11

Understanding
Culture, Society
and Politics
Quarter 1 – Module 3:
Cultural Relativism
Subject Area – 11/12
Self-Learning Module (SLM)
Quarter 1 – Module 3: Cultural Relativism
First Edition, 2020

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 11

Understanding
Culture, Society
and Politics
Quarter 1 – Module 3:
Cultural Relativism
Introductory Message
For the facilitator:

Welcome to the Understanding Culture, Society and Politics Self-Learning Module

(SLM) on Cultural Relativism!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Understanding Culture, Society and Politics Self-Learning Module

(SLM) on Cultural Relativism!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

According to Cole (2019), the concept of cultural relativism as we know

and use it today was established as an analytic tool by German-
American anthropologist Franz Boas in the early 20th century. In the context
of early social science, cultural relativism became an important tool for
pushing back on the ethnocentrism that often tarnished research at that time,
which was mostly conducted by white, wealthy, Western men, and often
focused on people of color, foreign indigenous populations, and persons of
lower economic class than the researcher.

In this module, we will be learning about the concept of cultural;

relativism s well as some examples and its importance.

The module is divided into two lessons, namely:

Lesson 1. Definition of Cultural Relativism in the Perspective of

Sociology

Lesson 2. The Importance of Cultural Relativism

After going through this module, you are expected to:

1. Define cultural relativism in the perspective of sociology

2. State the importance of Cultural Relativism in attaining cultural
understanding.

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 What I Know

In this part, let’s check your knowledge on cultural relativism and its
importance in attaining cultural understanding. Choose the correct answer in
the following statements below. Write your answers on the space provided.

___1. Cultural relativism wrongly claims that each culture has its own distinct
but equally valid mode of perception, thought, and _____________.
a. feelings
b. ideas
c. choice
d. lesson

___2. Cultural relativism, the opposite of the idea that moral truth is
____________ and objective, contends there is no such thing as absolute right
and wrong.
a. general
b. valid
c. assuming
d. universal

___3. Within a particular society, a standard of right and wrong can be

_____________.

a. inviolate
b. fradaulent
c. unsuitable
d. vulgar

___4. Who stated that, “The notion of the mask over the face of nature is….
what I have called “relativism”.
a. Plato
b. Karl Marx
c. Aristotle
d. John Grote

___5. Although the term “relativism” is of recent coinage, doctrines and

positions, with some of the hallmarks of contemporary relativism, date back
to the very beginnings of ____________ philosophy.

a. Chinese
b. Japanese
c. Western

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 d. Eastern

___6. In the Philippines, premarital sex is morally ____________.

a. acceptable
b. unacceptable
c. ignored
d. defined

___7. Cultural relativism teaches us that, _________ patterns are cultural

options, not objective truth.

a. burial
b. marriage
c. bethrotal
d. food

___8. Who is often considered the first overt champion of relativism.

a. Plato
b. Horace
c. Protagoras of Abdera
d. Karl Marx

___9. ____________________ warns us, quite rightly, about the danger of

assuming that all of our practices are based on some absolute rational
standard.

a. Cultural relativism
b. Ethnocentrism
c. Culture lag
d. Xenocentrism

___10. Cultural relativism doesn’t mean that ___________ can’t be compared.

a. feelings
b. language
c. cultures
d. symbols

Good Job! You are done on the first part of this module. Now, let us proceed to
the next activity.

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 Definition of Cultural
Lesson Relativism in the Perspective
1 of Sociology

What’s In

Let’s take a review from your previous lesson by answering the

statements below.
Direction: Read the following statements. If the statement is true, write the
word YEY! If the statement is false, write the word NAY!
_____1. In every culture that has been studied, women are considered more
emotional and intuitive than men.
_____2. Norms are abstract ideas about what a group believes to be good,
right, and desirable.
_____3. For society to conduct itself appropriately, the individuals within it
must possess varied values and norms that differentiate each of the particular
individuals from all others.
____4. Folkways are the routine conventions of everyday life.
____5. Mores symbolism includes rituals and symbolic behavior that serve as
guidelines for expected societal actions.

Awesome! I know you are ready to the next topic in this module.

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 What’s New
What is cultural relativism?
According to Khan Academy (2020), cultural relativism refers to not
judging a culture to our own standards of what is right or wrong, strange or
normal. Instead, we should try to understand cultural practices of other
groups in its own cultural context.
For example, in the Philippines, instead of thinking, “Fried
grasshoppers (tipaklong) are disgusting!” one should instead ask, “Why do
some cultures eat fried insects?” You may learn that fried grasshoppers are
full of protein.
In addition, cultural relativism wrongly claims that each culture has its
own distinct but equally valid mode of perception, thought, and choice.
Cultural relativism, the opposite of the idea that moral truth is universal and
objective, contends there is no such thing as absolute right and wrong. There
is only right and wrong as specified by the moral code of each society. Within
a particular society, a standard of right and wrong can be inviolate. Cultural
relativism maintains that man’s opinion within a given culture defines what
is right and wrong. (Younkins, 2000)

Relativism: A Brief History of an Old Idea

The English term “relativism” came into usage only in the 19th Century.
John Grote was probably the first to employ it when in Exploratio
Philosophica (1865) he wrote:
The notion of the mask over the face of nature is…. what I have
called “relativism”. If “the face of nature” is reality, then the
mask over it, which is what theory gives us, is so much
deception, and that is what relativism really comes to. (Grote
1865: I.xi, 229).
Its German counterpart, “Relativismus”, has a longer history. Wilhelm
Traugott Krug, who succeeded Kant in the University of Königsberg in his
philosophical lexicon, defines it as:
“the assumption that everything which we experience and think
(the self, the idea of reason, truth, morality, religion etc.) is only
something relative, and therefore has no essential endurance
and no universal validity. (Krug 2010 [1838]: 224)”

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 Although the term “relativism” is of recent coinage, doctrines and
positions, with some of the hallmarks of contemporary relativism, date back
to the very beginnings of Western philosophy. Protagoras of Abdera (c. 490–
420 BC) is often considered the first overt champion of relativism, and his
dictum:
“Man (anthrôpos) is the measure (metron) of all things
(chrêmatôn), of the things which are, that they are, and of the
things which are not, that they are not (tôn men ontôn hôs esti,
tôn de mê ontôn hôs ouk estin) (from Plato’s Theaetetus 152a 2–
4)”
its first battle-cry. According to Plato, Protagoras thought:
“Each thing appears (phainesthai) to me, so it is for me, and as
it appears to you, so it is for you—you and I each being a man.
(Theaetetus 152a 6–8)”

Examples of Cultural Relativism

1. Here in the Philippines, premarital sex is morally unacceptable. If go to

another country, teenagers want to lose their virginity at a young age.

2. Here in the Philippines, we do not cease to debate on the moral

acceptability of contraceptives. In another country, abortion is perfectly
normal, more so the use of artificial contraceptives.

3. One society makes any prohibitions on women; while another society

allows women to have equal opportunities and obligations as men.

Activity No. 1: “Think-Share-Pair”

Instruction: Think of certain actions (e.g. programs/activities/traditions, and social

gathering) that are being practiced in your community. Use the recommended
template.

Programs/Policies Traditions Social Gatherings

(LGU, BLGU, (Festivals, Fiestas,
Private Sectors) Religious, etc)
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

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Processing Questions:
1. Based on the actions that you have noted in the template, did you find
similarity or difference between the actions you had observed in your
own community and the actions you had seen in other community?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Would you consider these actions in your community are far better that
those in other communities? Why? Take note of your answers.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Good Job!

Notes to the Teacher

After doing the activities given in this module, instruct the learner to
answer the guide questions in each activity. She or he may write his
answers in a separate sheet.

Have you ever wondered what society was like before your lifetime?
Maybe you wonder in what ways has society transformed in the past few
centuries? Human beings have created and lived in several types of societies
throughout history. In this activity, you are going to cite the practices of the
different societies in social, cultural, economic and political.

Activity No. 2: “ON MEMORY LANE”

Instruction: Cite some common traditions/cultural practices in your locality.

Explain how these cultural practices have something in common and
difference despite being practiced by different people from different walks of
life. Write your reflection in the blank space provided in your work-from home
module. Be sure to write your reflection in not less than 250 words.

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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Processing Questions:

1. How will you explain cultural relativism based on the common

traditions/cultural practices in your locality?
2. Will you consider your community as unique compared to other community?
3. What traditions do you want to practice in your own community that is visible
in other communities?

Rubric for the Essay

5 / 4 / 3 / 2 / NEEDS 1 /
EXCELL VERY AVERA IMPROVE UNACCEPT
ENT GOOD GE MENT ABLE

This paper This The writer Topic is not As yet, the

is clear and paper is is well-defined paper has no
focused. It mostly beginning and/or there clear sense of
holds the focused, to define are too many purpose or
reader's and has the topic, topics. central theme.
attention. some even To extract
Ideas Relevant good though meaning from
details and details developme the text, the
quotes and nt is still reader must
enrich the quotes. basic or make inferences
central general. based on
theme. sketchy or
missing details.

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 The Paper The Sentences The writing lacks
organization (and organizatio within a clear sense of
enhances paragra nal paragraphs direction. Ideas,
and phs) are structure is make sense, details, or
showcases mostly strong but the order of events seem
the central organize enough to paragraphs strung together
idea or d, in move the does not. in a loose or
theme. The order, reader random fashion;
Organiza
order, and through there is no
tion
structure of makes the text identifiable
information sense to without too internal
is the much structure.
compelling reader. confusion.
and moves
the reader
through the
text.

The writing The The text The text The reader has
has an easy writing hums seems choppy to practice quite
flow, mostly along with and is not easy a bit in order to
rhythm, and flows, a steady to read orally. give this paper a
cadence. and beat, but fair interpretive
Sentences usually tends to reading.
Sentenc are well invites be more
e built, with oral businesslik
Fluency strong and reading. e than
varied musical,
structure more
that invites mechanica
expressive l than fluid.
oral
reading.

The writer The The writer The writer Errors in

demonstrat write shows seems to have spelling,
es a good understa reasonabl made little punctuation,
grasp of nds e control effort to use capitalization,
standard good over a conventions: usage, and
writing writing limited spelling, grammar and/or
conventions conventi range of punctuation, paragraphing
(e.g., ons and standard capitalization, repeatedly
spelling, usually writing usage, distract the
punctuation, uses convention grammar reader and
capitalizatio them s. and/or make the text
Conventi n, grammar, correctly Conventio paragraphing difficult to read.
ons usage, . Paper ns are have multiple
paragraphin is easily sometimes errors.
g) and uses read handled
conventions and well and
effectively errors enhance
to enhance are rare; readability;
readability. minor at other
touch- times,
ups errors are
would distracting
get this and impair
piece readability.

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 ready to
publish.

The form The The The writer's The reader

and format writer's message is receives a
presentatio only has message only garbled
n of the text a few is understandabl message due to
enhances mistake understan e occasionally, problems
the ability s and is dable in and paper is relating to the
Presenta for the generall this messily presentation of
tion reader to y easy format. written. the text, and is
understand to read not typed.
and connect and
with the pleasing
message. It to the
is pleasing eye.
to the eye.
(Adapted from: https://www.uen.org/rubric/previewRubric.html?id=20123)

14
 Lesson
The Importance of Cultural
2 Relativism

What is It
What is the importance of cultural relativism?
(Adapted from Michael Kilman, 2017)

Cultural Relativism is one of those topics that is entirely misunderstood

by many people. Cultural Relativism is a tool, a suspense of your own personal
viewpoints and cultural bias temporarily to try to understand the conditions
of a particular cultural practice or problem. If we want to understand
something (This is especially true of very contentious things) then we have to
approach it with as fresh and objective a mind as possible. That doesn’t mean
you can’t have judgments of the topic, but it means putting those judgments
in check to see things more clearly.

Some important points:

1. Cultural Relativism does not mean anything a culture or group

of people believe is true

A good example of this is flat earthers1. Just because someone

believes this to be true, doesn’t make it so. We have endless evidence
against their claims. However, if you wanted to understand how the
flat earthers came to believe this point, you would temporarily put
aside your own views and evidence for a moment and try to examine
their claim from their point of view. This can also be valuable in
debunking some of their claims in the long term. By learning to speak
their ‘language’ we can open lines of communication that are more
productive, and hopefully get them out of their insane beliefs.

2. Cultural Relativism does not mean that anything a culture does

is good or moral.

This is one of the ones that confuse people. Some people might
claim that we can never understand something because it’s ‘cultural’.
Not so. There are certain beliefs and practices that are objectively
harmful. But this is where someone, who has never studied

1
Those who believed that the earth is flat

15
 anthropology, might not understand that kinship/marriage patterns
don’t actually contain any real morality outside of culture. For
example, there is nothing objectively wrong with a woman practices
polyandry (she has several husbands), such as is practiced in some
parts of the Himalayas.
Cultural relativism teaches us that, marriage patterns are cultural
options, not objective truth. We can also examine the history of our
own (I am American) cultural relationships to marriage and see these
things have changed over time. However, it’s pretty easy to say that a
group of people who kill their neighboring tribes for the purpose of
cannibalism is wrong. We can all easily agree that murder is a bad
thing across culture. An anthropologist in this circumstance would
use cultural relativism (one of the three main aspects of the
anthropological lens) to understand why a tribe engages in this
practice and how it relates to their worldview. An applied
anthropologist would take it one step forward and perhaps use that
cultural knowledge to try and put an end to the harm that is being
created by the practice.

3. Cultural Relativism doesn’t mean that cultures can’t be

compared

There is sometimes a strange notion that there are no

commonalities between cultures. It is true that there are very few
universals across all human experience, but there are definitely
some core things that humans all do, most of which relate to
survival and continuity. But even in practices that are entirely
different, we can find comparison as a useful tool for understanding
ideas and points of view. But again, cultural relativism is about
putting aside our preconceptions and having an experience that is
less tainted by our past knowledge and experience. This is
especially powerful and useful when problem solving in other
cultures or even our own.

Cultural Relativism is important to anthropology and one of the

things that makes anthropology unique because it is a tool, a method for
attempting to see things from a multiplicity of viewpoints so as to better
understand them. This is one of the reasons why those trained in cultural
anthropology are often great problem solvers for complex issues. We are
able to put ourselves aside for a moment and explore something that
would make most people uncomfortable.

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 What’s More
Cultural relativism is a vital tool in anthropology. As such, it does not
claim to define right or wrong behaviour. Instead, it is a device used to
investigate different cultures without making judgments about those
cultures. Basically, it is a decision to understand an individual's behaviour
within the context of that individual's culture, instead of comparing it to
another culture. For example, archaeologists analyze pottery in the context of
the culture, instead of strictly comparing it to pottery of other areas. Language
is investigated more carefully, taking into account sounds and inflections not
native to the researcher. And behaviour is compared to the culture and
environment, showing how mores and taboos came to be without judging
those ethics. (Compelling Truth, 2020)

Activity No. 3: “ACCEPTING THE CHALLENGE”

Instruction: Take some time to read below an excerpt from the work of James
Rachels entitled, “The Challenge of Cultural Relativism”. After reading the
questions, answer the questions written below.
What We Can Learn from Cultural Relativism
James Rachels

“So far, in discussing Cultural Relativism, I have dwelt mostly on its

shortcomings. I have said that it rests on an unsound argument, that it has
implausible consequences, and that it suggests greater moral disagreement
than exists. This all adds up to a rejection of the theory. Nevertheless, you may
have the feeling that this is a little unfair. The theory must have something going
for it—why else has it been so influential? In fact, I think there is something
right about Cultural Relativism, and there are two lessons we should learn from
it. First, Cultural Relativism warns us, quite rightly, about the danger of
assuming that all of our practices are based on some absolute rational
standard. They are not. Some of our customs are merely conventional—merely
peculiar to our society—and it is easy to lose sight of that fact. In reminding us
of this, the theory does us a service. Funerary practices are one example. The
Callatians, according to Herodotus, were “men who eat their fathers”—a
shocking idea, to us at least. But eating the flesh of the dead could be
understood as a sign of respect. It could be seen as a symbolic act which says,
“We wish this person’s spirit to dwell within us.” Perhaps this is how the
Callatians saw it. On this way of thinking, burying the dead could be seen as
an act of rejection, and burning the corpse as positively scornful. Of course, the
idea of eating human flesh may repel us, but so what? Our revulsion may be
only a reflection of our society. Cultural Relativism begins with the insight that
many of our practices are like this—they are only cultural products. Then it goes

17
wrong by inferring that, because some practices are like this, all of them must
be.
The second lesson has to do with keeping an open mind. As we grow up,
we develop strong feelings about things: We learn to see some types of behavior
as acceptable, and other types as outrageous. Occasionally, we may find those
feelings challenged. For example, we may have been taught that homosexuality
is immoral, and we may feel uncomfortable around gay people. But then
someone suggests that this may be prejudice; that there is nothing wrong with
being gay; and that gay people are just people, like anyone else, who happen
to be attracted to members of the same sex. Because we feel so strongly about
this, we may find it hard to take this line of reasoning seriously.
Realizing this can help broaden our minds. We can see that our feelings
are not necessarily perceptions of the truth— they may be due to cultural
conditioning and nothing more. Thus, when we hear it suggested that some
element of our social code is not really the best, and we find ourselves resisting
the suggestion, we might stop and remember this. Then we will be more open
to discovering the truth, whatever it might be. We can understand the appeal of
Cultural Relativism, then, despite its shortcomings. It is an attractive theory
because it is based on a genuine insight: that many of the practices and
attitudes we find natural are really only cultural products. Moreover, keeping
this thought in mind is important if we want to avoid arrogance and remain
open to new ideas. These are important points, not to be taken lightly. But we
can accept them without accepting the whole theory.”
(Source: Adapted from The Elements of Moral Philosophy by James Rachels, Chapter 2,
pp. 15-29. 1999 by McGraw-Hill, Inc.)

Processing questions:
1. What are the things that you had learned?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How the article had helped you gain more insights about the importance
of cultural relativism?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Are the things mentioned by James Rachels are applicable in your life?
Or in your community? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

18
 Assessment
Direction: Read the statements below. Write the word TRUE if the statement
is true and FALSE if the statement incorrect.
___1. Cultural relativism is not really a vital tool in anthropology.
___2. Behaviour cannot be compared to the culture and environment, showing
how mores and taboos came to be without judging those ethics.
___3. According to Plato, man is the measure of all things of the things which
are, that they are, and of the things which are not, that they are not.
___4. The concept of cultural relativism as we know and use it today was
established as an analytic tool by German-American anthropologist Franz
Boas in the early 20th century.
___5. Cultural Relativism warns us, quite rightly, about the danger of
assuming that all of our practices are based on some absolute rational
standard.
___6. Cultural Relativism begins with the insight that many of our practices
are like this—they are only cultural products.
___7. Cultural relativism wrongly claims that each culture has its own distinct
but equally valid mode of perception, thought, and choice.
___8. There is sometimes a strange notion that there are no commonalities
between cultures.
___9. The English term “relativism” came into usage only in the 18th Century.
___10. Cultural relativism, the opposite of the idea that moral truth is
universal and objective, contends there is no such thing as absolute right and
wrong.

Additional Activities

Activity No. 4. “CURRENT REALITY DIALOGUE”

Instruction: Create 2 columns. Label the first column as CULTURAL RELATIVISM;

the second column as REMARKS. Think of cultural practices in your own
locality/community that shows CULTURAL RELATIVISM. In the second column
marked as REMARKS, write whether that cultural practice is being performed
ALWAYS, SOMETIMES, RARELY or NEVER.

19
.
PRACTICES REMARKS
1.
2.
3.
4.
5.

Activity No. 5. CHECK METER!

Instruction. Read the following and determine whether the particular statement
about cultural relativism has HIGH or LOW importance in your community.

PRACTICES High or Low?

1. Food from another country.
2. Korean movies/KPOP Idols.
3. Use of bakya or salakot.
4. Eating using barehands.
5. Travelling to foreign countries.
6. Working in other countries.
7. Filial piety.
8. Close family ties.
9. Bayanihan
10. Celebrating Sunday mass with
family members.

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Assessment What's In? What I Know
1. FALSE 1. Yey! 1. C
2. FALSE 2. Nay! 2. D
3. FALSE 3. Nay! 3. A
4. TRUE 4. Yey! 4. D
5. TRUE 5. C
5. Nay!
6. TRUE 6. B
7. TRUE 7. B
8. TRUE 8. C
9. FALSE 9. A
10.TRUE 10.C
Answer Key
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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