{"id":119114,"date":"2022-05-02T17:26:27","date_gmt":"2022-05-02T11:56:27","guid":{"rendered":"https:\/\/www.mapsofindia.com\/my-india\/?p=119114"},"modified":"2022-05-02T17:26:27","modified_gmt":"2022-05-02T11:56:27","slug":"chapter-4-culture-and-socialisation-questions-and-answers-ncert-solutions-for-class-11-sociologyintroducing-sociology","status":"publish","type":"post","link":"https:\/\/www.mapsofindia.com\/my-india\/education\/chapter-4-culture-and-socialisation-questions-and-answers-ncert-solutions-for-class-11-sociologyintroducing-sociology","title":{"rendered":"Chapter 4 – Culture and Socialisation Questions and Answers: NCERT Solutions for Class 11 Sociology(Introducing Sociology)"},"content":{"rendered":"

Question 1.
\nHow does the understanding of culture in social science differ from the everyday use of the word \u2018culture\u2019?<\/h2>\n

Answer:
\nCulture refers to widely shared customs, beliefs, values, norms, institutions and other products of a community that are transmitted socially across generations.
\nIn social perspective culture refers to the products of socialisation with an organised group, society or nation and involves a set of rules, norms and customs that are agreed by the members of that group.
\nIn general terms, culture refers to acquiring etiquettes of society and liking for fine arts like music, painting, folk songs, folk dances etc. Therefore, basic term is used as people being cultured or uncultured.
\nFor a sociologist, the culture of a society is the way of life of its members, the collection\u00a0 of ideas and habit which they learn, share and transmit from generation to generation. It is a complex whole which includes knowledge, belief, art, morals, laws, customs and other capabilities and habits acquired by man as a member of the society.<\/h3>\n

Question 2.
\nHow can we demonstrate that the different dimensions of culture comprise a whole?<\/h2>\n

Answer:
\nCulture has many dimensions, parts and units but they are interrelated and interdependent. They can\u2019t emerge or function in vacuum, instead all the dimensions function as an organisation.
\nCulture maintains a balance. Culture has three components i.e., cognitive, normative and material. Cognitive part is related to understanding and information; e.g. books and documents. Normative component is the customs, convention and folkways and material component of culture is linked with man-made part of the environment
\ni. e. dams, roads, electric and electronic gadgets, automobiles etc.
\nAll the above mentioned components are complementary to each other and coordinate to function as a whole.<\/h3>\n

Question 3.
\nCompare two cultures with which you are familiar. Is it difficult not to be ethnocentric?<\/h2>\n

Answer:
\nWe are quite aware of eastern particularly Indian and Western cultures. Both the cultures are quite different from each other.
\nIndian culture is based on agriculture and people are dependent on each other. This is a collectivistic society and emphasises on socialisation.
\nIn collectivistic societies the boundaries between self and the group are flexible and people can intrude\/interfere in each other\u2019s life.
\nIn such type of societies various concepts are different e.g. human body is determined by natural elements and criteria of being intelligent is very comprehensive e.g. It requires cognitive, social, emotional and entrepreneurial competencies.
\nWhereas western culture is technologically advanced and is individualistic society. This is based on urbanisation, schooling and child rearing practices. They emphasise on individual liberty.
\nThe boundaries between self and group are rigid. They believe that body is a fully functioning machine. Their criteria of being intelligent demands only the cognitive competence.
\nEthnocentrism refers to the use of our own ethnic group as basis for judgements about other ethnic group. There is a tendency to view the beliefs, customs and behaviours of our own group as \u2018normal\u2019 and those of other ethnic groups as \u2018strange\u2019 or \u2018deviant\u2019. There is the implicit assumption in all of this that own ethnic group is somehow superior to the others that we are judging it against.
\nEthnocentrism is a natural social process because we all affiliate our silver with a larger group. For reassurance that my behaviour is right, to maintain consistency in behaviour and a belief that majority is always right we conform to the group norms. Gradually we become conditioned to the prevailing group norms in their in-group. We develop an in-group bias.
\nBut it is not difficult to reduce ethnocentrism i.e. in-group bias.
\nThese can minimise opportunities of learning prejudices, changing negative attitudes, deemphasising a narrow social identity based on the in-group and discouraging self-fulfilling prophecy, positive attitude, objectivity and empathy we can reduce ethnocentrism.<\/h3>\n

Question 4.
\nDiscuss two different approaches to studying cultural change.<\/h2>\n

Answer:
\nChanges in religion, art, language or literature in turn effect interest and faith which in turn effect social relationships.
\nCultural change is primarily responsible for new discoveries, inventions and change in cultural activities.
\nScope of cultural change is large.
\nCultural changes influence social change.
\nCultural changes can be categorised as natural changes and revolutionary changes.
\nNatural changes can bring absolute change in any society. Natural calamities like earthquake, tsunami, flood, famine, earthquake etc. may bring physical changes.
\nRevolutionary changes bring quick changes in the values and economy of a particular place. These changes come due to political interference and significantly bring changes in the society e.g. Islamic influence on Indian culture or Western influence on Indian culture due to invaders.<\/h3>\n

Very Short Answer Type Questions<\/h3>\n

Question 1.
\nWhat are folkways?<\/h2>\n

Answer:
\nThe customs which are not very strict and if disobeyed the punishment, is not severe. Folkways are customary ways of behaviour, e.g., you have to wish\/greet people when you see them.<\/h3>\n

Question 2.
\nWhat are mores?<\/h2>\n

Answer:
\nIf a person disobeys mores, the punishment can be ostrism (complete boycott). Eg. Marrying outside the caste; boycotted from village, not limited. Usually in rural areas, close knit community, don\u2019t disobey mores.<\/h3>\n

Question 3.
\nWhat are traditions?<\/h2>\n

Answer:
\nOld customs e.g.; Diwali, Holi, Dussera. All activities we do during these festivals, transmitted from generation to generation; e.g. any foreign leader visiting India is taken first to Rajghat before their work.<\/h3>\n

Question 4.
\nWhat do you understand by sanctions?<\/h2>\n

Answer:
\nSanctions are rewards and punishments. They come into play in regard to norms. Sanctions are the rewards and punishments for following or not following a norm.
\nRewards or Punishment: Both help the individual to confer\/follow the norms.
\nChildren learn cultural norms not only through clear instructions given by the family, but also by observing others and mixing to them.
\nFor adults, abiding or following the norm become part of their behaivour pattern.<\/h3>\n

Question 5.
\nTaking an example state situation, value, norms, belief, custom and sanctions.<\/h2>\n

Answer:
\nAugust Assesment-Situation
\nHonesty-on cheating-Value
\nNorm-We have to keep our eyes open. .
\nBelief-Lucky pen etc.
\nCustom-Praying before the exam.
\nSanction-Zero for cheating-Reward from parents for doing well:<\/h3>\n

Question 6.
\nWhat is material culture?<\/h2>\n

Answer:
\nTangible, concrete, physical, can be replaced.
\nAnything materialistic \u2013 money.<\/h3>\n

Question 7.
\nWhat is culture?<\/h2>\n

Answer:
\nIt is a complex whole which includes our life styles, behaviour, patterns, religion, education, customs, traditions, beliefs, art etc. that an individual acquires as a member of the society.<\/h3>\n

Question 8.
\nDiscuss socio-cultural shaping of behaviour.<\/h2>\n

Answer:
\nThe hormones play an important role in regulating human physiology, but they do not completely control human behaviour.
\nOur behaviour is more complex than the behaviour of animals. A major reason for this complexity is that unlike animals, human beings have a culture to regulate their behaviour.<\/h3>\n

Short Answer Type Questions<\/h3>\n

Question 1.
\nWhat do you nean by customs?<\/h2>\n

Answer:
\nCustoms: Lightening a diya is a custom. Everyone does it. It is the action. But belief is that good will happen to you if you light a diya.
\nUsually related to supernatural stuff.
\nCustom: Taking off shoes before entering a temple or mosque or church.
\nBelief: For cleanliness\/bringing in pollution to the house and goddesses disrespect etc. Custom is the religious habit which continues from generation to generation.
\nThey are behaviour acquired in a society over a period of time and they differ from area to area and culture to culture.
\nCustoms are social habits as they are done in a group.
\nPeople can be pressurised by society to follow customs. They are concerned with
\nthe individual or family\u2019s behaviour. Pressure from family, friends, teachers, ~~
\nsociety.
\nYou want that person to behave in accordance with that custom whether they like it or not.
\nWhy do we have customs?
\nThere is no homogeneity-everyone has his own customs.
\nCustom strengthens your relationships and keeps you in touch with your culture and makes you different from others.<\/h3>\n

Question 2.
\nWhy do we need custom\/culture?<\/h2>\n

Answer:
\nWe need material culture for survival (clothes, food) etc. Material culture refers to the basic conditions which generally include material culture that the members of the society have and are (car, science\/technology\/food etc.) as they are instruments of production, communication and transportation.
\nIt is important to increase the production which leads to a good standard of living.
\nBoth material\/non material cultures are important.
\nIf we do not have material culture we will become like primitive man and have no status in society.
\nN.M.C is required as the need to have certain standards, values, discipline etc. otherwise there will be homogeneity in society.
\nDrawbacks of Material Culture
\nIt creates distinction between people that leads to \u2018ethnocentism\u2019.
\nSometimes it leads to status symbols and brings a feeling of superiority and inferiority. NMC makes you a good human being. It\u2019s awesome.<\/h3>\n

Question 3.
\nHow culture is related to identity?<\/h2>\n

Answer:
\nCulture and Identity
\n\u201cYour identity is shaped by your culture\u201d.
\nCulture influences the way we behave, it influences the personality of individuals.
\nPersonality can be shaped both by \u2018nature\u2019 and \u2018nurture\u2019.
\nEach person has status in the society and has corresponding roles which are played as per the culture of that society.
\nCarrying out the role is not as important as the society accepting and acknowledging that particular role.
\nEach group has its own culture which differs from place to place, society to society.
\nThey create their own codes, rules etc. which have a certain meaning to that particular group.<\/h3>\n

Question 4.
\nWhat is culture?<\/h2>\n

Answer:
\nCulture includes behavioural products of others who preceded us. It indicates both substantial and abstract particulars that have prior existence in one form or another. Thus, culture is already there as we begin life. It contains values that will be expressed and a language in which to express. It contains a way of life that will be followed by most of us who grow up in that context. Social and cultural contexts within which human development takes place vary widely over time and place. For example, some twenty years ago children in India would not have known several products that are now part of a child\u2019s world. Similarly an Adivasi living in a remote forest or hilly area would not have \u201cpizza\u201d or \u201csandwich\u201d as breakfast.<\/h3>\n

Question 5.
\nWhat is cultural transmission?<\/h2>\n

Answer:
\nAs human beings we are both biological and socio-cultural creatures. As biological creatures, we have certain vital needs. Their fulfilment enhances our chances of surviving.
\nIn fulfilling these needs we use most of our acquired skills. We also have a highly developed capacity to benefit from experiences of our own and those of others. No other creature has learning capacity to the same extent as we have. No other creature has created an organized system of learning, called education, and none in this universe wants to learn as much as we do.
\nAs a result, we display many forms of behaviour that are uniquely human, and creations of what we call culture. The processes of enculturation and socialization make us cultural beings.<\/h3>\n

Question 6.
\nWhat is enculturation?<\/h2>\n

Answer:
\n1. Enculturation refers to all learning that takes place without direct, deliberate teaching. We learn certain ideas, concepts, and values simply because of their availability in our cultural context.
\n2. Enculturation refers to all learning that occurs in human life because of its availability in our socio-cultural context. The key element of enculturation is learning by observation.
\n3. \u201cVegetable\u201d and what is \u201cweed\u201d or what is \u201ccereal\u201d and what is \u201cnon-cereal\u201d is defined by what is already there, previously labeled as \u201cvegetable\u201d or \u201ccereal\u201d and agreed upon by people at large. Such concepts are transmitted, both directly and indirectly, and are learned very well because they are an integral part of the life of a cultural group, and are never questioned. All such examples of learning are called \u201cenculturation\u201d.<\/h3>\n

Question 7.
\nWhat is socialisation?<\/h2>\n

Answer:
\n\u2018 Socialisation is a process by which individuals acquire knowledge, skills and dispositions, which enable them to participate as effective members of groups and society\u2019.
\nIt is a process that continues over the entire life-span, and through which one learns and develops ways of effective functioning at any stage of development.
\nSocialisation forms the basis of social and cultural transmission from one generation to the next.
\nThe probability of our behaving in a particular way is greatly affected by people who relate to us. Any one who possesses power relative to us can socialise us. Such people are called \u201csocialisation agents\u201d.
\nThe process of socialisation is not always a smooth transition between the individual and the socialisation agent. It sometimes involves conflicts.
\nIn the case of socialisation, the learning involves deliberate teaching. In the case of enculturation, teaching is not necessary for learning to take place. Enculturation means engagement of people in their culture.<\/h3>\n

Question 8.
\nWhat is culture?<\/h2>\n

Answer:
\nCulture: Literally, the human-made part of the environment. In its simplest definition, it refers to the products of socialisation within any organized group, society or nation and involves a set of rules, norms and customs that are agreed by the members of that group. It is also used to describe the people that make up that group. In this sense it is more appropriate to think of culture as an active rather than a passive thing. Each of us contributes to the culture of the next person, and in turn are affected by them.<\/h3>\n

Question 9.
\nWhat is cultural relativism?<\/h2>\n

Answer:
\nCultural relativism:The view that patterns of understanding and behaviour found in different cultures are as good as each other. One of the implications of this view is that it is impossible to judge the superiority of a particular set of values outside the specific cultural context in which they are set. Likewise, judgements of normality or abnormality depend very much on the cultural experiences and biases of the person doing the judging.<\/h3>\n

Question 10.
\nWhat is cultural diversity ?<\/h2>\n

Answer:
\nCultural diversity: A term which implies recognition that the members of different cultures, ethnic groups, socio-economic groups and genders are socialized to behave in ways that are considered \u2018culturally correct\u2019 for those groups of people. Recognizing the importance of cultural diversity in psychology is vital if we really understand the complexities of not that in many eastern cultures, the \u2018group\u2019 appears to have privacy over the individual in motivating behaviour. In most Western cultures, however, individual needs tend to be emphasized over group needs.<\/h3>\n

Question 11.
\nWhat is cultural bias?<\/h2>\n

Answer:
\nCultural bias is the interpretation of other cultures using the perspective of one\u2019s own culture. Cultural bias occurs when people of one culture makes assumptions about the behaviour of people from another culture based on their own cultural norms and practices. Cultural bias occurs in different areas of psychology, including the diagnosis of abnormal behaviour, the construction and interpretation of intelligence tests, and our understanding of interpersonal relationships.<\/h3>\n

Question 12.
\nWhat is cultural anthropology?<\/h2>\n

Answer:
\nCultural anthropology: Normally distinguished from physical anthropology (the study of human kind from a biological or evolutionary perspective), cultural anthropology is concerned with the different social systems that make up communities, societies and nations.
\nThe concept of cultural lag was propounded by Ogde and Nimkof. This concerns the difference that arose between material and non-material cultures. Things like tools, utensils, machines, manufactured goods, transport belong to the material culture. On the other hand, family, religion, elites, education come under non-material culture. When change occurs in society due to rapid and new inventions the change in material cultures is fast and quick whereas in comparison the speed of change in non-material culture is very slow and due to this there is a \u2018Lag\u2019 between these two. This phenomena is called cultural lag.
\nMain features of Cultural Lag It has the following features:
\nThe material cultural changes occur more rapidly than the non-material culture.
\nThe distinction between material and non-material culture is not scientific because of the slow speed in non-material. The resistance and slow speed of change causes that advancement of material culture and the lagging behind of non-material culture.<\/h3>\n

Question 13.
\nWhat are the features of culture?<\/h2>\n

Answer:
\nCulture is acquired\/man made.
\nLearnt through observation and interaction.
\nIt is transmitted from generation to generation e.g., traditions, values etc.
\nCulture has adaptive qualities. ,
\nNew people adapt, adjust and adopt the new culture.
\nWe retain our own qualities too.
\nSociety and individuals change but culture doesn\u2019t.
\nSuper organism and super individual.<\/h3>\n

Question 14.
\nHow values of contemporary India are different from ancient India?<\/h2>\n

Answer:
\nList of values in Contemporary India:
\nLiberty, justice, equality, freedom of thought, expression, integrity, efficiency, brother\u00achood, tolerance, affection, generosity, kindness, patience, work ethics.
\nList of values in ancient India:
\nAll of the above and Karma \u2013 Fate and destiny.
\nWhat you did in this life you may have to pay for it in the second life.
\nMoksha and dharma are main features of values in ancient India.
\nDharma means moral duty \u2013 what you supposed to do. e.g. as a daughter I need to respect my parents, take care of them etc.
\nMoral duty of a particular status.
\nMoksha \u2013 Salvation \u2013 Nirvana
\nStopping of the cycle of birth and death.<\/h3>\n

Question 15.
\nWhat are beliefs?<\/h2>\n

Answer: Beliefs: Something you believe in individual e.g.; lucky pen for exams.
\nPersonal and individualistic differ from person to person.
\nFor persons who have beliefs, what they believe is reality to them.
\nIdeas that are accepted as a reality to that person which may or may not be true. Beliefs may become habits e.g.; lighting the diya in front of God-belief-becomes a habit overtime.
\nEvery society has its own system of beliefs provided by the culture of society, e.g.; doing Lakshmi pooja on Diwali is auspicious.
\nMany aspects in every culture are connected to the belief system and are different from person to person.<\/h3>\n

Question 16.
\nHow superstitions are different from beliefs?<\/h2>\n

Answer:
\nSuperstition: It is a belief or way of behaving that is based on fear of the unknown and faith in magic or luck; a belief that certain events or things will bring good or bad luck. It results from ignorance and is absolutely an irrational object, attitude of mind toward the supernatural, nature, or God resulting from superstition. For example, when a black cat passes your way something bad happens. There is a negative connection, passed down through generations.
\nBelief: It is a state or habit of mind in which trust or confidence is placed in some person or thing. On your own \u2013 For the good. Your believe that if you do this, something good happens. Everyone has his own beliefs. It is usually connected to God or supernatural stuff. If a certain belief comes true for a person that person starts believing in it too and that becomes a belief for the person.<\/h3>\n

Question 17.
\nWhat do you mean by norms in sociology?<\/h2>\n

Answer:
\nNorms are unwritten rules.
\nAccepted criteria developed by individuals, groups and society so that everyone behaves in an acceptable way.
\nThey are present to regulate the behaviour of members in a society.
\nThey are as important as written rules.
\nThey are prescriptions which have to be followed by society.
\nIf they aren\u2019t followed it can lead to chaos and disorder in society.<\/h3>\n

Question 18.
\nDiscuss the sources of culture.<\/h2>\n

Answer:
\nSources of culture:
\nInternal (Endogenous cause)
\nInner pressure, stress and conflicts
\nConflict between ideals and realities
\nChange in individual
\nPlanning
\nExternal (Exogenous cause)
\nUrbanisation
\nIndustrialisation
\nMigration
\nAttack
\nWar
\nDomination
\nTrade
\nMeans of communication
\nMovements of their societies.
\nPhysical Environment
\nDrought
\nWoods
\nearthquake
\nDeforestation
\nPollution
\nDestruction of wildlife
\nEcological changes.<\/h3>\n

Long Answer Type Questions<\/h3>\n

Question 1.
\nDiscuss dimensions of culture.<\/h2>\n

Answer:
\nCognitive-Ideas and beliefs
\nNormative-Norms (Value, norms, sanctions).
\nCustoms or normative something is right or wrong-not an idea of something. Cognitive, myths, superstition, belief, customs, stories (mostly not true)
\nIdeas etc. which refer to the thinking of the people, our understanding, how we absorb all information we get from the society. \u2018
\nLittle tradition: It is transmitted orally from generation to generation in the form of songs\/plays, stories (folklores) etc. It moves in illiterate and rural societies.
\nGreat tradition: It is transmitted from generation to generation through written work. Usually in literate societies ideas are recorded, written down and are available to us in the form of books etc.
\nIt is the cognitive dimension of culture which helps us to comprehend and relate to the societies.
\nLittle and great tradition can be converted into each other.
\nUniversalisation\u2014converting great to little tradition.
\nNormative
\nIt deals with controlling people\u2019s behaviour by rules, norms, customs, values. It is basically different ways of controlling deviant behaviour.
\nTo make society disciplined, to behave in a particular way etc.<\/h3>\n

Question 2.
\nHow laws are different from norms?<\/h2>\n

Answer:
\nLaws may be formal and written exercised by institutions e.g.; Parliament, police.
\nLaws are explicit-very clear on paper and are the same for everybody in that society. They also provide severe, specific, unchangeable punishment. Rewards in forms of citations, medal, honor, cash prize, Bharat Ratna. Formal laws are the same everywhere and depend upon societal requirement.
\nNorms: Norms are informal and unwritten. They are exercised by the primary group which includes family and friends.
\nLaws are:
\nImplicit: Ambiguity can be there, depends upon the people and situations.
\nPunishment given in indifferent contexts.
\nInformal reward like pat on back etc. hug etc.
\nDiffers from person to person, place to place, based on values\/cultures of society.<\/h3>\n

Question 3.
\nWhat do you mean by cultural lag? Discuss its main features.<\/h2>\n

Answer: Cultural lag: When the material culture is moving ahead and fast with times, but the non-material culture is not able to keep up with the fast pace of material culture propounded the theory a cultural lag.
\nLet us consider the basic need of hunger. We know that it has a biological basis, which is common among animals and human beings, but the way this need is gratified by human beings is extremely complex. For example, some people eat vegetarian food, while others eat non-vegetarian food.
\nSexual behaviour can be taken as another example. We know that this behaviour involves hormones and reflexive reactions in animals and human beings alike.
\nWhile among animals sexual behaviour is fairly simple and reflexive (all animals indulge in sexual behaviour almost in the same manner).
\nIt is so complex among human beings that it can hardly be described as reflexive.
\nPartner preferences are a key feature of human sexual behaviour. The bases of these preferences widely differ within and across societies.
\nHuman sexual behaviour is also governed by many rules, standards, values, and laws.
\nThese examples illustrate that biological factors alone cannot help us very much in understanding human behaviour.
\nHuman nature has evolved through an interplay of biological and cultural forces. These forces have made us similar in many ways and different in others.<\/h3>\n

Question 4.
\nExplain the concept of culture.<\/h2>\n

Answer:
\nConcept of culture
\nHuman behaviour is fundamentally social. It involves relationships with other people, reactions to their behaviour, and engagement with innumerable products made available to us by our predecessors. Although many other species are also social like us, human beings are cultural as well.
\nIn the simplest terms, culture refers to \u201cthe man-made part of the environment\u201d. It comprises diverse products of the behaviour of many people, including ourselves. These products can be material objects (e.g., tools, sculptures), ideas (e.g., family, school). We find them almost everywhere. They influence behaviour, although we may not always be aware of it.
\nLet us look at some examples. The room you might be in now is a cultural product. It is the result of someone\u2019s architectural ideas and building skills. Your room may be rectangular, but there are many places where rooms are not rectangular (e.g., those of Eskimos).
\nYou might be sitting on a chair that some people designed and built some time ago. Since sitting in a chair requires a particular posture, this invention is shaping your behaviour. There are societies without chairs. Just try to think how people in those societies would be sitting in order to do some reading.
\nMuch of our life as human beings involves interacting with various cultural products and behaving in accordance with them. This means that culture shapes our behaviour in a significant manner.<\/h3>\n

Question 5.
\nHow culture and society are related to each other?<\/h2>\n

Answer:
\nThe terms \u2018culture\u2019 and \u2018society\u2019 are often considered to carry similar meaning. Let us note at this point that they are not the same thing. A society is a group of people who occupy a particular territory and speak a common language not generally understood by neighbouring people. A society may or may not be single nation, but every society has its own culture. It is culture that shapes human behaviour from society to society. Culture is the label for all the different features that vary from society to society. It is these different features of society whose influences psychologists want to examine in their studies of human behaviour. Thus, a group of people, who manage their livelihood through hunting and gathering in forests, would present a life characterised by certain features that will not be found in a society that lives mainly on agricultural produce or wage earnings.<\/h3>\n

Question 6.
\nDiscuss various socialisation agents of society.<\/h2>\n

Answer:
\nSocialisation agents of society:
\nA number of people who relate to us possess power to socialise us. Such people . are called \u201csocialisation agents\u201d.
\nParents and family members are the most significant socialisation agents.
\nLegal responsibility of child care, too, lies with parents. Their task is to nurture children in such a manner that their natural potentials are maximized and negative behaviour tendencies are minimized or controlled.
\nParents
\nParents have most direct and significant impact on children\u2019s development. Children respond in different ways to parents in different situations.
\nParents encourage certain behaviours by rewarding them verbally (e.g., praising) or in other tangible ways (e.g., buying chocolates or objects of child\u2019s desire). They also discourage certain behaviours through non-approving behaviours.
\nThey also arrange to put children in a variety of positive experiences, learning opportunities, and challenges. While interacting with children parents adopt different strategies, which are generally known as parenting styles.
\nA distinction is made between authoritative, authoritarian and democratic or permissive parenting styles.
\nStudies indicate that parents vary enormously in the treatment of children in terms of their degree of acceptance and degree of control.
\nThe conditions of life in which parents live (poverty, illness, job stress, nature of family) also influence the styles they adopt in socialising children.
\nSchool
\nSchool is another important socialising agent. Since children spend a long time in schools, which provide them with a fairly organised set up for interaction with teachers and peers.
\nNowadays school is being viewed as a more important agent of child socialisation than parents and family. Children learn not only cognitive skills (e.g., reading, writing, doing mathematics) but also many social skills (e.g., ways of behaving with elders and age mates, accepting roles, fulfilling responsibilities).
\nThey also learn and internalise the norms and rules of society.
\nSeveral other positive qualities, such as self-initiative, self-control, responsibility and creativity are encouraged in schools.
\nPeer Groups
\nFriendship acquires great significance in this respect.
\nIt provides children not only with a good opportunity to be in company of others, but also for organising various activities (e.g., play) collectively with the members of their own age.
\nQuestion ualities like sharing, trust, mutual understanding, role acceptance and fulfilment develop in interaction with peers.
\nChildren also learn to assert their own point of view and accept and adapt to those of others.
\nDevelopment of self-identity is greatly facilitated by the peer group. Since communication of children with peer groups is direct, process of socialisation is generally smooth.
\nMedia influences
\nIn recent years media has also become the medium of socialisation.
\nThrough television, newspapers, books and cinema the external world has made\/ is making its way into our home and our lives.
\nWhile children learn about many things from these sources, adolescents and young adults often derive their models from them, particularly from television and cinema.
\nThere is a need to use this agent of socialisation in a better way in order to prevent children from developing undesirable behaviours.<\/h3>\n

Question 7.
\nWhat is acculturation?<\/h2>\n

Answer:
\nCulture is determined by dynamic and evolving process. It is not static. Cultural changes occur due to acculturation and defusion.
\nAcculturation refers to cultural and psychological changes resulting from contact with other cultures.
\nContact may be direct (e.g., when one moves and settles in a new culture) or indirect (e.g., through media or other means).
\nIt may be voluntary (e.g., when one goes abroad for higher studies, training, job, or trade) or involuntary (e.g., through colonial experience, invasion, political refuge).
\nIn both cases, people often need to learn (and also they do learn) something new to negotiate life with people of other cultural groups. For example, during the British rule in India many individuals and groups adopted several aspects of British lifestyle.
\nAcculturation can take place any time in one\u2019s life. Whenever it occurs, it requires re-leaming of norms, values, dispositions, and patterns of behaviour.
\nFor any acculturation to take place contact with another cultural group is essential. This often generates some sort of conflict. Since people cannot live in a state of conflict for a long time, they often resort to certain strategies to resolve their conflicts.
\nStudies carried out with immigrants to western countries and native or tribal people in different parts of the world have revealed that people have various options to deal with the problem of acculturative changes. Thus, the course of acculturative change is multidirectional.
\nChanges due to acculturation may be examined at subjective and objective levels. At the subjective level, changes are often reflected in people\u2019s attitudes towards change. They are referred to as acculturation attitudes. At the objective level, changes are reflected in people\u2019s day-to-day behaviours and activities. These are referred to as acculturation strategies.<\/h3>\n

Question 8.
\nDiscuss differences between social change and cultural change.<\/h2>\n

Answer:
\nMalinowike, Gillin and Gillin and others gave their same opinions regarding social and cultural changes.
\nHowever Prof. Dawis has pointed out some difference between the two. According to him, change in social structure only represents social change.
\nSome important differences between social and cultural changes are:
\nSocial Change:
\nChange in social relations
\nChange in social structure and relationship is a must.
\nScope of social change is limited.
\nSocial change effects culture.
\nSociety has its roots in the present, hence change in it has relative implications.
\nCultural Change
\nChanges in religion and art, language or literature which in turn effect social relationships.
\nCultural change is primarily responsible for new discoveries, inventions and change in cultural activities.
\nScope of cultural change is large.
\nCultural change effects social change.
\nAs culture has got its roots in their past, hence change in it has relatively less implications.
\nIf society is a tributary while culture is the main river, cultural changes are more relevant. Still both the changes cannot be taken independently from each other as they effect mutually.<\/h3>\n

Question 10.
\nHow material culture is different from non-material culture?<\/h2>\n

Answer:
\nMaterial Culture: Anything paid for stuff or money related is example of material culture. Material culture is tangible, concrete, physical, quantified and can be replaced. Non-material Culture: Values, respect, honesty, consideration, gratitude etc. are non-material culture.<\/h3>\n","protected":false},"excerpt":{"rendered":"

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