c1l2 Cultural Relativism

CHAPTER 1 | LESSON 2
CULTURAL
RELATIVISM
ADVINCULA, RYAN
YBANES, TROY
WHY CAN’T ALL CULTURAL PRACTICES BE
ALWAYS CORRECT?
1
The world is wide and huge. Part of what makes the world interesting is
that it is home to different groups of people who have developed their
own unique outlook on how to survive and thrive. These differences led
people to view life differently and live completey different lifestyles.
“....civilization is not something absolute, but is relative, and our ideas and
conceptions are true only so far as our civilization goes.”
~ German-American anthropologist Franz Boaz

WHY CAN’T ALL CULTURAL PRACTICES BE
ALWAYS CORRECT?
1
The first to use the term “cultural relativism” was a philosopher and
social theorist Alain Locke in 1924.
Cultural relativism explains why one behavior or practice is completely

acceptable by a particular group of people, while it is taboo in another. It
refers to the idea that values, knowledge, and behavior of people must be
understood within its own cultural context, and not by the standards of
other cultures.
Philosopher and university professor Dr. James Rachels (1841-2003), in his book
The Elements of Moral Philosophy, laid out five claims of cultural relativists as to
why right or wrong is only a matter of cultural standards. These claims are:
1 Different societies have different moral codes.
The moral code of a society determines what is right or wrong.

2
There is no objective standard considered better than others.
3 There are no universal moral truths.

Philosopher and university professor Dr. James Rachels (1841-2003), in his book
The Elements of Moral Philosophy, laid out five claims of cultural relativists as to
why right or wrong is only a matter of cultural standards. These claims are:
The moral code of a particular society has no special status.

4 It is but one among many.
It is arrogant for one culture to judge another culture. there

5
should be tolerance among cultures.
THE ADVATAGES OF CULTURAL
RELATIVISM
It warns us from assuming that our preferences are

1 the absolute rational standard.
It teaches us to keep an open mind and to be

2 more amenable in discovering the truth.
THE DANGERS OF CULTURAL
RELATIVISM
We cannot call out societal practices that promote
1 harm.
We cannot justifiably criticize our own culture’s

2 harmful practices.
3 The idea of social progress becomes doubtful.

PEACE EDUCATION
Peace as defined in relation to culture according to UNESCO is a set of
beliefs, values, attitude, traditions and modes of behavior and ways of
life based on:
1. Respect for life

2. Respect for human rights and fundamental freedoms
3. Rejections of all forms of violence
4. Adherence to the principles of justice, democracy, tolerance,
solidarity, cooperation, diversity, dialogue and understanding in
all levels of society.
THREE PHASES TO ACCOMPLISH PEACE:
Cognitive phase - which is understanding and being aware

1 to the happenings in the society.
Affective Phase - which is being concerned and responsible

2 learning to value peace since rational beings are species of
social interaction.
Active Phase - which is taking practical action in which a

3 course that will lead us to what is good for the benefit of
the majority.
Peace education seeks the abolition of war as an
institution. Considering the death destruction
and suffering that result from war, the abolition
of war gains practical relevance (Navarro-Castro
and Nario- Galace, 2020)
TWO TYPES OF PEACE:
1 Negative peace - Absence of direct/physical violence (both macro
and micro)
Direct Violence - War, Torture, child and woman abuse
2 Positive peace - Presence of conditions of well-being and just

relationships:
Economic, political, and ecological
Structural violence - poverty, hunger
Socio-cultural violence - Racism, sexism, religious intolerance
Ecological Violence - pollution, overconsumption
WHY IS PEACE BUILDING
DIFFICULT TO ACHIEVE?
Signing a peace accord may mark the end of a conflict on
paper, but the impact on the ground is often minimal.
Transitioning from war to peace is not a technical exercise
but a highly political process where the different principles,
priorities, and approaches need to come together. There is
no one-size-fits-all template or solution: what works in one
place my not work in another because, every person,
community or society deals with the aftermath of conflict
differently (Pantuliano, 2017)
SIX DIMENSIONS AND
OPERATIVE VALUES
By: Archbishop Antonio Ledesma
Personal and Family Intercultural Understanding

(Spiritual) Values and Solidarity (Dialogue)
Human Rights and Disarmament and Cessation

Democracy (Justice) of Hostilities (Active/non-
violence)
Poverty Eradication Environmental Protection

(Compassion) (Stewardship)
Peace education is broadly defined as education that
seeks the transformation of people’s mindsets,
attitudes, and behaviour towards peace, justice and
environmental care. In a peacebuilding framework
developed for the Philippines, peace-constituency
building is indicated as an important element. The
latter includes education aimed at promoting a
peaceful culture and agenda. Philippines E.O. 570
(Sept. 2006) - “Institutionalizing Peace Education in
Basic Education and Teacher Education”
Peace education is important. It is an ethical
imperative since it upholds core ethical principles
such as value of life, love and human dignity. It is a
practical alternative. We need to build a critical mass
of people who will reject war (and the death and
destruction in breeds) and will claim their right to
true human dignity.
THANK YOU AND
GOD BLESS!

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CHAPTER 1 | LESSON 2

~ German-American anthropologist Franz Boaz

Cultural relativism explains why one behavior or practice is completely

1 Different societies have different moral codes.

The moral code of a society determines what is right or wrong.

3 There are no universal moral truths.

The moral code of a particular society has no special status.

It is arrogant for one culture to judge another culture. there

It warns us from assuming that our preferences are

It teaches us to keep an open mind and to be

We cannot justifiably criticize our own culture’s

3 The idea of social progress becomes doubtful.

1. Respect for life

Cognitive phase - which is understanding and being aware

Affective Phase - which is being concerned and responsible

Active Phase - which is taking practical action in which a

2 Positive peace - Presence of conditions of well-being and just

Personal and Family Intercultural Understanding

Human Rights and Disarmament and Cessation

Poverty Eradication Environmental Protection

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