APPROACHES IN

SOCIAL SCIENCES
SPECIAL EXAMS ON DISS
1. AS AN ACADEMIC DISCIPLINE IT SEEKS TO ANSWER THE
QUESTIONS SUCH AS” WHERE AM I IN THIS WORLD?
2-3 WHAT ARE THE 2 WORDS COMBINATION OF GEOGRAPHY
4. AS A SOCIAL SCIENCE, IT EXAMINES THE HUMAN OR
SOCIAL ASPECTS OF THE CONTEXTS OF THE WORLD
5. AS A NATURAL SCIENCE, IT INQUIRES ON THE
ENVIRONMENTAL OR PHYSICAL ASPECTS OF THE
QUESTION, WHERE AM I IN THE CONTEXT OF THE WORLD
6. IT IS A STUDY OF DRAWING MAPS
7. HE WAS A PRE-SOCRATIC gREEK PHILOSOPHER, BIOLOGISTS
AND ASTRONOMER WHO PROVIDED A ROUND MAP DIVIDED
INTO THREE CONTINENTS SORROUNDED THE
MEDITERANNEAN SEA, BLACK SEA, AND NILE RIVER
8. IT IS A DISCIPLINE WHICH STUDIES THE CHANGES IN THE
NATURAL PATTERNS AND PROCESSES OF EARTHS SURFACE
OVERTIME
9. IS A DISCIPLINE WHICH STUDIES THE RELATIONSHIP OF
PEOPLE, COMMUNITIES, AND CULTURES ACROSS SPACE AND
PLACE
10. IS A DISCIPLINE WHICH FOCUSES ON THE SCIENTIFIC
MANAGEMENT OF GEOGRAPHIC DATA
11. IT IS A DISCIPLINE WHIH FOCUSES ON A PARTICULAR
REGION ON THE SURFACE OF EARTH
12. A STUDY ON HOWAND WHY CERTAIN ORGANISMS THRIVE
IN PARTICULAR LOCATIONS OR WHY SIMILAR
ENVIRONMENTS PRODUCE SIMILAR ORGANISMS
13-15 CURRENT APPLICATIONS OF GEOGRAPHY
16. A interdisciplinary study that explores the relation between Earth, its
human inhabitants, and the changes and interplay
that occurred overtime
17. It means that a historian should discover the primary sources that
describe past events, and not simply rely on hearsay unsubstantiated
opinions
18. A study of phenomena relating to human groups and their
socio-Physical environment
19. Known to be as one of the bloodiest revolution in modern
history which was caused by economic, social, and political
problems that plagued France
20. A career in the field of social science research wherein
the primary role of the individual is to collect data using a
survey instrument
21. It is a process of gathering the responses of a certain
number of participants on a topic
22. A discipline that includes everything about humans-
from their biological and evolutionary past, to ways of life and
traditions they uphold
23,24,25 . In every society, certain needs must be met if
the health and happiness of societal members are to be
maintained. What are the other needs that will add quality
of life?
26. To satisfy the needs of the people , the society must
develop a system of roles and norms that governs the
production, distribution , and consumption of goods and
services. What is the system called?
27. People’s need always greater than the resources
available to satisfy its needs that is why it gives rise to the
economic institution. What is the root cause of this
phenomena?
28. These are the resources that can be use
to produce and distribute goods and
services.
29-30 what are the factors of production
31-33 The three basic sector of economic
systems
34-35 Two historical events to be
considered in studying anthropology as a
discipline
36-38 Applied Anthropology
39-40Important personalities of History
39. It was developed as a response
Approaches in Social Sciences
1. Structural 8. Hermeneutical
Functionalism phenomenology
2. Marxism 9. Human- Environment
3. Symbolic Systems
Interactionism 10. Sikolohiyang Pilipino
4. Psychoanalysis 11. Pantayong Pananaw
12. Filipino Social Thinkers
5. Rational Choice
and the Filipino Value
6. Institutionalism Systems
7. Femenism
STRUCTURAL FUNCTIONALISM

Structural functionalism, or simply

functionalism, is "a framework for
building theory that sees society as a
complex system whose parts work
together to promote solidarity and
stability". Wikipedia
FUNCTIONALISM views societal living as
shaped and guided by social structures, or the
patterns of social relationships between
groups or individual
• Social Structures formed among groups or institutions are referred to as
macrostructures, which includes RELIGION,EDUCATION, TRADITION
AND CULTURE.
• Social Structures established among individuals or within groups that
result in individual interactions are called microstructures.
• Education, as a macrostructure, shapes the mind of students to become
productive members of society
• Addressing elders with respect, as an example of microstructure,
patterns and shapes the younger generation to promote social values
The effects of social structures or their
purpose are called Social Junctions.
Every social structure has a
corresponding social function
The relationship between
social structures and social
functions are the part of the
system which structural
functionalism identifies and
investigates, as it percieves the
city as composed of structures
and functions
To better understand functionalism, one
can use the human body as a point of
analysis.
However, when one
function does not
Human subsist through the various perform properly, the
organs that function differently yet entire organism
symbioticallywith one another. experiences the effects
These functions are often exclusive, of such malfunction( the
person experiences
such as the stomach’s role is to
sickness for example)
digest food is not of the brain’s
whose primary role is to process
sensory stimuli.
KEY CONCEPTS OF STRUCTURAL
FUNCTIONALIM
MANIFEST FUNCTION LATENT FUNCTION
• is the predicted , expected, and • is the unintended outcome of the social
knowable effect of a social structure. structure
• for example, people go to churchs in • so if the manifest function of going to
order to pray and hear masses church is to pray and hear mass, its
latent function is to gather people
together in one place to reinforce the
sense of community

Manifest and latent functions bring about positive effects or outcomes

MANIFEST AND LATENT
DYSFUNCTIONS
MANIFEST dysfunction is the predicted, LAteNT dysfunction
expected, amd knowable disruption of a is the unpredicted and unexpected
social structure disruptions of social structures
For example, a large gathering of people For example , there are custumers who
such as concerts and other events disrupts usually takes pictures of their food in social
traffic flow within the vicinity of the event, media, but since these customers are not the
eventhough it was not unintended to only ones doing so, the average yome spent
by customers in table increased.
the latent dysfunction in this example is that
the next customer will likewise have an
increased waiting period

manifest and latents dysfunctions bring about negative outcomes

For the sociologist, studying manifest and
latent functions is way to promote the
benefits of such functions and further
developsocial structures.
bUT BECAUSE MANIFEST AND LATENT DYSFUNCTIONS ARE
CONTRARY TO THE IDEA OF SYSTEMS IN THE SOCIETY,
SOCIOLOGISTS FOCUS MORE ON THE DYSFUNCTIONS TO
PROMOTE STABILITY AND SOLIDARITY.
UNDERSTANDING MANIFEST AND LATENT DYSFUNCTION
HELPS SOCIOLOGIST ASSESS RISKS AND PREPARE
ACCORDINGLY
SUCH PREPARATIONS CAN BE USEFUL IN DIFFERENT
FIELDS OF PROFESSION
 IMPORTANT THEORIST
AUGUSTE COMTE HERBERT SPENCER
• provided an analysis of social evolution • known to be the first sociological
through the Law of Three stages functionalist
• he provided a theory of society and man’s • his comparison of society to the
cognitive progression from religious and human body is the overarching
abstract concepts to a scientific perspective idea of structural functionalism
• his idea are considered as the precursor to • each social structure, just like a
structural functionalism, as he identified body part, has a purpose and
and other social structures as elements in
function in the overall well-being
shaping the society.
of the society
• the Law of Three Stages itself is a critique
of the social structures and of how • the progress or decline of a
humans were shaped by progressive society will be determined by
thinking how it handles constant
problems
FUNCTIONALISM
The functionalist perspective, also called functionalism,
is one of the major theoretical perspectives in sociology.
It has its origins in the works of Emile Durkheim, who
was especially interested in how social order is possible
or how society remains relatively stable. As such, it is a
theory that focuses on the macro-level of social
structure, rather than the micro-level of everyday life.
Notable theorists include Herbert Spencer, Talcott
Parsons, and Robert K. Merton.
 Society and Social Institutions: Building
Blocks of Our World
Society and social institutions are fundamental concepts in
sociology that help us understand how people interact and live
together. Here's a breakdown of each:
 Society and Social Institutions: Building
Blocks of Our World
Society:

A group of people who live in a defined geographical area and share

a common culture.
This culture includes shared beliefs, values, customs, and practices
that shape how people behave and interact.
Societies can be large and complex (e.g., nations) or smaller and
more homogenous (e.g., villages).
 Society and Social Institutions: Building
Blocks of Our World
Social Institution:

An established system of norms, beliefs, and behaviors that

functions to meet a basic social need.
Think of them as organized structures that guide social life.
They are made up of social roles (expected behaviors associated
with a position) and social norms (informal rules that guide
behavior).
Examples of social institutions include:

Family: Provides for socialization of children, emotional

support, and economic cooperation.
Education: Transmits knowledge and skills, prepares
individuals for future roles, and promotes social mobility.
Religion: Provides a sense of meaning and purpose, promotes
social solidarity, and offers guidance for ethical behavior.
Government: Maintains social order, provides public services,
and enforces laws.
Economy: Produces and distributes goods and services to meet
the needs of society.
The Intertwined Relationship:

Societies are made up of many social institutions, each with its

own specific functions.
These institutions work together to create a stable and
functioning society.
For example, the family unit provides primary socialization for
children, preparing them for roles within other institutions like
education and the workplace.
Education then equips individuals with the skills and
knowledge needed to contribute to the economy.
Benefits of Social Institutions:

Provide Order and Stability: Social institutions establish clear

expectations and guidelines for behavior, promoting social
order and stability.
Meet Basic Needs: They fulfill essential needs like procreation
(family), education and skill development (education), and
economic production and distribution (economy).
Socialization: Institutions like family, education, and religion
play a crucial role in transmitting cultural values, norms, and
beliefs to new generations.
Sense of Belonging: They provide a sense of belonging and
shared identity for individuals within a society.
Direct Instruction (25 minutes):
1. Define structural functionalism as a sociological approach
that views society as a system of interconnected parts (social
structures) that work together to maintain a state of balance
(equilibrium).
2. Explain the concept of social structures: the organized
patterns of behavior and social positions within a society (e.g.,
family, education system).
3. Introduce the concept of social functions: the roles and
purposes that social structures serve for society as a whole.
4. Briefly differentiate between manifest functions (intended
and obvious consequences) and latent functions (unintended
and hidden consequences) of social structures.
Modeling (5 minutes): Use a simple analogy (e.g., human body
and organs) to illustrate social structures and functions. Show
how each organ has a manifest function (e.g., heart pumps
blood) but also latent functions (e.g., regulates temperature).

What is the analogy of structural functionalism?

In describing society, Spencer alludes to the analogy of a
human body. Just as the structural parts of the human body—
the skeleton, muscles, and various internal organs—function
independently to help the entire organism survive, social
structures work together to preserve society.
Check for Understanding (5 minutes): Ask questions
throughout to gauge student comprehension.
What are social structures? Can you give some examples?
What are social functions? How do they contribute to society?
What is the analogy of structural functionalism?
Activity (20 minutes)
Group Work (10 minutes): Distribute the "Social Structures and
Functions" handout.
Divide students into small groups and assign each group a social
structure (e.g., family, education system, religion).

Task: Students work together to identify and list the manifest and
latent functions of their assigned social structure. Encourage
discussion and justification for their choices.
Activity (20 minutes)
Group Work (10 minutes): Distribute the "Social Structures and
Functions" handout.
Divide students into small groups and assign each group a social
structure (e.g., family, education system, religion).

Task: Students work together to identify and list the manifest and
latent functions of their assigned social structure. Encourage
discussion and justification for their choices.
Class Discussion (10 minutes): Each group presents their findings
to the class. Facilitate a discussion to compare and contrast the
functions of different social structures. Highlight the presence of
both manifest and latent functions.
Closure (5 minutes)
Review (3 minutes): Briefly summarize the key concepts of
structural functionalism: social structures, social functions,
manifest and latent functions.
Exit Ticket (2 minutes): Distribute the "Functionalist Analysis"
worksheet. Briefly present a real-world scenario (e.g., social media
use) and ask students to analyze its functions from a structural
functionalist perspective (identifying the social structure involved
and its manifest/latent functions).
60-minute lesson
plan on Marxism
Learning Objectives:

• Students will be able to define the key concepts of

Marxism.
• Students will be able to explain the historical context
that led to the development of Marxism.
• Students will be able to identify the main criticisms of
Marxism.
Materials:

• Whiteboard or projector
• Markers or pens
• Handouts with key terms and concepts (optional)
• Short video clip on Karl Marx (optional)
(https://www.youtube.com/watch?v=fSQgCy_iIcc)
Lesson Plan:
Introduction(10 minutes)

• Begin with a quick activity to spark students' interest.

You could ask them to brainstorm what they know about
communism or socialism.
• Briefly introduce Karl Marx and Friedrich Engels as the
founders of Marxism.
• Set the stage by explaining that Marxism is a social,
economic, and political theory that analyzes class
conflict and social structures.
 Core Ideas

• Materialist Interpretation of History (Historical Materialism): This argues that

history is primarily driven by economic forces and the way societies are
organized for production (e.g., feudalism, capitalism).
• Class Conflict: Marxism emphasizes the inherent conflict between social
classes, particularly the bourgeoisie (capitalist class who owns the means of
production) and the proletariat (working class who sell their labor).
• Exploitation: Marx argued that capitalists exploit workers by paying them less
than the full value of what they produce. The surplus value enriches the
capitalists while the workers remain poor.
• Dialectical Materialism: This concept views history as a series of stages of
conflict (thesis, antithesis, synthesis) that lead to inevitable social change. In
the case of capitalism, Marx predicted a revolution by the proletariat who
would overthrow the bourgeoisie and establish a classless society.
• Class Consciousness: This refers to the awareness by the working class of
their shared interests and their position in society. This consciousness would
be key to driving the revolution.
• Communist Utopia: Marxism envisions a future communist society where
the means of production are collectively owned and there are no social
classes. Goods would be distributed based on need, not wealth.
What are the "means of production"? How does
ownership of the means of production influence
social class according to Marxism?
These can be broadly categorized into two groups:

• Instruments of labor: These are the physical tools and machinery

used in production. This includes everything from hammers and
saws to factories, robots, and computers.
• Subjects of labor: These are the raw materials and natural
resources that are transformed into finished goods. This includes
land, minerals, oil, and even things like data in the digital age.
Ownership and Social Class:
Marxism argues that ownership of the means of production creates two main social classes:

• Bourgeoisie (Capitalist Class): This class owns the means of production

(factories, land, etc.). They control the production process and profit from
the labor of others.
• Proletariat (Working Class): This class does not own the means of
production. They sell their labor power (ability to work) to the bourgeoisie in
exchange for wages.
Marxism, despite its criticisms, offers some valuable strengths as a social
science approach:

• Focus on Power and Inequality: Marxism shines a light on the unequal

distribution of power and resources in society. It helps us understand how
social class shapes opportunities, access, and life experiences.
• Materialist Analysis: By emphasizing the economic foundations of society,
Marxism encourages us to look beyond surface appearances and analyze the
underlying systems that produce social structures.
• Historical Context: Marxism emphasizes the importance of historical context
in understanding social phenomena. It encourages us to see how past events
and economic systems shape the present.
• Critique of Capitalism: Marxism provides a critical lens for examining the
inner workings of capitalism. It raises questions about exploitation,
alienation, and the commodification of everything in society.
• Potential for Social Change: By highlighting class conflict and the potential
for revolution, Marxism has historically inspired movements for social
justice and worker's rights.
• Marxism, while influential, has also faced various criticisms. Here are some
of the key points:

• Overemphasis on Class: Critics argue that Marxism overemphasizes social

class as the sole factor determining social experiences. Other factors like
race, gender, and sexuality also play a significant role.
• Deterministic View of History: Some critics view Marxism as presenting a
deterministic view of history, suggesting a preordained progression of social
stages (feudalism to capitalism to communism). They argue that historical
events are more complex and influenced by many factors.
• Workability of Communism: The historical implementation of communist
states has been criticized for authoritarianism, economic inefficiency, and
suppression of individual liberties. Critics argue that a classless, utopian
society is unrealistic.
• Labor Theory of Value: The Marxist labor theory of value, which suggests
that the value of a good is determined solely by the labor required to produce
it, has been challenged by modern economic theories.
• Focus on Material Conditions: Critics argue that Marxism neglects the role
of ideas, culture, and human agency in shaping social change.
• It's important to note that Marxism is a broad school of thought with
different interpretations. Some Marxists have addressed these criticisms by
acknowledging the role of other social factors and focusing on more nuanced
analyses.
 Main Activity (35 minutes):

• Historical Context (10 minutes):

• Briefly discuss the Industrial Revolution and its impact on

society.
• Highlight the rise of capitalism and the emergence of the
working class.
• Explain how Marx and Engels believed that capitalism
inherently exploited workers.
 Core Tenets of Marxism (15 minutes):

• Define:
• Means of Production: Factories, mines, land, etc.
• Proletariat: The working class.
• Bourgeoisie: The owning class.
• Class Conflict: The inherent struggle between the proletariat
and bourgeoisie.
• Dialectical Materialism: The idea that history progresses
through class conflict.
Explain the concept of alienation under
capitalism, where workers are disconnected
from the products they create.

Briefly introduce the idea of a communist

society as a classless, stateless society.
Criticisms of Marxism (10 minutes):

Acknowledge that Marxism has been

criticized for being utopian and unrealistic.
Briefly discuss the historical examples of
communist states and their challenges.
Conclusion (15 minutes):

Open the floor for discussion. Ask students questions

like:
Do you think Marx's ideas are still relevant today?
Can you think of any real-world examples that support
or contradict Marxist theory?
Briefly summarize the key takeaways of the lesson.
End by encouraging students to further research
Marxism and communist societies.
Whether Marx's ideas are still relevant today
is a complex question with no easy answer.
Here's a breakdown of some arguments for
and against his continued relevance:
Arguments for Relevance:

Critique of Capitalism: Marx's critique of capitalism's inherent

inequalities and exploitation of workers remains a significant
point of discussion, especially with issues like wealth disparity
and income inequality.
Understanding Power: His focus on class conflict as a driving
force in history offers a lens to analyze power structures and
social movements.
Worker's Rights: The ideas of worker solidarity and fair
treatment have influenced labor movements and social programs
around the world.
Arguments Against Relevance:

Prediction of Revolution: Marx's prediction of an inevitable

communist revolution hasn't come to pass, and the historical
failures of some communist states have cast a shadow on his
ideas.
Oversimplification: Marx's theories can be seen as overly
simplistic and deterministic, not accounting for the complexities
of modern economies and societies.
Focus on Class: His emphasis on class conflict may not fully
capture the diverse social and cultural factors that shape societies
today.
Overall:

Marx's ideas are still debated and studied today

because they offer a powerful critique of
capitalism and a framework for understanding
social structures. However, it's important to
recognize the limitations of his theories and
engage with them critically in the context of
the modern world.
60-Minute Lesson
Plan: Symbolic
Interactionism
Learning Objectives:
Students will be able to define the key concepts of symbolic
interactionism.
Students will be able to explain how symbols and meanings shape
our interactions.
Students will be able to identify the role of the "self" in symbolic
interactionism.
Materials:
Whiteboard or projector
Markers or pens
Handouts with key terms and concepts (optional)
Short scenario cards (for activity)
Main Activity (40 minutes):
1. Key Concepts (15 minutes):
Define:
Symbols: Objects, gestures, or words that carry meaning.
Meanings: The interpretations we assign to symbols, shaped by social interactions.
Self: The concept of ourselves that we develop through interaction with others.
Looking-glass Self: How we imagine ourselves based on how we believe others
perceive us (Charles Horton Cooley).
Significant Others: People who play an important role in shaping our self-concept
(George Herbert Mead).
The concept of the looking-glass self can
play out in many everyday situations.
Here's an example:
Imagine Sarah is about to give a presentation in her
public speaking class. She feels nervous and worries
that her classmates might judge her negatively. As she
walks to the front of the room, she scans the faces of
her classmates, subconsciously searching for signs of
approval or disapproval.
Looking-glass Self in Action:
If Sarah sees her classmates nodding attentively and taking notes, she
might interpret this as a positive reflection. This could boost her
confidence and make her feel like she's delivering a good
presentation.
On the other hand, if she sees classmates looking bored or distracted,
she might interpret this as a negative reflection. This could lead to
increased anxiety and make her stumble over her words.
Looking-glass Self is not always accurate:

It's important to remember that Sarah's classmates might be

preoccupied with their own thoughts or simply absorbing the
information. Their reactions may not be a true reflection of her
performance.
The looking-glass self can be a powerful motivator:

In this example, Sarah's desire to be perceived positively by her

classmates motivates her to prepare well and deliver a clear
presentation.
Looking-glass self can also be limiting:

If Sarah relies solely on external validation, she might become

discouraged by perceived criticism, hindering her ability to learn
and improve.
Symbolic interactionism emphasizes how
significant others play a crucial role in shaping
our self-concept through our interactions with
them. Here's how this works:
1. We Imagine How Others See Us:
Symbolic interactionism proposes that we don't directly perceive
our own selves, but rather develop a self-concept based on how we
imagine others perceive us. This imagined perception comes from
interacting with significant others who provide us with both verbal
and nonverbal cues.
2. Significant Others Act as Mirrors:
Imagine these significant others as mirrors reflecting back an
image of ourselves. Through their interactions, they communicate
their impressions, judgments, and expectations of us. These
reflections can be positive (e.g., praise, encouragement) or
negative (e.g., criticism, disapproval).
3. We Interpret the Reflections:
Based on these reflections, we interpret how others see us and
internalize these interpretations. This internalization shapes our
own self-concept – how we view ourselves, our strengths, and
weaknesses.
Here's an example:
Significant Other: Let's say a young boy named Alex is learning to play
basketball. His dad, a skilled athlete himself, is his coach and a significant
other.
Interaction: During practice, Alex misses several shots and feels discouraged.
His dad, noticing his frustration, offers constructive criticism but also
emphasizes Alex's hard work and encourages him to keep practicing.
Interpretation: Alex interprets his dad's words as a positive reflection – his
dad believes in his ability to improve. This motivates Alex to keep practicing
and builds his confidence as a basketball player.
Key Points:
The way significant others interact with us shapes how we see
ourselves.
These interactions can be both positive and negative, influencing
our self-esteem and motivation.
The concept goes beyond simply mirroring – we interpret and
internalize the reflections of significant others.
The Self in Interaction (15 minutes):
Explain Mead's concept of stages in self-development:
Preparatory Stage: Children imitate others without understanding the
meaning behind their actions.
Play Stage: Children begin to take on the roles of others (e.g., playing doctor)
Game Stage: Children learn to understand the perspectives of multiple people
(e.g., playing team sports).
Generalized Other: The internalized perspective of the entire society that
shapes our self-concept.
Discuss how social interactions and
expectations influence our sense of self.
Imagine yourself on stage, but the audience isn't there to see you, it's
there to reflect you back. That's kind of how social interactions work! We
don't directly perceive our own selves. We see ourselves through the way
we think others view us.
These "others" are significant people in our lives – parents, friends,
teachers. They act as mirrors, reflecting back our image through their
interactions. Positive feedback, encouragement – these paint a good
picture, boosting our confidence and self-esteem. Criticism or
disapproval can be discouraging, shaping how we see our weaknesses.
Over time, we internalize these reflections, building our sense of
self. It's not just what others say, but how we interpret it. So, social
interactions become building blocks, influenced by expectations –
what others think we can achieve. By living up to positive
expectations, we solidify a positive self-image.

This is a two-way street though. We aren't just passive receivers.

We can choose how we present ourselves and strive to fulfill our
own expectations. But the foundation of our self-concept is
definitely built through the ongoing social interactions and
reflections we experience.
Final tips & takeaways
You are a marketing officer of a computer- selling IT company. Your goal is to list the
latent and manifest functions of a marketing officer that your company needs
MARXISM
 MARXISM is a sociological, political, and
economic philosophy that is based on the ideas
and theories of Karl Marx(1818-1883)

• To understand the ideas of Marx, the historical backdrop from which he lived- during the Industrial
Revolution of the 19th Century- must be considered
• Before the advent of the Industrial Revolution, the primary source of living in many European country
was farming or agricultural related- work. However, with the rise of factories, such character changed,
which caused farmers to abandon their fields to becme factory workers.
• The introduction of machines enables rapid advancements in the production process, which allowed
faster market trade and consumption of goods
• This development provided factory owners with profits which enabled them to invest in factory
expansion
• This cycle of production and consumption continued to create and economy, which become known as
INDUSTRIAL CAPITALISM
INDUSTRIAL CAPITALISM created two classes in
the society which Marx termed as the
bourgeoisie( the factory owners and or the
capitalist) and the proletariat( the industrial
workers or labourers)

The Bourgeoisie controls the means of

production( factories, machines and land) while the
proletariat, who does not have access to such means of
production, exchanges labor for wages.
For Marx, this relationship between the bourgeoisie and
the proletariat is a form of exploitation because the
former gains profit from the labor and services of the
latter
KEY CONCEPTS OF MARXISM
SOCIAL INEQUALITY
In a capitalist society, oppression and exploitation are
among the social inequalities that exist between the
bourgeoisie and the proletariat.
Marx argued that the profit from goods shuld be equally
divided among the labourers since they are the ones
who work to produce goods
In reality, the workers are given low wages and are ofthe
asked to work in a terrible working conditions
For Marx, capitalists steal by takong the profit for
themselves, while leaving workers with salary
disproportionate to the work that they provide
This set up is a perfect exmaple of social injustice
 key Concepts... Social Inequality
Ideological Control- wherein the ideas of the ruling class are
instilled in society through the institutions it dominates
The ruling class manipulates minds so that the masses will
remain subservient
Ergo, a capitalist society makes people think that certain goods,
which are sold by capitalists for profit, are necessary for human
living and happiness
The laborers in turn, would buy hese goods using the wages
recieved from their employers and the cycle continues
Marx calls this mindset as false class consciosness, and he
believe that it allows the rich to further exloit the masses
CLASS CONFLICT OR CLASS
STRUGGLES
• arises from the oppression of the proletariat by the bourgeoisie
• it happens whenever a society has astratified and hierarchial
class division,and it is more evident in a capitalist society,
where the manipulative force of capitalism creates tension
between classes
• Marx advocates for the revolutionary consciousness to fight
back against the capitalist oppressors
• At the end , revolution, a communist society will then be
established, which for Marx will make the citizen happy as
they treated equally
CLASS CONFLICT OR CLASS
STRUGGLES
• A communist society is characterized by a classless socioety
having common ownership of property and resources( means of
production)
• Provate property and profit-based economy are replaced by
public pwnership and control of at least the means of
production by the community
 IMPORTANT PERSONALITIES
 MARX AND ENGELS( 1820-1895) were german philosphers and
political scientists , who are regarded as the fathers of marxists theory
 They presents in Communist manifesto their core idea in a way that
the proletariat could easily grasp
 They laid out their thoughts in a simple and systematic manner which
does not require the reader to be a part of the academic elite in order
to understand
 The Communist Manifesto provide a sociological perspective in the
understanding of history
 For Marx and Engels. history is determined by the history of
class strugle and conflicts between the opperessor(bourgeisoie)
and the opressed(proletariat)
 The bourgeoisie, who controls and monopolizes the means of
production, remains in power because of wealth accumulated
from the means of production
 The Proletariat, who contributes much to he profit of the
bourgiosie , remains as mere workers
 Points out to the organized proletariat class to revolt against the
bourgeis by amassing political power- that communism would
prevent oppressors from exploiting the working class in order
to gain profit
Important Prsonalities
KARL MARX Measurement Target Achieved

Regarded to be he father
Percentage (%) 85 88
of Marxist theory
Communist manifesto
Percentage (%) 75 80
1848
Post-presentation
Average rating 4.2 4.5
surveys

Referral rate Percentage (%) 10 12

Collaboration
# of opportunities 8 10
opportunities
Thank you
Brita Tamm
502-555-0152
[email protected]
www.firstupconsultants.com