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Different Forms of
SOCIETY
Department of Education Intro. To the Philosophy of the human Person
 OBJECTIVE
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• Identify and compare the different

forms of societies.

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WHAT ARE THE DIFFERENT FORMS

OF SOCIETIES?

Department of Education Intro. To the Philosophy of the human Person

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• The development of societies
throughout history shows the
development of humankind in response
to changing surroundings and historical
developments.

Department of Education Intro. To the Philosophy of the human Person

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Hunting and Gathering Society
• Earliest and simplest form of society.
• Generally characterized by its small
size and is composed mainly of
families.

Department of Education Intro. To the Philosophy of the human Person

• They are nomadic because they spend
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most of their time searching for food
and
• thus, have no permanent territory.
• Hierarchy in this type of society is not
very varied.

Department of Education Intro. To the Philosophy of the human Person

• Its members are generally
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equally and decisions are made through
a consensus.
• Because of this, the role of its members
and the division of labor is not very
clearly defined.

Department of Education Intro. To the Philosophy of the human Person

Pastoral SocietyLet’s Play
• Characterized by the domestication of
animals for food for a more stable and
predictable food supply.
• Pastoral communities have larger
populations than hunting

Department of Education Intro. To the Philosophy of the human Person

and gathering societies and remain longer
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in one place.
• Often produce surplus food and
resources, which they trade with other
societies.
• This relative prosperity enables the
people to engage in other activities
apart from those
Department of Education Intro. To the Philosophy of the human Person
necessary for survival, such as
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handicrafts.
• This eventually leads to the emergence
of specialized tasks in the community.

Department of Education Intro. To the Philosophy of the human Person

Horticultural Society
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• Primarily engages in the small-scale
cultivation of plants, fruits, and
vegetables and the domestication of
animals.
• Semi-nomadic, which means that they
travel to another place when they have
already depleted
Department of Education Intro. To the Philosophy of the human Person
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the resources in one area.
• Roles and responsibilities are more
clearly defined with many tasks
assigned according to gender.

Department of Education Intro. To the Philosophy of the human Person

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• Similar to the pastoral society, there is
also a surplus of goods, which
sometimes leads to inequalities among
its members.

Department of Education Intro. To the Philosophy of the human Person

• In early societies,
Let’sthe individuals were
Play
often very family-oriented, and their
behaviors and actions were restricted
by tradition.
• The assignment of tasks and
occupations were often based on
gender, with women doing
Department of Education Intro. To the Philosophy of the human Person
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mostly domestic work in the home,
while the men engage in hunting and
farming.

Department of Education Intro. To the Philosophy of the human Person

Agrarian or Agricultural
Let’s PlaySociety
• This type of society is a further
evolution of the pastoral and
horticultural societies.
• Agriculture is involved in the large-
scale and long-term cultivation of crops
and domestication of animals.
Department of Education Intro. To the Philosophy of the human Person
• CharacterizedLet’s Play
by improved technology
and the use of tools to aid in farming.
• Improved technology and farming
methods result in increased production,
giving rise to a growing population in

Department of Education Intro. To the Philosophy of the human Person

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agricultural societies to a more structured
social system that helps manage resources
and its members.

Department of Education Intro. To the Philosophy of the human Person

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• The increasingly complex social
organization and growing importance
of territory often result in conflicts
among neighboring societies over
resources and land.

Department of Education Intro. To the Philosophy of the human Person

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FEUDAL SOCIETY
• based on the ownership of land.
• arouse out of developments in western
Europe during Medieval time,
• when kingdoms were engaged in
conflict over resources,
Department of Education Intro. To the Philosophy of the human Person
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particularly land.
• rulers grant their followers or vassals
the right to manage parcels of land.
• These vassals, in turn, are served by
peasant workers who cultivate the
land and tend to

Department of Education Intro. To the Philosophy of the human Person

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the animals in the farms.
• In return for their services, they are
provided with military protection.
• Members of society are organized
based on status.

Department of Education Intro. To the Philosophy of the human Person

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• own land - most powerful and
influential members of society,
• Peasants - the lowest group
• Social relations are characterized by
dependence.
• The lord depends on his vassals to
provide him with resources,
Department of Education Intro. To the Philosophy of the human Person
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• the vassals depend on the peasants for
their service,
• while the peasants depend on their
vassal protection.

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https://www.google.com/search?q=feudal+society&oq=&aqs=chrome.0.69i59i450l8.13286
3767j0j15&sourceid=chrome&ie=UTF-8#imgrc=T3iVGgtYXgeOPM

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INFLUENCE TO
INDIVIDUALS/HUMANKIND

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1. individuals value relations among
family members and with other members
in the community.

Department of Education Intro. To the Philosophy of the human Person

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2. People are often very conscious of
their place within society and
3. mindful of the hierarchy
- “higher classes” are treated with
respect by the members of
the community

Department of Education Intro. To the Philosophy of the human Person

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4. Traditional and resistant to social

change, preferring to maintain the way
things are in their community.

Department of Education Intro. To the Philosophy of the human Person

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INDUSTRIAL SOCIETY
- based on the use of specialized
machinery in the production of goods
and services.

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- advances in science and technology
in the late 18th century resulted in the
Industrial Revolution,
- rise to new production and
industrial methods,
innovations in transportation

Department of Education Intro. To the Philosophy of the human Person

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and communication.
- technological advances resulted in
• improved trade
• commerce and
• better life conditions, for many
people.

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- Work is done in factories and
public education is more prevalent.
- However, emergence of
industrial societies is
characterized by greater
inequalities in wealth,

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power, and influence.
- Industrial societies are often
defined by nature of work and the
prevailing industry in an area.

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- capitalists or business
owners are the most influential. - This
type of society is also characterized by
cultural diversity and the presence of
bureaucratic forms of organization.

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IMPACTS/EFFECTS TO INDIVIDUALS

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1. Many of the relations are not family or
community-based.

Department of Education Intro. To the Philosophy of the human Person

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2. Workplace - important factor in
social relations
- and people often interact
with individuals who do not
come from the same family, clan, or
community.

Department of Education Intro. To the Philosophy of the human Person

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3. Impersonal relationships prevail
among individuals.

Department of Education Intro. To the Philosophy of the human Person

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4. Alienation
- people are often seen as
resources.

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Post – Industrial society
 The post-industrial society is marked
by the establishment of societies based
on knowledge, information, and the
sale of services.

Department of Education Intro. To the Philosophy of the human Person

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 Led by the human Play and aided by
highly advanced technology, the trend
has shifted from industry to the
generation, storage, manipulation, and
sale of information.

Department of Education Intro. To the Philosophy of the human Person

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 Information influences the behavior of
people and has thus become a very
important commodity in the post-
industrial society.

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 Members of this society have higher
educational attainment, better training,
and specialized roles.

Department of Education Intro. To the Philosophy of the human Person

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 The virtual society,
 where people organize themselves
through communication technology
and the Internet, is a product of
post-industrial society.

Department of Education Intro. To the Philosophy of the human Person

 Individuals inLet’s
a virtual
Play society often
engage in complex relationships.
 They often have fluid identities and
do not necessarily subscribe to certain
norms or established standards of
behavior.

Department of Education Intro. To the Philosophy of the human Person

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 The freedom allowed in virtual worlds
means that a person is able to engage in
various activities, as well as access
various kinds of information.

Department of Education Intro. To the Philosophy of the human Person

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 The growth and development of the
various forms of societies highlight the
growing complexity of human
interactions over time.

Department of Education Intro. To the Philosophy of the human Person

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 The technological advances and
cultural changes that brought about
these changes result in the expansion of
communities that now include people
from varied ethnicities.

Department of Education Intro. To the Philosophy of the human Person

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 These developments have led to
innovations in human interactions such
as language and the establishment of
governments.

Department of Education Intro. To the Philosophy of the human Person

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 Many countries around the world are
industrial societies, and a number of
developed countries have evolved into
post-industrial and virtual societies.

Department of Education Intro. To the Philosophy of the human Person

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 But despite these advancements and
changes, the human person still remains
the heart and center of society.

Department of Education Intro. To the Philosophy of the human Person

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 The person is the primary agent of
change, as he or she drives social
changes based on responses to
events and developments affecting
society.

Department of Education Intro. To the Philosophy of the human Person