Download RD 805 MODULE CONTENTS[1]

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:
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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:
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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:
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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:
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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 .