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ADVANCED THEORIES AND STRATEGIES OF CHANGE (RD 805) FE L. PORCIUNCULA, Ph.D. Central Luzon State University Science City of Munoz, Nueva Ecija Philippines Introduction This module will cover the subject matter as described in the course syllabus Advanced Theories and Strategies of Change. This is a product of combined inputs (from reports of students and the teacher handling the course). In-depth discussions, analysis, application, and reflections are encouraged to collectively comprehend the array of theories and strategies of change on selected theories with emphasis on the modern and postmodern approach to social change. The learning approach will be participatory in nature – teacher and students will learn from each other guided with the course syllabus, jointly prepared by the teacher and students. The students are encouraged to explore their creativity in preparing the individual reports/presentations/requirements of the course. The student may contact the teacher anytime in her office or can write to her email address: [email protected]) for any queries if there is any. The module is sub-divided into five major sections: Part I Part II Part III Part IV Part V : : : : : Course Orientation/Leveling-off Review on Past Theories and Strategies of Social Change Selected Modern and Postmodern Theories of Social Change Approaches/Strategies in Social Change Theory Construction Again, performance will be collectively evaluated (as student and as a teacher/facilitator) towards the end of the course. The evaluation tool will cover learning, insights and recommendations as students. Student inputs will be highly appreciated for further improving the course content and methods used. PART I: COURSE ORIENTATION- LEVELLING OFF Introduction This course on Advanced Theories and Strategies of Change offers an overview of core literature on selected theories of social change with emphasis on the psychosocial approach facilitate an understanding of behavior of an individual interacting within a social group. The change process and alternatives for effective change starts from the individual, to organizational and societal change. Review the course syllabus (Please refer to Appendix A, Course Reference No.1) as to its contents and objectives as follows: a. Interpret, and apply major social change theories and appropriate strategies in rural development; b. Appreciate the history, analytical foundations and comparative perspectives of these theories and strategies of change; c. Operationalize selected theories and evolve strategies of change for particular rural development projects; and d. Learn to apply and use selected theories of change in research and development. PART II: REVIEW ON THE PAST THEORIES OF SOCIAL CHANGE Introduction This section will review and discuss past theories particularly the 19th century, early 20th and mid 20th that shed light to some social change that includes the following: dependency theory, cyclical theory, social psychological theories, structural-functional theories, theory of modernization, theory of evolution and world system theory (Please refer to Appendix A, Course Reference No.2). The salient concepts/paradigms/models embedded in the theories shall be considered as well as the functionality and weaknesses of the theories. Special interest will be given on the theory’s development and its connection with present theories as well as its impact on the development of a particular society. Learning Outcomes By the end of the module, students will be able to: Understand the purpose, importance, origin, common features, and differences of theories of social change historically speaking; Situate social change vis-à-vis development with emphasis on holistic and sustainable development; and Present an objective historical account on the evolution of theories. Content Discussion The main concern here is to address the question of why and how social change occurred in different societies that gave birth to these theories. Hence, comparative dimensions to be analyzed will include the theory’s scope, historical origins, societal analysis/phenomena/problem areas from which the theory evolved and applied on one hand, as it impacts on mankind. The key word is change in a societal level where an individual will consider the affectivity/usefulness of particular theories as practiced and how scholars and activists with different perspectives (worldviews) have critiqued each other’s work and contribution to the development of a theory. Reflective Exercise We will draw lessons from the development of these theories and compare it with new knowledge and skills in exploring other theories of social change. As such you are tasked to do the following: 1. From the array of past theories that were presented (Course Reference No. 2) and you have examined and analyzed, identify any three theories and explain them according to the following: a. b. c. d. e. proponent(s) assumptions unit of analysis strengths and weaknesses the application of the theories to any socio-economic phenomena or development issue. Identify any social phenomena or development issue (i.e. globalization, migration, persisting poverty, these are just examples you can identify or choose your own) and analyze, explain it by using the selected theories. Do not just rely on the synthesis of the past theories as presented in Course reference No. 2) You are advised to review RD 704 (Theories and Strategies of Change) module, do further research on the chosen theories to be able to substantially answer the above. References:/Suggested Readings: a. Blumberg, R.L. A general theory of gender stratification. b. Etzioni and Etzioni. Social change, sources, patterns and consequences. Basic Books, Inc. USA. c. Lauer, Robert H. 1982. Perspectives on social change. Allyn and Bacon Inc.USA d. Pagaduan,M. and Perez-Corral V. (eds), 1996. Women, development and aid. G10. Manila,Philipines. e. Smelser, N.J. 1994. Sociological theories. International Social Science Journal, USA. f. So, Alvin, 1997.Social change and development. Sage Publications g. Vago, Stevens.1980. Social change.Holt, Rhinehart and Winston, New York. h. Several readings taken from the internet PART III: SELECTED MODERN AND POST-MODERN THEORIES OF SOCIAL CHANGE Introduction A core component of this section is to present and critique selected modern-day theories– the scholars involved, their major contributions (background on the development of theory salient concepts/paradigms, issues addressed, merits/demerits of the theories) and its dynamics in social practice. This part of the module will particularly present and discuss topics geared towards the participatory theories, enterprise development, tourism, and ecology (Please refer to Appendix C, Course Reference No.3) . Learning Outcomes By the end of the module, students will be able to: Describe, compare, and contrast selected modern day theories with emphasis on the development of tourism, ecological, participatory and enterprise building, and the roles of individuals and people played in on these changes; Critique with objectivity different theories as to their assumptions, origins, merits/demerits, implications, relevance to social change. Content Discussion Even at the beginning of the twenty-first century, there is little agreement on what modernization theory is and how it has advanced social science analysis. Although the theory exerted a huge impact on the disciplines of history, political science, and sociology, and on thinking about capitalism versus socialism, East Asia versus Western advanced capitalist countries, and more versus less developed countries, to many its legacy remains confusing, as does its connection to recent globalization theory. This module introduces the students to the concepts of modern theories focusing on participatory, enterprise development, tourism and ecology. The analysis will give due emphasis on types of evidence and knowledge available on mentioned theories in the syllabus as to approach and type of inquiry used to critique selected theories of social change. Social justice and social change will be examined across theories’ goals, and assumptions espoused by each theory. We will examine the theories of social change for their relevance and/or applicability with focus on how those theories have prevented, reduced or eliminated existing problems. The students will learn the basic tools on appreciating the basic elements- why and how theories were developed, have been applied or could be applied for different purposes is designed to guide the students in the next section. The succeeding section where case studies (selected countries or cases in selected institutions/organizations) will be presented and analyzed at length with a pre-determined bias for the marginalized/oppressed sectors in a given nation in terms of relevance and impact. Reflective Exercise: Critiquing a Theory At this point, as a teacher, I am more interested in your views and insights based on your clear understanding on theories of social change. You are therefore tasked to critique one theory each of the participatory, enterprise development, tourism and ecology theories, using the standardized and analytical units developed by Meleis (1985) and Maddi (1976) as follows: Criteria Unit of Analysis 1. Relationship between structure and function a. Clarity b. Parsimony c. Teleology 2. Circle of Contagiousness a. Geographical origin of theory and geographical spread 3. Usefulness a. Practice a. Direction b. Applicability c. Generalizability d. Relevance b. Research a. Consistency b. Testability c. Predictability 4. External Components a. Congruence between values of theory and other professions a. Complementarily b. Esotericism c. Competition b. Congruence of theory with social values a. Belief b. Values c. Customs c. Social Significance a. Value to humanity Operational Definition of the Units of Analysis 1. Clarity – denotes precision of boundaries of the theory; sense of orderliness; vividness of meaning; consistency and linkage of assumptions, concepts and propositions. 2. Parsimony – is otherwise known as simplicity, with the theory focusing on few concepts and few relationships and assumptions. 3. Tautology - means the needless repetition of an idea in the different parts of the theory. 4. Directionality – refers to whether the theory provides or not prescribe to effect practice. 5. Applicability – whether the theory contains concrete notions and not abstract concepts to effect application. 6. Generalizability – covers wide and not just few fields. 7. Relevance – whether the theory applies to current situation or interest or any other development phenomenon. 8. Potential usefulness in Research – responds to the following questions: a. Are the concepts used uniformly in the same context to imply consistent meaning (consistency)? b. Is there a congruence/corroboration between theoretical claims and empirical evidence (testability)? c. Is the theory capable to predict phenomena (predictability)? 9. Congruence between values of theory and other profession – refers to whether the values implied by the theory complement or compete with the values held by other profession at the time the theory was developed. 10. Congruence of theory with social values – pertains to whether the idea advocated by the theory corresponds or antagonizes existing beliefs, values and expectations of the society. 11. Social significance - refers to whether the goals and consequences of the theory can make a substantial and valued difference in society. You will therefore submit four critiqued theories (one on each category) using the standard format. References:/Suggested Readings: a. Bernard Weiner, Human Motivation Lawrence Erlbaum Associates, Publishers Hillsdale, New Jersey Hove and London b. Globalization and social change. (New York: Elseiver, 1993). Isuani, E. El estado benefactor. UN paradigma en crisis. (Buenos Aries, Argentina: Miño y Davila, 1991). c. http//rebirthofreason.com d. http//www.technopreneurial.com e. http//homepage.mac.com f. Marcelo Truzzi, Sociology: The Classic Statements. New York: Oxford University g. Hardy et.al. 2002. Journal of Sustainable Tourism. Volume 10. No. 6, 2002 h. http.//www. Destinationrecovery.com/destination lifecycle.html i. Smith, T. (2005). General Theory of Tourism, www.theworldisnotflat.com/dispatch/2005 j. Ehrlich PR, Roughgarden J (1987). The Science of Ecology. Macmillan, New York k. Warren, Karen. (1996). "Ecological Feminist Philosophies: An Overview of the Issues." l. APPENDIX C. Course Reference No. 3 PART IV: APPROACHES AND STRATEGIES OF SOCIAL CHANGE Introduction Students have now ample knowledge on the analyzed theories of social change, goals and assumptions of each theory and how it promotes social justice in a given period and given context. In this section, we will use the theories in analyzing selected rural development programs/projects with the attendant approaches and strategies used in implementation. Learning Outcomes: On this part of the module, students will be able to: Grasp basic interdisciplinary skills in understanding the dimensions of theories on social changes vis-à-vis selected rural development programs/projects implemented; Thoroughly understand the conceptual framework on effectively analyzing relationships between issues and developmental processes and make objective judgment on policies and implementation approaches and strategies as it impacts on the majority of the people; and Develop critical stance and command of current theory, policy and practice in relation to development and rural development in particular. Content Discussion Armed with basic knowledge on contributions of major theorists, tools and abilities to assess measure and discuss and critique of social change theories, modernization and development - let us examine closely as individuals how development paradigms, approaches and strategies have been translated into policies and programs of our own countries. to achieve development. Course Reference No.4 found in Appendix D will provide the chronological events in understanding the development process and the major government policies affecting the development of the country. It also highlights the major paradigms and approaches/strategies that will hopefully be useful in analyzing rural development programs/projects. Read carefully and digest the content of the Course Reference No.4 found in Appendix D. Considering the major paradigm shifts in rural development in the Philippines, come up with your own insights and lessons learned along the process. This is a prelude to the next exercise that you are going to do wherein you are tasked to select an implemented rural development project and analyze it with the following considerations. Consider the following major points in the selection and analysis of the rural development program project: The modern society is complex and highly differentiated but theories help us comprehend this complexity – understand realities at different levels of social aggregation – from micro level to macro-level of our society’s basic structures. Critical analysis of socio-economic and political conflicts, their roots and potential approaches to resolution with specific reference to the Third World. Policy processes, role and power of different actors and institutions such as the law making bodies, the Church, the ruling Party/government among others. Explore and examine your own assumptions, potentials and flaws of different approaches and/or application on a variety of policy instruments and institutional designs which you may have been involved as inputs for your analysis; What are the main features of your country’s current socio-economic and political situation vis-à-vis global realities such as globalization? What is the root causes of societal problems’ of poverty and underdevelopment? What is the main paradigm your government is using to achieve development? Are gender related problems addressed? Do you think that paradigm used is sound and is genuinely addressing the root causes of underdevelopment/disparity/inequality across classes and sectors? What are the main responses of the marginalized sectors in your country seeking genuine development? How can you contribute to address existing major problems in your country of origin? References/Suggested Readings: a. Lauer, R. H.1982.Perspectives on social change. Allyn and Bacon Inc. USA. b. World Bank. 2002. Reaching the rural poor: WBs Renewed Strategy for Rural Development, USA c. Case/country reports d. Course Reference No. 4 (Appendix D) PART V: THEORY CONSTRUCTION Introduction Theories present a systematic view of phenomenon by specifying relations among variables with the purpose of explaining and predicting such phenomenon. The scientific norm of logical reasoning provides a link or a bridge between theory and research. In actual practice, theory and research interact through a never ending alternation of deduction and induction. Learning Outcomes On this final part of the module, students will be able to: 1. Integrate lessons learned in the course through a theory of development/theory construction. Content Discussion While theory construction is not a lockstep affair, the following lists of steps would guide you on how to proceed in theory construction. 1. Specify a topic. The first step is to pick a topic that interests you. The topic may be an event, a phenomena or a problem area. It may be broad or narrow and the sources may include your own experiences, the experiences of others as reported to you and the various other social theories that have been built in the past. Whatever the topic, it should be something you’re interested in understanding and explaining. 2. Undertake an inventory of what is known about the topics and specify the range of phenomena your theory addresses. This both means writing down your own observation and ideas and collating what other scholars have said about the topic. You can talk to other people and read what others have written about it. It also important to determine the range of phenomena the would be theory is addressing in terms of its application, whether the theory would be applied to all of human social life or whether it applies only to Americans, Filipinos, the youth, etc. 3. Identify and specify your major concepts and variables. 4. Assemble what is known (proposition) about the relationships among those variables. As the relevant concepts and variables have been identified and discern what has already been learned about them, you can begin creating a prepositional structure that explains the topic under study. 5. Reason logically from those propositions to the specific topic you are examining. Your task is to do ground theorizing and in doing so please be guided of the above steps in theory construction. You may refer to RD 704 module for an example. Kindly please submit the theory constructed as soon as you have completed it. Closing Exercise Present an array of insights from the reflection papers/assigned tasks you have submitted throughout the course on the topics covered and/or points of unity and contentious points on one hand, to summarize the collective learning as counterpoised to learning outcomes. Were your expectations of the course met? Identify at least two important learning in pursuing the course and how these will be useful in your career or present work. Present a before and after the course what-to-do scenarios and submit it to me as soon as you have intently thought of the learning from the course .