Societies in the context of Social relation

Inclusivism is one of several approaches in religious studies, anthropology, or civics to understand the relationship between different religions, societies, cultures, political factions etc. It asserts that there is beauty in the variety of different schools of thoughts, and that they can coexist. It stands in contrast to exclusivism, which asserts that only one way is true and all others are erroneous.

Within religious studies and theology, inclusivism is the belief that, although only one belief system is true, aspects of its truth can be found in other religions. This is contrasted from religious pluralism, which asserts that all beliefs are equally valid within a believer's particular context.

Sociality is the degree to which individuals in an animal population tend to associate in social groups (for which, the desire or inclination is known as gregariousness) and form cooperative societies.

Sociality is a survival response to evolutionary pressures. For example, when a mother wasp stays near her larvae in the nest, parasites are less likely to eat the larvae. Biologists suspect that pressures from parasites and other predators selected this behavior in wasps of the family Vespidae.

Environmental determinism (also known as climatic determinism or geographical determinism) is the study of how the physical environment predisposes societies and states towards particular economic or social developmental (or even more generally, cultural) trajectories. Jared Diamond, Jeffrey Herbst, Ian Morris, and other social scientists sparked a revival of the theory during the late twentieth and early twenty-first centuries. This "neo-environmental determinism" school of thought examines how geographic and ecological forces influence state-building, economic development, and institutions. While archaic versions of the geographic interpretation were used to encourage colonialism and eurocentrism, modern figures like Diamond use this approach to reject the racism in these explanations. Diamond argues that European powers were able to colonize, due to unique advantages bestowed by their environment, as opposed to any kind of inherent superiority.

Orality is thought and verbal expression in societies, distinct from the technologies of literacy (especially writing and print). The study of orality is closely allied to the study of oral tradition.

The term "orality" has been used in a variety of ways, often to describe, in a generalised fashion, the structures of consciousness found in cultures that do not employ, or employ minimally, the technologies of writing.

Permanent revolution is the strategy of a revolutionary class pursuing its own interests independently and without compromise or alliance with opposing sections of society. As a term within Marxist theory, it was first coined by Karl Marx and Friedrich Engels as early as 1850. Since then different theorists, most notably Leon Trotsky (1879–1940), have used the phrase to refer to different concepts.

Trotsky's permanent revolution is an explanation of how socialist revolutions could occur in societies that have not achieved an advanced capitalist mode of production. Trotsky's theory also argues that the bourgeoisie in late-developing capitalist countries are incapable of developing the productive forces in such a manner as to achieve the sort of advanced capitalism which will fully develop an industrial proletariat; and that the proletariat can and must therefore seize social, economic and political power, leading an alliance with the peasantry. Trotsky also opposed Joseph Stalin's principle of socialism in one country and stated that socialist revolutions needed to happen across the world in order to combat the global capitalist hegemony. According to Russian historian Vadim Rogovin (1937–1998), the success of Stalin's theoretical position had a significant and negative impact on the entire course of the international revolutionary process.

Human rights education (HRE) is the learning process that seeks to build knowledge, values, and proficiency in the rights that each person is entitled to acquire. This education teaches students to examine their own experiences from a point of view that enables them to integrate these concepts into their values. Decision-making, and daily situations. According to Amnesty International, human rights education is a way to empower people by training them so that their skills and behaviors promote dignity and equality within their communities, societies, and throughout the world.

The "National Economics and Social Rights Initiative" stated the importance of nondiscrimination in human rights education. Governments must ensure that it is exercised without bias to race, gender, religion, language, national or social origin, political or personal opinion, birth, or any status. All students, parents and communities possess the right to take part in decisions affecting their respective schools and the right to education.