Module 3

Lesson 1 THE SOCIOLOGICAL PERSPECTIVE

Jumpstart

Activity 1 Story-time
Directions: Read the story below entitled The Six Blind Men and the Elephant. Then, give your insights and ideas
about it.

There were once six blind men who stood by the road-side every day, and begged from the people who
passed. They had often heard of elephants, but they had never seen one; for, being blind, how could they?
It so happened one morning that an elephant was driven down the road where they stood. When they
were told that the great beast was before them, they asked the driver to let him stop so that they might see him.
Of course they could not see him with their eyes; but they thought that by touching him they could learn
just what kind of animal he was.
The first one happened to put his hand on the elephant's side. "Well, well!" he said, "now I know all about
this beast. He is exactly like a wall."
The second felt only of the elephant's tusk. "My brother," he said, "you are mistaken. He is not at all like a
wall. He is round and smooth and sharp. He is more like a spear than anything else."
The third happened to take hold of the elephant's trunk. "Both of you are wrong," he said. "Anybody who
knows anything can see that this elephant is like a snake."
The fourth reached out his arms, and grasped one of the elephant's legs. "Oh, how blind you are!" he said.
"It is very plain to me that he is round and tall like a tree."
The fifth was a very tall man, and he chanced to take hold of the elephant's ear. "The blindest man ought
to know that this beast is not like any of the things that you name," he said. "He is exactly like a huge fan."
The sixth was very blind indeed, and it was some time before he could find the elephant at all. At last he
seized the animal's tail. "O foolish fellows!" he cried. "You surely have lost your senses. This elephant is not like a
wall, or a spear, or a snake, or a tree; neither is he like a fan. But any man with a par-ti-cle of sense can see that
he is exactly like a rope."
Then the elephant moved on, and the six blind men sat by the roadside all day, and quarreled about him.
Each believed that he knew just how the animal looked; and each called the others hard names because they did
not agree with him. People who have eyes sometimes act as foolishly.
The End.

Answer the following questions in two to three sentences:

1. What is the story all about?
2. What is the moral of the story?
3. What is your own understanding about the word “community”?

SCORING RUBRIC

POINTS REQUIREMENTS
Provides an insightful and detailed explanation/opinion that includes or
5
extends ideas from the text.
Provides some explanation/opinion that includes ideas
4
from the text for support.
Uses text incorrectly or with limited success and includes an
3
inconsistent or confusing explanation.
Demonstrates minimal understanding of the task and
2 provides an unclear reference or no use of the text for support
1 Response is completely irrelevant or off – topic.

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 Discover

The Blind Men and the Elephant (explained)

The reality of understanding the concept of community from different perspectives can be compared with
the well-known story of the Blind Men and the elephant. The moral of the story is that there may be some truth to
what someone says. Sometimes we can see that truth and sometimes not because they may have a different
perspective which may not agree too. So, rather than arguing like the blind men, we should say “Maybe you have
your reasons.” Differences in the way we understand community may exist, but respect and tolerance must
always be there. An example of this is, Women are weak and Men are strong. To others perspective, it is right
and to others it is not polite and definitely wrong.

The Four Perspectives

1. Systems Perspective
St. Paul, in Corinthians 12:12 (The New American Bible), using an analogy speaks of the Church as a
body, the body is one and has many members, but all the members, many though they are, are one body and so
it is with Christ. From a systems perspective, community is like a church, similar to a living creature, made up of
different parts that represents individual functions, activities, each operating within specific boundaries to meet
the needs of the community.
2. Social Perspective
This perspective describes the social and political networks that connect individuals, organizations, and
its leaders. A clear understanding of the different networks is crucial in planning how to engage in community
activities.
3. Virtual Perspective
Today, individuals rely heavily on computer-mediated communication.
Technology continues to grow and being studied. It is a fast-growing industry in these days. Virtual communities
are social groups or groups with a common interest that interact in an organized fashion using the internet.
4. Individual Perspective
Individuals who are living in a community have their unique sense of membership. Some may have a
sense of belonging to more than one community. For example, you are from La Union and moved to Nueva
Ecija.

Rural and Urban Communities

An urban area is the region surrounding a city. Most inhabitants of urban areas have nonagricultural jobs.
Urban areas are very developed, meaning there is a density of human structures such as houses, commercial
buildings, roads, bridges, and railways.

"Urban area" can refer to towns, cities, and suburbs. An urban area includes the city itself, as well as the
surrounding areas. Many urban areas are called metropolitan areas, or "greater," as in Greater Manila.
When two or more metropolitan areas grow until they combine, the result may be known as a
megalopolis. In the United States, the urban area of Boston, Massachusetts, eventually spread as far south as
Washington, D.C., creating the megalopolis of BosWash, or the Northeast Corridor.
Rural areas are the opposite of urban areas. Rural areas, often called "the country," have low population

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density and large amounts of undeveloped land. Usually, the difference between a rural area and an urban area

is clear. But in developed countries with large populations, such as Japan, the difference is becoming less clear.
In the United States, settlements with 2,500 inhabitants or more are defined as urban. In Japan, which is far more
densely populated than the U.S., only settlements with 30,000 people or more are considered urban.
Throughout the world, the dominant pattern of migration within countries has been from rural to urban
areas. This is partly because improved technology has decreased the need for agricultural workers and partly
because cities are seen as offering greater economic opportunities. Most of the world’s people, however, still live
in rural areas.

Social Interaction
Any discussion of social interaction is not complete without citing Louis Wirth’s article “Urbanism as a
Way of Life”. Wirth’s hypothesis is that substantial increases in size and density of a community’s population
result in the accentuation of these five qualities:
1. Anonymity - In colloquial use, anonymity typically refers to the state of an individual's personal identity, or
personally identifiable information, being publicly unknown. There are various situations in which a
person might choose to withhold their identity. Acts of charity have been performed anonymously when
benefactors do not wish to be acknowledged.
2. Division of labor – It is an economic concept which states that dividing the production process into
different stages enables workers to focus on specific tasks. If workers can concentrate on one small
aspect of production, this increases overall efficiency – so long as there are sufficient volume and
quantity produced.
3. Heterogeneity (in which induced and sustained by anonymity and division of labor) – It is the state or
quality of being heterogeneous—consisting of different, distinguishable parts or elements.
4. Impersonal and formally prescribed relationships – Always remember, Impersonal is "more protected but
less connected. “Personal is "more connected but less protected”.
5. Symbols of status which are independent of personal acquaintance – Symbols such as gestures, signs,
objects, signals, and words—help people understand that world. They provide clues to understanding
experiences by conveying recognizable meanings that are shared by societies.

Ferdinand Tonnies
Ferdinand Tönnies (1855- 1936) was a German sociologist. He was a major contributor to sociological
theory and field studies. His distinction between two types of social groups - Gemeinschaft and Gesellschaft - is
what Tönnies is best known for. He was, however, a prolific writer and also co-founder of the German Society for
Sociology.
Tönnies distinguished between two types of social groupings. Gemeinschaft often
translated as community refers to groupings based on a feeling of togetherness. Gesellschaft often translated as
society on the other hand, refers to groups that are sustained by an instrumental goal. Gemeinschaft may by
exemplified by a family or a neighborhood; Gesellschaft by a joint-stock company or a state.
His distinction between social groupings is based on the assumption that there are only two basic forms
of an actor's will, to approve of other men. Following his "essential will" ("Wesenwille"), an actor will see himself
as a means to serve the goals of social grouping; very often it is an underlying, subconscious force. Groupings
formed around an essential will are called a Gemeinschaft. The other will is the "arbitrary will" ("Kürwille"): An
actor sees a social grouping as a means to further his individual goals; so it is purposive and future-oriented.
Groupings around the latter are called Gesellschaft. Whereas the membership in a Gemeinschaft is self-fulfilling,
a Gesellschaft is instrumental for its members. In pure sociology theoretically these two normal types of will are

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to be strictly separated; in applied sociology empirically, they are always mixed.

Assessment

I. What are the four significant perspectives in understanding the concept of community?
(Enumerate them)

II. Give a short description to the following terms. Use the descriptions as it is discussed above.
1. Social Perspective 5. Community
2. Urban area 6. Society
3. Rural areas 7. Symbols
4. Heterogeneity 8. Division of labor

Lesson 2 A SENSE OF COMMUNITY

Jumpstart

Activity 1 I Dream
Do you remember what you wanted to be when you were a kid? What was your very first dream as a
child? Can you recall how it invigorated you each day as you role-play your dream? In the spaces below, please
write your name and the dream you wanted to accomplish and think about your answers to the follow- up
questions.

Fill in the blanks and answer the given questions.

I, , dream to be a/an in the future.

Guide Questions:
1. What do you think influenced you to form this dream?
2. How do you think this dream will help you? Your future family? Your community?
3. Why do you think that this dream is important?
4. Is your dream still possible in your current standing as a grade 12 student? If it has changed, then share
what made that change and why?

SCORING RUBRIC

POINTS REQUIREMENTS
Provides an insightful and detailed explanation/opinion that includes
5 or extends ideas from the text.
Provides some explanation/opinion that includes ideas from the text for
4 support.
Uses text incorrectly or with limited success and includes an
3 inconsistent or confusing explanation.
Demonstrates minimal understanding of the task and provides an
2 unclear reference or no use of the text for support

4
 1 Response is completely irrelevant or off – topic.

Discover

Understanding How Communities Work

Communities do not just sprout up for no reason. German philosopher Gottfried Wilhelm Leiniz on his
second principle wherein, there must be a sufficient reason for existence. There are many studies about the
existence of a community but there is only one theory that stands out against the test of time.

Social psychologists Mcmillan and Chavis (1976) called this phenomenon the “sense of community.” The
theory was described in one sentence: “Sense of community is a feeling that the members have of belonging, a
feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met
through their commitment to be together.”
The Four Factors

Mcmillan and Chavis (1976) expounded on their theory by providing us with four contributory factors. As
you read them, think about your community that you are part of. Are the four factors present in your community?

1. Membership
This is the feeling of belonging or of sharing a sense of personal relatedness.
This concept includes:
a. Boundaries: how do people become members and what are the boundaries keeping others out.
Requirements are usually proof of residence and payment of the corresponding membership fee. For
example, Maria Jose is an active member of the United Dulao Homeowners Association, Incorporated in
Dulao, Aringay, La Union.
b. Emotional Safety: by building boundaries and including the right people, we create trust and a feeling of
safety. A sample of this, security guards are regularly manning the three entrances and and exits of a
subdivision or there are barangay tanods and police at the barangay outpost.
c. A sense of belonging and identification: members feel that they are welcome, they fit in, and that this is
“our community”. Example, the place that you are born is the place that you are resided until today. You
feel at peace and cared on your community.
d. Personal community: Members contributions and sacrifices to the community enhance their sense of
community. Like, giving support to the church in the community. There is a clean-up drive on every
Friday in our community.
e. A common symbol system: In Aringay, La Union, the symbols or images that can be seen on the
municipal logo are mountains, fields, river, farmer and fisherman.

2. Influence
This is also understood as a sense of mattering. Its basis is that is to work both ways, with members
feeling that they are influencing the community and the community having influence over its members.
For example, to sustain this factor, the community must create an environment where members would
feel that they have a say in what happens. Having a regular meeting with the majority of residents involving them
in planning and implementation of things to be done to improve the community is an excellent step to maintain
influence. The community needs simply to become a place that members care. It has to provide them with
values/vision that they do not want to lose.

3. Integration and fulfillment of needs

In essence, this means that by becoming a member of a community, that member gets what he/she
hoped to get by joining.

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 This reinforces the idea that one’s community, like any other product, needs to solve a problem/ concern
for its members to make it worth their time and contribution.
The community must strive to attain/ sustain something which is more tangible like a sense of belonging,
a support network that provides care and security, even being there for casual conversation, or for providing
inspiration. Members need to feel “rewarded” in some way for their active participation to continue to reside and
contribute to their community.

4. Shared emotional connection

All communities, being made up of persons, have their unique story. Members will have a history of
experiences together while they are in a community--- they will talk about weddings, baptism, birthday
celebrations, school and sports activities that they shared together. Also, they would develop the belief that there
are more meaningful experiences together in the future. It is nice to stay in this community. You will say, “I
belong to this community.”

Explore

Activity 1.1 My Community

Direction: Let us test how knowledgeable you are with the following questions. Please answer with full honesty.

Position Name Particular Roles

Mayor

Vice mayor

Members of your
barangay council (name
only five)

Activity 1.2 My Community

1. Give an example of a project in your city and discuss what it is all about.
2. When was your city established?
3. Name three (3) prominent people and historical figures or events that your city can be proud of?
Why do you consider them as such?
4. What is your municipality’s primary product or commodity?

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 Assessment
I. Direction: As a student, what voluntary acts can you do in the following institution?
Write your answer in two to three sentences
1. Church 3. School
4. At Home
2. Community

II. Imagine-ering
Direction: Draw your ideal community. In three sentences explain why you draw it like that.
You can also name your community that you are going to create.

(Name of your Community)

SCORING RUBRIC

POINTS REQUIREMENTS
Provides an insightful and detailed explanation/opinion that includes or
5 extends ideas from the text.
Provides some explanation/opinion that includes ideas mfrom the text
4 for support.
Uses text incorrectly or with limited success and includes an inconsistent
3 or confusing explanation.
Demonstrates minimal understanding of the task and provides an
2 unclear reference or no use of the text for support
1 Response is completely irrelevant or off – topic.