‫ ׀‬Understanding Culture, Society and Politics ‫׀‬

LESSON 4
Becoming a Member of Society

This chapter focuses on how individuals learn about culture and become members of society.
Specifically, this chapter aims to help students determine how people identify and acquire norms and values
that define their interaction with others in society, understand the consequences of ignoring these aspects,
assess the rules of social interaction, appreciate the role of innovation in response to problems and
challenges, and recognize the value of upholding human rights and promoting the common good.
At the end of the chapter, the students will be able to:
1. explain the development of one’s self and others as a product of socialization;
2. identify the context, content, processes, and consequences of socialization;
3. identify examples of agents of socialization and describe their role in socialization;
4. discuss how agents of socialization shaped their individual identities; discuss conformity and its
significance to society;
5. discuss deviance and social control and cite examples of each; and
6. promote the protection of human rights and the common good.
Socialization and Enculturation
John Locke, a British Enlightenment philosopher, said that the human mind at birth is nothing but a
blank slate, or tabula rasa. As a child grows, various experiences imprint knowledge on his or her mind. The
human mind, for Locke, acquires information about the outside world through the senses, and this
information molds and defines a person’s awareness and view of the outside world. Locke definitely did not
believe that the human mind has innate conceptions. Throughout a person’s life, simple ideas are integrated
with more complex ones, and these define his or her political, economic, and social affairs.
Socialization refers to the lifelong process of social interaction through which people acquire their
identities and necessary survival skills in society. It prepares new members of society and trains them to
think, feel, and act in appropriate ways. Socialization is considered the central process of social life, and is
also a process of member recruitment and replacement. Examples of socialization include activities like
child-rearing, the orientation of a student to his or her new school, an initiation to an organization,
attendance in Sunday school, catechism for Catholics, recruitment processes for political parties, and
acquainting an immigrant to significant aspects of life in his or her new country.
The process of socialization enables a person to gradually become a self-aware ang knowledgeable
human being, and learn the ways, values, rules, and culture of his or her society. The development of the
individual as a member of society is greatly influenced by the context of his or her respective society, and
the social groups that he or she interacts with. Socialization is also important in politics, and a citizen
develops and acquires political ideas, values, attitudes, beliefs, and opinions through political socialization,
a process which enables the development of citizens to function effectively within a particular political
system.
In the early years of American sociology, the process of socialization was equated with
“civilization.” In this view, it was assumed that an unruly human nature or fierce individualism existed prior
to an individual’s encounter with society. Socialization then was tantamount to “taming” individualists so
that they would willingly cooperate with others on common goals and conform to socially acceptable ways
of behaving.
However, as the field of sociology developed over time, socialization was increasingly viewed in the
context of internalization. Internalization refers to the process of accepting the social norms, attitudes,
roles, and values transmitted by people and social groups within society as one’s own. Society, for its part, is
seen as the primary factor responsible for how individuals learn to think and behave. This is the view of
functionalists like Talcott Parsons, who explains that if people failed to play their expected roles or behaved
“strangely,” there is incomplete or inadequate socialization. This means the members of society have not yet
fully acquired and learned what is expected of them. However, functionalists do not consider that
socialization might vary from person to person, or that individuals might have needs, desires, values, or
behaviors different from those that society expects or demands of them.
Interpretivist sociologists, on the other hand, see socialization as an interactive process between
individuals and other members of society. This view gives importance to the independence of the individuals
and their capacity to define their own personal views and ideas. They then engage other members of society
in an effort to integrate their own views, beliefs, and ways into society. An example of socialization in the
interpretivist view is the changing definition of the family. Decades ago, single-parent families, especially
an unwed mother and her child, do not conform to the conventional definition of family and was frowned
upon by society. However, the increased prevalence of single mothers over the next few years, and the
growing assertion of single parents regarding their identity as a family, have led to a gradual acceptance of
single-parent families at present. This phenomenon shows how a segment of society can gradually gain
acceptance in society through constant interaction with other, more mainstream members of society.
For a more comprehensive view on the process of socialization, sociologists suggest combining the
perspectives of functionalism and interpretivism and incorporate them in the analysis of other aspects of
social life. The sociologist William Wentworth has proposed a synthesized view of socialization which
considers how factors such as free will, human autonomy, and social structures and processes influence
socialization. Wentworth believes that socialization is a two-way process between the individual and the
larger groups in society such as social organizations and institutions.
The synthesized view identifies three significant aspects of socialization: social context, content and
process, and results. Social context refers to the particular circumstances of a society and consists of its
culture, language, and the social) structures that define social class, ethnicity, and gender. It also includes
social and historical events, mechanisms of power and control, and institutions and individuals that engage
the person in the socialization process. The content and process of socialization refer to how socializing
activities are structured. Content refers to ideas, beliefs, behavior, and other information that are passed on
by members of society to the individual; the process refers to the methods of interacting that enable the
content to be given to the person undergoing socialization. Socialization is considered a highly interactive
process which enables old and new members to cooperate with and exercise mutual influence on one
another.

Results refer to the outcomes of socialization, and are evident when individuals begin to practice the
behaviors, attitudes, and values that society considers necessary for them to function effectively as its
members. An example of a result is the ability of an individual to speak his or her native language, and
understand and comply with basic rules and norms in his or her community. A significant result of
socialization is self-identity, which refers to the establishment of a unique sense of identity and an
awareness of how it relates to their society and the world.
For their part, anthropologists view socialization in terms of becoming familiar with one’s own
culture, and use the term enculturation to describe the process of being socialized into a specific culture.
Through enculturation, individuals learn, cultural symbols, norms, values, and language by observing and
interacting with family, friends, teachers, and the rest of society. Furthermore, it is a process that helps
individuals become functional members of society. Going to mass, learning the local language, and
attending school are some concrete examples of enculturation. According to the renowned American
anthropologist Margaret Mead, one must undergo a process of learning a culture “in all its uniqueness and
particularity.” Meanwhile, E. Adamson Hoebel considers enculturation as “both a conscious and
unconscious conditioning process whereby a person, as a child and an adult, achieves competence in his or
her culture, internalizes it and becomes thoroughly enculturated.” Melville Herskovits further clarifies the
enculturation process by saying that in the early stages of human growth, the individual unconsciously
internalizes his or her culture; but in the conscious stage during his or her later years, the process already
involves innovations and inquiry on the part of the individual.
Socialization and enculturation go hand-in-hand in instilling in the individual the accepted values,
norms, and standards of behavior in society through social rules on behavior and laws. Additionally, these
processes also impart social status, roles, and identity on members of society. Socialization and
enculturation occur throughout an individual’s life from childhood, adolescence, adulthood, old age, until
death.
Agents of Socialization and Enculturation
An important part of the socialization and enculturation processes are the groups that people come in
contact and interact with throughout their lives. These groups are called participants or agents of
socialization and enculturation, and consist of persons, groups, and institutions that teach people essential
knowledge to participate successfully in society. An individual encounters these agents or participants
throughout his or her life. The most prominent agents of socialization include the family, school, peer
groups, mass media, religion, the state, and social and historical events.
The Family
The family is the primary agent of socialization of an individual upon birth, throughout infancy, and
up to childhood. Parents and other family members are essential for the early care and development of the
child, and as the child matures, the family becomes an important venue for social engagement and political
socialization.
Apart from defining the identity of the individual as a member of society, the family itself as an
institution is also defined by the changes that society undergoes. The traditional view of the family at present
is experiencing change, and more children are receiving primary care from other individuals apart from their
parents. The prevalence of single-parent families and OFWs has given rise to families where one or both
parents are absent, leading to other individuals to take on the responsibility of child-rearing. These may
include members of the extended family such as aunts, uncles, cousins, and other relatives who influence the
child during his or her formative years. Other households also employ helpers or yayas who are tasked to
look after the child. Children who attend preschool or daycare centers also receive care from teachers or
early childhood development professionals who supervise the child’s early education and training.
Despite the changes to the dynamics of the family, it continues to be a primary network for the
transmission of values, attitudes, and behaviors. Children are first socialized at home within the family
structure, and they learn what is and what is not permissible behavior. They learn obligations, often with
clearly defined responsibilities, from family members, and also become aware of their rights and privileges.
Parents and family members also have a significant role in planning the future of their children. The family,
as a significant agent of political socialization, also determines the political values and views of children. In
most Western countries, individual affiliations with political parties are often determined by the party
affiliations of family members. The family also exerts a great influence on religious affiliation and belief.
Oftentimes, the child is baptized or indoctrinated into the religious belief of the family. It is only later in
adulthood that most individuals assert their own religious and political beliefs, often coming into conflict
with the ideas and beliefs of their family.
The family’s social and cultural backgrounds are also significant factors that define a child’s social
opportunities and experiences. The family’s social class, economic position, and ethnic background
influence the child in various ways. The unique context of families may lead them to emphasize certain
behaviors and values which they deem more important. For instance, a religious and conservative family
may forbid their children from dating or having relationships at a young age; while other families may have
a more liberal view regarding relationships and allow their teenaged children to engage in them. More
politically minded and socially-aware families may choose to discuss political and social issues with their
children regularly and even involve them in social action or advocacies. Also, families who belong to the
political or economic elite will have lifestyles and experiences that are different from those who come from
middle-class or lower-income families. Individuals raised in families considered as “minorities,” such as the
poor or indigenous communities, may exhibit distrust in the government and have less interest in political
involvement. Gender roles and values are also heavily influenced by the family; how family members value
certain gender identities and roles influences the individual’s outlook on gender and sexuality.
Schools
Schools have a critical and active role in socialization, as their various academic and social activities
mold students’ beliefs, values, and attitudes. Schools teach students important values like competitiveness,
cooperation, conformity, innovation, Punctuality, orderliness, and respect for authority. In addition, students
learn the value of self-improvement and hard work through classroom activities and learning tasks which
give them opportunities to apply their knowledge and skills. Students also benefit from the constant
guidance and evaluation provided by teachers.
There are varied classifications of schools. There are public schools, private schools, technical-
vocational schools, and alternative schools. Most schools offer a traditional education based on a standard
curriculum, while some schools implement or progressive or constructivist education that put emphasis on
individual needs and skills of students. Schools are also distinguished as sectarian or nonsectarian, with the
former being grounded on a particular set of religious values while the latter is not affiliated to a particular
religious group. All activities and elements experienced and encountered in school including classes, the
curriculum, values, the interaction with teachers and other members of the school administration,
extracurricular activities, and participation in student government influence one’s views about society and
his or her role in it.
Schools are also venues for political socialization. Governments make it a point to include in the
curriculum knowledge and values that are essential for the promotion or preservation of the ideal social,
political, and economic system in society. All states attempt to perpetuate certain core values but the
substance of these values, as well as the methods used to instill them, may vary depending on the particular
social context. During Martial Law, for instance, almost all classrooms in public schools have pictures of the
president and the first lady. Students were also required to sing Ang Bagong Lipunan or “A New Society,”
the government slogan or theme during that time.
Children start learning political information and attitudes during their elementary years. Among the
first things that children learn is that they belong to a political unit, starting with the barangay, then a town
or a city, a province, and the nation. Very young people also develop a sense of identity in relation to their
own country, language, and culture and learn to see their country’s uniqueness from other countries. The
school also shapes the political concepts that expand and develop children’s feelings of attachment to his or
her nation or country. This sense of belonging and identity can be further influenced by religion,
ethnolinguistic identity, and the type of community where one belongs to.
Schools are also vital in the development of political unity by establishing shared identities among
citizens who come from diverse social and cultural backgrounds. Schools provide information that highlight
and reinforce the shared identities that unite members of a nation. Apart from learning about the varied
ethnolinguistic groups, cultures, religions, and geographic regions in the country, Filipino children are
taught the common values, historical experiences, and shared symbols, rituals, and practices such as the
Lupang Hinirang, the Panatang Makabayan, and the national language.
Through education, students become more aware of the interactions between people and social
institutions and how these influence society. The school also provides students venues for increased political
and social participation, enabling them to become increasingly aware of political issues, processes, and
opportunities for involvement. This results in students taking on more mature and responsible political roles
as they grow into adulthood, and they begin to exercise their rights and responsibilities in their respective
communities by voting and becoming active supporters of certain political or social causes.
Peer Groups
Peer groups also reinforce acceptable behaviors introduced by the family and school, allow a certain
degree of independence from family and certain figures of authority, and are also a means for socialization
and involvement in social and political issues. Peer groups refer to people who share the same interests
or characteristics such as age and social background. For instance, children going to school form groups
with other children of their age. Through interaction, these children develop habits such as sharing toys,
food, and other resources; playing games; and doing schoolwork. By having a peer group, a child attains a
sense of belonging and a shared identity with other members of the group because of mutual support, shared
activities, and common interests.
Peer groups for the most part are formed by informal, spontaneous, and voluntary means. There are
certain organized groups, however, that can be considered peer groups since they allow individuals who
share similar backgrounds and interests to come together. Examples of these organizations are the Boy
Scouts, Girl Scouts, and the Young Liberals. Peer groups, in fact, are often utilized by governments to
further their interests. In these instances, peer groups become active agents of political socialization,
targeting not only the youth but also adults. Democratic states encourage organizations to foster camaraderie
and a sense of unity and purpose. This is to encourage greater citizen involvement across age groups. Some
states with authoritarian governments use peer groups to reshape attitudes and beliefs, and compel citizens to
subscribe to their views and agendas. This was seen in the decades prior to the Second World War, when the
Nazi Party in Germany directed a large-scale social movement with an elaborate network of centrally
controlled peer groups. The former Soviet Union also utilized this strategy when its Communist Party
organized clubs and civic associations to further the communist cause.
Mass Media
Mass media includes forms of communication such as books, magazines, newspapers, other print
materials, radio, television, and movies. It is a powerful agent of socialization which is widely used by many
institutions and organizations involved in the use of print and electronic communication.
Decades ago, mass media was characterized as nonproximate agents of socialization, meaning it
lacks direct, face-to-face interaction between the sender and receiver. Nowadays, the pervasive nature of
media and the emergence of social media have led social scientists to focus more closely on studying the
impact of media as significant socializing agents or influences. Filipinos now spend & considerable amount
of time engaging various forms of mass media, particularly television, radio, and the Internet. The increased
access to these forms of mass media in recent years, through the introduction of innovations such as
smartphones and tablets, has transformed the way people experience the world and have provided an
unprecedented amount of information to them.
Mass media functions as a socializing agent in the following ways: it is a source of information
regarding events in society; it presents various viewpoints regarding events and developments within
society; and it provides entertainment by showcasing other people’s experiences. The prevalence of mass
media within society results in its enormous impact and influence on people’s views, behavior, and attitudes.
Government and mass media are also closely related. Most democratic states have government-
owned television and radio stations that are regulated by agencies tasked with enforcing policies ensuring
freedom of the press and upholding professional standards in media and communication. The relationship
between mass media and politics is very complex, and scholars have varied views regarding how mass
media influences and shapes people’s attitudes and behavior.
The pluralist model portrays media as an ideological marketplace that enhances debate and electoral
choice. Examples of these are talk shows that engage in discussions on relevant social issues, and live
debates that allow political candidates to engage in discussion and inform the citizens regarding their
respective government programs. The market model suggests that media reflects the views of the general
public, and that media presents what they think the people want. This is seen in television networks where
telenovelas and “reality shows” are dominant on air, since these types of shows are seen by media owners
and executives as the most popular forms of entertainment among the people. The dominant-ideology and
elite-values models, meanwhile put emphasis on the influence of bias in the activities of media institutions.
The dominant-ideology model traces this bias to links between media and the political and social elite. This
could be seen in instances when prominent business or political figures own, control, or exert influence over
certain media outlets through their business or social connections. The elite-values model, meanwhile,
recognizes media bias as a product of the personal views of media professionals such as journalists,
broadcasters, and editors.
The influence of media, however, is lesser among people who have been exposed to more agents of
socialization and have a stable set of political and social views. Other views point to the contribution of
media to a decline in political awareness and participation, as people now spend more time watching
television and devote their time to entertainment rather than informing themselves on significant social
issues. This leads to a decline in the sense of community which is vital in upholding democracy.
Religion and State
Both religion and state are considered as the ultimate sources of authority, making the church and
government important agents of socialization. Religion exerts a great influence on the views of a person,
legitimizes accepted social practices, provides stability to society, and can even be sources of social change.
The Catholic Church in the Philippines has, in several instances, taken a prominent role in bringing about
social and political change in the country. The church was active in the anti-Marcos movement during the
Martial Law period, and has been instrumental during the First People Power in 1986. In 2001, the church
was also instrumental in the mass movement that led to the ouster of President Joseph Estrada. The Catholic
Church also continues its engagement with the government through its support or opposition to the latter’s
policies on social and political issues such as graft and corruption, land reform, social justice, and
reproductive health.
The state’s response to religion is fairly complex. In democratic states, the separation of church and
state is guaranteed, though in reality, the state defines and limits the influence of religion on society through
laws, regulations, and other means. The interactions between the church and government often define the
boundaries of their relationship, and determine the place religion occupies within the larger political order.
However, in many nondemocratic states, the government often restricts church activities and persecutes its
members. Some authoritarian states, however, use the church to lend legitimacy to dictatorial regimes and
repressive policies. Throughout history, religion has either been used to promote noble aims or subverted to
serve less righteous causes such as the persecution of minorities or to justify wars and conflict.
The state, meanwhile, participates in socialization through laws and other regulations that reinforce
appropriate behavior, and help form values and attitudes of the citizens. Through laws, the state upholds
important concepts such as rights and responsibilities, and regulates the behavior of its citizens through the
use of rewards or sanctions. While the state has an overwhelming influence over the lives of its citizens,
society, on the other hand, also defines certain aspects of the state. Laws are defined and influenced by the
values and attitudes of citizens, and citizens work together to enforce laws and other regulations in society.
Conformity, Deviance, and Social Control
Groups exert great influence on an individual’s thoughts, values, attitudes, and behavior. They also
provide a sense of identity and belongingness that enable the person to relate fully with other group
members. For an individual to continue functioning as a member of the group, he or she should conform to
the general behaviors and attitudes prevalent within it.
 Conformity refers to the process of altering one’s thoughts and actions to adapt to the accepted
behavior within his or her group or society. Social psychology considers conformity as a product of pressure
exerted by the group on the individual. Herbert Kelman identifies three types of conformity: compliance,
identification, and internalization or acceptance.
Compliance refers to the outward conformity to social pressure but privately disagreeing with it.
This action is often motivated by the desire to gain rewards or avoid punishment. This is the least enduring
type of conformity, since the motivation provided by rewards and punishments may not always be present,
or the authority figure may be unable to exert his or her influence fully on the group or society at all times.
Identification, on the other hand, refers to the individual adopting a certain behavior because it
enables him or her to have a satisfying relationship with the members of his or her group. The individuals
also adopt the opinions and values of the group, and may strive to emulate an authority figure—usually a
parent or leader that he or she respects or admires.
Internalization or acceptance involves both public compliance and internal acceptance of the
norms and standards imposed by the group. This is the most permanent and deeply-rooted response to social
influence. Acceptance or internalization is motivated by the desire to be right, with the authority figure or
person of influence being deemed trustworthy, credible, and of good judgment. Acceptance eventually
results to the integration of the group’s set of beliefs and behavior into the individual’s own framework.
Deviance
Deviance is defined as a behavior that elicits a strong negative reaction from group members and
involves actions that violate commonly held social norms. What is defined as deviance, however, varies
depending on the context of the group or society. What may be considered normal behavior in one culture
may be considered deviant behavior in others. For instance, during the Nazi regime in Germany, many
individuals were singled out as deviants—Jews, gypsies, the disabled, homosexuals, and other “non-
Aryans.” However, Germany and the rest of Europe at present officially no longer consider these people as
deviants. Another example is the case of women driving cars. In the Philippines, women drivers are a
common sight, but in Saudi Arabia driving a car is considered an undesirable behavior for women and is
banned by law.
There are various views regarding the causes of and influences on social deviance. Biological and
psychological theories consider deviance as being influenced by biological factors such as genetics, but
these views have been largely discredited. Sociologists believe that conformity and deviance are closely tied
concepts, and that social influences such as socioeconomic status and relationships of power define how
individuals react to authority and behave in certain situations. Thus, deviant or criminal behavior is learned
in the same way as abiding by the law. For example, a child growing up in the slums and interacting with
gangs on a regular basis eventually conforms to the set of behaviors which are characteristic of “gang
behavior” which is considered deviant by the rest of society. Another child who is brought up in a safe and
secure neighborhood eventually acquires and internalizes law-abiding values that characterize him or her as
a “productive citizen.” The child from the slums and the child from the safe neighborhood will view each
other’s behavior as departures from their idea of what is the norm, thus, each will view the other as a
deviant.
This view often lead sociologists to have varied assessments of deviance and crime. Those who
follow a structural-functionalist framework consider crime and deviance as the result of structural tensions
and lack of moral regulation within society. Emile Durkheim uses the term anomie to refer to a condition
where social control becomes ineffective due to the loss of shared values and sense of purpose in society.
This gives way to either the breakdown of traditional life or a period of social change.
Another sociologist, Robert Merton, relates deviance to the strain felt by individuals whenever
social norms conflict with reality. His structural strain theory argues that the tensions and strains between
socially-approved goals and an individual’s ability to meet them will lead to deviance. For example, a
construction worker who has been trying to gain employment for months but is unable to do so will have
increasing frustration with society. The worker aspires to socially approved goals and gain lawful
employment, but society’s inability to provide him the means to gain employment may force him into less-
desirable means of livelihood or even crime.
The subcultural view points to the emergence of deviant behavior within certain groups in society
or subcultures. The set of values and behavior prevalent within these groups makes them very prone to
engage in deviant or criminal behavior. This perspective originated from sociological studies of gangs and
youth culture which determine that these groups tended to celebrate defiance, delinquency, and
nonconformity as traits that define their identity as a group. These traits, however; also render them most
vulnerable to deviant or criminal behavior.
The symbolic-interactionist view considers deviance as a socially constructed phenomenon
influenced largely by interpersonal relationships between members of society This view is related to the
labeling theory which believes that there is actually no deviance in society; deviance only emerges when
society begins labeling certain actions as “deviant” or “undesirable.” Labeling comes into play when society
deems the behaviors of a certain group, such as gang members, as deviant. The labeling reinforces negative
views regarding the group, which further drives toward deviance. The judgment of society, in this case,
modifies the group’s and the member's self-concept and also changes the way other members of society
relate to the labeled group or individual. This view also believes that deviant behavior emerge and is
reinforced by interacting with people who display deviance. Additionally, people are more prone to display
deviant behavior when their family members or other people close to them display the same deviant
behavior.
The conflict perspective, meanwhile, analyzes deviance in the framework competing interests
between social groups and the maintenance of power among the elites. This view considers concepts of
deviance as a reflection of society’, inequalities as those who are less powerful in society or minorities are
more likely to be considered as deviants or criminals. Examples of these groups include the poor and ethnic
or religious minorities.
Finally, control theories consider deviance as emerging because of inadequate social controls. If
society is unable to maintain control and order, it encourages members to engage in deviant behavior. The
broken windows theory suggests a direct relationship between social disorder and deviance, and that
maintaining even an appearance of order is sufficient to discourage deviance. An example is a local
government maintaining constant police presence and cleanliness in areas associated with criminality to
discourage the occurrence of petty crimes and vandalism.
Social Control and Sanctions
Social control is defined as any systematic means and practices used to maintain norms, rules, and
laws; regulate conflict; and discourage deviant behavior. Sanctions are the most common means of social
control and are often employed to address conflicts and violations of social norms. Sanctions can be formal
or informal.
Formal sanctions are those provided for by laws and other regulations in society. Laws formally
designate certain deviant behaviors as crimes, and prescribe sanctions for such acts. The adoption and
enforcement of laws serve to reinforce accepted social norms, as well as define deviant behaviors that merit
punishment in society. Each society has its own set of definitions regarding crime and the appropriate
sanctions to be applied. For instance, several states in the United States impose the death penalty on crimes
such as murder. Meanwhile, Philippine law provides for the imposition of the death penalty on certain
crimes, but the government has chosen to suspend the imposition of death penalty since 2006. Other
sanctions provided for crimes include imprisonment, banishment, fines, and corporal punishment.
Informal sanctions are most commonly imposed by smaller societies, communities, or groups.
There are no set jaws or regulations that define the nature of these sanctions, and these are often arbitrarily
agreed upon by members of the group or society. Ostracism and social stigma are the most common forms
of informal sanction. An ostracized individual is forcibly isolated from the rest of society for a certain time.
A stigmatized person, on the other hand, still remains within society but is subject to isolation and rejection
by other members of society. Gossip is considered as another way of imposing informal sanctions, as it is an
informal means of monitoring and censuring the behavior of certain individuals.
Human Dignity and Human Rights
Human dignity refers to the idea that a person has the innate right to be valued, respected, and
treated well. Human rights are legal, social, and ethical principles that consider the human person as
deserving of liberties and protections by virtue of his or her human dignity.
Human dignity and human rights are significant concerns when dealing with socialization and issues
on deviance and social control. Socialization primarily aims to instill recognition of and respect for human
rights and dignity. These issues are also legitimate concerns when society deals with deviance and the
enforcement of social control.
Human rights are founded on natural rights, which are universal and inalienable, and are not
contingent on laws, customs, beliefs, or values of a particular culture. Examples of these rights are the right
to life and freedom. Human rights are considered to have the following characteristics:
 They are universal because they belong to all human beings regardless of race, religion, gender, and
other characteristics.
 They are fundamental since they cannot be taken away from any human being.
 They are indivisible as various rights are interrelated and given equal importance.
 They are absolute since they cannot be qualified and are considered basic necessities for living a
genuine life.
A major legal instrument that upholds the recognition of human rights is the Universal Declaration
of Human Rights (UDHR), which was drafted by the United Nations Commission on Human Rights in
1948. This document was one of the major results of the end of the Second World War. The atrocities
committed during the war convinced many countries of the need to craft an international charter that will
ensure that such crimes will no longer be repeated.

The Universal Declaration of Human Rights

1. All human beings are born free and equal. Each individual is gifted with reason and conscience.
2. There shall be no discrimination in the recognition of rights. Whatever your race, color, sex,
language, religion, political or other opinion, birth, or status, you are entitled to the game rights as
other people.
3. We all have the right to life and to live freely and safely.
4. There shall be no slavery. We cannot make another person our slave.
5. No one has any right to torture or hurt another person or subject them to inhuman or degrading
treatment.
6. Everyone has the right to equal and fair treatment under the law.
7. All are entitled to equal protection of their rights under the law.
8. We have the right to seek protection and remedy from the courts in case our rights are violated.
9. We cannot be placed under arrest or imprisoned without good reason.
10. We are all entitled to a fair and public trial by an impartial court.
11. A person accused of a crime is presumed to be innocent until proven guilty by the court. The
accused also has the right to defend himself or herself and prove his or her innocence.
12. We have the right to privacy. Nobody has the right to come into our homes, open our letters, or
interfere with our daily activities. We also have the right to defend our name and reputation.
13. We have the right to travel to any place in our country and even travel to other countries.
 14. We have the right to seek protection in other countries if we are being persecuted in our own
country.
15. Everyone has a right to a nationality, and one cannot be deprived of his or her nationality.
16. All consenting adults have the right to be married and start a family. Men and women have the same
rights when they are married and when they are separated.
17. Everyone has the right to own property. A person ’s property cannot be taken away from him
without reason.
18. Each person has freedom of thought, belief, and religion. ‘One also has the right to freely practice
his or her beliefs and religion or change them if they wish.
19. Everyone has the right to have an opinion and to freely express their thoughts and ideas.
20. We have the right to gather together and associate with other people freely.
21. We have the right to participate in government, have access to public services, and vote in the
elections.
22. Everyone has the right to affordable housing, medicine, education, and childcare.
23. We have the right to be employed and to choose our profession. We also have the right to be paid
justly for our work, to be given protection in our workplace, and to join a trade union.
24. Everyone has the right to rest and leisure, and to be given reasonable hours of work.
25. Everyone as the right to live a good life and have adequate food, clothing and shelter. The elderly,
unemployed, disabled, and children have the right to be cared for.
26. We have a right to education. Basic education should be free, and higher education should be
affordable and easily available for all. Education should lead to the full development of the
individual. Parents have the right to decide on their children’s education.
27. Everyone has the right to be part of their community and culture, to enjoy the arts, and share in the
benefits of scientific advancement. A person also has the right to ownership of his or her own artistic
or intellectual creation.
28. All persons have the right to live in a society that upholds human rights and freedoms.
29. Everyone has the duty to uphold not only their own rights but also the rights of others, and to
responsibly exercise their rights and freedoms.
30. No individual, group, or government can take away your human rights.
Source: www.youthforhumanrights.org; www.un.org

Though the United Nations cannot compel nations to enforce the Declaration, many member-states
have ratified and incorporated its provisions and principles to their respective laws. The UDHR also gave
rise to succeeding conventions on specific human rights issues such as the International Convention on
Social, Economic, and Cultural Rights, the International Convention on Civil and Political Rights, as well as
other conventions on the rights of the child, women, and migrant workers. Other nongovernment
organizations, such as Amnesty International and Human Rights Watch, conduct studies that monitor the
adherence of countries to the principles and provisions of human rights conventions. International
cooperation and compliance regarding human rights are examples of the process of socialization beyond that
of specific countries or nation-states. This process relies on the relationship between countries and the
shared values and norms espoused by international conventions and agreements.
Within specific countries, human rights are also e recognized political and social concern and
governments address them primarily through the adoption and enforcement of laws. The 1987 Philippine
constitution includes a Bill of Rights where the rights of Filipino citizens are enumerated. Many countries
incorporate a Bill of Rights in their constitutions while some, like the United Kingdom, which has no formal
written constitution, uphold human rights through their common law, the decision of their courts, and body
of legislation.
Despite the high regard that societies have for the recognition of human dignity and human rights,
some challenges still remain. In many democratic countries, there are some limitations to the application and
recognition of human rights. Issues of security and safety, for instance, compel governments to suspend or
ignore basic human rights such as the right to privacy and certain freedoms. This is seen in the Philippine
Constitution’s provision that allows the government to impose martial law for a limited period should the
country face the grave threat of foreign invasion or rebellion. Economic concerns may also give way to
governments seizing private property when public welfare is at stake, such as the acquisition of private land
for the construction of infrastructure. Public health concerns can also be used as a reason for governments to
impose curfews, limit travel, or bar access to certain areas or facilities.
Another aspect that needs to be considered when discussing human rights are the distinctive views
arising from the debate between Western and Asian values. There is a contention that the discourse on
human rights has mostly been influenced by Western-centered concepts which primarily put emphasis on
individualism. Asian values, on the other hand, offer a human rights perspective that underscores social
harmony and cooperation grounded on the values of loyalty, duty, and respect for authority. The ongoing
discussions on human rights underscore the importance of finding common views and avenues for
cooperation in the face of differing values and cultures.
REVIEW
Socialization refers to the lifelong process of social interaction through which people acquire their
identities and all necessary skills for survival in society. It prepares newcomers to become members
of an existing group through the adoption of values and behavior that are considered appropriate by
the group.
Anthropologists use the term enculturation to refer to the process of being socialized to a particular
culture. Through enculturation, individuals learn the symbols, norms, values, and language of their
culture by observing and interacting with various members of society.
Agents of socialization refer to persons, groups, and institutions that interact with individuals and
teach them the essential knowledge needed to participate successfully in society. These agents
constantly interact with individuals and influence their thoughts and behavior.
Socialization is defined by social context which consists of aspects of society such as culture,
language, and the social structures that define social class, ethnicity, and gender. It also includes
social and historical events, mechanisms of power and control, and institutions and individuals that
engage the person in the socialization process.
The family is considered as the primary agent of socialization from infancy up to childhood. Other
agents of socialization include religion, peer groups, schools, mass media, and the law, among
others.
Conformity refers to the process of altering one’s behavior to adapt to more socially-accepted means
and goals within a society, culture, or group.
Deviance is defined as behavior that elicits a strong negative reaction from others in a particular
group or setting. It involves actions that violate commonly held norms of a group or society.
There are different sociological theories that explain deviance. These are functionalist theories,
interactionist theories, conflict theories, and control theories.
Social control refers to any systematic means and practices used to maintain society’s norms, rules,
and laws; regulate conflict; and discourage deviant behavior. Formal sanctions are those provided by
laws and other regulations in society, while informal sanctions consist of actions such as ostracism,
social stigma, and even gossip.
Human rights are legal, social, and ethical principles to which people are entitled by virtue of their
human dignity. They are said to be universal, fundamental, indivisible, and absolute. Adherence to
human rights may differ from one society to another.

Reference:
Atienza, Maria Ella, Lusterio-Rico, Ruth, Arugay, Aries, Encinas-Franco, Jean, and Quilala, Dennis.
Understanding Culture, Society and Politics. Quezon City, C&E Publishing Inc., 2016