselves and the need for conformity to the objective
reality in man's conduct.
Realism holds that reality, knowledge and value exist independent of the
human mind. For the realist, matter is real.
The most important part of realism is the thesis of independence. Sticks,
stones, trees exist whether or not there is a human mind to perceive them.
Realists refer to those universal elements of man that are unchanging
regardless of time, place and circumstance.
Realists generally maintain a materialistic concept of human nature biased
toward social control and social order.
They tend to see the universe in terms of an independent reality with its
internal and systematic order; therefore, human beings must adopt and adjust
to this reality, and dreams and desires have to be subsumed under its demand.
2.2 Aim
- The aim of a realist education is to provide the students with the essential
knowledge that he will need to survive in the natural world.
2.3 Curriculum
- The curriculum is called the subject-matter approach, which is composed of
two basic components, the body of knowledge, and the appropriate pedagogy
to fit the readiness of the learner. The liberal arts curriculum and the math
science disciplines consist of a number of related concepts that constitute the
structure of the discipline.
2.4 Methodology
- The teacher is expected to be skilled in both the subject matter that he teaches
and the method of teaching it to students.
- Formal schooling means, transmission of knowledge from experts to the young
and immature.
- The school's task is primarily an intellectual one
- The administrator's role is to see to it that the teachers are not distracted by
recreational and social functions from performing their intellectual task of
cultivating and stimulating the teaming of students.
- In the elementary level, emphasis is on the development of skills for reading,
writing, arithmetic, and study habits.
- In the secondary and collegiate level, the body of knowledge regarded as
containing the wisdom of the human race with have to be transmitted in an
authoritarian manner.
- Students will be required to recall, explain, compare, interpret, and make
inferences. Evaluation is essential, making use of objective measures.
- Motivation will be in the form of rewards to reinforce what has been learned.
- The essentialist believed that the essential skills, knowledge and attitude
needed by the individual in making has adjustment to the realities of life should
be systematically planned so that these recognized essentials will be
recognized.
- The essentialists emphasize the need for a curriculum that transmits significant
race experiences and the need to present this racial experience through
organized subject matter courses.
- Thus, reading, writing, arithmetic, grammar, history, geography, hygiene,
elementary science, drawing, language, art .manual training, and domestic arts
- all traditional subjects of the elementary school- are given a new justification
and emphasis as basic essential in the training of children.
- Among the common themes found in the essentialist point of view are:
1. The elementary school curriculum should aim to cultivate basic tool skills
that contribute to literacy and mastery of arithmetical computation.
2. The secondary curriculum should cultivate competencies in History,
Mathematics, Science, English, and foreign languages. Mastering all
these subjects and skills prepare the student to function as a member of
a civilized society
3. Schooling requires discipline and a respect for legitimate authority; and
4. Learning requires hard work and disciplined attention
3.4 Methodology
- The essentialist method emphasizes habituation more than experience,
guidance more than incidentalism, discipline more than freedom, effort more
than interest, and self-examination more than expression.
- Essentialists do not believe In building up generalization by the slow method of
induction, but rather in properly guiding pupils in a few hours or days in the
acquisition of general laws and principles then using them in the solution of
immediate and pressing problems.
- The essentialists are concerned with the most effective method of forming
habits and developing skills; thus, drill has a definite place in the classroom.
- The essentialists emphasize the necessity of teaching pupils how to think
systematically and effectively.
- They believe that effective thinking cannot take place by looking at the world
en masse, or by picking up knowledge piecemeal.
- Methods of systematic analysis and systematic synthesis must be used; the
essential elements of knowledge must be separated from the worthless chaff,
and these essentials must be organized into meaningful wholes, with close
attention to the interrelationships of each of these entities.
- The essentialists recognize that interest is a strong motivating force of
learning. Learning however, that is not immediately appealing and interesting
to the child should not be totally eliminated from the child's education.
- The more valuable and more permanent interests may grow out of efforts that
are at first disagreeable and monotonous.
3.5 Role of Teachers
- It is the duty of the teacher to help the learner grow into these higher interests
rather than limit all school activities to those ephemeral things that appeal only
to natural and childish interest. During the immature years of childhood and
youth there is a need for competent, sympathetic and firm teachers to help
them see the truth and to help them adjust themselves to inexorable facts.
- In this view, teachers should be restored to instructional authority.
- They must be well prepared and held accountable for the children's failure to
learn. Instruction should be geared to organized learning.
- The method of instruction should center on regular assignments, homework,
recitation, and frequent testing and evaluation.
3.6 Implication to Social Sciences Education
- Essentialists are particularly concerned with the fundamentals of education,
the skill and knowledge without which person cannot be either individually or
socially efficient.
- They emphasize the authority of the teacher and the value of a subject
curriculum
.
- The essentialist prescribed the following rubrics for their educational program:
1. A fixed curriculum;
2. Certain minimum "essentials" literature, mathematics, history, etc;
3. Preconceived educational values ;
4. Education as Individual adoption to an absolute knowledge which exist
independently of individual.
- The essentialists believe that the intellectual disciplines are the necessary
foundation of modem life
- The school has the responsibility to Channel the accumulated experiences of
humankind into organized coherent and differentiated disciplines.
- Mastering these basic disciplines will enable the students to use them in
solving personal, social and civic problems
Perennialism
4.1 Nature
- Perennialism is an educational theory that Is greatly influenced by the
principles of realism. It has a conservative/ traditional view of human nature
and education.
- Perenniaiists contend that truth is universal and unchanging, and. therefore, a
good education is also universal and constant.
4.2 Aim
- The perennialists have for their aim the education of the rational person. The
central aim of education should be to develop the power of thought.
- They view the universal aim of education as the search for and dissemination
of truth. They look up to the school as an institution designed to develop
human intelligence.
4.3 Curriculum
- The perennialist view education as a recurring process based on eternal truths;
thus, the school's curriculum should emphasize the recurrent themes of human
life
- It should contain cognitive subjects that cultivate rationality and the study of
moral, aesthetics, and religious principles to develop the attitudinal dimension.
- The perrenialist prefers a subject matter curriculum, which includes history,
language, mathematics, logic, literature, the humanities, and science.
4.4 Methodology
- As for the methods of teaching, the curriculum of a perenniallst education
would be subject-centered, drawing heavily upon the disciplines of literature,
mathematics, language, history, and the humanities.
- The perenniaiists suggest that the best means to attaining this enduring
knowledge is through the study of great books of Western Civilization
- The method of study would be the reading and discussion of these great works
which, in turn, discipline the mind.
4.5 Role of Teachers
- The teacher, accordingly, must be one who has mastered discipline, who is a
master teacher in terms of guiding truth, and whose character is beyond
reproach.
- The teacher is to be viewed as authority and his expertise not to be
questioned.
- The role of the school becomes one of training intellectual elite who will one
day take charge of passing this on to a new generation of learners.
4.6 Implication to Social Sciences Education
- Perennialism represents a conservative theoretical view centered in the
authority of tradition and the classics. Among its major educational principles
are:
1. Truth is universal and does not depend on the Circumstances of place,
time or person;
2. A good education involves a search for and an understanding of the
truth;
3. Truth can be found in the great work of civilization; and
4. Education is the liberal exercise that develops the intellect.
5. Sociological Movement
Sociological movement focused on the contribution of education to the
preservation and progress of society; this is called the social function of education.
Social educationists were concerned with the individual's development and his
relationship to the social structure.
5.1 Social traditionalism.
Aim
- This aimed at giving all pupils an insight into their traditions, arousing interest
in and sympathy toward social service, and developing efficiency in adapting
the individual to society.
- Tradition is a record of man's accomplishment and the accumulation of human
experience. Each generation acquires and transmits traditions to preserve its
continuity.
- The school is seen as the agency that prepares an individual for all phases of
social life.
- One of the purposes of education is the formation of common
- Habits of social life and the education of the child away from crime, drugs,
unemployment, diseases and other social ills.
Types
- Social education, in its broadest sense, covered all types of education that
would prepare the individual for adjustment to society.
- In its narrowest sense, social education referred to the development of social
communication skills, etiquette, and harmonious human relationships.
- The latter included training in the physical, vocational, civic, domestic,
vocational, moral, and religious, all essential in the development of social
efficiency.
Content
- The school curriculum was supposed to teach for real social living.
- School activities were drawn from varied activities in life.
- The lower school level was expected to teach the essentials of social living and
the rudiments of etiquette.
- Drills in arithmetic calculation, oral and written language, hygiene, good
manners, and art appreciation were important.
- The high schools had to give experience in science and math, language and
history but emphasis should be on health, moral conduct, home and leisure
and the vocations.
- In college, work travel and study replaced the traditional academic subjects.
- The results of social education brought about extra-curricular activities in the
school program. Extra-curricular activities, when properly controlled and
directed, were of value in providing experience in various phases in life.
- Athletics, dramatics, public speaking activities, musical activities, and
assemblies were all sources of training for the various aspects of social life.
Method
- Teachers and schools should initiate a critical examination of their own culture
and should identify controversies and inconsistencies and try to solve real life
problems.
- The Curriculum should include learning to live in a global milieu.
- Reconstructionism proposes educational policies related to national and
international problems as a means of reducing world conflict.
- The school becomes the center of discussions of controversies
Method
- The methodology employed is problem oriented.
- Students and teachers participate in discussion of issues and in a definite
program of social, educational, political, and economic change as a means to
total cultural renewal so that they will learn to live in a global village.
1. Philosophical Analysis.
- Philosophical analysis is a method of examining the language used in making
statements about knowledge, education and schooling and of seeking to
classify it by establishing its meaning with the formulation of educational goals
and policies.
- The aim is to reduce statements about education to empirical terms. The
function of philosophy is to formulate the rules that are the bases of language.
For education should be attuned to the logical complexities of language.
- The analysts prefer to look at what we mean by education in the first place and
what advantages may accrue from the clarified concepts of education.
2. Existentialism
- Existentialism is a way of viewing and thinking about life in the world so that
priority is given to individualism and subjectivity.
- The existentialists believe that the human being is the creator of his own
essence; he creates his own values through freedom of choice or individual
preference.
- The most important kind of knowledge is about the realities of human life and
the choices that each person has to make.
- Education is the process of developing awareness about the freedom of choice
and the meaning and responsibility for one's choice.
Emerging Themes of Contemporary Educational Philosophy
Contemporary philosophical themes have direct bearing not only to the social
sciences education but to education as a whole. These are the following:
1. Man as embodied spirit - This concept rejects the definition of man as a rational
animal or a composite of body and soul. The problem with this definition is that it is
dualistic and separates the single reality that is man into two realities; matter and
include social aims for self-realization is no longer possible apart from socialization.
Our educational policies must aim at specific personal and social values: of justice,
love, and honesty. Total development is not just the education of the mind but also
the heart and we can educate the heart only by being exemplars of what we teach.
The bearer of moral values is the person himself.
Other themes of Contemporary Philosophy
The task of man is man himself. All other tasks, responsibilities and
obligations are simply to support man become the person he has the potential to
become. Man is an embodied spirit and thus he is obligated to develop the total
man. His having a body makes him an individual with material needs and desires.
He is a self who relates with other selves in order to satisfy these material needs, in
the quest for things that will satisfy his needs, he develops social relationships for he
lives through-the-other and he is not only a self but a self in communitya person
who transcends materiality. Thus he develops interhuman relationships, the I-thou or
the relationship of a neighbor. This relationship is not limited to the sharing of
material things but the sharing of persons In a genuine dialogue.
Being as opposed to seeming. True interhuman relationship must transcend
seemingness. It must go beyond the mask that we create to make us acceptable to
others. We must be true to our being by relating to others with outmost sincerity and
genuine presentation of who really we are. Our relationship must be characterized
by openness and genuine acceptance of our nature and must be devoid of
pretensions. It is only when we are true to each other that we are able to accept
each other in an interhuman realm.
Person making, present. A man must be open and willing to freely give
himself in an interhuman relation. He must b "there" to the other. The "thereness"
may not be physical. It may be empathy or sympathy with the other, or simply the
willingness to be one with the other - a commitment of unity and mutual support.
Unfolding as opposed to imposition. Our relationship with our fellowmen
must be characterized by mutual unfolding of oneself. A free personal relation of
one's true being. A mutual actualization of one's true potentials. The interhuman
relations should never and cannot be imposed because imposition is a mark of
Individuality and selfishness. We should not force the other to reveal himself to us or
to become what we want them to become for they are the end in themselves and not
the means. They are persons not things. The decision to reveal oneself must come
from the person and not be imposed by others for interhuman relations are free
interactions between and among persons who voluntarily choose to be with the
other. What we could do is to provide the necessary climate for his unfolding.
Genuine Dialogue. This is the turning to the partner that takes place in all
truth that is turning of being. Genuine dialogue is the mutual sharing between
persons. This happens when one person beyond the world of seeming centers into
communication with the other being.
Summary of Specific Points of the Different Themes Presented
1 A human being is a social being and an inter-human being. He cannot live by
himself for he depends on others for the things he needs in order to survive. He is
not self sufficient thus he relates with the material world and with his fellowmen in his
pursuit of the material things that will satisfy the needs of his body.
2. But a human being is not only a body. He Is an embodied spirit and therefore
his relationship is not limited only to the physical, bodily or social realm but also to
the realm of the inter-human.
3. For a human being is primarily a person who becomes actuated through
relations. Togetherness is a value that involves the existence .of a human being not
just a being-through-others but more so as a being-for-others.
4. A human being exists through the other by using the products that are fruit of
the labors of others. However, he also works for others as manifested in the service
oriented work like the teaching profession.
5. Thus, human beings relate to each one not only for material things but for
the sharing of persons that ultimately actualizes his potentials. The interhuman
relationship is achieved by transcending seemingness and entering into a genuine
dialogue with the other through an I-thou relationship. This relationship is founded on
the true nature of person, the willingness to make himself present and the unfolding
of the true self in the mutual sharing of persons. It is through this relationship that he
fulfills his nature and helps others fulfill theirs in a community of persons journeying
towards their actualization.
6. Togetherness as a focal point of values: human existence has a historical
character, we need others to enter into the human world of meaning and to make it
our own, being together is a fundamental value which gives authentic fulfillment in
our life.
7. Our existence is an existence for one another. We exist for others, we strive to
be significant to others, and our existence is meaningful only If others accept it as
meaningful,
8. The family system is the locus of interaction between the individual and the
society. If development is to be a human development st must foster the integration
of the family. Participative decision making process and a feedback mechanism is
imperative.
Time - people's achievement and failures are judged in the context of the period
in which they live in.
Man - the dynamic factor in History. The chief cause of the human actions is due
to the nature of human being itself.
II. PRE-HISTORIC PERIOD:
Primitive Times.
A. Paleolithic Age
B. Neolithic Age
C. Metal Age
III. HISTORIC PERIOD:
Traces the development of civilization.
Ancient Period
ASIA and AFRICA = cradles of civilization
1. Early civilizations developed in the river valleys
A. Mesopotamian civilization (or Fertile Crescent) - along the banks of the
Tigris and Euphrates rivers
B. Egyptian civilization - along the banks of the Nile River in Africa
C. Indian civilization - in the valleys along the Indus River
D. Chinese civilization - along the yellow river (or Huang Ho River)
2 Early religions originated in Asia
A. Hinduism-India
B. Zoroastrianism - Iran (formerly Persia)
C. Judaism - Israel (formerly Palestine)
D. Christianity - Israel (formerly Palestine)
E. Islamism - Saudi Arabia
F. Buddhism - India
F. Golden Age of Greece - 5th to 4th Century BC) - attained by Athens after
the Persian War. Famous personalities: Pericles, statesman, Demosthenes,
orator, Socrates, Plato and Aristotle, philosophers; Aeschylus, Sophocles,
Aristophanes (dramatists); Herodotus (Father of History), Thycydides and
Xenophon - historians; Colonium, architect of the famous Parthenon
G. Alexander the Great - Successor of Philip of Macedonia, tutored by Aristotle
and extended Greek empire to the East. He was responsible in blending
Hellenic culture with the East and such combination was referred to as
Hellenistic culture. After his death, the empire broke up into Egypt, Syria
and Macedonia and by 150 BC the Romans conquered Greece.
2) Rome
A. Romulus - legendary founder of Rome in 753 BC
B. Etruscans - established a strong monarchy in the 6th century but their
autocratic rule led to their downfall when the Romans overthrew them
C. Romany established a Republic
D. Two classes of people: Patricians and Plebeians
E. Senate - the ruling body in the Republic but dominated by Patricians (upper
class)
F. Twelve Tables -a legislation which gave Plebeians (lower class) equal
participation in government
G. Punic Wars-fought by Rome against Carthage and resulted in Rome's
acquisition of Spain a group of continued the
H. First Triumvirate (Julius Caesar, Pompey, Cassius) military leaders responsible
for the expansion of Rome
I. Second Triumvirate (Anthony, Lepidus, Octavius) work started by the First
Triumvirate
J. Octavius (later known as Augustus Caesar) - was responsible for further
expansion of Rome; bestowed the title "Prince?" (First citizen); crowned the
first emperor of the Roman Empire under whose reign. PAX ROMANA
prevailed
K. Weak successors later split the empire into two: Western Roman Empire and
Eastern Roman Empire (later known as Byzantine Empire.
L. Fall of Rome (476 A.D.) was due to the attack of Teutonic Germanic tribes.
Only the Western Empire fell. Eastern Roman Empire gained strength and
later on flourished as the Byzantine Empire.
Medieval Period
1. Dark Ages - ushered in the Middle Ages. Barbarians from Germany dominated
the Western Roman Empire after Its fall thus the grandeur of Rome was lost.
2. Franks - barbaric tribe that settled in Gaul (presently France). Their conversion to
Christianity inspired them to restore Europe into a civilized world again. Charles
Martel defended Europe from being dominated by the Moslems, Under
Charlemagne; France expanded its territory at the same time spreading the Christian
faith. In recognition of his work for the Church, he was crowned by the Pope and was
given the title Emperor of the Holy Roman Empire.
3. Supremacy of the Christian Church
a. Pope, the head of the Church was looked up to by rulers of kingdoms
b. Church was responsible in reviving education because monasteries had
kept literary works and works of arts
c. The Church through its officials received material favors from monarchs
and noblemen such that the Church became wealthy.
4. Feudalism
social, economic and political system
characterized by strong lord and vassal relationship where the lord gave
protection to the vassal and the vassal rendered services to the lord (act of
fealty)
Chivalry - in reference to the trait expected of a Knight where he had to manifest
refinement in manners and courage and commitment in the defense of his lord.
Manorial system - where economic activities revolve around agriculture to
generate income for the lord.
5 Crusades
A series of military expeditions by the Christians of Western Europe during the
11th and 13th century to take back the Holy Land (Jerusalem) from the Muslims.
6. Guild System
Modem Period
1. Renaissance - this movement to revive the study of Graeco-Roman classics
ushered in the modern times. Humanism of the Greeks and Romans was revived
such that liberalism characterized this period.
2. Age of Revolutions
a. Intellectual Revolution
started with the age of enlightenment or age of reason
b. Scientific Revolution
where discovery and inventions took place This ushered in the Age of
Discovery and exploration of territories.
c. Industrial Revolution
1991 saw the disintegration of USSR when Mikhail Gorbachev advocated the
"glasnost and "perestroika". East and West Germany also united.
As the world moved towards the 21st century, globalization was pursued. The five
areas emphasized are:
1. Globalization of markets
2. Globalization of communication
3. Globalization of culture
4. Globalization of ideology
5. Political globalization
September 11, 2001 - the world was shaken when the World Trade Center in New
York City US was destroyed where thousand of people died. Suspected brain of
such terrorist attack was Osama Bin Laden who to this day is still being hunted.
Asian Studies
PART I: CONTENT UPDATE
I. Asia: Geographical features and its development
Geographical Features
World's largest continent (17,139,000 sq. miles nearly1/3 or the earths land).
Geographically it is compact and unified
Boundaries: Ural mountains from Europe; Red Sea and Suez Canal from Africa
It is a continent of physical contrast Mt. Everest, world's highest mountain (29,028
ft); Dead Sea (1,292 ft. below sea level) as the lowest
Term Asia was derived from an early Aegean term ASER which meant "sunrise".
ASIA was first used by Pindar, a Greek poet.
Regional Divisions of Asia
South Asia - centered on the Indian subcontinent. It includes India,
Pakistan. Ceylon, Afghanistan, Himalayan kingdoms of Nepal, Bhutan
and Indian protectorate, Sikkim
Southeast Asia -- a relatively recent term that came into usage during World
War II. It covers Burma (Myanmar), Thailand. Laos, Cambodia, Vietnam,
Malaysia, Singapore, Indonesia, Brunei and Philippines
East Asia - China and Taiwan (Formosa), Korea, Japan. This region is more
often referred to as Far East by the Westerners because it is the part of
Asia
Southwest Asia - known to Westerners as the Near East for these are
countries nearest to Europe. More recently, Westerners refer to this
region as Middle East for it is midway between Western Europe and East
Asia. These include Iran, Iraq, Turkey, Syria, Lebanon, Jordan, Israel,
- Commerce between Europe and Asia began as early as the first century A.D.
- Trade / Commerce was conducted through land routes and sea routes
- Trade centers between 200 AD to 1500 AD were:
1. Mediterranean - West Asian Trade Complex
2. Central Asia Trade Complex
3. Strait of Malacca - Indo China Trade Complex
4. Indian Ocean Trade Complex
- Effects of the expansion of Trade
1. Spread of sericulture or silk culture (The Chinese were called "Seres" or
"Serices" by the Romans. These two terms may have originated from the
Chinese word for silk)
By the 3rd century A.D. Korea and Japan acquired the knowledge of
sericulture and by the 6th century Byzantium teamed the secret of
sericulture
2. Buddhism spread to China and to the rest of Southeast Asia and Far
East
3. Christianity and Islamism found their way to China and other parts of
Asia
4. By 7th century centers of power were:
Tang Dynasty
China
Islam
West Asia
Byzantine (Turkey)
West Asia
5. Trade played an important role in defining Asia and Asian civilization to
the Western word:
Earliest reference to Asia was made by Herodotus who wrote about
the "nomad synethians who dwelt in Asia"
Western world perceived Asia as the source of silk, spices and various
exotic products
Asia and Europe were linked. Goods were exchanged and migration
of people took place
Asian religions were spread to different parts of the world
Culture was enriched
II. Asia's Transition
A. Age of Exploration and Discovery in Europe
1. European countries set out to explore lands for economic and military
reasons.
2. Territories greatly affected were the Americas, Africa and Asia.
B. Imperialism in Asia
Most countries in Asia came under colonial rule particularly
those in Southeast Asia, except Thailand
China was under "sphere of influence."