SOCS001 Course outline: First Semester, 2015-2016

Department of Social Sciences, College of Humanities and Social Sciences

Ateneo de Naga University

SOC 001: Society and culture with family planning            Consultation: Mondays-Fridays (3:30-5:30PM)

First Semester, SY 2015-2016                      Menandro S. Abanes <mensab2004@yahoo.com>

Course description and outline

How do we see the world? How do we make sense of it? This course will introduce two disciplines, sociology and anthropology, which will help us in trying to understand humans who inhabit this world and their societies that structure it. We will learn sociological and anthropological perspectives which will locate our experiences of this world within the larger scale of society characterized by social structure and system. Through this course, we will be able to view familiar things in a new light, find new meanings in the old and new ways of doing things, and gain understanding and insight of the rapidly globalizing and changing world.

I. The discipline of sociology

A. Introduction

Ø Key concepts: sociological imagination, history and biography

Ø Readings: The promise of sociology by C. Wright Mills (pp. 19-26) and Invitation to sociology by Peter Berger (pp. 3-7) in Down to earth sociology (9th Ed.) by James Henslin

B. Theoretical perspectives in sociology

Ø Key concepts: functionalism, conflict theory, symbolic interactionism

Ø Readings: Doing sociological research (pp. 27-30); The presentation of self by Erving Goffman (pp. 106-115) and The uses of poverty: The poor pay all by Herbert Gans (pp. 314-320) in Down to earth sociology (9th Ed.) by James Henslin

Ø Requirement: Newspaper clipping that shows any of the perspectives

II. The discipline of anthropology

A. Culture: Why we do what we do

Ø Key concepts: culture as learned and shared, material and non-material culture, components of culture (gestures, languages, values, etc.)

Ø Reading: The cultural context of social life (pp. 69-71) and Body ritual among the Nacirema by Horace Miner (pp. 73-77) in Down to earth sociology (9th Ed.) by James Henslin

B. How culture is studied: Participant observation

Ø Key concepts: fieldwork, ethnocentrism, cultural relativism

Ø Reading: Street corner society by William Foote Whyte (pp. 59-67) in in Down to earth sociology (9th Ed.) by James Henslin

III. Research process and methods

A. Human inquiry and research model

Ø Key concepts: research model, surveys, experiments, data-gathering

Ø Reading: How sociologists do research by James Henslin (pp. 31-42) in Down to earth sociology (9th Ed.) by James Henslin

B. Practice of research

Ø Key concepts: theory, inductive, deductive, quantitative, qualitative

Ø Reading: The role of theory in sociology by Janet Saltzman Chafetz (pp. 15-20) in Readings for introducing sociology (Ed.) Richard Larson and Ronald Knapp

Ø Requirement: Participant observation on your own social group/neighborhood

IV. Enculturation/socialization

A. Social interaction and structure

Ø Key concepts: agents of socialization, institutions, self-emergence

Ø Reading: Town fiesta: An anthropologist’s view by Frank Lynch (pp. 219-236) in Philippine society and the individual

Ø Requirement: A sociological paper written in one’s native language 

B. Family and kinship

Ø Key concepts: family planning, marriage, kinship

Ø Reading: Housing authority by Filomeno Aguilar (pp. 100-125) in Maalwang Buhay, Ateneo de Manila University Press. 

C. Deviance and control

Ø Key concepts: breaching, norms, rules, labeling, anomie

Ø Reading: Suicide by Emile Durkheim (pp. 125-131) in Readings for introducing sociology (Ed.) Richard Larson and Ronald Knapp

V. Stratification

A. Sex and gender

Ø Key concepts: identity, roles, social construction of gender

Ø Reading: Society and sex roles by Ernestine Friedl (pp. 128-133) in Anthropology 00/01

B. Class and inequality

Ø Key concepts: status, power, social mobility, prestige, patron-client relations

Ø Reading: Big and little people: Social class in the rural Philippines by Frank Lynch (pp. 104-111) in Philippine society and the individual

C. Categorical differences (ethnicity and religion)

Ø Key concepts: ethnicity, religion, social distance, trust, identification, Bangsamoro Basic Law (BBL)

Ø Reading: Ethno-religious groups, identification, trust and social distance in the ethno-religiously stratified Philippines by Menandro Abanes et al. in Research in Social Stratification and Mobility (http://dx.doi.org/10.1016/j.rssm.2014.02.001) and draft BBL

VI. Social change

Ø Key concepts: modernization, globalization, trends

Ø Readings: The Mcdonaldization of society by George Ritzer (pp. 494-504) in Down to earth sociology (9th Ed.) by James Henslin

Ø Requirement: A sociological paper due on the week before the final examination date

Draft statements of support: A survey from the Committee on the BBL of Ateneo de Naga University

Below are draft statements that express support for a, 1) meaningful self-governance for and by Moros through an empowered ARMM, 2) continued dialogue between anti- and pro-BBL to arrive at a shared commitment and decision to pursue lasting peace in Mindanao, and 3) passage of a constitutional BBL. Please read the statements and express your sentiment from five (strongly agree) to one (strongly disagree). Thank you for your cooperation.

Historical background and self-governance 

The people of Mindanao, especially the Moros and Lumads, have long suffered from protracted cycle of conflict and violence depriving them of peace, security and development. The Moros and Lumads were the original inhabitants of Mindanao. They consider Mindanao and its natural resources as their patrimony. However, colonial and post-colonial land policies marginalized the original inhabitants of Mindanao by instituting land distribution and resettlement programs designed for corporations and migrant settlers. This marginalization is one of the roots of Moro secessionism and conflict in Mindanao.

The conflict has affected our country as vital funds which could have been used for important social programs alleviating poverty and addressing insecurities in our country are being funneled to financing the government's war effort. War as a policy instrument implemented by the government is not a solution to the Moro secessionism. Not only does war destroy lives and properties, it distracts the government from tackling the core issues, such as marginalization and poverty. It also creates deep seethed wounds and distrust among the Moros towards the national government.

Moreover, lack of genuine political representation and legal institutional guarantees of the rights of the Moros (and Lumads) in the Philippine political system exacerbate their marginalization. Thus, there has been a heightened desire for Moro self-governance in Mindanao. The Autonomous Region in Muslim Mindanao (ARMM) is an expression and instrument towards fulfillment of this desire.

1. We support the desire and collective aspiration to have meaningful self-governance for and by Moros in Mindanao through a more empowered ARMM.

 (5) Strongly agree   (4)  Agree   (3) Neither agree nor disagree   (2) Disagree  (1) Strongly disagree

Bangsamor Basic Law (BBL) and peace process

The BBL is a proposed law that will substantiate and grant politically the Moros’ aspiration for
meaningful and more empowered self-governance characterized by their distinct culture and historical claim. While we mourn the loss of 44 brave Special Action Force (SAF) who dutifully performed their job, we must remember that civilians and Moro fighters also died in Mamasapano incident. Since thorough and impartial investigations are key in determining the truth, and consequently meting out justice for the victims and their families and demanding accountability of erring officials, let us take the opportunity of establishing lasting peace which has eluded  for so long the people of Mindanao. Let us be reminded that BBL is only a segment of the long continuum of peace process. Let us focus on the bigger picture which is peace in Mindanao. We have heard those who oppose or are tentative in supporting the BBL. Let their voices serve as an invitation to further review, discuss and scrutinize the BBL together with those who push for it. This is an essential part of the process before, if ever, we pass it into law to douse off the flame of Moro secessionism.

2. We support the continued dialogue with those who oppose BBL in the hope of converging 
at an understanding and a shared decision and commitment to pursue lasting peace in 
Mindanao.

   (5) Strongly agree  (4) Agree  (3) Neither agree nor disagree  (2) Disagree   (1) Strongly disagree

A constitutional BBL

We want a BBL that is faithful to the provisions of the 1987 Philippine Constitution and upholds
the value of diversity and democratic ideals. There is a legitimate cause for alarm since the
abrogation of the current version of the BBL, in whole or in part, may be interpreted differently by various sectors especially its most affected stakeholders, the Bangsamoro people. This is an
incalculable risk since decades-long peacebuilding efforts in Mindanao might be laid to waste if an altered version of the BBL that does not fully provide the autonomy desired by the Bangsamoro people is passed. Balance must be made between making the BBL a constitutional legislation and providing an inclusive Bangsamoro political entity that will embody the collective ideals and aspirations of the Moros (and Lumads). It is in this critical historic juncture that sobriety and discernment are called upon us who are members of an academic community. We believe that it is incumbent upon us to express and make clear our stance in this very important issue.

 3. We support the passage of a constitutional BBL.

 (5) Strongly agree  (4) Agree   (3) Neither agree nor disagree   (2) Disagree   (1) Strongly disagree