www.shsph.blogspot.com Disciplines and Ideas in the Social Science Quarter 1 – Module 5: Structural - Functionalism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions www.shsph.blogspot.com Disciplines and Ideas in the Social Sciences – Grade 11 Alternative Delivery Mode Quarter 1 – Module 5: Structural - Functionalism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Nicolas T. Capulong, PhD, CESO V Ronilo AJ K. Firmo, PhD, CESO V Librada M. Rubio, PhD Development Team of the Module Writer: Wilson C. Antolin Jr. Editors: Kristle M. Estillore Ann Christian A. Francisco Reviewers: Angelica M. Burayag, PhD Nelie D. Sacman, PhD Christian C. Linsangan Darwin C. Alonzo Illustrator: Cristoni A. Macaraeg Ryan Pastor Jonathan Paranada Layout Artist: Christine Ann C. Buenaventura Ryan Pastor Jonathan Paranada Management Team: Nicolas T. Capulong, PhD, CESO V Librada M. Rubio, PhD Angelica M. Burayag, PhD Ma. Editha R. Caparas, PhD Nestor P. Nuesca, EdD Ramil G. Ilustre, PhD. Larry B. Espiritu, PhD Rodolfo A. Dizon, PhD Nelie D. Sacman, PhD Printed in the Philippines by Department of Education – Region III Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P) Telphone Number: (045) 598-8580 to 89 E-mail Address:region3@deped.gov.ph www.shsph.blogspot.com Disciplines and Ideas in the Social Sciences Quarter 1 – Module 5: Structural - Functionalism and its Importance in Examining Socio - Cultural, Economic, and Political Conditions www.shsph.blogspot.com Introductory Message For the facilitator: Welcome to the Disciplines and Ideas in the Social Sciences 11 Alternative Delivery Mode (ADM) Module on Structural - Functionalism Theory and its Importance in Examining Socio - Cultural, Economic, and Political Conditions. This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. For the learner: Welcome to the Disciplines and Ideas in the Social Sciences 11 Alternative Delivery Mode (ADM) Module on Structural - Functionalism Theory and its Importance in Examining Socio - Cultural, Economic, and Political Conditions. The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. ii www.shsph.blogspot.com As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. iii www.shsph.blogspot.com Additional Activities Answer Key In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv www.shsph.blogspot.com What I Need to Know This module was designed and written with you in mind. It is here to help you master the Concepts and Principles of the Major Social Science Theories. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module has one lesson: Lesson 1 – The Structural - Functionalism Theory After going through this module, you are expected to: 1. apply the structural - functionalism theory; and 2. relate the importance of socio - cultural, economic, and political conditions to structural - functionalism theory. What I Know Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. It is an approach in sociology that views society as a complex system whose parts work together to promote solidarity and stability. a. Marxism c. Symbolic Interactionism b. Structural - Functionalism d. Psychoanalytic 2. He is an American sociologist and functionalist who attempted to develop and perfect a general analytic model suitable for analyzing all types of collectivities. a. Charles Darwin c. Karl Marx b. Emile Durkheim d. Talcott Parson 3. He is the French philosopher who noticed and started to think that society was made up of building blocks that were focused towards a common goal. a. Charles Darwin c. Karl Marx b.Emile Durkheim d. Talcott Parson 1 www.shsph.blogspot.com 4. This occurs when an individual has the means and desire to achieve the cultural goals socialized into him. a. Conformity b. Rebellion c. Retreatism d. Ritualism 5. It occurs when an individual continues to do things as prescribed by society but forfeits the achievement of the goals. a. Conformity b. Rebellion c. Retreatism d. Ritualism 6. It involves the rejection of both the culturally prescribed goals as well as the conventional means of attaining them. a. Conformity b. Rebellion c. Retreatism d. Ritualism 7. A combination of the rejection of societal goals and means and a substitution of other goals and means. a. Conformity b. Rebellion c. Retreatism d. Ritualism 8. It refers to the innate qualities of individuals. a. Achievement Orientation c. Ascription Orientation b. Affective Neutrality d. Diffuseness 9. When role obligations are extended outside the defined role - expectations. a. Achievement Orientation c. Ascription Orientation b. Affective Neutrality d. Diffuseness 10. Places an importance on the performance and emphasizes individual achievement. c. Achievement Orientation c. Ascription Orientation d. Affective Neutrality d. Diffuseness For items 11 – 15, give the level of Pattern Variables of Role-definition below. a. First b. Second c. Third d. Fourth e. Fifth 11. Universalism vs. Particularism 12. Specificity vs. Diffuseness 13. Achievement vs. Ascription 14. Affectivity vs. Affective Neutrality 15. Self-orientation vs. Collectivity orientation 2 www.shsph.blogspot.com Lesson 1 The Structural Functionalism The structural-functional approach is a perspective in sociology that sees society as a complex system whose parts work together to promote solidarity and stability. It asserts that our lives are guided by social structures, which are relatively stable patterns of social behavior. Social structures give shape to our lives - for example, in families, the community, and through religious organizations. And certain rituals, such as a handshake or complex religious ceremonies, give structure to our everyday lives. Each social structure has social functions, or consequences for the operation of society as a whole. Education, for example, has several important functions in a society, such as socialization, learning. Functionalism also states that society is like an organism, made up of different parts that work together. Thus, one of the key ideas in Structural Functionalism is that society is made-up of groups or institutions, which are cohesive, share common norms, and have a definitive culture. Notes to the Teacher This Alternative Delivery Mode has been developed to help you facilitate the learners in applying the Importance of structural - functionalism Theory in Examining Socio - Cultural, Economic, and Political Condition. 3 www.shsph.blogspot.com What’s In Direction: Give at least two (2) concepts and principles of each social science theories. Write the concepts in the leaves and the principles in the petals. Use a separate bond paper for this activity. 4 www.shsph.blogspot.com What’s New Direction: Fill out the chart below with the information about the socio cultural, economics, and political condition of the structural functionalism. Use a separate bond paper for this activity. 5 www.shsph.blogspot.com What is It What is Structural Functionalism? According to (Structural Functionalism: Definition, Theory & Examples, 2016) Take a step back and think of your hometown's government. Unless you live in a very small town, chances are that the local doctor is also the local policeman. In fact, there are plenty of municipal services that make up the small town. Each part of the government contributes something different. After all, you wouldn't want the local dogcatcher to be too busy fighting fires to keep stray dogs out of your garbage. Several decades ago, some sociologists thought that all of societies interact like this; where each part of society had a specific task. They called this framework structural functionalism. While the ideas of structural functionalism have fallen out of favor, let's take a bit to try and understand what they were saying. Structural Functionalism in Theory First, let's look at the history of structural functionalism. During the 19th century, the world was becoming a much smaller space. Trains and steamships had linked the world in a way no one had thought possible. While many Europeans were starting to think of themselves as superior, due to their more 'advanced' culture, a French philosopher, named Emile Durkheim, noticed this and started to think that society was made up of building blocks that were focused towards a common goal. If people stopped agreeing on those common goals, then society would disintegrate. However, as long as most people agreed, society would be fine. 6 www.shsph.blogspot.com In structural functionalism, individual institutions work together in service of the whole. For example, this image of a circular flow of money through an economy demonstrates how something that almost everyone can agree on, education, is made into a goal. Of course, this only worked as long as everyone was focused. If one group disagreed on where society is going, then the whole thing falls apart. These social bonds are very important. However, structural functionalism had a serious problem. It was too far removed from actual society. It assumed that these blocks were homogenous, all wanting the same thing. Also, it thought that all motivation was a zero-sum game, meaning that there had to be winners and losers. After all, if you increase funding for the police department, that money had to come from somewhere, right? This all neglects that groups can have different starting points and different motivations. For a two-person dog catching team, an extra $50,000 in funding is a big deal, while for a forty-person police department, it is relatively minor. To put that into real world terms, structural functionalism assumed that all of society's groups are always equal, which is simply not the case. Just turn on the news or watch any political debate and you'll see that many groups of society are anything but equal. The method of functionalism was based on fieldwork and direct observations of societies. In the structural functionalism approach, society, its institutions and roles, was the appropriate thing to study. Cultural traits supported or helped to preserve social structures. Functionalism emphasizes the importance of the economy for any society, and the income and self-fulfilment that work often provides. Conflict theory highlights the control of the economy by the economic elite, the alienation of work, and various problems in the workplace. The structural-functional approach is based on the view that a political system is made up of several key components, including interest groups, political parties and branches of government. The structural-functional approach is derived from earlier uses of functionalism and systems models in anthropology, sociology, biology, and political science. Structural functionalism became popular around 1960 when it became clear that ways of studying U.S. and European politics were not useful in studying newly independent countries, and that a new approach was needed. 7 www.shsph.blogspot.com Structural-functionalism assumes that a bounded (nation-state) system exists, and studies structures in terms of their function(s) within the system. For structural functionalists the question to be answered is what does a structure (guerrilla movement, political party, election, etc.) do within the political system (of country x)? The goal is to find out what something actually does in a political system, as opposed to what it is supposed to do. Thus, structural functionalists would not waste time studying constitutions in Third World countries if they found that the constitutions [structures] had little impact on political reality. Almond claimed that certain political functions existed in all political systems. On the input side he listed these functions as: political socialization, political interest articulation, political interest aggregation, and political communication. Listed as outputs were rule-making, rule implementation, and rule adjudication. Other basic functions of all political systems included the conversion process, basic pattern maintenance, and various capabilities (distributive, symbolic, etc.). Structural functionalists argued that all political systems, including Third World systems, could most fruitfully be studied and compared on the basis of how differing structures performed these functions in the various political system. Structural functionalism is based on a systems model. Conceptually, the political process can be depicted as follows: 8 www.shsph.blogspot.com For analytical purposes the political system is considered to be the nation-state, and the environment is composed of the interactions of economic, social, and political variables and events, both domestic and external. The idea is that there are a number of actors in the national political system (political parties, bureaucracies, the military, etc.) and that the actions of all these actors affect each other as well as the system. The political analyst must determine the importance of these actors in a particular political system. This is done by analyzing the functions performed by the various actors. Any changes in the system also affect all the actors. The feedback mechanisms allow for constantly changing inputs, as actors react to outputs. Structural functionalists, like systems analysts, have a bias toward systemic equilibrium, (i.e. toward stability). Such a bias tends to make this approach conservative, as stability, or evolutionary change, is preferred [and more easily analyzed], to radical, or revolutionary change. A problem which arises with this system-based model is that the nationstate's boundaries are often permeable in the real world, rather than being the neatly bounded nation-state conceptualized by structural functionalists. In other words, in the real world it is usually difficult to state exactly what the boundaries are, leading to some conceptual difficulties. For example, some international actors are only intermittent, such as the U.S. when it intervenes directly in Haitian or Panamanian politics. Should U.S. military forces be considered a part of the Panamanian or Haitian political systems? The parts of society that Spencer referred to were the social institutions, or patterns of beliefs and behaviors focused on meeting social needs, such as government, education, family, healthcare, religion, and the economy. Table 1: Some Social Behaviors According to Quexbook, 2018 Behaviors Concepts Ritualism Occurs when an individual continues to do things as prescribed by society but forfeits the achievement of the goals. Retreatism Involves the rejection of both the culturally prescribed goals as well as the conventional means of attaining them. Conformity Occurs when an individual has the means and desire to achieve the cultural goals socialised into him 9 www.shsph.blogspot.com Rebellion A combination of the rejection of societal goals and means and a substitution of other goals and means. Talcott Parson (1902 - 1979) was an American sociologist and functionalist who attempted to develop and perfect a general analytic model suitable for analyzing all types of collectivities. He was concerned with how elements of society were functional for a society as well as social order. His five pattern variables are considered as five dichotomies to draw out the contrasting values to which individuals orient themselves in social interactions. Table 2: Talcott Parson’s Five Pattern Variables of Role-definition According to Quexbook, 2018 Pattern Variables of Role-definition Concepts 1st - Affectivity vs. Affective Neutrality Dilemma: deciding whether to express one’s own orientation in terms of immediate gratification (affectivity)or whether to renounce immediate gratification in favor of moral interests (affective neutrality). 2nd - Self orientation vs. Collectivity orientation One’s role orientation is either in terms of his/her own interests or in terms of the interests of a group. 3 rd 4 th - Universalism vs. Particularism Dilemma: There is an issue on whether to react to a certain social interaction “on the basis of a general norm” or reacting “on the basis of someone’s particular relationship to you”. - Achievement vs. Acription Achievement- orientation places an importance on the performance and emphasizes individual achievement while Ascription-orientation refers to the innate qualities of individuals. 5th - Specificity vs. Diffuseness This refers to the nature of social contracts and how extensive or how narrow are the obligations in any interaction. Specificity, is when the definition of a role is in specific terms while diffuseness is when role obligations are extended outside the defined role - expectations. General Conceptual Diagram Durk et al. (2007) The diagram below is a general conceptual diagram of Structural functionalism. It shows that all of the different organizations and institutions in society are interdependent. When one institution in society changes, other institutions 10 www.shsph.blogspot.com accommodate that change by changing as well, though the ultimate effect is to slow overall change. Specific Conceptual Diagram Durk et al. (2007) Below is a chart depicting how deviance is functional for society and how society responds to deviance. A "deviant" individual commits an act that is deemed by the rest of society as criminal, because it leads to public outrage and punishments. Because a large portion of society respond to the action as though it is deviant, this draws a boundary between what is and is not deviant. Thus, deviance actually helps to indicate what is not deviant, or, the function of labelling behaviors or ideas as deviance is to insure that most people do not engage in those behaviors. A Structural - Functionalist Understanding of Deviance 11 www.shsph.blogspot.com What’s More A. Direction: Write down ten responsibilities of a teenager most especially today as we face the COVID-19 pandemic. Do this in a separate sheet of paper like the example below. Be responsible in practicing or implementing basic safety protocols like wearing face mask, face shield, and proper washing of hands. 12 www.shsph.blogspot.com B. Directions: Fill each box with the correct letter to form the correct answer. Do it in a separate sheet of paper. 1. An approach in sociology that views society as a complex system whose parts work together to promote solidarity and stability. 2. A French philosopher noticed and started to think that society was made up of building blocks that were focused towards a common goal. 3. Occurs when an individual continues to do things as prescribed by society but forfeits the achievement of the goals. 4. A combination of the rejection of societal goals and means and a substitution of other goals and means. 5. Involves the rejection of both the culturally prescribed goals as well as the conventional means of attaining them. 6. Occurs when an individual has the means and desire to achieve the cultural goals socialised into him. 7. An American sociologist and functionalist who attempted to develop and perfect a general analytic model suitable for analyzing all types of collectivities. 8. Places an importance on the performance and emphasizes individual achievement. 9. It refers to the innate qualities of individuals. 10. When role obligations are extended outside the defined role - expectations. 13 www.shsph.blogspot.com C. Direction: You are given a chance to write a letter addressed to the President of the Philippines. What would you tell him about the structure of our political condition and government as we face this crisis? Use a separate sheet of paper. President Rodrigo R. Duterte Malacaňang Palace 1005 J.P. Laurel St., San Mguel Manila, Philippines ______________ (Date) Dear Mr. President: ________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________ ________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________ ________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________ Sincerely, 14 www.shsph.blogspot.com ____________________________ Modified True or False D. Directions: If the statement is correct, write Functionalism. If not, underline the word which makes the statement incorrect, then write the correct answer on the blanks provided before each number. Use a separate sheet of paper. __________________1. Several decades ago, some sociologists thought that all of society interacts like this; where each part of society had a specific task. They called this framework structural functionalism. __________________2. If people stopped agreeing on common goals, then society would disintegrate. __________________3. The method of Marxism was based on fieldwork and direct observations of societies. __________________4. The structural-functional approach is based on the view that a political system is made up of several key components, including interest groups, political parties and branches of government. __________________5. The parts of society that Parson referred to were the social institutions, or patterns of beliefs and behaviors focused on meeting social needs. __________________6. Structural functionalism became popular around 1990 when it became clear that ways of studying U.S. and European politics were not useful in studying newly independent countries. __________________7. Talcott Parson was concerned with how elements of society were functional for a society as well as social order. __________________8. Structural functionalists, like systems analysts, have a fair toward systemic equilibrium, (i.e. toward stability). __________________9. For analytical purposes the political system is considered to be the nation-state, and the environment is composed of the interactions of economic, social, and political variables and events, both domestic and external. _________________10. A normal individual commits an act that is deemed by the rest of society as criminal, because it leads to public outrage and punishments. 15 www.shsph.blogspot.com E. Direction: Make your own conceptual diagram of Structural Functionalism based on your personal experiences in our culture, economics, and politics. Do this in a separate sheet of paper. F. Direction: Fill out the general conceptual diagram of Structural Functionalism. Choose your answers inside the box. Do this in a separate sheet of paper. Culture Deviance Economy Family Health Industry Knowledge Race and Ethnicity 16 Religion Science Secularization Stratification www.shsph.blogspot.com What I Have Learned Directions: In each component, write the importance of Functionalism. Do this in a separate sheet of paper. 17 Structural www.shsph.blogspot.com What I Can Do Directions: List down at least three (3) functional duties of government officials and citizens in terms of culture, economics, and politics during the COVID- 19 pandemic. Do this on a separate sheet of paper. Government/ Citizen Socio - cultural Economics Structural - Functionalism 18 Politics www.shsph.blogspot.com Assessment A. Direction: Identify what is being described in each statement. Write your answer on the separate sheet of paper. 1. He/She is an American sociologist and functionalist who attempted to develop and perfect a general analytic model suitable for analyzing all types of collectivities. 2. He/She is a French philosopher who noticed and started to think that society was made up of building blocks that were focused towards a common goal. 3. It is an approach in sociology that views society as a complex system whose parts work together to promote solidarity and stability. 4. It refers to the innate qualities of individuals. 5. It is when role obligations are extended outside the defined role - expectations. 6. It is a combination of the rejection of societal goals and means and a substitution of other goals and means. 7. It places an importance on the performance and emphasizes individual achievement. 8. It occurs when an individual has the means and desire to achieve the cultural goals socialised into him. 9. This occurs when an individual continues to do things as prescribed by society but forfeits the achievement of the goals. 10. It involves the rejection of both the culturally prescribed goals as well as the conventional means of attaining them. B. Direction: Answer the question below with at least in five sentences. Do this on a separate sheet of paper. 1. What is the importance of Structural - Functionalism in examining socio cultural, economic, and political condition and how this condition applies to you as a teenager? 19 www.shsph.blogspot.com Additional Activities Directions: Identify at least three (3) different persons in your community and write about their responsibilities in their chosen fields. Write/print their response on a separate sheet of paper. 20 www.shsph.blogspot.com Answer Key 21 www.shsph.blogspot.com References Structural Functionalism: Definition, Theory & Examples, 2016 Felluga, Dino. "General Introduction to Marxism." Introductory Guide to Critical Theory. Date of last update, which you can find on the home page. PurdueU.Dateyouaccessedthesite.<http://www.purdue.edu/guidetotheor y/marxism/modules/introduction.html>. https://study.com/academy/lesson/structuralfunctionalismdefinitiontheoryexa mples.html https://cla.purdue.edu/academic/english/theory/marxism/modules/introduct ion.html https://courses.lumenlearning.com/sociology/chapter/theoreticalperspectivesongovernmentandpower/#:~:text=Symbolic%20interactionism %2C%20as%20it%20pertains,trees%2C%20doves%2C%20wedding%20rin gs. Karl Marx; substantive revision Wed Apr 12, 2017https://plato.stanford.edu/entries/marx/#3https://examples.your dictionary.com/operant-conditioning-examples.html: First published Tue Aug 26, 2003 MarxismBy JIMCHAPPELOWhttps://www.investopedia.com/terms/m/marxism. asp#:~:text=Marxism%20is%20a%20social%2C%20political,capitalism%2 0in%20favor%20of%20communism.: Updated Oct2, 2019. POSC311:PoliticsofDevelopingNationsSpring,1999http://udel.edu/~jdeiner/str ufnc.html 22 www.shsph.blogspot.com 23