DISS

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK HUMANITIES AND SOCIAL SCIENCES

Disciplines and Ideas in the Social Sciences (DISS)

QUARTER 1 MODULE

Subject Description: The course introduces students to basic concepts, subjects, and methods of inquiry in the
disciplines that comprise the Social Sciences. It then discusses influential thinkers and ideas in these disciplines, and
relates these ideas to the Philippine setting and current global trends.

CONTENT

A. EMERGENCE OF THE SOCIAL SCIENCES

1. Defining Social Sciences as the study of society

2. Introducing the disciplines within the Social Sciences

2.1. Anthropology
2.2. Economics
2.3. Geography
2.4. History
2.5. Linguistics
2.6. Political Science
2.7. Psychology
2.8. Sociology and Demography

3. Historical context of the emergence of each discipline

B. DOMINANT APPROACHES AND IDEAS

1. Structural-Functionalism

2. Marxism

3. Symbolic Interactionism

4. Psychoanalysis

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LESSON 1- Defining Social Sciences as the study of society

A. OBJECTIVES

a. The learners define Social Sciences as the study of society (HUMSS_DIS 11- IIIa-1)
b. The learner distinguishes Social and Natural Sciences and Humanities (HUMSS_DIS 11- IIIa-2

Activity 1
Give your ideas/concept when you heard the word Social Sciences? Use the web diagram below.

GUIDE QUESTION
Discuss Social Science as study of society.
1. How does social science related to society?
2. What are the roles of social science in the society?

LECTURE
Definition: SOCIAL SCIENCES - are all academic disciplines which deal with the man in their social context. - A
science which deals with human behavior in its social and cultural aspects.

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HISTORY OF SOCIAL SCIENCE

VARIOUS SOCIAL SCIENCE DISCIPLINES

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EVALUATION

NAME: _______________________________________ SCORE:______________

EMAIL:______________________________ DATE:________________

A. PENCIL AND PAPER TEST: Write True if the statement is correct and False if not.
______ 1. Social science can be used to study and understand society.
______ 2. Socialization affects the overall cultural practices of a society, but it does not shape one’s self-image.
______ 3. Most social scientists believe heredity is the most important factor influencing human development
______ 4. Social sciences perspective can be used to address issue or problem.
______ 5. Society refers to a group of people who share a culture and a territory.

B. VENN DIAGRAM COMPLETION (10 minutes): Compare and Contrast the Social Science and Natural
Sciences

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LESSON 2- The Disciplines in the Social Sciences

OBJECTIVES:
a. Define Anthropology;
b. identify the fields, areas of inquiry and methods of Anthropology;
c. distinguish the various types of anthropology;

Activity 1

Process questions: 1. Are you familiar with the picture? 2. What element/s of the picture captured your attention? 3.
What branch of social science is responsible for this picture?

LECTURE
Anthropology
• It is the study humankind
• Greek word anthropos – human and logos – word or study of
• It an amalgamation of natural science particularly in biology and social sciences
• Therefore, anthropology is partly natural science and partly a social science
• Ex. Knowing the origin of humankind
• Compared to other social sciences, anthropology is wider in scope both geographically and historically
• Anthropologist excavate numerous places for fossils and other material remains that once belongs in the
past

Branches of Anthropology
• Physical Anthropology
• Cultural anthropology
• Archaeology

Physical Anthropology
• Biological anthropology is its other name
• It is the study of human biology within the milieu (A person’s social environment) of evolution
• This centers primarily on the human biological origins and the variations in human species

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• The physical anthropologists also analyze human fossil remains

• They are now thousands specimen of human ancestors being house in museum and research collections all
over the world
• They also excavate and study these hardened remains as they try to formulate theories on the origin of
humans and subsequent variation

Sub disciplines of Physical Anthropology

• Paleoanthropology – human evolution; earlier hominids
• Genetics – gene structure; patterns of inheritance of traits
• Primatology – non-human primates
• Osteology – skeletal remains
• Paleopathology – traces of disease and injury in human skeletal remains
• Forensic Anthropology – analysis and identification of human remains
Cultural Anthropology
• Involves the study and comparative analysis of literate societies, including all aspects of human behaviour
• This includes religion, ritual, myth, technology, gender roles, kinship forms, economic and political structures;
music and folklore
• Ethnography: a means to study and record the different ways of human societies and provides descriptive
accounts which form the basis for comparative studies of many cultures
Another Sub-Disciplines of Anthropology
• Urban Anthropology – issues of cities such as poverty, immigration and social stratification
• Medical Anthropology – relationship between culture and health or diseases
• Economic Anthropology – distribution of goods and resources within and between cultures

Archaeology
• Involves the study of earlier cultures and ways of life by the way of retrieving and examining the material
remains of previous human societies
• Archaeologist attempt to reconstruct the everyday life and customs of early people, they also seek to explain
the different cultural changes that happened over time

Linguistic Archaeology
• Study of human speech and language as well as the various changes that have taken palace over time
• This tries to comprehend different processes in human communication, language use.

Beginnings of Modern Anthropology

Evolutionary Theory
The theory of evolution by natural selection, first formulated in Darwin's book "On the Origin of Species" in 1859, is
the process by which organisms change over time as a result of changes in heritable physical or behavioral traits.
Changes that allow an organism to better adapt to its environment will help it survive and have more offspring.

Anthropological Evolutionary Theories

Edward Burnett Tylor (2 October 1832 – 2 January 1917) was an English anthropologist, the founder of cultural
anthropology. Tylor is representative of cultural evolutionism. In his works Primitive Culture and Anthropology, he
defined the context of the scientific study of anthropology, based on the evolutionary theories of Charles Lyell. He
believed that there was a functional basis for the development of society and religion, which he determined was
universal.

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NEW DIRECTIONS IN THEORY AND RESEARCH

THE INFLUENCE OF BOAS

FRANZ BOAS
BORN: 9-JUL-1858, BIRTHPLACE: MINDEN, GERMANY, DIED: 22-DEC-1942
 Studied and widely collected information on race, linguistics, art, dance, and archaeology.  From these
studies he developed his theory of relativism, debunking the prevailing beliefs that Western Civilization is superior to
less complex societies.

MARGARET MEAD
BORN: DECEMBER 16, 1901 , BIRTHPLACE: PHILADELPHIA, PENNSYLVANIA, DIED: NOVEMBER 15,
1978
 Proposed that culture and gender roles play just as strong a role as biology in influencing adolescent
behavior—  Much of her research was completed via participation/observation in Samoa and New Guinea  published
Coming of Age in Samoa  presented the idea that the individual experience of developmental stages could be shaped
by cultural demands and expectations.

Functionalism
Emile Durkheim
One of the fathers of sociology, utilized scientific methods to approach the study of society and social groups.

CULTURAL MATERIALISM AND CULTURAL ECOLOGY

Durkheim believed that individuals should be considered within the context of the society in which they live.
 In the 1960s, American anthropologists such as Julian Steward, Roy Rappaport, Marvin Harris began to
study how culture and social institutions relate to a people’s technology, economy, and natural environment. All of
these factors together define a people’s patterns of substinence-how they feed, clothe, shelter, and otherwise provide
for themselves
SYMBOLIC ANTHROPOLOGY 
In the 1970s many anthropologists, including American ethnologist Clifford Geertz and British ethnologists
Victor Turner, moved away from ecological and economic explanations of people’s cultures. Instead, these
anthropologists looked for the meanings of particular cultural symbols snd rituals within cultures themselves, an
approach known as symbolic anthropology

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EVALUATION

NAME: _______________________________________ SCORE:______________

EMAIL:______________________________ DATE:________________

A. Define the meaning of the following disciplines and site a concrete example in our society.
Discipline Meaning Example
1. Anthropology

2. Cultural Anthropology

3. Linguistic Anthropology

4. Archeology

5. Physical Anthropology

B. Essay
“If you are an anthropologist, what specific Filipino tradition will you be interested into?

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LESSON 3- Economics

OBJECTIVES
a. Describe Economics
b. identify the fields, areas of inquiry and methods of Economics

Activity 1
List down 10 things which you can’t live without Present to the class.

1. What are your own ideas regarding Economics?

LECTURE

Economics
• Is a discipline that concentrates on how a particular society solves its problem of
scarcity of resources
• Greek word oikos – house and nomos – custom or law
• The term oikonomia literally translates as “management of a house hold”
• Goal: to develop better policies in order to minimize problems and maximize the
benefits of everyday work

Economist
• Economists seeks to understand people’s activities concerning production, distribution and consumption of
goods and services
• They analyse key concepts pertaining to supply and demand, savings and investments, cost and price;
economic fluctuations, finance, capital and wealth
• In essence, they ask What goods are produced? How these goods are produced? And For whom they are
produced?

Goals of Economics
Economic Growth Price-level stability
Economic Freedom Work efficiency
Equitable distribution of income Economic efficiency
Full employment Economic security
Balance of trade

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SCARCITY is the basic and central economic problem confronting every society. It is the heart of the study of
economics and the reason behind its establishment.

RELATIONSHIP BETWEEN ECONOMICS AND SCARCITY

The problem of scarcity gave birth to the study of economics. Their relationship is such that if there is no
scarcity, there is no need for economics. The study of economics was essentially founded in order to address the
issue of resource allocation and distribution, in response to scarcity.

Ceteris Paribus Assumption - means “all other things held constant or all else equal.” This assumption is used as
a device to analyze the relationship between two variables while the other factors are held unchanged.

POSITIVE AND NORMATIVE ECONOMICS

Positive Economics
• is an economic analysis that considers economic conditions “as they are”, or considers economics “as it is”.
• Uses objective or scientific explanation in analyzing the different transactions in the economy.
• It simply answers the question ‘what it is’. Example of positive statements: The economy is now experiencing
a slowdown because of too much politicking and corruption in the government.
Normative Economics
• economic analysis which judges economic conditions “as it should be’. Concerned with human welfare.
• deals with ethics, personal value judgments and obligations analyzing economic phenomena.
• It answers the question ‘what should be’.
• referred to as policy economics because it deals with the formulation of policies to regulate economic activities.

EXAMPLES OF NORMATIVE STATEMENTS: The Philippine government should initiate political reforms in order to
regain investor confidence, and consequently uplift the economy.

IMPORTANT ECONOMIC TERMS

1. Wealth -refers to anything that has a functional value (usually money), which can be traded for goods and services.
2. Consumption - refers to the direct utilization or usage of the available goods and services by the buyer or the
consumer sector.
3. Production -defined as the formation by firms of an output (products or services).
4. Exchange- process of trading goods and/or services for money and/or its equivalent.
5. Distribution- process of allocating or apportioning scarce resources to be utilized by the household, business
sector and the rest of the world.

Microeconomics

• Focuses on the behaviour of individual agents, like household, industries and firms
• Economists evaluate how prices of goods and services are usually pegged and what factors determine the
value of land, labor and capital
• Experts measures price of specific product, number of workers employed by a single firm or expenditures of
a certain family
Macroeconomics
• Analyses how the economics functions as a whole or its basic subdivisions such as the government or the
business sectors
• Also study inflation and unemployment why some nations are well-off while some others under huge dept.
• Includes total output, total employment, total income and general level of prices
Macroeconomics focuses on the four specific sectors of economy:
1.The behavior of the aggregate household (consumption);
2.The decision making of the aggregate business (investment);
3.The policies and projects of the government (government spending); and

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4.The behavior of external/foreign economic agents, through trading (export and import).

The Concept of Opportunity Cost

 Opportunity cost refers to the foregone value of the next best alternative. It is the value of what is given-up when
one makes a choice. The thing thus given-up is called the opportunity cost of one choice.
 It is expressed in relative price.

FACTORS OF PRODUCTION
1. Land- refers to all-natural resources, which are given by, and found in nature, and are, therefore, not made by man.
This includes the forest, mountain, rivers, oceans, minerals, air, and sunshine, light, etc. Compensation for use of
land is called rent.
2. Labor- is any form of human effort exerted in the production of goods and services. It covers a wide range of skills,
abilities, and characteristics.
3. Capital- is man-made goods used in the production of other goods and services. This includes the buildings,
machinery, and other physical facilities used in the production process. savings- refers to the part of person’s income,
which is not spent on consumption. Depreciation- reduction of productivity of capital. Interest- reward for the use of
capital.
4. Entrepreneurship- an economic good that commands a price referred to as profit or loss. An entrepreneur is a
person who organizes, manages and assumes the risks of a firm, taking a new idea or new product and turning it into
a successful business.

TYPES OF ECONOMIC SYSTEMS

1. Traditional economy- it is a subsistence economy. A family produces goods only for its own consumption. The
decisions on what, how, how much, and for whom to produce are made by the family head, in accordance with
traditional means of production.
2. Command Economy- type of economy wherein the manner of production is dictated by the government. It is an
economic system characterized by collective ownership of most resources, and the existence of central planning
agency of the state. In this system, all productive enterprises are owned by the people and administered by the state.
3. Market Economy or Capitalism- characterized by that the resources are privately owned, and that the people
themselves make the decisions. Under this economic system, factors of production are owned and controlled by
individuals, and people are free to produce goods and services to meet the demand of consumers who, in turn, are
also free to choose goods according to their own likes.
4. Socialism- economic system wherein key enterprises are owned by the state. It recognizes private ownership. In
this system, state has no control over a large portion of capital assets, and is generally responsible for production and
distribution of important goods. The main emphasis of this system is on equitable distribution of income and wealth.
It is considered as an economy bordering between capitalism and communism.
5. Mixed Economy- this economy is a mixture of market system and the command system. However, it is more
market-oriented rather than command or traditional.

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THE BASIC ANALYSIS OF DEMAND AND SUPPLY

 Demand is usually affected by the behavior of consumers.
 Supply is usually affected by the conduct of producers.
 The consumers identifies his/her needs, wants, and demands.
 The producers address these by accordingly producing goods and services.
 The consumer gains satisfaction while the producer gains profit.

Market
 where buyers and sellers meet.
 the place where they both trade or exchange goods or services and it is where their transaction takes place. 2 Kinds
of Market  Wet market- where people usually buy vegetables, meat, etc.  Dry market- where people buy shoes,
clothes or other dry goods.
 it does not necessarily refer to a tangible area where buyers and sellers could be seen transacting.

Demand
• pertains as to the quantity of a good or service that people are ready to buy at given prices within a given
time period.
• Demand implies three things:  desire to possess a thing;
• the ability to pay for it or means of purchasing it; and
• willingness in utilizing it.
THE LAW OF DEMAND
states that if price goes UP, the quantity demanded will go Down. Conversely, if price goes DOWN, the quantity
demanded will go UP ceteris paribus. The reason for this is because consumers always tend to MAXIMIZE
SATISFACTION

Supply (Firms/Seller’s Side)

 Supply is the quantity of goods or services that firms are ready and willing to sell at a given price within a period of
time, other factors being held constant .
 It is a product made available for sale of firms.Geography
• It the of the features of the earth and and the location living things on the planet
• Greek word geographia – to describe the earth (literal)
• Geo – earth; graphe; – to describe
• Also deals with different human activities aside from studying mountains, rivers and plants

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Law of Supply
It states that “if the price of a good or services goes up, the quantity supplied for such good or service will also go up;
if the price goes down the quantity also goes down, ceteris paribus.”

Surplus
is a condition in the market where the quantity supplied is more than the quantity demanded.
 the tendency is for sellers to lower market prices in order for the goods to be easily disposed from the market.
 there is a downward pressure to price when there is a surplus in order to restore equilibrium in the market.
Shortage
is a condition in the market in which quantity demanded is higher than supplied.
 there is a possibility of consumers being abused, while the producers are enjoying imposing higher prices for their
own interest.
 it exists below the equilibrium point.  there is an upward pressure to prices to restore equilibrium in the market.
 is due to the fact that consumers bid up prices in order for them to acquire the goods or services that are in short
supply.

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EVALUATION

NAME: _______________________________________ SCORE: ______________

EMAIL: ______________________________ DATE: ________________

A. Essay

1. What is Economics?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Why does there is scarcity?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What is opportunity cost? Give a specific example.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. What is the law of demand?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. What is the law of supply?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
6. Why is it the Economic is called the “queen of all Social Sciences”?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
7. What is the importance of economics?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
8. What would happen if there is imbalance in supply and demand?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
9. Distinguish the macroeconomic and microeconomics?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
10. Explain the Ceteris Paribus Assumption.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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LESSON 4- Geography

OBJECTIVES
a. Define geography;
b. Interpret Geography, identify the fields, areas of inquiry and methods of Geography;
c. Understand the importance of various fields of geography

Activity
Read aloud and Identify the set of words presented. And describe each word.
1. MouthEve- Rey- East
2. SawHour- Add- East- Earth
3. PassSafe- Pick- Oust- Sun
4. Bear- Mode- At- TryAngle
5. Foul- AweWon

Based from the analysis of the activity, What is your idea about Geography?

LECTURE
MEANING OF GEOGRAPHY
 Greek word, geographia, "earth description “
 A science that deals with the description, distribution, and interaction of the diverse physical, biological, and cultural
features of the earth’s surface.
 A delineation, or systematic arrangement of constituent elements.

THE CONCEPT OF GEOGRAPHY

Geography identifies the concepts of place, space environment, interconnection, sustainability, scale and change as
integral to the development of geographical understanding

PLACE
Geography, understanding of the concepts of place is developed on the following ways:
1. Places are parts if the Earth’ surface that are identified and given meaning by people. They perceived,
experienced, understood and valued differently.
2. Places are important to our security, identity, and sense of belonging, they provide us with the services
and facilities needed to support and enhance our lives.
3. The environmental characteristics of a place are influenced by human actions and the actions of
environmental processes over short to long time period.
4. The human characteristics of a place are influenced by its environmental characteristics and resources,
relative location, connections with other places, the culture of its population the economy of a country, and the
decisions and actions of people and organizations over time at different scales.
5. The places in which we live are created, changed and managed by people.
6. Each place is unique in its characteristics. As a consequence, the outcomes of similar environmental and
socioeconomic processes vary in different places, and similar problems may require different strategies in different
places.
7. The sustainability of places may be threatened by a range of factors.
graphy?
SPACE
The concept of space is about the significance of location and spatial distribution, and ways people organize and
manage the spaces that we live in. In Australian Curriculum: Geography, an understanding of the concept of space
is developed in the following ways:

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a. The environmental and human characteristics of places are influences by their location and distance from other
places on people are being reduced, though unequally, by improvements in transport and communication
technologies.
b. The individual characteristics of places form spatial distributions and the analysis of these distributions contributes
to geographical understanding.
c. Spaces are perceived, structured, organized and managed by people and can be designed and redesigned, to
achieve particular purposes.

ENVIRONMENT
The concept of environment is about the significance of the environment in human life, and the important
interrelationships between humans and the environment. In Australian Curriculum: Geography, an understanding of
the concept of environment is developed in the following ways:
1. the environment is the product of geological, atmospheric, hydrological, geomorphic, edaphic (soil), biotic and
human processes.
2. The environment supports and enriches human and other life by providing raw materials and food, absorbing and
recycling wastes, maintaining a safe habitat and being a source of enjoyment and inspiration.
3. Culture, population density, type of economy, level of technology, values and environmental worldviews influence
the different ways in which people perceive, adapt to use similar environment.
4. Management of human-induced environmental change requires an understanding of the causes and consequences
of change, and involves the application of geographical concepts and techniques to identify appropriate strategies.
5. Each type of environment has its specific hazards. The impact of these hazards on people is determined by both
natural and human factors, and can be managed but not eliminated by prevention, mitigation and preparedness.

INTERCONNECTION
The concept of interconnection emphasizes that no object of geographical study can be viewed in isolation. In
Australian Curriculum: Geography, an understanding of the concept of interconnection is developed in the following
ways:
1. Places, people and organizations in places are interconnected with other places in a variety of ways. These
interconnections have significant influences on the characteristics of places and on changes in these characteristics.
2. Environmental and human processes, for example, the water cycle, urbanization or human-induced environmental
change, are sets of cause-and-effect interconnections that can operate between and within places. They can
sometimes be organized as systems involving networks of interconnections through flows of matter, energy,
information and actions.
3. Holistic thinking is about seeing the interconnections between phenomena and processes within and between
places.

SUSTAINABILITY
The concept of sustainability is about the capacity of the environment to continue to support our lives and the lives of
other living creatures into the future. In Australian Curriculum: Geography, an understanding of the concept of
sustainability may be developed in the following ways:
a. Sustainability is both a goal and a way of thinking about how to progress towards that goal.
b. Progress towards environmental sustainability depends on the maintenance or restoration of the environmental
functions that sustain all life and human wellbeing (economic and social).
c. An understanding of the causes of non-sustainability requires a study of the environmental processes producing
the degradation of an environmental function; the human actions that have initiated these processes; and the
attitudinal, demographic, social, economic and political causes of these human actions.
d. There are a variety of contested views on how progress towards sustainability should be achieved and these are
often informed by worldviews such as stewardship.

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SCALE
The concept of scale is about the way that geographical phenomena and problems can be examined at different
spatial levels.
1. Generalizations made and relationships found at one level of scale may be different at a higher or lower level. For
example, in studies of vegetation, climate is the main factor at the global scale but soil and drainage may be the main
factors at the local scale.
2. Cause-and-effect relationships cross scales from the local to the global and from the global to the local. For example,
local events can have global outcomes, such as the effects of local vegetation removal on global climate.

CHANGE
The concept of change is about explaining geographical phenomena by investigating how they have developed over
time. In Australian Curriculum: Geography, an understanding of the concept of change may be developed in the
following ways:
1. Environmental change can occur over both short and long-term time frames, and both time scales have
interrelationships with human activities.
2. Environmental, economic, social and technological change is spatially uneven, and affects places differently.
3. An understanding of the current processes of change can be used to predict change in the future and to identify
what would be needed to achieve preferred and more sustainable futures.

HISTORY OF GEOGRAPHIC STUDY

Evolution
Geography was first systematically studied by the ancient Greeks, who also developed a philosophy of
geography; Thales of Miletus, Herodotus, Eratothenes, Aristotle, Strabo, and Ptolemy made major contributions to
geography. The Roman contribution to geography was in the exploration and mapping of previously unknown lands.
Greek geographic learning was maintained and enhanced by the Arabs during the middle Ages.
Arab geographers, among whom Idrisi, Ibn Battutah, and Ibn Khaldun are prominent, traveled extensively for
the purpose of increasing their knowledge of the world. The journeys of Marco Polo in the latter part of the Middle
Ages began the revival of geographic interest outside the Muslim world. With the Renaissance in Europe came the
desire to explore unknown parts of the world that led to the voyages of exploration and to the great discoveries.
However, it was mercantile interest rather than a genuine search for knowledge that spurred these endeavors. The
16th and 17th century. Reintroduced sound theoretical geography in the form of textbooks (the Geographia generalis
of Bernhardus Varenus) and maps (Gerardus Mecator's world map). In the 18th cent. geography began to achieve
recognition as a discipline and was taught for the first time at the university level.

MODERN GEOGRAPHY
The modern period of geography began toward the end of the 18th cent. with the works of Alexander von Humboldt
and Karl Ritter. Thenceforth two principal methods of approach to geography can be distinguished: the systematic,
following Humboldt, and the regional, following Ritter. Of the national schools of geography that developed, the
German and the French schools were the most influential.

 The German school, which dealt mainly with physical geography, developed a scientific and analytical style of
writing. The French school became known for its descriptive regional monographs presented in a lucid and flowing
manner; human and historical geography were its forte. Although emphasis has shifted several times between the
approaches and viewpoints, their interdependence is recognized by all geographers.

NATURE OF GEOGRAPHY
Geography is concerned with place. Understanding the nature and causes of areal differentiation on the
global surface has been the geographer’s task since people first noticed differences between places.
First, geography is strongly influenced by the norms of the social sciences. The complexity and changing
nature of human society seldom permit the type of precision expected in the physical sciences. Instead, the social
sciences offer a variety of perspectives and methods of study by which to examine the consequences of human
behavior on the global surface

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Second, physical geographers, no less than human geographers, contribute to an understanding of place;
for the concept of site -- the physical characteristics of a place -- is integral to understanding areal differentiation on
the global surface. The view of geography presented here is that of a core sharply focused on the concept of place;
one in which both physical and human elements play an important part in yielding knowledge of the earth in a manner
that is integrative of people and the land.

ELEMENTS OF GEOGRAPHY
1. The World in Spatial Terms a. How to use maps and other geographic representations, tools, and
technologies to acquire, process, and report information from a spatial perspective b. How to use mental maps to
organize information about people, places, and environments in a spatial context c. How to analyze the spatial
organization of people, places, and environments on earth's surface
2. Places and Regions a. The physical and human characteristics of places b. That people create regions to
interpret earth's complexity c. How culture and experience influence people's perceptions of places and regions
3. Physical Systems a. The physical processes that shape the patterns of earth's surface b. The
characteristics and spatial distribution of ecosystems on earth's surface
4. Human Systems a. The characteristics, distribution, and migration of human populations on earth's surface
b. The characteristics, distribution, and complexity of earth's cultural mosaics c. The patterns and networks of
economic interdependence on earth's surface d. The processes, patterns, and functions of human settlement e. How
the forces of cooperation and conflict among people influence the division and control of earth's surface
5. Environment and Society a. How human actions modify the physical environment b. How physical systems
affect human systems c. The changes that occur in the meaning, use, distribution, and importance of resources
6. The Uses of Geography a. How to apply geography to interpret the past b. How to apply geography to
interpret the present and plan for the future

IMPORTANCE OF GEOGRAPHY
 Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry
to view them from different perspectives.
 It develops knowledge of places and environments throughout the world, an understanding of maps, and a range
of investigative and problem-solving skills both inside and outside the classroom. As such, it prepares pupils for adult
life and employment.
 Geography is a focus within the curriculum for understanding and resolving issues about environment and
sustainable development.
 It also an important link between the natural and social sciences. As pupils study geography, they encounter
different societies and cultures.  This helps them realize how nations rely on each other.  It can inspire them to
think about their own place in the world, values and their rights and responsibilities to other people and the
environment.

THE RELATIONSHIP OF GEOGRAPHY TO OTHER SOCIAL SCIENCE DISCIPLINES

This revived interest in places is a feature of the third contemporary strand, with geographers participating in
the growing field of cultural studies that encompasses scholars from the humanities and social sciences in new ways
of studying human action in context.
Such work ranges over many aspects of behavior, including the microscale of the individual body, seeking to
understand the meanings that underpin actions – many of which are never recorded during the processes of everyday
life –and how communities and groups identify with places and spaces.
The relationships between people and nature are also being reconsidered, breaking down the perceived
artificial boundaries between these long-considered opposites. New approaches for interrogating actions are being
explored: geography quite literally studies where events ‘take place’ and the impact of those events is reflected in the
places’ character. Indeed, such is the geographical contribution to cultural studies that some identify a ‘spatial turn’
within the humanities.
PHYSICAL GEOGRAPHY

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The natural environment is the primary concern of physical geographers, although many physical
geographers also look at how humans have altered natural systems. Physical geographers study Earth’s seasons,
climate, atmosphere, soil, streams, landforms, and oceans. Some disciplines within physical geography include
geomorphology, glaciology, pedology, hydrolog y, climatology, biogeography, and oceanography.
Geomorphology is the study of landforms and the processes that shape them. Geomorphologists investigate
the nature and impact of wind, ice, rivers, erosion, earthquakes, volcanoes, living things, and other forces that shape
and change the surface of the Earth.
Glaciologists focus on the Earth’s ice fields and their impact on the planet’s climate. Glaciologists document
the properties and distribution of glaciers and icebergs. Data collected by glaciologists has demonstrated the retreat
of Arctic and Antarctic ice in the past century.
Pedologists study soil and how it is created, changed, and classified. Soil studies are used by a variety of
professions, from farmers analyzing field fertility to engineers investigating the suitability of different areas for building
heavy structures. Hydrology is the study of Earth’s water: its properties, distribution, and effects.
Hydrologists are especially concerned with the movement of water as it cycles from the ocean to the
atmosphere, then back to Earth’s surface. Hydrologists study the water cycle through rainfall into streams, lakes, the
soil, and underground aquifers. Hydrologists provide insights that are critical to building or removing dams, designing
irrigation systems, monitoring water quality, tracking drought conditions, and predicting flood risk.
Climatologists study Earth’s climate system and its impact on Earth’s surface. For example, climatologists
make predictions about El Nino, a cyclical weather phenomenon of warm surface temperatures in the Pacific Ocean.
They analyze the dramatic worldwide climate changes caused by El Nino, such as flooding in Peru, drought in
Australia, and, in the United States, the oddities of heavy Texas rains or an unseasonably warm Minnesota winter.
Biogeography's study the impact of the environment on the distribution of plants and animals. For example,
a biogeography might document all the places in the world inhabited by a certain spider species, and what those
places have in common.
Oceanography, a related discipline of physical geography, focuses on the creatures and environments of
the world’s oceans. Observation of ocean tides and currents constituted some of the first oceanographic investigations.
For example, 18th-century mariners figured out the geography of the Gulf Stream, a massive current flowing like a
river through the Atlantic Ocean. The discovery and tracking of the Gulf Stream helped communications and travel
between Europe and the Americas. Today, oceanographers conduct research on the impacts of water pollution, track
tsunamis, design offshore oil rigs, investigate underwater eruptions of lava, and study all types of marine organisms
from toxic algae to friendly dolphins.

HUMAN GEOGRAPHY
Human geography is concerned with the distribution and networks of people and cultures on Earth’s surface.
A human geographer might investigate the local, regional, and global impact of rising economic powers China and
India, which represent 37 percent of the world’s people. They also might look at how consumers in China and India
adjust to new technology and markets, and how markets respond to such a huge consumer base. Human
geographers also study how people use and alter their environments. When, for example, people allow their animals
to overgraze a region, the soil erodes and grassland is transformed into desert.
The impact of overgrazing on the landscape as well as agricultural production is an area of study for human
geographers. Finally, human geographers study how political, social, and economic systems are organized across
geographical space. These include governments, religious organizations, and trade partnerships. The boundaries of
these groups constantly change.
The main divisions within human geography reflect a concern with different types of human activities or ways
of living. Some examples of human geography include urban geography, economic geography, cultural geography,
political geography, social geography, and population geography.
Human geographers who study geographic patterns and processes in past times are part of the sub discipline
of historical geography. Those who study how people understand maps and geographic space belong to a sub
discipline known as behavioral geography. Many human geographers interested in the relationship between humans
and the environment work in the sub disciplines of cultural geography and political geography.

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Cultural geographers study how the natural environment influences the development of human culture, such
as how the climate affects the agricultural practices of a region. Political geographers study the impact of political
circumstances on interactions between people and their environment, as well as environmental conflicts, such as
disputes over water rights. Some human geographers focus on the connection between human health and geography.
For example, health geographers create maps that track the location and spread of specific diseases. They analyze
the geographic disparities of health-care access. They are very interested in the impact of the environment on human
health, especially the effects of environmental hazards such as radiation, lead poisoning, or water pollution.

MAPS
 Map Representation of a physical plane with selective information. Maps represent a definite area and contain
detailed geographical information.

TYPES OF MAPS
 Political Map: A political map does not show any topographic features. It instead focuses solely on the state and
national boundaries of a place. They also include the locations of cities - both large and small, depending on the detail
of the map.

Physical Map: A physical map is one that shows the physical landscape features of a place. They generally show
things like mountains, rivers and lakes and water is always shown with blue. Mountains and elevation changes are
usually shown with different colors and shades to show relief. Normally on physical maps green shows lower
elevations while browns show high elevations.

 Topographic Map: A topographic map is similar to a physical map in that it shows different physical landscape
features. They are different however because they use contour lines instead of colors to show changes in the
landscape.

 Climate Map: A climate map shows information about the climate of an area. They can show things like the specific
climatic zones of an area based on the temperature, the amount of snow an area receives or average number of
cloudy days.

 Economic or Resource Map: An economic or resource map shows the specific type of economic activity or natural
resources present in an area through the use of different symbols or colors depending on what is being shown on the
map.

 Road Map: A road map is one of the most widely used map types. These maps show major and minor highways
and roads (depending on detail) as well as things like airports, city locations and points of interest like parks,
campgrounds and monuments.

 Thematic Map: A thematic map is a map that focuses on a particular theme or special topic and they are different
from the six aforementioned general reference maps because they do not just show natural features like rivers, cities,
political subdivisions, elevation and highways.

CLASSIFICATION OF MAPS

 REFERENCE OR NAVIGATIONAL MAPS

are created to help you navigate over the earth surface. These kinds of maps show you where particular
places are located and can be used to navigate you way to them. A street map or the common highway road map
falls into this category. Physical geographers use topographic maps to show the locations of landscape features on
the earth.

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 TOPOGRAPHIC MAPS illustrate the horizontal and vertical positions (relief) of land surface features. Topographic
maps use contour lines to show elevation (height above sea level).

 THEMATIC MAPS are used to communicate geographic concepts like the distribution of densities, spatial
relationships, magnitudes, movements etc. World climate or soils maps are notable examples of thematic maps.

MAP ESSENTIALS TITLE

Shows what the subject of the map is.

• COMPASS ROSE It has arrows which point in all 4 principal directions.

• SCALE Used to represent distances between two points on a map.
• BAR SCALE A scale on a map which gives distances in miles or kilometers using bars.
• LEGEND Used to explain what the symbol on a map represents. KEY Another name for a legend on a map.
LOCATOR MAP Shows where in the world the area on the map is located.
• PRINCIPAL DIRECTIONS The four directions found with a compass - North, South, East, and West.
• CARDINAL DIRECTIONS Another name for the principal directions.
• POLITICAL MAPS Maps which show the major political features of a region.
• POLITICAL FEATURES They include country borders, capital cities and other features.
• CAPITAL CITIES They are shown as a star on a map.
• PHYSICAL MAPS Maps which show the major physical feature of a region.
• PHYSICAL FEATURES They include mountains ranges, rivers, oceans, islands, deserts and plains.
• SPECIAL PURPOSE MAPS Maps which focus on one special topic like climate, resources or population.
• LINE SCALE A scale and a map which gives distances in miles or kilometers using lines.

MAP PROJECTION
 Cylindrical: In standard presentation, these map regularly-spaced meridians to equally spaced vertical lines, and
parallels to horizontal lines.
 Pseudocylindrical: In standard presentation, these map the central meridian and parallels as straight lines. Other
meridians are curves (or possibly straight from pole to equator), regularly spaced along parallels.
 Pseudoazimuthal: In standard presentation, pseudoazimuthal projections map the equator and central meridian to
perpendicular, intersecting straight lines. They map parallels to complex curves bowing away from the equator, and
meridians to complex curves bowing in toward the central meridian. Listed here after pseudocylindrical as generally
similar to them in shape and purpose.  Conic: In standard presentation, conic (or conical) projections map meridians
as straight lines, and parallels as arcs of circles.
 Pseudoconical: In standard presentation, pseudoconical projections represent the central meridian as a straight
line, other meridians as complex curves, and parallels as circular arcs.
 Azimuthal: In standard presentation, azimuthal projections map meridians as straight lines and parallels as
complete, concentric circles. They are radially symmetrical. In any presentation (or aspect), they preserve directions
from the center point. This means great circles through the central point are represented by straight lines on the map.
 Other: Typically calculated from formula, and not based on a particular projection
 Polyhedral maps: Polyhedral maps can be folded up into a polyhedral approximation to the sphere, using particular
projection to map each face with low distortion.
 Retroazimuthal: Direction to a fixed location B (by the shortest route) corresponds to the direction on the map from
A to B.

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EVALUATION

NAME: _______________________________________ SCORE: ______________

EMAIL: ______________________________ DATE: ________________

A. Identification
__________________ 1. A science that deals with the description, distribution, and interaction of the diverse physical,
biological, and cultural features of the earth’s surface.
__________________2. is the study of landforms and the processes that shape them
__________________3. focus on the Earth’s ice fields and their impact on the planet’s climate.
__________________4. the study of Earth’s water: its properties, distribution, and effects.
__________________5. study the impact of the environment on the distribution of plants and animals.
__________________6. study Earth’s climate system and its impact on Earth’s surface.
__________________7. a related discipline of physical geography, focuses on the creatures and environments of
the world’s oceans.
__________________ 8. concerned with the distribution and networks of people and cultures on Earth’s surface.
__________________ 9. study Earth’s seasons, climate, atmosphere, soil, streams, landforms, and oceans.
__________________ 10. represents a definite area and contain detailed geographical information.

B. Essay
1. What is the relationship of Geography to the other disciplines in social science.

2. What is the difference between Physical and Human Geography?

C. Create a Map of your Dream House

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LESSON 4- Geography

OBJECTIVES
a. Interpret History;
b. identify the fields, areas of inquiry and methods of History;
c. organize ideas through a graphic organizer.

Activity
In the space provided, write the news headlines that happened on your birthdates.

PROCESSING QUESTIONS:
1. What happened on your birthday? or What was happening on the day that you were born?
2. Share your insights about your birthday headline.
3. Which branch of Social Science does our activity represents?
4. Define history?

LECTURE
History
• Is a branch of knowledge that attempts to ascertain, record and explain facts and events that happened in t
• he past
• Greek word historia – inquiry

• One of the oldest Social Science tracing its origin in the myths and traditions of early people that were passed
from one generation to the other
• For the historians, it very ambitious to unfold and interpret human thoughts and actions that are ever changing
while relying on written accounts that may have incompletely survive in the past.

WHY STUDY HISTORY?

People who study history are called historians. Historians study causes and effects of historical events. A cause is a
reason that something happened. They used their understanding to think about how those things make difference
today. Learning about the past helps us understand the present. It helps us to decide what to do in the future. Knowing
went wrong in the past can help us make better decision today when we face similar choices.

Era
-measuring time
A group of ten years is called decade. A group of 100 years is called century. Ten centuries group together called
millennium, which is period of 1,000 years.
A period of several years is called era. The earliest era is called prehistory. Prehistory is the time before people
invented writing. The next period is called Ancient history. Then came the middle ages. Sometimes the middle ages
are called the medieval ages. The era after medieval ages is modern History. We live in the era of modern ages.

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EVALUATION

NAME: _______________________________________ SCORE: ______________

EMAIL: ______________________________ DATE: ________________

a. To elicit your learning from the topic that you just finished, create a diagram/illustration based from the topic
being discussed. Use the space provided.

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LESSON 5- Linguistic, Political Science, Sociology, Psychology, and Demography

OBJECTIVES
a. Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and
methods;
b. Understand the concepts of each discipline;
c. Share insights on how they apply each discipline in daily life.

Activity 1
Share your ideas on each discipline in the table provided
LINGUISTICS POLITICAL SOCIOLOGY PSYCHOLOGY DEMOGRAPHY
SCIENCE

LECTURE

LINGUISTICS
• Is a field of knowledge involving the scientific study of language as a universal and recognizable aspect of
human behaviour and capacity
• Linguists study changes that have taken place on various language over time as well as their modern
variations
• “man is a linguistic being” – Hans Georg Gadamer (Man and Language)
• “A good speaker do not borrow words from the other languages rather steals words from other language” -
Fr. Roque Ferriols, SJ (A Memoir of 6 Years, 1978)
General Linguistics
• Concepts and categories of language or languages; theory of language
Micro Linguistics
• Structure of language systems
• Phonetics – study of correct pronunciations of words
• Phonology – study of sounds of the language
• Morphology – study of language form
• Syntax – study of how words form into phrases
• Semantics – the study of meanings of words or terms
Macro Linguistics
• External view of language
• Stylistics - the study of the distinctive styles found in particular literary genres and in the works of individual
writers.
• Developmental Linguistics - the study of the development of linguistic ability in an individual, particularly the
acquisition of language in childhood
• Historical Linguistics - the study of language change

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• Language Geography - the study of the spatial patterns of languages

• Psycholinguistics - the study of the cognitive processes and representations underlying language use
• Sociolinguistics - the study of social patterns and norms of linguistic variability
• Clinical Linguistics - the application of linguistic theory to the area of Speech-Language Pathology

Activity 2
Questions
1. How do you use language appropriately in your daily communication?

2. What is Linguistics all about?

3. What are the three fields of Linguistics?

Political Science
• It deals with both theory and practice of politics, including analysis on public policies and laws
• Study of governments and need for the institution, its form and its processes
• Key concepts: state, politics, power and ideology as well as the effects of these notions on individuals and
groups
Country
• People or Nation
• Government
• Territory
• Sovereignty and Jurisdiction
• Independence
• Recognition from the other country
Democracy
• It is the government of the people, by the people and for the people

Activity 3
Processed Questions
1. As a Government official, what would be your priority project?

2. What is Political Science all about? How does it influence our society? Political Science deals with the
systems of the government, and the analysis of political activities, political thoughts and political behaviors.

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PSYCHOLOGY
• Deals with the nature of human behaviours, both internal and external factors that affects these behaviours
• Latin word psychologia combining psych – spirit or soul; and logia – study of
• Literal meaning study of soul
• Concentrates individuals and various forces that mold them
• Physical Sciences: it draws out knowledge on the physical structure of humans, including nervous system
and stages maturation
• Social Sciences: it obtains information about the social world such as motivation emotions, behaviour and
attitude
• Four Goals: to describe, explain, predict and change behaviours
• Key concepts: Cognition, perception, thought, personality and motivation
Branches of Psychology
• Abnormal Psychology
• Behavioural Psychology
• Biopsychology
• Cognitive Psychology
• Comparative Psychology
• Cross-Cultural Psychology
• Developmental Psychology
• Educational Psychology
• Experimental Psychology
• Forensic Psychology
• Heath Psychology
• Personality Psychology
• Social Psychology

Activity 4
1. How are the goals of Psychology related to varying interests of branches of Psychology?

2. Give a brief but precise explanation on the quotation: “We know what we are but not what we may be.” –
Ophelia in Hamlet

SOCIOLOGY
• Is a field of study dealing with systematic study of patterns of human interaction
• Patterns are affected, controlled or arrange by historical events, beliefs and practices or various social
influences on an individual, a family or larger group of people
• Latin word socius – companion; Greek word logos – word of study of
• Concentrates on the social influences or processes occurring within the group of people rather that those
forces affecting an individual
• The science of society

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• Interested in discovering repetitive and general patterns in human behaviour as people interact with one
another
General Sociology
• Deals with the properties and homogeneity common to all social and cultural phenomena, including those
characteristics found among groups and institutions
• Concern may include the conditions, forms and forces of human association
Special Sociology
• Focuses on specific sociocultural phenomenon usually selected for further study, including socialization,
interaction, conflict and denomination
• Examples of the most developed sociologies as field of study include sociology of population, sociology of
law, sociology of religion and sociology of knowledge
Social Organization
• Topics: social institutions, groups, inequality, mobility, stratification, bureaucracy, ethnic groups, family,
education, politics, religion
Social Change
• Topics: changes in culture and social relations and the disruptions occurring in society; ecological changes,
cultural change, modernization

Sociological Theory and Method

• Topic: principles and theories about the social environment
Applied Sociology
• Topics: resolution of social problems through research in social work, counselling, criminology

DEMOGRAPHY
• Is the science and statistical study of human population
• French word demographie derive from Greek word demos – people; and graphie
• Three Demographic processes: 1. Birth; 2. Migration; 3. Aging and Death
• To comprehend the mechanisms behind human population
• Categorized under the disciplines in the Social Science
• Also, in Sociology – Topics: population dynamics, change, composition, quality

Activity 5
1. Compare and contrast the Sociology and demography.

EVALUATION

NAME: _______________________________________ SCORE: ______________

EMAIL: ______________________________ DATE: ________________

A. From what you have learned, you will be asked to write an essay on how they will apply these disciplines
in your daily lives.

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LESSON 6- Historical Context of The Emergence of Each Discipline

OBJECTIVES
a. The learners compare and contrast the various Social Science disciplines and their fields, main areas of
inquiry, and methods (HUMSS_DISS11-IIIbd-3);
b. the learners race the historical foundation and social context that lead to the development of each discipline;

Activity 1
Photo Analysis These are the photo of Identical Twins. (Richard and Raymond Gutierrez)
Question to be asked:
1. Do you think the Gutierrez twins have similarities and differences?

Write your answer here:

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

LECTURE
Historical Context of The Emergence of Each Discipline

Anthropology
EDWARD BURNETT TAYLOR (1832-1917)
- English Cultural Anthropologist
- First to hold chair in the subject at Oxfor University in the Uk in 1986
- coined the term “culture”
- wrote research into early history of mankind and the Development of Civilization

History
HERODOTUS ( 484B.C-425 B.C)
-Greek Historian
- treated historical subjects as a method of investigation
- collected historical materials systematically and critically and arranged them into a historical narrative.
- wrote “histories” which is the record of ancient traditions and culture of Greece, Asia and Africa
Historical foundation
• Traces from natural history which is the study of plants, animals and humans with reference to their history
and native environment

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• The discovery and contact to new civilization by European explorers and colonizers led to curiosity and
questions of who these people are , who their ancestors were how they are related to other people places,
what makes them distinct, what similarities they share with the rest how they conduct their way of life and
what culture they have in terms of knowledge they possess their beliefs, technology that have etc.
• It was in 19th century that the discipline began its formative years as a social science.

Economics
ADAM SMITH (1723- 1790)
-Founder of classical School
- constructed an explanation on how social behavior regulated
- saw a world where each person sought their own self-interest but was constrained by morality, markets and
government
- wrote “wealth of the Nations” in 1776
Historical foundation
• It was not considered a separate discipline until the nineteenth century
• Greeks examined wealth accumulation and inquiries on whether property should be in the hands of private
or public institutions
• In medieval times (middle ages -5th – 15th century) scholars argued it was a moral obligation of business sell
goods at its just price
• Changes in economic thought have always accompanied changes in the economy, just as changes in
economic thought can propel in economic policy.

Geography
ERATOSTHENES (276 B. C- 194 B.C.)
• Greek geography
• Became chief librarian at the library of Alexandria
• Accepted the concept that the earth is round and calculated its circumference to within 0.5 percent accuracy
• Described the known areas of the world
• Prepared the earliest maps of the known world

Historical foundation
• People engaged in the study of geography because it satisfies their natural curiosity about foreign places and
different ways of life
• The ancient Greeks made the first contribution to the subject through measuring the earth using grid of
meridians

Linguistic
FERDINAND DE SAUSSURE ( 1857- 1913)
• Swiss linguist
• Posited that linguistic form is arbituary and therefore that all languages function in a similar fashion
• Published “Memoire sur le systeme primitive des voyalles dans les langues indo europeenes
Historical foundation
• It was the Babylon who first created linguistics texts called Sumerian
• Hindu also created text called Vedas
• The formal study of language began in India
• It started the formulation of 3, 959 rules of Sanskrit morphology
• Early interest in language in the West was a part of Philosophy, not grammatical description

Political Science
ARISTOTLE (384- 322 B.C.)

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• Political Scientist
• Laid down the foundation of governance and leadership
• He said “man by nature is a political animal”
• He wrote “the Politics”

Historical foundation
• It was once part of the many related fields of study like history, philosophy law, economics
• The theoretical and practical study of the state and the politics began way back to the time of the Ancient
Greeks ( about 500-300 B.C
• The chieftain who headed a village was chosen from the ranks of leaders with the power to make laws, judge
and execute a\laws
• The chiefdom became a state

Psychology
WILHEM WUNDT ( 1832- 1920)
• German psychologist
• Opened the institute of Experimental Psycholgy at the university of Liepzig in Germany 1879
• Trained psychology students to make observations that were biased by personal interpretation or previous
experience and used the results to develop a theory of conscious thought
• Wrote “principles of Physiology Psychology”

Historical foundation
• It has roots the ancient philosophy such as epistemology, metaphysics, religion, and oriental philosophy
• Itss seed wre sown from natural sciences such as biology and physiology
• Over the centuries, psychology ang physiology became increasingly separated resulting to the two
conceptions of psychology that is phenomenological (experimental) and mechanistic ( physiological)

Sociology
AUGUST COMTE ( 1798- 1857)
• French Sociologist
• Coined the term “sociology”
• Advocated the application of scientific method to social life positivism
• Wrote the “ Cours de Philosophie Positive” published from 1830- 1842 in 5 volumes

Historical foundation
• the intellectual , scientific and industrial revolutions which happened in Europe in the middle of the 19 th century
led to the development of the sociology
• the intellectual revolution opened new perspective in society which offered the people new principles, ideals ,
and beliefs changing their outlook in life and the way they perceive themselves, thir environment and relations
with fellowmen

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EVALUATION

NAME: _______________________________________ SCORE: ______________

EMAIL: ______________________________ DATE: ________________

A. Activity

COMPARE AND CONTRAST: Compare and contrast the various social science disciplines and their fields, main
areas of inquiry, and methods using a Venn diagram. There will be four (4) sets of Venn Diagram. Create a metacards
for each discipline, each metacard containing descriptions of various disciplines. Each group will work on their
assigned diagram

B. Make a three- sentence essay expressing and explaining how the development of each discipline occur from
the perspective of history.

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LESSON 7- Structural Functionalism

OBJECTIVES
a. Understand the concept of Structural Functionalism;
b. identify the early functionalists;
c. determine the manifest and latent functions and dysfunctions of sociocultural phenomena;

Activity
a. What is your idea about the word CONCENSUS?

b. Video Analysis. watch the video in this linkhttps://www.youtube.com/watch?v=BKl6HSnlaIk and answer the
following questions.

Processing question:
1.What GIST of the video?
2. What specific scene struck you the most? Why?
3. As a student and a member of the society, how will you promote solidarity and stability?

LECTURE
Structural- Functionalism
Focus: The organization of society and the relationships between broad social units, such as Institutions. The group
is the unit of analysis. A group could be a crowd of people in a movie theater, or the members of a family sitting
around the dinner table, what some call “small groups”
Corporations, factories, university systems,and even communities are groups too. Structural Functional Theory (SFT)
allows for major institutions, such as economy, religion, polity, education and family to be considered groups

Background and History

The early functionalists were anthropologists (i.e., LeviStrauss, Radcliff-Brown, Malinowski, and others).
They were seminal thinkers of the middle 1800s who made direct observations of primitive cultures, theorizing about
the organization of these folk in relation to Western society. Their theories were often quite simple and required only
a few assumptions. The point they were making was this: Individual and group behavior, more often than not, serves
a FUNCTION for the larger society.

Claude Levi-Strauss (1908 to 2009) is widely regarded as the father of structural anthropology. In the 1940s, he
proposed that the proper focus of anthropological investigations was on the underlying patterns of human thought
that produce the cultural categories that organize worldviews hitherto studied (McGee and Warms, 2004: 345). He
believed these processes were not deterministic of culture, but instead, operated within culture.
His work was heavily influenced by Emile Durkheim and Marcel Mauss as well as the Prague School of
structural linguistics (organized in 1926) which include Roman Jakobson (1896 to 1982), and Nikolai Troubetzkoy
(1890 to 1938). From the latter, he derived the concept of binary contrasts, later referred to in his work as binary
oppositions, which became fundamental in his theory.
“Father of Structuralism;” born in Brussels in 1908. Obtained a law degree from the University of Paris. He
became a professor of sociology at the University of Sao Paulo in Brazil in 1934. It was at this time that he began to
think about human thought cross-culturally and alterity, when he was exposed to various cultures in Brazil. His first
publication in anthropology appeared in 1936 and covered the social organization of the Bororo (Bohannan and
Glazer 1988:423). After WWII, he taught at the New School for Social Research in New York. There he met Roman
Jakobson, from whom he took the structural linguistics model and applied its framework to culture (Bohannan and

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Glazer 1988:423). Lévi-Strauss has been noted as singly associated for the elaboration of the structuralist paradigm
in anthropology (Winthrop 1991).
Bronislaw Malinowski and A.R. Radcliffe-Brown had the greatest influence on the development of functionalism
from their posts in Great Britain. Functionalism was a reaction to the excesses of the evolutionary and diffusionist
theories of the nineteenth century and the historicism of the early twentieth (Goldschmidt 1996:510). Two versions of
functionalism developed between 1910 and 1930: Malinowski’s biocultural (or psychological) functionalism; and
structural-functionalism, the approach advanced by Radcliffe-Brown.
Malinowski suggested that individuals have physiological needs (reproduction, food, shelter) and that social
institutions exist to meet these needs. There are also culturally derived needs and four basic "instrumental needs"
(economics, social control, education, and political organization), that require institutional devices. Each institution
has personnel, a charter, a set of norms or rules, activities, material apparatus (technology), and a function.
Radcliffe-Brown focused on social structure rather than biological needs. He suggested that a society is a
system of relationships maintaining itself through cybernetic feedback, while institutions are orderly sets of
relationships whose function is to maintain the society as a system. Radcliffe-Brown, inspired by Augustus Comte,
stated that the social constituted a separate "level" of reality distinct from those of biological forms and inorganic
matter.
Radcliffe-Brown argued that explanations of social phenomena had to be constructed within the social level.
Thus, individuals were replaceable, transient occupants of social roles. Unlike Malinowski's emphasis on individuals,
RadcliffeBrown considered individuals irrelevant (Goldschmidt 1996:510).

The Functionalists Perspectives

A perspective is simply a way of looking at the world. A theory is a set of interrelated propositions or principles
designed to answer a question or explain a particular phenomenon; it provides us with a perspective

Sociological theories - help us to explain and predict the social world in which we live in. The Functionalists
Perspectives The Functionalists Perspectives is based largely on the works of Herbert Spencer, Emile Durkheim,
Talcott Parsons, and Robert Merton. According to Functionalism, society is a system of interconnected parts that
work together in harmony to maintain a state of balance and social equilibrium for the whole.
For example: Each of the social institutions contributes important functions for society: family provides a context for
reproducing, nurturing, and socializing children. Education offers a way to transmit a society’s skills, knowledge, and
culture to its youth. Politics provides a means of governing members of society. Economics provides for the production,
distribution, and consumption of goods and services. And religion provides moral guidance and an outlet for worship
of a higher power.

The Functionalists perspectives emphasizes the interconnectedness of society by focusing on how each part
influences and is influenced by other parts. For example: The increase in single parent and dual-earner families has
contributed to the number of children who are failing in school because parents have become less available to
supervise their children’s homework.
For example: As a result of changes in technology, colleges are offering more technical programs, and many adults
are returning to school to learn new skills that are required in the workplace. The increasing number of women in the
workforce has contributed to the formulation of policies against sexual harassment and job discrimination.

Functionalists use the terms functional and dysfunctional to describe the effects of social elements on society.
o Elements of society are functional if they contribute to social stability.
o They are dysfunctional if they disrupt social stability.

Some aspects of society can be both functional and dysfunctional. For example, crime is dysfunctional in that it is
associated with physical violence, loss of property, and fear. But according to Durkheim and other functionalists, crime
is also functional for society because it leads to heightened awareness of shared moral bonds and increased social
cohesion. Sociologists have identified two types of functions: manifest and latent (Merton 1968).

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Sociologists have identified two types of functions:

a. manifest; and
b. latent (Merton 1968)

 Manifest functions are consequences that are intended and commonly recognized.
 Latent functions are consequences that are unintended and often hidden.

For example: The manifest function of education is to transmit knowledge and skills to society’s youth. But public
elementary schools also serve as babysitters for employed parents, and colleges offer a place for young adults to
meet potential mates. The baby-sitting and mate-selection functions are not the intended or commonly recognized
functions of education; hence they are latent functions

For sociology, many of these functional anthropological notions were drawn together by Talcott Parsons, a young
professor at Harvard University around 1950, with considerable input from early social philosophers Max Weber,
Herbert Spencer, and Emile Durkheim. Parsons' work was further extended by subsequent sociologists of the time
and after. Structural-functional theory became the paradigm theory in sociology for about twenty years or so, because
it saliently defined society as a system with checks and balances.

EVALUATION
NAME: _______________________________________ SCORE: ______________
EMAIL: ______________________________ DATE: ________________

A. ESSAY
a. Discuss the concept of Structuralism

b. Discuss Merton’s concept of Manifest and Latent Functions and Dysfunctions of sociocultural phenomena

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LESSON 8- Marxism

OBJECTIVES
a. The learners analyze the social inequalities in terms of class conflict;
b. Evaluate the strength and weaknesses of the theoretical approach;
c. Recognize the proponent of such theory.

LECTURE

Marx was a German philosopher, economist, sociologist, historian, journalist, and revolutionary socialist.
Marx's work in economics laid the basis for the current understanding of labour and its relation to capital, and has
influenced much of subsequent economic thought.
Marx born into a wealthy middle-class family in Trier, Marx studied at the University of Bonn and the University
of Berlin where he became interested in the philosophical ideas of the Young Hegelians.
He moved to Paris in 1843, where he began writing for radical newspapers and met Friedrich Engels, who would
become his lifelong friend and collaborator. In 1849 he was exiled and moved to London together with his wife and
children, where he continued writing and formulating his theories about social and economic activity.

Friedrich Engels was a German social scientist, author, political theorist, philosopher, and father of Marxist
theory, together with Karl Marx
In 1848 he co-authored The Communist Manifesto with Karl Marx, and later he supported Marx financially
to do research and write Das Kapital. After Marx's death, Engels edited the second and third volumes. Additionally,
Engels organized Marx's notes on the "Theories of Surplus Value," which he later published as the "fourth volume"
of Capital.
The Communist Manifesto: one of the most influential political manuscripts published in 1848. It presents
an analytical approach to the class struggle, the problems of capitalism and the capitalist mode of production. The
book contains Marx and Engels' theories about the nature of society and politics, that in their own words, "The history
of all hitherto existing society is the history of class struggles".
Capital: Critique of Political Economy is a critical analysis of political economy published in 1867 intended to
reveal the economic laws of the capitalist mode of production. Karl Marx proposes that the motivating force of
capitalism is in the exploitation of labor, whose unpaid work is the ultimate source of surplus value and then profit
both of which concepts have a specific meaning for Marx.

WHAT IS MARXISM?

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All societies are divided into two groups:

All of human history can be explained and predicted by the competition between antagonistic economic classes. Or
Marx said, “The history of all hitherto existing society is the history of class struggles.”

Owners exploit workers and live off the money which the workers earn. Workers put up with this inequality because:

• They are oppressed wage slaves and cannot fight the system.
• They are indoctrinated by ideology and religion into believing what they are told by the powerful.

 Social classes are competing in essence for control of the state.

 As Marxists would put it: the class that controls the Mode of Production also controls the State.
 Marx did not spend much time examining the state or political institutions. Political life is an illusion or distortion
of reality, so why study that distortion? It is better to concentrate on the reality behind the veil of politics: the
economic structure of society
KEY IDEAS
 Power was held by a minority (the elite or bourgeoisie) who had access to capital and could use their money and
power to generate more wealth.
 The majority of the population (the mass or proletariat) had only their labor (strength and time) to help them
make a living.
 Industrialization had meant that the elite were the only ones who had access to the means of production.
Without the ability to produce for themselves, the mass was dependent on the elite for survival.
 To maximize profits, the elite needed to get as much labor from the mass for as little cost as possible.
The elite needed the mass to accept their position as powerless workers.

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What is communism?
Communism is a political philosophy which argues that all men (and women) should have equal rights to wealth.
A theoretical economic system characterized by the collective ownership of property and by the organization of
labor for the common advantage of all members.

Communist symbolism consists of a series of symbols that represent (either literally or figuratively) a variety of themes
associated with communism. These themes may include:
 Revolution
 The proletariat
 The peasantry
 Agriculture
 International solidarity.

Capitalism is an economic system in which trade, industry, and the means of production are largely owned and
operated for profit. Capitalism generates inequalities of income and wealth.
Disadvantages
Rich get richer, the poor get poorer.
It’s not accepted in most societies.
People in power limit diversity and competition (weakens the system as a whole).
The consumer holds power in the economy.

Primitive Communism: this is how humans first lived together – in small tribes. Primitive means ‘not very advanced’
e.g. hunting and gathering. Communism means that everything was shared amongst the tribe – food, jobs, belongings.
Noone owned land.
Slave Societies = Greeks & Romans, this is the beginning of class struggle between the haves and have nots.
The king becomes the ruler over all the people. He gives land and privileges to ‘nobles’ who rule the people for him.
The people are kept uneducated and told that God chose the king to rule. The church helps the king this way. As
trade develops, some people get richer. This leads to Capitalism…
The business owners or capitalists get richer while the workers do all the hard work. The capitalists get more power
to serve their own interests Capitalism creates a huge working-class of people who soon get angry at the way they
are treated. They organize in unions and demand changes. This will lead to a revolution and Socialism…
In the Socialist revolution all the rulers – kings, churches, capitalists are got rid of. The workers take control of the
country to produce things for everyone. So, nothing is made for profit, all people benefit from education and health.
These ideas spread across the world to create Communism.

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EVALUATION
NAME: _______________________________________ SCORE: ______________
EMAIL: ______________________________ DATE: ________________

a. Write a one-paragraph essay about the problems that may result from the existence of social inequalities.

b. How our society influence or affect an individual’s principle?

c. Is Marxism still relevant in today’s world? Support your answer.

d. Why did Marxism exist as one of the dominant approaches in Social Science?

e. What are the positive points of Marxism? What are the negative points of Marxism?

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LESSON 9- Symbolic Interactionism

OBJECTIVES
a. define symbolic interactionism;
b. explain approaches and understanding of Symbolic Interactionism of various sociologists and advocates;
c. interpret personal and social experiences using Symbolic Interactionism; and evaluate the strengths and
weaknesses.

Activity
A video presentation on people’s perspectives on life symbols will be presented .
1. How do you feel about the presentation?
2. What is the video all about?
3. What do you think the video tries to imply?

Suggested video:(http://www.you tube.com/watch?v=Ql 0XPwtfFGY)

Your answer here:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

LECTURE
SYMBOLIC INTERACTIONISM
The symbolic interaction perspective, also called symbolic interactionism, is a major framework of sociological theory.
This perspective relies on the symbolic meaning that people develop and rely upon in the process of social interaction.
Symbolic interaction theory analyzes society by addressing the subjective meanings that people impose on objects,
events, and behaviors. Subjective meanings are given primacy because it is believed that people behave based on
what they believe and not just on what is objectively true
Symbolic interactionism looks at individual and group meaning making, focusing on human action instead of large-
scale social structures.
George Herbert Mead
• Pioneered the development of symbolic interaction perspective
• He is the one who argued that “people's selves are social products, but that these selves are also purposive and
creative.”

The Three Basic Premises Herbert Blumer (1969) set out three basic premises of the perspective:
• "Humans act toward things on the basis of the meanings they ascribe to those things."
• "The meaning of such things is derived from, or arises out of, the social interaction that one has with others and the
society."
• "These meanings are handled in, and modified through, an interpretative process used by the person in dealing with
the things he/she encounters."
The first premise:
"Humans act toward things on the basis of the meanings they ascribe to those things."
• includes everything that a human being may note in their world, including physical objects, actions and concepts.
Essentially, individuals behave towards objects and others based on the personal meanings that the individuals has
already given these items.
The second premise:
"The meaning of such things is derived from, or arises out of, the social interaction that one has with others and the
society."

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• arises out of, the social interaction that one has with other humans. People interact with each other by interpreting
or defining each other's actions instead of merely reacting to each other's actions.
The third premise:
"These meanings are handled in, and modified through, an interpretative process used by the person in dealing with
the things he/she encounters."
• We naturally talk to ourselves in order to sort out the meaning of a difficult situation. But first, we need language.
Before we can think, we must be able to interact symbolically. emphasis on symbols, negotiated meaning, and social
construction of society brought on attention to the roles people play.

Key points:
• Symbolic interaction has roots in phenomenology, which emphasizes the subjective meaning of reality.
• Symbolic interactionism proposes a social theory of the self, or a looking glass self.
• Symbolic interactionists study meaning and communication; they tend to use qualitative methods.
• Symbolic interactionism has been criticized for failing to take into account large-scale macro social structures and
forces.

Example:
• Studies find that teenagers are well informed about the risks of tobacco, but they also think that smoking is cool,
that they themselves will be safe from harm, and that smoking projects a positive image to their peers. So, the
symbolic meaning of smoking overrides that actual facts regarding smoking and risk.

EVALUATION
NAME: _______________________________________ SCORE: ______________
EMAIL: ______________________________ DATE: ________________

A. Define symbolic interactionism.

B. How can these perspectives on Symbolic Interactionism be applied in daily living in the aspect of:
a. Culture;
b. Social Classes;
c. Societal Aspect;
d. Political Aspect.

C. Social Experiment. Google out or take pictures at least five (5) of any day-to-day school scenarios/everyday
forms of interactions, individually. They may use cellphone camera to capture each scenario they will select
five (5) among the collected and captured images. Please refer to the guide questions below. In presenting
your work.

Guide questions:
1. What went well and not?
2. What is your symbolic interpretation of the scenario?
3. How was symbolic interactionism portrayed?
4. Vote for the first 5 images to be presented

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LESSON 10- Psychoanalysis

OBJECTIVES
a. Identify the three level of awareness;
b. recognize the proponent of the Psychoanalysis;
c. analyze the person’s personality in terms of Id, Ego, and Superego;
d. Interpret personal and social experiences using Structures of personality in relation with Defense Mechanism;
e. present the Structure of Personality through Social Experiment.

Activity
Teaser Video: “Titanic” watch the video in this link and answer the following questions.
http://www.youtube.com/wat ch?v=7=Ff5CS27-Y

1. What is the video all about?

2. What causes the titanic to sunk?
3. Why titanic was collided to the iceberg?

(7 minutes)

Write your answer here:

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

LECTURE
PSYCHOANALYTIC THEORY

FOUNDER
SIGMUND FREUD: MAY 6, 1856 – SIGMUND FREUD WAS BORN IN FREYBERG TOWN, CRECH REPUBLIC
1881 – HE GRADUATED FROM MEDICAL FACULTY, UNIVERSITY OF VIENNA 1896 – SIGMUND FREUD WAS
OFFICIALLY RECOGNIZED 1900 – HE RELEASED ‘INTERPRETATION OF DREAMS’ SEPTEMBER 23, 1939 –
FREUD PASSED AWAY IN HAMPSTEAD HOUSE OVERVIEW OF PSYCHOANALYSIS
•A set of philosophical of human nature
•Psychoanalysis is both an approach to therapy and a theory of personality •Emphasizes unconscious motivation –
the main cause of behavior lies in unconscious mind

VIEW OF HUMAN NATURE

1. DETERMINISTIC
• Life is about gaining pleasure and avoiding pain

2. HUMAN AS ENERGY SYSTEM

• Freud believe that human are motivated by the unconscious, where the Id is found along with the aggression and
sex instincts

LEVELS OF MENTAL LIFE

1. UNCONSCIOUS
• Contains all the feeling, urges or instinct that are beyond our awareness but it affect our expression, feeling, action
(E.g. Slip of tongue, dreams, wishes)
2. PRECONSCIOUS

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• Facts stored in a part of the brain, which are not conscious but are available for possible use in the future (E.g. A
person will never think of her home address at that moment but when her friend ask for it, she can easily recall it)
2. CONSCIOUS
• Only level of mental life that are directly available to us
• The awareness of our own mental process (Thoughts/feeling)

STRUCTURE OF PERSONALITY
Consist of three parts:
1.Id
2.Ego
3.Superego

1. Id
•Infants are born with Id intact
•Operates on PLEASURE PRINCIPE – to gain pleasure, avoid pain
•Driven by sexual and aggressive urge

2. Ego
•The rational level of personality
•Operates on REALITY PRINCIPLES – does realistic and logical thinking
•The balance between Id and Superego

3. Superego
•Partially unconscious
•Operates on MORAL PRINCIPLES
•Able to differentiate between good and bad, right and wrong
•If people follow their superego, they will feel proud but if they don’t follow, they will feel guilty and anxious

Example:

PSYCHOSEXUAL STAGES
•Children progress through SIX psychosexual stages during psychosexual development
•A person become ‘FIXATED’ or stuck in a stage when a basic need is not met, therefore that person will face difficulty
in transiting to another stage

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1. Oral Stage
•Birth to 18 months
•Pleasure centers on the mouth – sucking, biting,
•Fixation :
a) If the child is over stimulated in this stage, as an adult she/he may become dependent on cigarette or
alcohol, become chatterbox, or derive pleasure from acquiring possessions(collect things)
b) If the child is under stimulated in this stage, as an adult she/he will make bitingly sarcastic remarks or be
argumentative

2. Anal Stage
•18 months until 3 years
•Pleasure focuses on bowel movement (withholding/eliminating faeces)
•Fixation :
a) If parents were over-emphasizing potty training, the child will develop a retentive character. He will
become obstinate and stingy
b) If parents were negligent about potty training, the child will develop expulsive trait such as bad temper,
cruelty and messy disorderliness

3. Phallic Stage
•3 years to 6 years •Pleasure zone is the sex organ/genitals
•Fixations :
a) Oedipus complex in males / Electra complex in female: The boy will have the desire to posses his mother
and displace his father and the girl will want to posses the father and remove her mother Child whom had
been fixated in this stage will develop a phallic character, such as reckless, proud and vain This conflict can
also cause the child to be afraid of close relationship and weak sexual identity Freud stated that fixation may
be a root of homosexuality

4. Latency Stage
•6 years to 11 years, until puberty
•No fixations occur as the child’s energy are focused on peer activities and personal mastery of learning and physical
skills

5. Genital Stage
•12 years onwards
•Sexual interest in opposite sex increase
•The child improves their personal identities, develop caring feeling towards others, establish loving and sexual
relationship and progress in successful careers.
•Fixation: I. Frigidity, impotence and unsatisfactory relationship

DEFENSE MECHANISM
•Defense mechanism are invented by the Ego in an attempt to resolve the conflict between Id and Superego – so
that personality can operate in a healthy manner
•It deny/distort reality while operating in unconscious level
•If it is used once a while, the purpose of using it is to reduce stress
•But if it is used frequently, it means the individual are trying to avoid facing reality

1. Repression
DESCRIPTION
•Unpleasant experiences are stored deep in the subconscious mind and can’t be access by the conscious mind
•Basic defense mechanism
EXAMPLE
•An accident victim nearly dies but remembers none of the details of the accident

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2. Displacement
DESCRIPTIONS
•Redirecting the feelings of hostility and violent action from self to another that is less threatening from original source
EXAMPLE
•Angered by a neighbor’s hateful comment, a mother punishes her child for accidentally spilling her drinks

3. Rationalization
DESCRIPTIONS
•Providing a reasonable explanation to make undesirable behavior appear logical
EXAMPLE
•A student who fails a test because she did not study hard enough blames her failure on the teacher for using ‘tricky’
question

4. Denial
DESCRIPTIONS
•Reality is distorted to make it suit to the individual’s wishes
EXAMPLE
•An alcoholic fail to acknowledge that he is addicted to alcohol

5. Regression
DESCRIPTIONS
•Returning to a behavior pattern characteristic of an earlier stage of development
EXAMPLE
•After Lucy’s parents bitter divorce, she refuses to sleep alone in her room and crawling into bed with her mother

6. Reaction Formation
DESCRIPTIONS
•Thinking or behaving in a way that is the extreme opposite to those that are of real intention
EXAMPLE
•A woman who loves an unobtainable man and behaves as though she hates him

7. Projection
DESCRIPTIONS
• The attribution of one’s unacceptable urges or qualities to others
EXAMPLE
• A person in an extremely bad mood accuses family members of being hard to get along with

THERAPEUTIC PROCESS
THERAPEUTIC TECHNIQUES The six basic techniques of psychoanalytic therapy are:
Maintaining the Analytic Framework IV.Dream Analysis
II. Free Association V.Analysis of Resistance
III.Interpretation VI.Analysis of Transference

1. Maintaining the Analytic Framework

•Maintaining therapist’s neutrality and objectivity
•The regularity and consistency of meetings
•Starting and ending the sessions on time
•Clarity on the fees
•Explain the basic boundary issues
2. Free Association
•Clients must say whatever that comes to mind, regardless of how painful, silly or irrelevant it may seem

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•Client must try to flow any feelings and thought freely

•This is the basic tool used to open the door to unconscious wishes, conflicts and motivation
•Unconscious material will enter the conscious and the therapist will interpret it
3. Interpretation
•Analyst will explain the meaning of behaviors in dreams, free association and etc.
•Identify, clarify and translate client’s material
•To help client make sense of their lives and to expand their consciousness
•Analyst must pay attention not only to the content but also the process of conveying it to the patient the patient’s
readiness to accept the material is an important consideration. If the interpretation is too deep, the patient might
not be able to accept it and bring it into the conscious mind.
Therefore, before telling the interpretation to the patient, the analyst must evaluate the unconscious material. The
closer the material to the preconscious, the more likely the patient will accept it
4. Dream Analysis
•The avenue to study the unconscious material and giving the client insight into some areas of unresolved
problems
•Some memories are unacceptable by the ego that they are expressed in symbolic form(dream)
•Dreams have two level of content which is Latent Content (hidden but true meaning) and Manifest Content
(obvious meaning)
•Analyst studies content of dreams
5.Analysis of Resistance
•Progress of the therapy is slow - not paying fees, being late, blocking thoughts during free association, refusing
to recall past memories
•Paying attention to resistance are important, the decision of when to interpret the resistance and tell the client
depends on situation
•Therapist must avoid being judgmental, instead allow him to address what makes him anxious
•Therapist must make client understand of their own thought, feelings and action
6. Analysis of Transference
•Clients react to therapist as though they were a significant other
•Counselor interprets the positive and negative feelings of the client
•Release of feeling is an emotional catharsis •Clients become aware of the emotions and able to move onto
another developmental stage
•Transference between client and therapist occur on unconscious level

Therapeutic Goals
•Help the client become more aware of the unconscious material
•Enriching the variety of defense mechanism so that they are more effective & adaptable
•To be able to cope with difficulties and demands
•Strengthening of the Ego

Therapist Function’s and Role

•Analyst/therapist will use ‘black-screen’ approach where he/she will have little exposure and maintain sense of
neutrality
•This is to promote TRANSFERENCE RELATIONSHIP with client
Transference Relationship
DEFINITION:
•Process transferring feeling experience in early relationship to someone important in present environment
FUNCTION:
•Help client develop the freedom to love, work and play
•Help client in achieving self-awareness
STEPS:
•Build working relationship with client

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•Give extra attention to the client’s resistance

While the client is engaging in ‘free association’, the analyst will interpret the hidden meaning behind their words. The
function of interpretation is to speed up the process of uncovering unconscious material Later, the analyst will teach
their client their meaning of the process of interpretation so that the client will :
1. Gain insight of their problem
2. Increase awareness of ways to change
3. Gain control over their life

Client’s Experience in Therapy TYPE OF THERAPY:

1.PSYCHOANALYSIS 2. PSYCHODYNAMIC 3. PSYCHOANALYTIC

1. PSYCHOANALYSIS
•Client must be a voluntary client, not involuntary
•This is because the client will have to give commitment in the process
•After a few face-to-face session, therapist will move on to the next stage where the client are needed to lie on a
couch and engage in ‘free association’
• It’s an intensive process where client will meet up 4-5 sessions per week
•In this stage, client will say whatever that comes into their mind and the therapist will remain non-judgmental on
its content throughout the whole process
• Psychoanalysis attempts to help clients develop insight into deep-rooted problems that are often thought to stem
from childhood
• Success of psychoanalysis often depends on both analyst and client and how they work together.

2. PSYCHOANALYTIC THERAPY
•This therapy engages in a more supportive intervention
•Psychoanalytic therapy is based upon psychoanalysis but is less intensive (1-3 sessions per week)
•It is for individuals who want to understand more about themselves and those who have difficulties that affected
them
•Client will talk about their life and the therapist will listen; this is known as talk therapy. The therapist will look for
patterns that may have cause the client’s difficulties
•Usually face-to-face session
•Client are advised not to make radical changes in their lifestyle as it may disturb the therapeutic process
•Example of radical change : filing a divorce/ quitting their job This therapy also use other techniques (free
association, dream analysis)
•Termination can take place when both therapist and client mutually agree that the client had:
I. Resolve the problem/core conflict
II. Accepted their remaining emotional problem
III. Understand the root of their difficulties

3. PSYCHODYNAMIC THERAPY
•This approach evolved from the psychoanalytic theory but it is more simplified in terms of the length of the
process and focus on more immediate problem (phobia, anxiety problem)
•In psychodynamic therapy, the therapist will pay more attention to transference manifestation (when the patient
transfers feelings for others onto the therapist), the meaning of client’s dream
•Transference are encouraged in psychodynamic
•This therapy includes using technique from other sources such as Carl Jung, Otto Rank etc.
•To increase a client's awareness and understanding of how the past has influenced present thoughts and
behaviors, by exploring their unconscious patterns.
•Seeks to provide a quicker solution
•It can be used in individual psychotherapy, group psychotherapy, family therapy, institutional and organizational
contexts.

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ADVANTAGES
•Client gains insight
•Learn from personal past
•Stresses on developmental growth stages
•Can be used for a variety of disorders (hysteria, phobias, anxiety, sexual difficulties)
DISADVANTAGES
•Long term process and expensive
•Requires client full commitment
•Used mostly in psychiatry
•Not useful for older clients
•Not design to help people with urgent concern

EVALUATION
NAME: _______________________________________ SCORE: ______________
EMAIL: ______________________________ DATE: ________________

A. Activity 1: Construct/ draw your own representation of the level of awareness creatively. Briefly explain on
your own words.

B. Situation Analysis A girl/boy went to the mall to buy school shoes. Upon entering the shoes section, a pair of
ragged shoes caught her/his attention. The girl/boy was having a hard time to choose between school shoes
or ragged shoes.
Questioning: Guide Question:
1. What was the situation all the about?
2. If you are in the same situation, what will you choose?

C. Give certain situations wherein Id, Ego, and Superego are evident?

D. From our discussion what do you think is the connection of structure of personality to Defense Mechanism?

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