SlideShare une entreprise Scribd logo
1  sur  20
Télécharger pour lire hors ligne
CULTURE AND SOCIALISATION
Revision of Blundell Unit 1
(Course Unit 2 Culture, Identity and Socialisation)
1
WHAT IS CULTURE?
 Humans are social beings; we share our lives with
others in different social groups
 These groups may be families, schools,
workplaces, friendship groups
 Culture means: things shared by members of a
society: learned behaviour, language, beliefs,
values, norms, customs, roles, knowledge and skills
which make up a ‘way of life’ of any society
 The process of learning a culture is called
‘socialisation’ and it is a life-long process
2
What do these pictures tell us about these
culture, values, traditions, social norms of
the countries they represent?
3
ROLES IN SOCIETY
 Some animal species are ‘social’ because they
carry out certain roles within their complex societies
(ants, bees etc) but their behaviour is instinctual.
 Humans have few instincts (they have reflexes
however): human babies helpless if left to fend for
themselves.
 Plenty of written evidence to prove above: Eg The
Puppy Boy Horst and The Wild Boy of Aveyron to
show how humans who have been isolated from
society do not acquire social habits on their own
and find it difficult to later acquire them. (p.2,3)
4
NORMS, MORES, VALUES, STATUS AND ROLES
 Rules , Regulations and Laws: Apply to all society, written, punishable if broken
 Mores: Stronger form of norms: moral ways of behaving which most of society
sees as decent.
 Norms: tell us what we should/shouldn’t do in particular situations. Can be
explicitly or implicitly taught. Unspoken and unwritten rules of correct and
acceptable behaviour.
 Values: beliefs which lie behind norms, shared by majority of people within
culture but not necessarily same in all cultures. Learned from others within
society. Can originate from religious beliefs shared by culture. In Britain, these
include respect for human life, privacy, private property, importance of
marriage, money and success
 Status: Position held by individual within society (can be ascribed or achieved)
5
CULTURALDIVERSITY/GLOBALISATION
What do these
pictures tell us
about different
cultures of the
world?
Key words:
1. Cultural
diversity
2. Cultural
universals
3. Cultural
relativism
4. Globalisation
5. See Blundell
p.6,7
6
CULTURAL DIVERSITY AND UNIVERSALS
 Cultures around the world share some features although
there are also some huge differences
 Cultural diversity refers to the wide range of different
cultural
habits, customs, traditions, languages, dress, norms etc
which are found in our world
 Cultural universals are the forms of behaviour which
are found in all cultures:
-We all speak languages, we all have some form of
marriage and family, we all have some kind of belief
system which is worshipped, we all believe in the idea
that individuals can claim things as their own (ie
property) and finally we all agree on a ban on incest.
These are cultural universals because they are shared
among all cultures. 7
CULTURAL DIVERSITY
 Cultures are diverse in many ways. Give five
examples of ways in which another culture differs
from your own but which you find unusual-
 Clothes:
 Food:
 Marriage:
 Languages:
8
ETHNOCENTRISM AND CULTURAL RELATIVISM
 In studying other cultures it is important not to
assume that your own way is necessarily better
than anyone else’s. This is called ethnocentrism.
Give an example of an ethnocentric view of another
culture.
 When we try to understand another’s culture from
their perspective and not our own, we call it
cultural relativism.
 Cultural relativism is a challenge to ordinary
thinking. Why?
 Give an example of one thing about your culture
which you wish others would be more tolerant of.
 Activity H.O .Cultural relativism T and F 9
CULTURAL DIVERSITY AND GLOBALISATION
 Through technology the Internet, satellites, and cable TV are
readily available throughout the world at the click of the
mouse. Global entertainment and media reach a wide range
of cultures Some people believe that this spread of
values, norms, and culture tends to promote Western ideals of
capitalism.
 Globalisation has effects on the environment, on culture, on
political systems, on economic development and on human
physical well-being in societies around the world. The spread
of globalisation will undoubtedly bring changes to all countries
it reaches. It is argued that one of the result of globalisation
will be the end of cultural diversity, and the emergence of one
mono-culture.
 Discuss: Will local cultures inevitably fall victim to this global
"consumer" culture? Will English eradicate all other
languages? Will consumer values overwhelm peoples' sense
of community and social solidarity? Is globalisation a threat to
our traditional and local cultures? 10
DISCUSS WHICH ASPECTS OF YOUR CULTURE DO YOU
WISH TO KEEP AND WHICH ASPECTS OF WESTERN
CULTURE DO YOU WISH TO BORROW? IF YOU ARE ‘WESTERN
ALREADY, DO THIS FOR ANOTHER CULTURE.
11
 Keep  Borrow
SOCIALISATION
 Socialisation is the life-long process of learning the
culture of any society
 Culture has to be learned; it is not instinctual
 Babies are not born knowing how to talk, walk, eat,
behave
 Differences between different cultures exists:
referred to as cultural diversity
 This diversity makes us share common values with
our own culture but makes us feel different to other
cultures
 We learn our cultural identity through what we are
like and through what we are not like.
12
SOCIALISATION AND IDENTITY
 Socialisation forms an important part of forming our
identity. We might define ourselves as
Arab, Egyptian, male, a student, a daughter.
Agencies of socialisation (such as
family, school, friends, the mass media) will
influence our identities
 At the same time individuals have the free will to
enable them to ‘carve out’ own personal identity
and influence how other see them
 Many factors influence our identities. Through
choices we make we can influence how others see
us and the image we project to others. 13
In forming your social
identity, what roles do you
have?
Which roles conflict with
each other and why?
Write down the (different?) images
you project to your parents,
teachers and friends. 14
SOCIAL ROLES AND ROLE CONFLICT
 Roles: the normal behaviour which is expected to go
with a particular status is called a role. People have
multiple roles (can have family roles, work-related roles
and social roles) which they switch between quite easily
but which have been learnt. Some roles are played
continuously, some only occasionally , some roles
adopted over time as individuals face new
circumstances in their lives.
 Role Conflict: Sometimes roles don’t fit together well:
you can be the dutiful daughter at home and the
rebellious student at school! You can be the oldest son
who is expected to achieve at home and the struggling
student at school. You can be the caring mum at home
and the ambitious worker in a company . These differing
expectations can cause a conflict. 15
WHAT IS IT AN EXAMPLE OF?
 Value
 Norm
 More
 Custom
 Law
 Sanction (positive or
negative)
 Lighting candles at Divali
 Giving merit points at
school
 Not reading someone’s
diary
 Not stealing others
property
 Being ridiculed
 Killing others is wrong
 Queueing in
supermarkets
16
HOW DOES A CHILD LEARN SOCIAL ROLES
(P.8-11)
 Primary Socialisation: Starts at an early stage (family)-
Learn basic norms, values and roles of their culture
 How?
Watching, copying…praise reinforces positive
behaviour, earns approval, experiment with behaviour to test
reactions. May reject some of what is taught and gain
disapproval
 Secondary socialisation: At school: learn to get on with
others, to conform to rules and regulations, to become
independent, to learn useful (to society)knowledge and skills.
May challenge rules and authority
 Other influences: Peers (evidence of their influence on the
young), mass media,(evidence that advertisers are targeting
an even younger audience than before) religion (threatens
punishment for wrong behaviour, learnt at home and in
school)
 Look particularly at gender roles in childhood (p.10,11)
discusses how boys and girls are socialised differently.
17
SOCIAL ORDER AND SOCIAL CONTROL
 What’s the difference between the two?
 Social order assumes that the socialisation of individuals
in society is a good thing, necessary for co-operation
within the society. Social control ensures harmony and
agreement within society. Without it there would be
chaos.
 Social control focuses on the use of manipulation, force
or punishment to make individuals conform to societies
norms
 Essentially they explain
the same thing but from
two different perspectives
Social Order
(F)
Social
control (M/F)
18
SOCIAL ORDER AND THE CONSENSUS
APPROACH
 The Consensus Approach is adopted by
Functionalists.
 Compares society to a human body, interrelated
parts all working together (in consensus) to
maintain order in society.
 Institutions such as family, school, law, mass media
work together in harmony to maintain order ( exert
influence through socialisation)
 People mostly agree to this because it makes
society stable
 Does not emphasise the conflict between people
and groups. Sees non-conformity as deviance
19
SOCIAL CONTROL AND THE CONFLICT THEORY
.(P.12-13 AND 16, 17)
 Social Control: The term given to methods used to
persuade /force individuals to do what society wants, to
conform to values and norms of that society , to prevent
deviance
What social control is exerted on a girl to dress
conservatively in this society?
 Sanctions are used to achieve conformity (positive and
negative)
 Conflict theory: Marx and Weber
a) View society as conflicting; inequalities in
wealth, power and status creates conflict between
groups/individuals
b) Conflict theory says groups have different
interests and values with no consensus (agreement) in
modern society 20

Contenu connexe

Tendances (20)

Kinship and family
Kinship and familyKinship and family
Kinship and family
 
SOCIAL STRATIFICATION
SOCIAL STRATIFICATIONSOCIAL STRATIFICATION
SOCIAL STRATIFICATION
 
crime and deviance
crime and  deviancecrime and  deviance
crime and deviance
 
Deviance
DevianceDeviance
Deviance
 
Emile Durkheim, Sociologist ppt
Emile Durkheim, Sociologist pptEmile Durkheim, Sociologist ppt
Emile Durkheim, Sociologist ppt
 
Sociological theories
Sociological theoriesSociological theories
Sociological theories
 
Sociology iGCSE
Sociology iGCSE Sociology iGCSE
Sociology iGCSE
 
C2 Anomie
C2 AnomieC2 Anomie
C2 Anomie
 
Symbolic interaction theory
Symbolic interaction theorySymbolic interaction theory
Symbolic interaction theory
 
Social Control and Social Sanctions
Social Control and Social SanctionsSocial Control and Social Sanctions
Social Control and Social Sanctions
 
Max Weber's theory of social stratification
Max Weber's theory of social stratificationMax Weber's theory of social stratification
Max Weber's theory of social stratification
 
Agents of socialization
Agents of socializationAgents of socialization
Agents of socialization
 
Interactionist perspective
Interactionist perspectiveInteractionist perspective
Interactionist perspective
 
Theories of religion
Theories of religionTheories of religion
Theories of religion
 
Durkheim's Perspective
Durkheim's PerspectiveDurkheim's Perspective
Durkheim's Perspective
 
Social Group
Social GroupSocial Group
Social Group
 
Durkheim 'Social Facts'
Durkheim 'Social Facts'Durkheim 'Social Facts'
Durkheim 'Social Facts'
 
Chapter 1 The Sociological Perspective
Chapter 1  The  Sociological  PerspectiveChapter 1  The  Sociological  Perspective
Chapter 1 The Sociological Perspective
 
AGENTS OF SOCIALIZATION
AGENTS OF SOCIALIZATION AGENTS OF SOCIALIZATION
AGENTS OF SOCIALIZATION
 
Social stratification
Social stratification Social stratification
Social stratification
 

En vedette

5 Criteria for Cross Cultural Leadership
5 Criteria for Cross Cultural Leadership5 Criteria for Cross Cultural Leadership
5 Criteria for Cross Cultural LeadershipNMC Strategic Manager
 
Unit 2 - culture
Unit 2  - cultureUnit 2  - culture
Unit 2 - cultureLancerTeach
 
The khrushchev era
The khrushchev eraThe khrushchev era
The khrushchev eraJeff Weichel
 
Consumer Culture
Consumer CultureConsumer Culture
Consumer CultureSarah Bock
 
Ethnocentrism, Globalization, and Global Citizenship
Ethnocentrism, Globalization, and Global CitizenshipEthnocentrism, Globalization, and Global Citizenship
Ethnocentrism, Globalization, and Global CitizenshipSalzburg Global Seminar
 
Sociology - Unit 2: Society and Culture, Part I - Review
Sociology - Unit 2:  Society and Culture, Part I - ReviewSociology - Unit 2:  Society and Culture, Part I - Review
Sociology - Unit 2: Society and Culture, Part I - ReviewChandra Martin
 
Ethnocentrism
EthnocentrismEthnocentrism
Ethnocentrisms0ltan
 
Culture, socialization and education.
Culture, socialization and education.Culture, socialization and education.
Culture, socialization and education.Jhenny Marie Juayong
 
Sociology of culture
Sociology of cultureSociology of culture
Sociology of cultureSeth Allen
 
Sociology Unit 2: Culture and Society
Sociology Unit 2: Culture and SocietySociology Unit 2: Culture and Society
Sociology Unit 2: Culture and SocietyMrTimBradley
 
Cape Sociology Unit 2 Study Guide
Cape Sociology Unit 2 Study Guide Cape Sociology Unit 2 Study Guide
Cape Sociology Unit 2 Study Guide OmziiNella Bell
 
Managing Diversity at Workplace
Managing Diversity at WorkplaceManaging Diversity at Workplace
Managing Diversity at WorkplacePushpak Elleedu
 

En vedette (16)

heart attack
heart attackheart attack
heart attack
 
5 Criteria for Cross Cultural Leadership
5 Criteria for Cross Cultural Leadership5 Criteria for Cross Cultural Leadership
5 Criteria for Cross Cultural Leadership
 
Unit 2 - culture
Unit 2  - cultureUnit 2  - culture
Unit 2 - culture
 
The khrushchev era
The khrushchev eraThe khrushchev era
The khrushchev era
 
Consumer Culture
Consumer CultureConsumer Culture
Consumer Culture
 
Ethnocentrism, Globalization, and Global Citizenship
Ethnocentrism, Globalization, and Global CitizenshipEthnocentrism, Globalization, and Global Citizenship
Ethnocentrism, Globalization, and Global Citizenship
 
Sociology - Unit 2: Society and Culture, Part I - Review
Sociology - Unit 2:  Society and Culture, Part I - ReviewSociology - Unit 2:  Society and Culture, Part I - Review
Sociology - Unit 2: Society and Culture, Part I - Review
 
Ethnocentrism
EthnocentrismEthnocentrism
Ethnocentrism
 
Social cognition
Social  cognitionSocial  cognition
Social cognition
 
Cultural relativism
Cultural relativismCultural relativism
Cultural relativism
 
Culture, socialization and education.
Culture, socialization and education.Culture, socialization and education.
Culture, socialization and education.
 
Ethnocentrism
EthnocentrismEthnocentrism
Ethnocentrism
 
Sociology of culture
Sociology of cultureSociology of culture
Sociology of culture
 
Sociology Unit 2: Culture and Society
Sociology Unit 2: Culture and SocietySociology Unit 2: Culture and Society
Sociology Unit 2: Culture and Society
 
Cape Sociology Unit 2 Study Guide
Cape Sociology Unit 2 Study Guide Cape Sociology Unit 2 Study Guide
Cape Sociology Unit 2 Study Guide
 
Managing Diversity at Workplace
Managing Diversity at WorkplaceManaging Diversity at Workplace
Managing Diversity at Workplace
 

Similaire à Culture and socialisation: Ties in with the CIE syllabus Unit 2

Presentation2 (culture)
Presentation2 (culture)Presentation2 (culture)
Presentation2 (culture)cocolatto
 
Soc 2113 ch 3 2017
Soc 2113 ch 3 2017Soc 2113 ch 3 2017
Soc 2113 ch 3 2017WendyScott34
 
4th bs lecture new slides given by sociology's teacher
4th bs lecture new slides given by sociology's teacher4th bs lecture new slides given by sociology's teacher
4th bs lecture new slides given by sociology's teacherAdvance Class
 
107-r1-sat-1-3pm-R.GAMBOA.pptx
107-r1-sat-1-3pm-R.GAMBOA.pptx107-r1-sat-1-3pm-R.GAMBOA.pptx
107-r1-sat-1-3pm-R.GAMBOA.pptxreychelgamboa2
 
A Study Of Society And The Social Lives Of Each Individual
A Study Of Society And The Social Lives Of Each IndividualA Study Of Society And The Social Lives Of Each Individual
A Study Of Society And The Social Lives Of Each IndividualLisa Netkowicz
 
My Culture Has An Impact On My Socialisation Essay
My Culture Has An Impact On My Socialisation EssayMy Culture Has An Impact On My Socialisation Essay
My Culture Has An Impact On My Socialisation EssayAshley Lovato
 
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docx
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docxCh. 44-1Why Is Socialization Important Around the GlobeLO 1.docx
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docxsleeperharwell
 
Sociology cluture Unit 1 Protocol
Sociology cluture Unit 1 ProtocolSociology cluture Unit 1 Protocol
Sociology cluture Unit 1 ProtocolMa E.C.C.
 
Social, Political, and Cultural behavior and Phenomena
Social, Political, and Cultural behavior and PhenomenaSocial, Political, and Cultural behavior and Phenomena
Social, Political, and Cultural behavior and PhenomenaMiss Chey
 

Similaire à Culture and socialisation: Ties in with the CIE syllabus Unit 2 (20)

Consumer culture
Consumer culture Consumer culture
Consumer culture
 
Presentation2 (culture)
Presentation2 (culture)Presentation2 (culture)
Presentation2 (culture)
 
Soc 2113 ch 3 2017
Soc 2113 ch 3 2017Soc 2113 ch 3 2017
Soc 2113 ch 3 2017
 
CULTURE PPT
CULTURE PPTCULTURE PPT
CULTURE PPT
 
4th bs lecture
4th bs lecture 4th bs lecture
4th bs lecture
 
Lecture culture
Lecture cultureLecture culture
Lecture culture
 
Culture.pptx
Culture.pptxCulture.pptx
Culture.pptx
 
Culture
Culture Culture
Culture
 
Exploring culture by ah forough ameri
Exploring culture by ah forough ameriExploring culture by ah forough ameri
Exploring culture by ah forough ameri
 
4th bs lecture new slides given by sociology's teacher
4th bs lecture new slides given by sociology's teacher4th bs lecture new slides given by sociology's teacher
4th bs lecture new slides given by sociology's teacher
 
107-r1-sat-1-3pm-R.GAMBOA.pptx
107-r1-sat-1-3pm-R.GAMBOA.pptx107-r1-sat-1-3pm-R.GAMBOA.pptx
107-r1-sat-1-3pm-R.GAMBOA.pptx
 
A Study Of Society And The Social Lives Of Each Individual
A Study Of Society And The Social Lives Of Each IndividualA Study Of Society And The Social Lives Of Each Individual
A Study Of Society And The Social Lives Of Each Individual
 
Culture
Culture Culture
Culture
 
Assignment on culture
Assignment on cultureAssignment on culture
Assignment on culture
 
Culture & Society
Culture & SocietyCulture & Society
Culture & Society
 
My Culture Has An Impact On My Socialisation Essay
My Culture Has An Impact On My Socialisation EssayMy Culture Has An Impact On My Socialisation Essay
My Culture Has An Impact On My Socialisation Essay
 
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docx
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docxCh. 44-1Why Is Socialization Important Around the GlobeLO 1.docx
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docx
 
Society and culture
Society and cultureSociety and culture
Society and culture
 
Sociology cluture Unit 1 Protocol
Sociology cluture Unit 1 ProtocolSociology cluture Unit 1 Protocol
Sociology cluture Unit 1 Protocol
 
Social, Political, and Cultural behavior and Phenomena
Social, Political, and Cultural behavior and PhenomenaSocial, Political, and Cultural behavior and Phenomena
Social, Political, and Cultural behavior and Phenomena
 

Dernier

Igniting Next Level Productivity with AI-Infused Data Integration Workflows
Igniting Next Level Productivity with AI-Infused Data Integration WorkflowsIgniting Next Level Productivity with AI-Infused Data Integration Workflows
Igniting Next Level Productivity with AI-Infused Data Integration WorkflowsSafe Software
 
UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...
UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...
UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...UbiTrack UK
 
Cybersecurity Workshop #1.pptx
Cybersecurity Workshop #1.pptxCybersecurity Workshop #1.pptx
Cybersecurity Workshop #1.pptxGDSC PJATK
 
UiPath Community: AI for UiPath Automation Developers
UiPath Community: AI for UiPath Automation DevelopersUiPath Community: AI for UiPath Automation Developers
UiPath Community: AI for UiPath Automation DevelopersUiPathCommunity
 
Introduction to Matsuo Laboratory (ENG).pptx
Introduction to Matsuo Laboratory (ENG).pptxIntroduction to Matsuo Laboratory (ENG).pptx
Introduction to Matsuo Laboratory (ENG).pptxMatsuo Lab
 
Secure your environment with UiPath and CyberArk technologies - Session 1
Secure your environment with UiPath and CyberArk technologies - Session 1Secure your environment with UiPath and CyberArk technologies - Session 1
Secure your environment with UiPath and CyberArk technologies - Session 1DianaGray10
 
COMPUTER 10: Lesson 7 - File Storage and Online Collaboration
COMPUTER 10: Lesson 7 - File Storage and Online CollaborationCOMPUTER 10: Lesson 7 - File Storage and Online Collaboration
COMPUTER 10: Lesson 7 - File Storage and Online Collaborationbruanjhuli
 
Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...
Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...
Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...Will Schroeder
 
Nanopower In Semiconductor Industry.pdf
Nanopower  In Semiconductor Industry.pdfNanopower  In Semiconductor Industry.pdf
Nanopower In Semiconductor Industry.pdfPedro Manuel
 
UiPath Platform: The Backend Engine Powering Your Automation - Session 1
UiPath Platform: The Backend Engine Powering Your Automation - Session 1UiPath Platform: The Backend Engine Powering Your Automation - Session 1
UiPath Platform: The Backend Engine Powering Your Automation - Session 1DianaGray10
 
COMPUTER 10 Lesson 8 - Building a Website
COMPUTER 10 Lesson 8 - Building a WebsiteCOMPUTER 10 Lesson 8 - Building a Website
COMPUTER 10 Lesson 8 - Building a Websitedgelyza
 
Linked Data in Production: Moving Beyond Ontologies
Linked Data in Production: Moving Beyond OntologiesLinked Data in Production: Moving Beyond Ontologies
Linked Data in Production: Moving Beyond OntologiesDavid Newbury
 
AI Fame Rush Review – Virtual Influencer Creation In Just Minutes
AI Fame Rush Review – Virtual Influencer Creation In Just MinutesAI Fame Rush Review – Virtual Influencer Creation In Just Minutes
AI Fame Rush Review – Virtual Influencer Creation In Just MinutesMd Hossain Ali
 
UiPath Studio Web workshop series - Day 7
UiPath Studio Web workshop series - Day 7UiPath Studio Web workshop series - Day 7
UiPath Studio Web workshop series - Day 7DianaGray10
 
Designing A Time bound resource download URL
Designing A Time bound resource download URLDesigning A Time bound resource download URL
Designing A Time bound resource download URLRuncy Oommen
 
OpenShift Commons Paris - Choose Your Own Observability Adventure
OpenShift Commons Paris - Choose Your Own Observability AdventureOpenShift Commons Paris - Choose Your Own Observability Adventure
OpenShift Commons Paris - Choose Your Own Observability AdventureEric D. Schabell
 
UiPath Solutions Management Preview - Northern CA Chapter - March 22.pdf
UiPath Solutions Management Preview - Northern CA Chapter - March 22.pdfUiPath Solutions Management Preview - Northern CA Chapter - March 22.pdf
UiPath Solutions Management Preview - Northern CA Chapter - March 22.pdfDianaGray10
 
UiPath Studio Web workshop series - Day 8
UiPath Studio Web workshop series - Day 8UiPath Studio Web workshop series - Day 8
UiPath Studio Web workshop series - Day 8DianaGray10
 
Bird eye's view on Camunda open source ecosystem
Bird eye's view on Camunda open source ecosystemBird eye's view on Camunda open source ecosystem
Bird eye's view on Camunda open source ecosystemAsko Soukka
 

Dernier (20)

Igniting Next Level Productivity with AI-Infused Data Integration Workflows
Igniting Next Level Productivity with AI-Infused Data Integration WorkflowsIgniting Next Level Productivity with AI-Infused Data Integration Workflows
Igniting Next Level Productivity with AI-Infused Data Integration Workflows
 
201610817 - edge part1
201610817 - edge part1201610817 - edge part1
201610817 - edge part1
 
UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...
UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...
UWB Technology for Enhanced Indoor and Outdoor Positioning in Physiological M...
 
Cybersecurity Workshop #1.pptx
Cybersecurity Workshop #1.pptxCybersecurity Workshop #1.pptx
Cybersecurity Workshop #1.pptx
 
UiPath Community: AI for UiPath Automation Developers
UiPath Community: AI for UiPath Automation DevelopersUiPath Community: AI for UiPath Automation Developers
UiPath Community: AI for UiPath Automation Developers
 
Introduction to Matsuo Laboratory (ENG).pptx
Introduction to Matsuo Laboratory (ENG).pptxIntroduction to Matsuo Laboratory (ENG).pptx
Introduction to Matsuo Laboratory (ENG).pptx
 
Secure your environment with UiPath and CyberArk technologies - Session 1
Secure your environment with UiPath and CyberArk technologies - Session 1Secure your environment with UiPath and CyberArk technologies - Session 1
Secure your environment with UiPath and CyberArk technologies - Session 1
 
COMPUTER 10: Lesson 7 - File Storage and Online Collaboration
COMPUTER 10: Lesson 7 - File Storage and Online CollaborationCOMPUTER 10: Lesson 7 - File Storage and Online Collaboration
COMPUTER 10: Lesson 7 - File Storage and Online Collaboration
 
Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...
Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...
Apres-Cyber - The Data Dilemma: Bridging Offensive Operations and Machine Lea...
 
Nanopower In Semiconductor Industry.pdf
Nanopower  In Semiconductor Industry.pdfNanopower  In Semiconductor Industry.pdf
Nanopower In Semiconductor Industry.pdf
 
UiPath Platform: The Backend Engine Powering Your Automation - Session 1
UiPath Platform: The Backend Engine Powering Your Automation - Session 1UiPath Platform: The Backend Engine Powering Your Automation - Session 1
UiPath Platform: The Backend Engine Powering Your Automation - Session 1
 
COMPUTER 10 Lesson 8 - Building a Website
COMPUTER 10 Lesson 8 - Building a WebsiteCOMPUTER 10 Lesson 8 - Building a Website
COMPUTER 10 Lesson 8 - Building a Website
 
Linked Data in Production: Moving Beyond Ontologies
Linked Data in Production: Moving Beyond OntologiesLinked Data in Production: Moving Beyond Ontologies
Linked Data in Production: Moving Beyond Ontologies
 
AI Fame Rush Review – Virtual Influencer Creation In Just Minutes
AI Fame Rush Review – Virtual Influencer Creation In Just MinutesAI Fame Rush Review – Virtual Influencer Creation In Just Minutes
AI Fame Rush Review – Virtual Influencer Creation In Just Minutes
 
UiPath Studio Web workshop series - Day 7
UiPath Studio Web workshop series - Day 7UiPath Studio Web workshop series - Day 7
UiPath Studio Web workshop series - Day 7
 
Designing A Time bound resource download URL
Designing A Time bound resource download URLDesigning A Time bound resource download URL
Designing A Time bound resource download URL
 
OpenShift Commons Paris - Choose Your Own Observability Adventure
OpenShift Commons Paris - Choose Your Own Observability AdventureOpenShift Commons Paris - Choose Your Own Observability Adventure
OpenShift Commons Paris - Choose Your Own Observability Adventure
 
UiPath Solutions Management Preview - Northern CA Chapter - March 22.pdf
UiPath Solutions Management Preview - Northern CA Chapter - March 22.pdfUiPath Solutions Management Preview - Northern CA Chapter - March 22.pdf
UiPath Solutions Management Preview - Northern CA Chapter - March 22.pdf
 
UiPath Studio Web workshop series - Day 8
UiPath Studio Web workshop series - Day 8UiPath Studio Web workshop series - Day 8
UiPath Studio Web workshop series - Day 8
 
Bird eye's view on Camunda open source ecosystem
Bird eye's view on Camunda open source ecosystemBird eye's view on Camunda open source ecosystem
Bird eye's view on Camunda open source ecosystem
 

Culture and socialisation: Ties in with the CIE syllabus Unit 2

  • 1. CULTURE AND SOCIALISATION Revision of Blundell Unit 1 (Course Unit 2 Culture, Identity and Socialisation) 1
  • 2. WHAT IS CULTURE?  Humans are social beings; we share our lives with others in different social groups  These groups may be families, schools, workplaces, friendship groups  Culture means: things shared by members of a society: learned behaviour, language, beliefs, values, norms, customs, roles, knowledge and skills which make up a ‘way of life’ of any society  The process of learning a culture is called ‘socialisation’ and it is a life-long process 2
  • 3. What do these pictures tell us about these culture, values, traditions, social norms of the countries they represent? 3
  • 4. ROLES IN SOCIETY  Some animal species are ‘social’ because they carry out certain roles within their complex societies (ants, bees etc) but their behaviour is instinctual.  Humans have few instincts (they have reflexes however): human babies helpless if left to fend for themselves.  Plenty of written evidence to prove above: Eg The Puppy Boy Horst and The Wild Boy of Aveyron to show how humans who have been isolated from society do not acquire social habits on their own and find it difficult to later acquire them. (p.2,3) 4
  • 5. NORMS, MORES, VALUES, STATUS AND ROLES  Rules , Regulations and Laws: Apply to all society, written, punishable if broken  Mores: Stronger form of norms: moral ways of behaving which most of society sees as decent.  Norms: tell us what we should/shouldn’t do in particular situations. Can be explicitly or implicitly taught. Unspoken and unwritten rules of correct and acceptable behaviour.  Values: beliefs which lie behind norms, shared by majority of people within culture but not necessarily same in all cultures. Learned from others within society. Can originate from religious beliefs shared by culture. In Britain, these include respect for human life, privacy, private property, importance of marriage, money and success  Status: Position held by individual within society (can be ascribed or achieved) 5
  • 6. CULTURALDIVERSITY/GLOBALISATION What do these pictures tell us about different cultures of the world? Key words: 1. Cultural diversity 2. Cultural universals 3. Cultural relativism 4. Globalisation 5. See Blundell p.6,7 6
  • 7. CULTURAL DIVERSITY AND UNIVERSALS  Cultures around the world share some features although there are also some huge differences  Cultural diversity refers to the wide range of different cultural habits, customs, traditions, languages, dress, norms etc which are found in our world  Cultural universals are the forms of behaviour which are found in all cultures: -We all speak languages, we all have some form of marriage and family, we all have some kind of belief system which is worshipped, we all believe in the idea that individuals can claim things as their own (ie property) and finally we all agree on a ban on incest. These are cultural universals because they are shared among all cultures. 7
  • 8. CULTURAL DIVERSITY  Cultures are diverse in many ways. Give five examples of ways in which another culture differs from your own but which you find unusual-  Clothes:  Food:  Marriage:  Languages: 8
  • 9. ETHNOCENTRISM AND CULTURAL RELATIVISM  In studying other cultures it is important not to assume that your own way is necessarily better than anyone else’s. This is called ethnocentrism. Give an example of an ethnocentric view of another culture.  When we try to understand another’s culture from their perspective and not our own, we call it cultural relativism.  Cultural relativism is a challenge to ordinary thinking. Why?  Give an example of one thing about your culture which you wish others would be more tolerant of.  Activity H.O .Cultural relativism T and F 9
  • 10. CULTURAL DIVERSITY AND GLOBALISATION  Through technology the Internet, satellites, and cable TV are readily available throughout the world at the click of the mouse. Global entertainment and media reach a wide range of cultures Some people believe that this spread of values, norms, and culture tends to promote Western ideals of capitalism.  Globalisation has effects on the environment, on culture, on political systems, on economic development and on human physical well-being in societies around the world. The spread of globalisation will undoubtedly bring changes to all countries it reaches. It is argued that one of the result of globalisation will be the end of cultural diversity, and the emergence of one mono-culture.  Discuss: Will local cultures inevitably fall victim to this global "consumer" culture? Will English eradicate all other languages? Will consumer values overwhelm peoples' sense of community and social solidarity? Is globalisation a threat to our traditional and local cultures? 10
  • 11. DISCUSS WHICH ASPECTS OF YOUR CULTURE DO YOU WISH TO KEEP AND WHICH ASPECTS OF WESTERN CULTURE DO YOU WISH TO BORROW? IF YOU ARE ‘WESTERN ALREADY, DO THIS FOR ANOTHER CULTURE. 11  Keep  Borrow
  • 12. SOCIALISATION  Socialisation is the life-long process of learning the culture of any society  Culture has to be learned; it is not instinctual  Babies are not born knowing how to talk, walk, eat, behave  Differences between different cultures exists: referred to as cultural diversity  This diversity makes us share common values with our own culture but makes us feel different to other cultures  We learn our cultural identity through what we are like and through what we are not like. 12
  • 13. SOCIALISATION AND IDENTITY  Socialisation forms an important part of forming our identity. We might define ourselves as Arab, Egyptian, male, a student, a daughter. Agencies of socialisation (such as family, school, friends, the mass media) will influence our identities  At the same time individuals have the free will to enable them to ‘carve out’ own personal identity and influence how other see them  Many factors influence our identities. Through choices we make we can influence how others see us and the image we project to others. 13
  • 14. In forming your social identity, what roles do you have? Which roles conflict with each other and why? Write down the (different?) images you project to your parents, teachers and friends. 14
  • 15. SOCIAL ROLES AND ROLE CONFLICT  Roles: the normal behaviour which is expected to go with a particular status is called a role. People have multiple roles (can have family roles, work-related roles and social roles) which they switch between quite easily but which have been learnt. Some roles are played continuously, some only occasionally , some roles adopted over time as individuals face new circumstances in their lives.  Role Conflict: Sometimes roles don’t fit together well: you can be the dutiful daughter at home and the rebellious student at school! You can be the oldest son who is expected to achieve at home and the struggling student at school. You can be the caring mum at home and the ambitious worker in a company . These differing expectations can cause a conflict. 15
  • 16. WHAT IS IT AN EXAMPLE OF?  Value  Norm  More  Custom  Law  Sanction (positive or negative)  Lighting candles at Divali  Giving merit points at school  Not reading someone’s diary  Not stealing others property  Being ridiculed  Killing others is wrong  Queueing in supermarkets 16
  • 17. HOW DOES A CHILD LEARN SOCIAL ROLES (P.8-11)  Primary Socialisation: Starts at an early stage (family)- Learn basic norms, values and roles of their culture  How? Watching, copying…praise reinforces positive behaviour, earns approval, experiment with behaviour to test reactions. May reject some of what is taught and gain disapproval  Secondary socialisation: At school: learn to get on with others, to conform to rules and regulations, to become independent, to learn useful (to society)knowledge and skills. May challenge rules and authority  Other influences: Peers (evidence of their influence on the young), mass media,(evidence that advertisers are targeting an even younger audience than before) religion (threatens punishment for wrong behaviour, learnt at home and in school)  Look particularly at gender roles in childhood (p.10,11) discusses how boys and girls are socialised differently. 17
  • 18. SOCIAL ORDER AND SOCIAL CONTROL  What’s the difference between the two?  Social order assumes that the socialisation of individuals in society is a good thing, necessary for co-operation within the society. Social control ensures harmony and agreement within society. Without it there would be chaos.  Social control focuses on the use of manipulation, force or punishment to make individuals conform to societies norms  Essentially they explain the same thing but from two different perspectives Social Order (F) Social control (M/F) 18
  • 19. SOCIAL ORDER AND THE CONSENSUS APPROACH  The Consensus Approach is adopted by Functionalists.  Compares society to a human body, interrelated parts all working together (in consensus) to maintain order in society.  Institutions such as family, school, law, mass media work together in harmony to maintain order ( exert influence through socialisation)  People mostly agree to this because it makes society stable  Does not emphasise the conflict between people and groups. Sees non-conformity as deviance 19
  • 20. SOCIAL CONTROL AND THE CONFLICT THEORY .(P.12-13 AND 16, 17)  Social Control: The term given to methods used to persuade /force individuals to do what society wants, to conform to values and norms of that society , to prevent deviance What social control is exerted on a girl to dress conservatively in this society?  Sanctions are used to achieve conformity (positive and negative)  Conflict theory: Marx and Weber a) View society as conflicting; inequalities in wealth, power and status creates conflict between groups/individuals b) Conflict theory says groups have different interests and values with no consensus (agreement) in modern society 20