MODULE 2: SCIENCE, TECHNOLOGY AND

SOCIETY AND THE HUMAN CONDITION

Objectives:
At the end of this lesson, you should have:

1. evaluated the importance of technology

2. explained the concept of human condition before science technology
3. differentiated the way of life during pre historic times and at present
4. determined the steps in the scientific method and validity of science
5.explained the idea of the good life
6. examined contemporary issues and come up with innovative and creative solutions to
contemporary issues guided by ethical standards leading to a good life
7. identified key documents and their principles that ensure the well-being of humans in
the midst of scientific progress and technological development
8. discussed the importance of upholding human rights in science, technology, and
development
9. evaluated William Nelson Joy’s arguments as to why the future does not need us
10. illustrated the advantage and disadvantages of technology to human race

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Lesson 1: Technology as a Way of Revealing

THE HUMAN CONDITION BEFORE COMMON ERA

 Our early ancestors ‘primal need to survive paved way for the invention of several
developments.

 Homo erectus have been using fire to cook, through chipping one flint over the other to
produce a spark, all the while without realizing the laws of friction and heat.

 Tools from stone and flints marked the era of Stone Age,
during the advent of our very own Homo sapiens, and humans
began to sharpen stones as one would a knife; an example of this
is the simple machine called wedge.

 There is little to no written accounts except for several

cave drawings and unearthed artifacts from various parts of the
world that narrate how their culture came to be.

 Soon enough, people discovered minerals and began forging

metalwork. They realized that these substances are more durable,
malleable, and have more luster than the previous material.

 Fur clothing and animal skin are primarily used for comfort
against harsh winds – our ancestors are able to draw connection
between their being naked and vulnerable due to some lack of fur
or protective covering which would otherwise allow them to
withstand extreme weather conditions. They begin to cover
themselves up out of necessity, and gradually, added several more

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 to their garments.

 Some of those found at excavation sites are reminiscent of

early accessories, suggesting that our ancestors have been deeply
engaged in the concept of beauty.

 Excavations on the latter half of the Stone Age include

several figures thought to be ceremonial, meaning, that perhaps
people of the time had also painstakingly wrought and hewed
said figures in honor of some deity.

 The initial roster of primitive gods includes objects they encounter through their day-to-
day lives, so it is not surprising that different tribes may have different gods.

 Those who might have lived alongside majestic creatures, such as elephants and
mammoths, might have been awed by their size and worshipped them as owner of the
land, asking for blessings in their hunting ground. On the contrary, they might have
hunted the mammoths for their wooly coat and meat, taking down the animal for the
community to eat.

 It can be positively inferred that like the people of today, our ancestors also found the
need to explain things in a way that makes sense to them.

 The people of yesterday appeared to have acknowledged early on that they could only do
and understand as much, that perhaps other powers at play also existed alongside them.
This notion effectively humbled and perhaps grounded them, with their constant
befuddlement serving as an early reminder that they were way behind several larger,
more powerful forces in nature in terms of order of things.

THE HUMAN CONDITION IN THE

COMMON ERA
 Earliest case of man-made
extinction occurred over 12,000 years
ago, possibly brought upon by hunting
and territorial disputes.

 The Holocene extinction, also called the sixth extinction or more aptly Anthropocene
extinction, occurred from as early as between 100,000 to 200,000 years up to the present.

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 It pertains to the ongoing extinction of several
species – both flora and fauna – due to human
activity.

 Formation of communities caused humans

to expand more in territory and more people to
feed; large, separate communities hailing from the
same ancestors and residing in the same large
community paved way for civilizations. The people
realized that they were in constant need of
resources.

 Albeit waging wars with other tribes seemed to be the early solution, they were able to
find out some 5,000 years ago that engaging in a peaceful negotiation was also a possible
and less bloody method. They realized that they could get hold of things not present in
their towns by offering something of some value present in theirs. It is in this process that
trade emerged, leading to cross-town and eventually cross-cultural interaction as more
products were exchanged and initial needs extended to wants.

 People then had a new objective – gather as much

products as possible. They have turned to wealth as one of
their goals as humans and ultimately as civilizations, for
they perceived that those who have many, live
comfortably and thus are generally happier than those who
do not have sufficient wealth. Thus, they began to hunt,
farm, and produce things with prospect of profit.

 Products of every kind were exchanged, ranging from necessary ones such as crops,
cattle, poultry, others of kind, and clothing materials, up to metals, accessories, weapons,
spices, literature, and entertainment.

 When they could not sell products, they used their skills and got compensated for it –
bringing forth a specialized group of artisans. Humanity became more complex. The
primary goal was not merely to survive, but to
live the good life.
 Technology has been instrumental in all of these
because in searching for the good life, people
were able to come up with creations that would
make life easier, more comfortable, and more
enriching.

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 The good life before offered us the initial intricacies of how today came to be. People
perceive death as, unpleasant and concocted potions to ward evil off from their kinsmen,
often appealing to gods for blessings. Medicine was thus born.

 They became fixated with gold and were adamant

in procuring more, trying to use incantations with
mixtures of substances to turn lead into one. This
ultimately paved the way for the emergence of
chemistry in its primitive form, not quite distinct
from alchemy. Due to differing races, belief, or
abundance of resources and/or territory, wars were
always being waged, leading communities to
allocate resources to the militia.

Elemental copper
Gold Nuggets

Source: Photographed a the Roemer-

PelizaeusMueum, Hildesheim, Germany; and
Internet.

 The early leaders were those who portrayed exceptional strength among their group – this
condition carried on for generations.
 Position-wise, the humans of today are much better off compared to humans several
centuries ago. Advancements in medicine, technology, health, and education ushered in
humanity’s best yet, and show no sign of stopping. Below are some notable comparisons
then and now:
1. Mortality rate- Due to technology, lesser women
and children die during birth. Assuring robust
population and strong workforce. Medical care for
premature infants allows them to survive and
develop normally, while proper maternal care
ensures that mothers can fully recover and remain

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 empowered.
2. Average Lifespan- Aside from the reason
that people engage less in combat and are less likely to die
in treatable diseases now as opposed to then, science is able
to prolong lives by enhancing living status and discovering
different remedies to most diseases. Distribution of
medicines is also made easier and faster.

3. Literacy Rate- Access to education provided to more

individuals generally creates a more informed public that
could determine a more just society.

4. Gross Domestic Product- Although not an indicator of an average person’s

lifestyle in a certain country, it is often used to determine the value of the
country’s goods and services produced within the territory given a certain time
period. Higher country income is brought upon by high productivity, often an
indicator of presence of technology.

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 MODULE 2. Lesson 1.
ACTIVITY #1
Think about these questions … (20 pts.)
1. What would have happened to humankind if technology did not exist?
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2. Try to imagine the world without technology. How do you think your day-to-day life would be
like? Do this by illustrating a scenario where a certain technological innovation does not exist.
Below are examples you could use:
a. Watch
b. Phone
c. Light bulbs
d. Cars
e. Printing press
f. Electricity

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 MODULE 2.Lesson 1.
ACTIVITY #2
Compare and Contrast the situation during pre historic times and at present in terms of: (25 pts.)

Then Now
Education

Health/Medicine

Farming

Burial Ceremony

Wedding Ceremony

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 Rubric for Activity #1
CATEGORY 5 4 3 2 Score
Grammar & Author makes no Author makes 1-2 errors Author makes 3-4 errors Author makes more than 4
Spelling errors in grammar or in grammar or spelling in grammar or spelling errors in grammar or
spelling that distract that distract the reader that distract the reader spelling that distract the
the reader from the from the content. from the content. reader from the content.
content.
Content Substantial, specific, Sufficiently developed Limited content with in Superficial and/or minimal
and/or illustrative content with adequate adequate elaboration or content.
content elaboration or explanation.
demonstrating strong explanation.
development and
sophisticated ideas.

Rubrics for Activity #2

CATEGORY 5 4 3 2
Above Standards Meets Standards Approaching Standards Below Standards
Purpose and Supporting It compares and It compares and It compares and contrasts items It compares or
Details contrasts items clearly. contrasts items clearly, clearly, but the supporting contrasts, but does not
The paper points to but the supporting information is incomplete. The include both. There is
specific examples to information is general. paper may include information no supporting
illustrate the The paper includes that is not relevant to the information or support
comparison. The paper only the information comparison. is incomplete.
includes only the relevant to the
information relevant to comparison.
the comparison.

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Lesson 2: Human Flourishing in Progress and Re-development

In the previous chapters, contributions of science and technology have been laid down
thoroughly. Every discovery, innovation, and success contributes to our pool of human
knowledge. Perhaps one of the most prevalent themes is human’s perpetual need to locate
himself in the world by finding proofs to trace evolution. The business of uncovering the secrets
of the universe answers the questions of our existence and provides us something to look forward
to. Having a particular role, which is uniquely ours, elicits our idea of self-importance. It is in
this regard that human flourishing is deeply intertwined with goal setting relevant to science and
technology. In this case, the latter is relevant as a tool in achieving the former. Suffice to say that
the end of both science and technology and human flourishing are related, in that the good is
inherently related to the truth. The following are two concepts about science which ventures its
claim on truth.
SCIENCE AS METHODS AND RESULTS
For the most part, science’s reputation stems from the objectivity
brought upon by an arbitrary, rigid methodology whose very character absolves
it from any accusation of prejudice. Such infamy effectively raised science in a
pedestal untouchable by other institutions – its sole claim to reason and
empiricism – garnering supporters who want to defend it and its ways.
In school, the scientific method is introduced in the earlier part of discussions. Even
though the number of steps varies, it presents a general idea on how to do science:
Observe and determine if there are unexplained occurrences unfolding.
Determine the problem and identify factors involved.
Through past knowledge of similar instance, formulate hypothesis that could explain the
said phenomenon. Ideally, the goal is to reject the null hypothesis and accept the alternative
hypothesis for the study “to count as significant” (can also be separated into additional steps such
as “to generate prediction” or “to infer from past experiments”)
Conduct experiment by setting up dependent and independent variables, and trying to see
how independent ones affect dependent ones.
Gather and analyze results throughout and upon culmination of the experiment. Examine if
the data gathered are significant enough to conclude results.
Formulate conclusion and provide recommendation in case you would want to broaden the
study.
VERIFICATION THEORY
The earliest criterion that distinguishes philosophy and science is
verification theory. The idea proposes that a discipline is science if it can be

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confirmed or interpreted in the event of an alternative hypothesis being accepted. In that regard,
said theory gives premium to empiricism and only takes into account those results which are
measurable and experiments which are repeatable. This was espoused by a movement in the
early twentieth century called the Vienna Circle, a group of scholars who believed that only
those which can be observed should be regarded as meaningful and reject those which cannot be
directly accessed as meaningless. Initially, this proved to be attractive due to general consensus
from people, which happened to see for themselves how the experiment occurred, solidifying its
validity and garnering supporters from esteemed figures. Its shortcomings, however, proved to
be a somewhat too risky – several budding theories that lack empirical results might be shot
down prematurely, causing slower innovation and punishing ingenuity of newer, novel thoughts.
Celebrated discoveries in physics, for instance, are initially theorized without proper
acknowledgement of their being. Einstein’s theory on the existence of gravitational waves
would. Following this thought, be dismissed due to lack of evidence almost a hundred years ago.
Quantum mechanics would not have prospered if the scientific society during the time of Edwin
Schrodinger did not entertain his outrageous thought that the cat in the box is both dead and
alive, which can only be determined once you look in the box yourself.
Aside from above critique, this theory completely fails to weed out bogus arguments that
explain things coincidentally. A classic example is astrology, whose followers are able to employ
the verification method in ascertaining its reliability. The idea is that since one already has some
sort of expectations on what to find, they will interpret events in line with said expectations.
American philosopher Thomas Kuhn warned us against bridging the gap between evidence and
theory by attempting to interpret the former according to our own biases, that is, whether or not
we subscribe to the theory.
FALSIFICATION THEORY
Perhaps the current prevalent methodology in science, falsification theory
asserts that as long as ideology is not proven to be false and can best explain a
phenomenon over alternative theories, we should accept the said ideology. Due to its
hospitable character, the shift to this theory allowed emergence of theories otherwise rejected by
verification theory. It does not promote ultimate adoption of one theory but instead encourages
research in order to determine which among the theories can stand the test of falsification. The
strongest one is that which is able to remain upheld amidst various tests, while being able to
make particularly risky predictions about the world. Karl Popper is the known proponent of this
view. He was notorious for stating that up-and-coming theories of the time, such as Marx’s
Theory of Social History and Sigmund Freud’s psychoanalysis, are not testable and thus not
falsifiable, and subsequently questioning their status as scientific. Albeit majority of scientists
nowadays are more inclined to be Popperian in their beliefs, this theory, similar to the theory
above, presents certain dangers by interpreting otherwise independent evidence in the light of
their pet theory.
SCIENCE AS SOCIAL ENDEAVOR
Due to the inclusiveness of the methodologies previously cited, a new
school of thought on the proper demarcation criterion of science emerged. Several

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philosophers such as Paul Thagard, ImreLakatos, Helen Longino, David Bloor, and Richard
Rorty, among others, presented an alternative demarcation that explores the social dimension of
science and effectively, technology. Science ceases to belong solely to gown-wearing,
bespectacled scientists at laboratories. The new view perpetuates a dimension which generally
benefits the society. For instance, far-off places in South America where many of the tribes
remain uncontacted, do not regard western science as their science. Whatever their science is, it
can be ascertained that it is in no way inferior to that of globalized peoples’ science. Thus, it
presents an alternative notion that goes beyond the boundaries of cold, hard facts of science and
instead projects it in a different light, such as manifestation of shared experience forging
solidarity over communities.
SCIENCE AS RESULTS
For the most part, people who do not understand science are won over when
the discipline is able to produce results. Similar to when Jesus performed miracles
and garnered followers, people are sold over the capacity of science to do stuff they
cannot fully comprehend. In this particular argument, however, science is not the
only discipline which is able to produce results – religion, luck, and human randomness are some
of its contemporaries in the field. For some communities without access to science, they can turn
into divination and superstition and still get the same results. Science is not entirely foolproof,
such that it is correct 100% of the time. Weather reports, for one, illustrate feasibility and
limitations of their scope, as well as their inability to predict disasters. The best that can be done
during an upcoming disaster is to reinforce materials to be more calamity proof and restore the
area upon impact. It can then be concluded that science does not monopolize the claim for
definite results.
SCIENCE AS AN EDUCATION
Aforementioned discussion notes that there is no such thing as a singular
scientific method, offering instead a variety of procedures that scientists can
experiment with to get results and call them science. Discoveries in physics,
specifically in quantum mechanics, appeared to have debunked the idea of
objectivity in reality, subscribing instead to alternative idea called intersubjectivity. With
objectivity gone, it has lost its number one credence. Nevertheless, there still exists a repressing
concept that comes about as a result of unjustified irreverence of science – our preference of
science-inclined students over those which are less adept. There are distinct portions in entrance
exams in the secondary and tertiary levels that are dedicated to science and mathematics. In the
Philippines, a large distribution of science high schools can be found all over the country,
forging competition for aspiring students to secure a slot and undergo rigorous science and
mathematics training based on specialized curricula.

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 MODULE 2.Lesson 2.
ACTIVITY #3
Think about these questions… (20 pts.)
1. Were we successful so far in trying to tie down technology with what we
conceive as human flourishing?
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2. What do you think constitutes human flourishing?
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Rubrics for Activity #3

CATEGORY 5 4 3 2 Score
Grammar & Author makes Author makes 1-2 Author makes 3-4 Author makes
Spelling no errors in errors in grammar errors in grammar more than 4 errors
grammar or or spelling that or spelling that in grammar or
spelling that distract the reader distract the reader spelling that
distract the from the content. from the content. distract the reader
reader from the from the content.
content.
Content Substantial, Sufficiently Limited content Superficial and/or
specific, and/or developed content with in adequate minimal content.
illustrative with adequate elaboration or
content elaboration or explanation.
demonstrating explanation.
strong
development and
sophisticated
ideas.

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Lesson 3: The Good Life

Aristotle, an important ancient Greek philosopher whose work spans from natural
philosophy to logic and political theory, attempted to explain what the good is. His definition
may be useful in any pursuit of the truth. In Nicomachean Ethics, Aristotle stated:
All human activities aim at some good. Every art and human inquiry,
and similarly every action and pursuit, is thought to aim at some good; and for
this reason the good has been rightly declared as that at which all things aim.
(Nicomachean Ethics 2:2).
Everyone is moving towards one’s studies, training for sport, or taking
a rest is a good. The good is expressed and manifested in many various ways
for different persons and circumstances. The good life, however, is more than
these countless expressions of what is good. It is characterized by happiness
that springs from living and doing and doing well.
…both the many and the cultivated call it happinesss, and suppose that
living well and are the same as being happy (Nicomachean Ethics 1:4).
The ancient Greeks called this concept of “living well and doing well”
as eudaimonia. Theword came from the Greek word eu meaning “good” and daimon meaning
“spirit”. Taken together, it generally refers to the good life, which is marked by happiness and
excellence. It is a flourishing life filled with meaningful endeavors that empower the human
person to be the best version of him/her.
Aristotle and How We All Aspire for a Good Life
 The first thinker who dabbed into the complex
problematization of the end goal of life: happiness.
 A student of Plato.
 Aristotle claimed that this world is all there is to it and
that this world is the only reality we can all access.

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  For his teacher, Plato, change is so perplexing that it can only make sense if there are two
realities: the world of forms and the world of matter.
Plato recognized change as a process and a
phenomenon that happens in the world, that in fact, it is
constant. However, Plato also claims that despite the
reality of change, things remain and they retain their
ultimate “whatness”; that you remain to be you despite
of what physical flaw you have (e.g. a pimple on your
nose). Plato was convinced that reality is full of these
seemingly contrasting manifestations of change and
permanence. For Plato, this can only be explained by
postulating two aspects of reality, two worlds if you
wish: the world of forms and the world of matter. In the world of matter, things are
changing and impermanent. In the world of forms, the entities are only copies of the ideal
and the models, and the forms are the only real entities. Things are red in this world
because they participate in what it means to be red in the world of forms.

 Aristotle, however, forwarded the idea that there is no reality over and above what the
senses can perceive. As such, it is only by observation of the external world that one can
truly understand what reality is all about. Change is a process that is inherent in things.
We, along with other entities in the world start as potentialities and move toward
actualities. The movement, of course, entails change.

 Aristotle claims that humans every human being moves according to some end. Every
action that emanates from a human person is a function of the purpose (telos) that the
person has. Every human, according to Aristotle, aspires for an end.

 Aristotle claims that happiness is the be all and end all of everything that we do. We may
not realize it but the end goal of everything that we do is happiness.
Happiness as the Goal of a Good Life
 In the 18 th century, John Stuart Mill declared the Greatest
Happiness Principle by saying that an action is right as far as it
maximizes the attainment of happiness for the greatest number of
people. Mill said that individual happiness of each individual
should be prioritized and collectively dictates the kind of action
that should be endorsed.

 The ethical, is, of course, meant to lead us to the

good and happy life. Through the ages, man has constantly struggled with the
external world in order to reach human flourishing. History has given birth to
different schools of thought, all of which aim for the good and happy life.

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Schools of thought:
Materialism
The first materialists were the atomists in Ancient Greece. Democritus and Leucippus led
a school whose primary belief is that the world is made up of and is controlled by the tiny
indivisible units in the world called atomos or seeds. For Democritus and his disciples, the world,
including human beings, is made up of matter. There is no need to posit immaterial entities as
sources of purpose. Atomos simply comes together randomly to form the things in the world. As
such, only material entities matter. In terms of human flourishing, matter is what makes us attain
happiness. We see this at work with most people who are clinging on to material wealth as the
primary source of the meaning of their existence.
Hedonism
The hedonists, for their part, see the end goal of life in acquiring
pleasure. Pleasure has always been the priority of hedonists. For them, life
is about obtaining and indulging in pleasure because life is limited. The
mantra of this school of thought is the famous “Eat, drink, and be merry for
tomorrow we die.” Led by Epicurus, this school of thought also does not
buy any notion of afterlife just like the materialists.

Stoicism
Another school of thought led by Epicurus, the stoics
espoused the idea that to generate happiness, one must learn to
distance oneself and be apathetic. The original term, apatheia,
precisely means to be indifferent. For the stoics, happiness can
only be attained by a careful practice of apathy. We should, in
this worldview, adopt the fact that some things are not within our
control. The sooner we realize this, the happier we can become.
Theism
Most people find the meaning of their lives using God as
fulcrum of their existence. The Philippines, as a predominantly
Catholic country, witness how people base their life goals on beliefs
that hinged on some form of supernatural reality called heaven. The
ultimate basis of happiness for theists is the communion with God.
The world where we are in is only just a temporary reality where we
have to maneuver around while waiting for the ultimate return to the hands of God.
Humanism
Humanism as another school of thought espouses the freedom of
man to carve his own destiny and to legislate his own laws, free from the
shackles of a God that monitors and controls. For humanists, man is literally

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the captain of his own ship. Inspired by the enlightenment in the seventeenth century, humanists
see themselves not merely as steward of creation but as individuals who are in control of
themselves and the world outside them. This is the spirit of scientists who thought that the world
is a place and space for freely unearthing the world in seeking for ways on how to improve the
lives of its inhabitants.
As a result of the motivation of the humanist current, scientists
eventually turned to technology in order to ease the difficulty of life.
Scientists of today meanwhile are ready to confront more
sophisticated attempts at altering the world for the benefit of
humanity. Some people now are willing to tamper with time and space
in the name of technology. Social media, as an example, has been so
far a very effective way of employing technology in purging time and
space. Not very long ago, communication between two people from
two continents in the planet will involve months of waiting for a mail
to arrive. To see each other in real time while talking was virtually
impossible. Now, communication between two people wherever they
are, is not just possible but easy. The Internet and smart phones made
real time communication possible not just between two people, but even with multiple people
simultaneously.
Technology allowed us to tinker with our sexuality.
Biologically male individuals can now undergo medical operation if
they so wish for sexual reassignment. Breast implants are now available
and can be done with relative convenience if anyone wishes to have
one. Hormones may also be injected in order to alter sexual chemicals
in the body.
Whether or not we agree with these technological
advancements, these are all undertaken in the hopes of attaining the
good life. The balance, however, between the good life, ethics, and
technology has to be attained.

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 MODULE 2 .Lesson 3.
ACTIVITY #4

1. Good Life Collage. Cut out pictures in magazines or newspapers that

demonstrate how technology has made the man’s desire for a happy life more
realizable. You may also opt to print out pictures from websites and other
sources. Explain how these technological advancements have made the
campaign for the attainment of good life easier or otherwise. (15 pts.)

2. Compare and Contrast. Identify two modes of doing the same thing where one involves a
more technologically advanced method. Example would be snail mail vs. e-mail. List down three
examples. Brainstorm if a less technologically sophisticated mechanism can actually turn out to
be better in terms of reaching for the good life. Is the more technologically advanced always
better? (10 pts.)

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 Rubrics for Item #1 Activity #4
CATEGORY 5 4 3 2 Score
Required The collage All required 1-2 of the required Many of the required
elements includes all elements are present elements are elements are missing
required elements on the collage missing. from the collage.
as well as
additional
information.
Graphics All graphics are Graphics are related Some graphics are Few graphics are
carefully selected to the topic. Most related to the topic, related to the topic.
to enhance the pictures are clear but some graphics Many graphics are
understanding of and enhance the are unclear or unclear or confusing.
the topic. The best understanding of the confusing.
pictures have been topic. Few items of
chosen. Some items of importance are
All items of Almost all items of importance are labeled. Some items
importance are importance are labeled. Some of the are mislabeled. The
clearly labeled labeled with chosen text is chosen text is unclear
with interesting appropriate unclear and difficult and difficult to read.
details. The information. The to read.
chosen text is clear chosen text is
and easy to read appropriate.
Appearance The collage is The collage is The collage is fairly The collage is poorly
exceptionally attractive in terms attractive, but some designed and much
attractive in terms of design and elements are poorly unorganized. Many
of design and layout. Most spaced and/or elements are poorly
layout. The pictures and text are cluttered. The spaced and/or
pictures and text well organized. collage appears cluttered.
are well organized. slightly
unorganized.
Rubrics for Item #2 Activity #4
CATEGORY 5 4 3 2
Above Standards Meets Standards Approaching Standards Below Standards
Purpose and Supporting It compares and It compares and It compares and contrasts items It compares or
Details contrasts items clearly. contrasts items clearly, but the supporting contrasts, but does not
The paper points to clearly, but the information is incomplete. The include both. There is
specific examples to supporting paper may include information no supporting
illustrate the information is that is not relevant to the information or
comparison. The paper general. The paper comparison. support is incomplete.
includes only the includes only the
information relevant to information relevant
the comparison. to the comparison.
Organization and The paper breaks the The paper breaks the The paper breaks the Many details are not
Structure information into whole- information into information into whole-to- in a logical or
to whole, similarities to- whole-to whole, whole, similarities-to expected order. There
differences, or point-by- similarities to- differences, or point-by-point is little sense that the
point structure. It differences, or point- structure, but some information writing is organized.
follows a consistent by-point structure but is in the wrong section. Some
order when discussing does not follow a details are not in a logical or
the comparison. consistent order when expected order, and this
discussing the distracts the reader.
comparison.

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When Technology And Humanity Cross
Diagnostics
Instructions: Rate the extent of your agreement to each statement by putting a check mark on
the box that corresponds to your response in each row.
Statements Extremely Somewhat To a Somewhat Extremely
Agree Agree Limited Disagree Disagree
Extent
Human rights are fundamental
rights
Responding to urgent global
challenges allows setting
aside some human rights
Human rights should be at the
core of any scientific and
technological endeavor
A good life is a life where
human rights are upheld
Human rights should be
integral in the journey toward
the ultimate good.
It is not the primary function
of science and technology to
protect the weak, poor, and
vulnerable.
There is no way for science
and technology to fully
function as a safeguard of
human rights.
A human rights-based
approach to science,
technology, and development
is imperative
The protection of human
rights and continued scientific
and technological
advancement can work hand-
in-hand.

Human rights in the face of scientific and technological

advancement are critical factors in one’s journey toward eudaimoniaor
the good life. Exercising the right to accept or reject, minimize or
maximize, and evaluate and decide on the scope and function of science
and technology indicates human flourishing in science and technology.
Protecting the well-being and upholding the dignity of the human person

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must be at the core of continued scientific and technological progress and development. Such
focus of a human rights-based approach to science, technology, and development.
S. Romi Mukherjee, a senior lecturer in Political Theory and the History of Religions at
the Paris Institute of Political Studies, explained a human-rights based approach to science,
technology, and development as follows:
“It seeks to place a concern for human rights at the heart of how the
international community engages with urgent global challenges. The
UN Development Programme characterizes this approach as one that
‘leads to better and more sustainable outcomes by analyzing and
addressing the inequalities, discriminatory practices and unjust power
relations which are often at the heart of development problems. It puts
the international human rights entitlements and claims of the people
(the ‘right-holders’) and the corresponding obligations (the ‘duty-
bearer’) in the center of the national development debate, and it
clarifies the purpose of capacity development.”

S. Romi Mukherjee
Mukherjee (2012) furthered that this approach identifies
science as “a socially organized human activity which is value-
laden and shaped by organizational structures and procedures.”
Moreover, it requires an answer to whether governments and other
stakeholders can craft and implement science and technology
policies that “ensure safety, health and livelihoods; include people’s
needs and priorities in development and environmental strategies;
and ensure they participate in decision-making that affects their
lives and resources.”
Multiple international statues, declarations, and decrees have been produced to ensure
well-being and human dignity. Mukherjee listed some of the most important documents that
center on a human rights-based approach to science, development, and technology, and their key
principles:
Table 2. Useful documents for a human rights-based approach to science, technology, and
development.
Document Key Principles
Universal Declaration of Human Rights This document affirms everyone’s right to
(Article 27) participate in and benefit from scientific
advances, and be protected from scientific
misuses. The right to the benefits of science
comes under the domain of ‘culture’ so it is
usually examined from a cultural rights
perspective.
UNESCO Recommendation on the Status of This document affirms that all advances in

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Scientific Researchers – 1974 (Article 4) science and technological knowledge should
solely be geared towards the welfare of the
global citizens, and calls upon member states
to develop necessary protocol and policies to
monitor and secure this objective.
Countriesare asked to show that science and
technology are integrated into policies that
aim to ensure a just and human society.
UNESCO Declaration on the Use of This document states that, “Today, more than
Scientific Knowledge – 1999 (Article 33) ever, science and its applications are more
indispensable for development. All levels of
government and the private sector should
provide enhanced support6 for building up an
adequate and evenly distributed scientific and
technological capacity through appropriate
education and research programmes as an
indispensable foundation for economic,
social, cultural, and environmentally sound
development. This is particularly urgent for
developing countries.” This Declaration
encompasses issues such as pollution-free
production, efficient resource use,
biodiversity protection, and brain drains.

A human rights-based approach to science, technology, and development sets the

parameters for the appraisal of how science, technology, and development promote human well-
being. Thus, the discussion of human rights in the face of changing scientific and technological
contexts must not serve as merely decorative moral dimension of scientific and technological
policies, As Mukherjee (2012) posited, this approach “can form the very heart of sustainable
futures.”

Human rights should be integral to the journey toward the ultimate good. They should
guide humans not only to flourish as individual members of society, but also to assist each other
in flourishing collectively as a society. Human rights are rights to sustainability, as Mukherjee
put it. They may function as the ‘golden mean,’ particularly by protecting the weak, poor, and
vulnerable from the deficiencies and excesses of science and technology. By imposing upon
science and technology the moral and ethical duty to protect and uphold human rights, there can
be a more effective and sustainable approach to bridging the gap between poor and rich countries
on both tangible (e.g., services and natural resources) and intangible (e.g., well-being and human
dignity) aspects. Ultimately, all these will lead humans to flourish together through science and
technology.

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 MODULE2. Lesson 3
ACTIVITY#5
Instructions: Answer the following questions in your own words based on
your understanding of Mukherjee’s human rights-based approach to science,
technology, and development. Limit your responses to three or four sentences
only. (30 pts.)

1. How do the documents and their key principles presented in Table 2

position human rights in the intersection of technology and humanity?
_______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why should human rights be at the core of scientific and technological advancement?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Do you agree with Mukherjee’s assertion that a human rights-based approach to science,
technology, and development can form the very heart of sustainable features? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rubrics
CATEGOR 5 4 3 2 Score
Y
Grammar Author makes Author makes 1- Author makes 3- Author makes
& Spelling no errors in 2 errors in 4 errors in more than 4
grammar or grammar or grammar or errors in
spelling that spelling that spelling that grammar or
distract the distract the distract the spelling that
reader from the reader from the reader from the distract the reader
content. content. content. from the content.
Content Substantial, Sufficiently Limited content Superficial and/or
specific, and/or developed with in adequate minimal content.
illustrative content with elaboration or
content adequate explanation.
demonstrating elaboration or
strong explanation.
development
and
sophisticated
ideas.

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 Lesson 4
WHY THE FUTURE DOES NOT NEED US
Can you imagine a future without the human race? Do you think
the robots and machines can replace humans? Do you believe that there
will come a time when human existence will be at the mercy of robots and
machines? Is it also possible that medical breakthroughs in the future may
go terribly wrong that a strain of drug-resistant viruses could wipe out the
entire human race?
For some, imagining a future without humans is nearly
synonymous to the end of the world. Many choose not to speculate about a future where humans
cease to exist while the world remains. However, a dystopian society void of human presence is
the subject of many works in literature and film. The possibility of such society is also a constant
topic of debates.
In April 2000, William Nelson Joy, an American computer scientist and chief scientist of
Sun Microsystems, wrote an article for wired magazine entitled Why the future doesn’t need us?
In his article, Joy warned against the rapid rise of new technologies. He explained that 21 st
century technologies – genetics, nanotechnology, and robotics (GNR) – are becoming very
powerful that they can potentially bring about new classes of
accidents, threats, and abuses. He further warned that these dangers
are even more pressing because they do not require large facilities or
even rare raw materials – knowledge alone will make them potentially
harmful to humans.
Joy argued that robotics, genetic engineering, and
nanotechnology pose much greater threats than technological
developments that have come before. He particularly cited the ability
of nanobots to self-replicate, which could quickly get out of control. In
the article, he cautioned humans against overdependence on machines. He also stated that if
machines are given the capacity to decide on their own, it will be impossible to predict how they
might behave in the future. In this case, the fate of the human race would be at the mercy of the
machines.
Joy also voiced out his apprehension about the rapid increase of computer power. He was
also concerned that computers will eventually be more intelligent than humans, thus ushering
societies into dystopian visions, such as robot rebellions. To illuminate his concern, Joy drew
from Theodore Kaczynski’s book, Unabomber Manifesto, where Kaczynski described that the
unintended consequences of the design and use of technology that are clearly related to
Murphy’s Law: “Anything that can go wrong will go wrong.” Kaczynski argued further that
overreliance on antibiotics led to the great paradox of emerging antibiotic-resistant strains of
dangerous bacteria. The introduction of Dichlorodiphenyltrichloroethane (DDT) to combat
malarial mosquitoes, for instance, only gave rise to malarial parasites with multi-drug-resistant
genes.

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 Since the publication of the article, Joy’s arguments against 21 st century technologies
have received both criticisms and expression of shared concern. Critics dismissed Joy’s article
for deliberately presenting information in an imprecise manner that obscures the larger picture of
state of things. For one, John Seely Brown and Paul Duguid (2001), in their article A Response to
Bill Joy and the Doom-and-Gloom Techno futurists, criticized Joy’s failure to consider social
factors and only deliberately focused on one part of the larger picture. Others go as far as
accusing Joy of being a neo-Luddite, someone who rejects new technologies and shows
technophobic learning’s.
As a material, Joy’s article tackles the unpleasant and uncomfortable possibilities that
senseless approach to scientific and technological advancements may bring. Whether Joy’s
propositions are a real possibility or an absolute moon shot, it is unavoidable to think of a future
that will no longer need the human race. It makes thinking about the roles and obligations of
every stakeholder a necessary component of scientific and technological advancement. In this
case, it is preeminently necessary that scientific community, governments, and business engage
in a discussion to determine the safeguards of humans against the potential dangers of science
and technology.

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 MODULE 2.Lesson 5.
ACTIVITY #6

Instruction: Draw a comic strip showing the advantage and disadvantage of

technology to human race. (20 pts.)

Rubrics
CATEGORY 5 4 3 2 Score
Creativity The pictures and All but 1 of the All but 2 of the More than 2 of
captions reflect pictures and pictures and the pictures
an exceptional captions reflect captions reflect and captions
degree of an exceptional an exceptional reflect little
student degree of degree of degree of
creativity. There student student student
is great attention creativity. creativity. creativity.
to detail.
Theme All panels relate Most panels Few panels Panels are not
to the theme. relate to the relate to the related to the
theme. theme. theme.
Characters The main The main The main It is hard to tell
and Dialogue characters are characters are characters are who the main
clearly clearly identified but characters are.
identified, and identified, and not well
their actions and their actions and developed and
dialogue are dialogue match their actions
well matched to most of the and dialogue
each other. time. are too general.
Spelling, There are no There are 1-3 There are 4-5 There are more
Punctuation, spelling, spelling, spelling, than 5 spelling,
and Grammar punctuation, or punctuation, or punctuation, punctuation,
grammar errors. grammar errors. and grammar and grammar
errors. errors

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