WEEK 1

INTRODUCTION TO SCIENCE, TECHNOLOGY, AND SOCIETY

Science comes from the latin word scientia, meaning ‘knowledge’. It refers to a systematic and methodical activity of
building and organizing knowledge about how universe behaves through observation, experimentation or both.
According to the famous American science historian, John Heilborn (2003, p. vii), “Modern science is a discovery as well
as an invention”. Heilborn considered science as a discovery of regularity in nature, enough for natural phenomena to be
described by principles and laws. He also explained that science required invention to devise techniques, abstractions,
apparatuses, and organizations to describe these natural regularities and their law-like descriptions.

Technology, for its part, is the application of scientific knowledge, laws, and principles to produce services, materials,
tools, and machines aimed at solving problems. It comes from the Greek root word techne, meaning ‘art, skill, or
cunning of hand’.

Wolpert (2005) made an interesting comparison between science and technology that is helpful in the study of their
interaction with society. In this landmark paper, The Medawar Lecture 1998: Is Science Dangerous? Wolpert explained
that reliable scientific knowledge has no moral or ethical value. It is meant simply to explain how nature and the
universe work and that obligation of scientists, besides studying the nature of the universe, is to explain the possible
uses and applications of such scientific knowledge. Along this line, Wolpert made it clear that science is not the same as
technology. Scientists are not responsible for the application of knowledge in technology. He further explained that the
very nature of science is that it is not possible to predict scientific discoveries and how these discoveries may be applied.

Nowadays advancements in science and technology have become pervasive. They are manifested in the activities that
humans pursue and the tools they use every day. The beauty of this is that an advancement builds upon itself. As such,
humans today live more productive and more exciting lives than their predecessors. With the way things go, it could be
expected that this generation’s children, and the children of their children have the chance to lead even better lives than
this generation already does.

However, the dynamism and immensity of scientific and technological progress also pose challenges and drawbacks to
the way humans live. The introduction of machines tremendously cut the need for human workforce and gave rise to
questions about wether machines will eventually replace humans. The invention of the drugs that cured the previously
incurable disease introduced new strains of bacteria and viruses that are resistant to the very same drugs that once
fought them—take an antibiotic-resistant strain of gonorrhea as an example. The rise of social media drastically changed
the way humans communicate, interact, and share information; however, this tends to put people’s privacy at risk.
Indeed, science and technology have served a predominantly double-edged function. This is succinctly captured in a
famous line of popular American scientist, Carl Sagan, quoted in Tom Head’s (2006) book:

“We live in society absolutely dependent on science and technology and yet gave cleverly arranged things so that almost
no one understands science and technology. That’s a clear prescription for disaster”

As problems in science and technology continue to rise and become more observable, the need to pay attention to their
interactions with various aspects of human life, e.g., social, political, and economic, becomes ever more necessary. How
the different aspects of society shape and influence the progression and further development of science and technology
is the area of concern of a relatively new academic discipline called Science, Technology, and Society.

STS applies methods drawn from history, philosophy, and sociology to study the nature of science and technology and
ultimately judge their value and place in society. As an interdisciplinary field, the emergence of STS was a result of
questions about science and technology’s dynamic interaction with various aspects of society and was thus viewed as a
socially embedded enterprise. Thus, as the Kennedy School effectively encapsulates, STS seeks to bridge the gap
between two traditionally exclusive cultures—humanities (interpretive) and natural science (rational).

ASSIGNMENT & ACTIVITY

I. In a long bond paper, paste a magazine or newspaper cutout of any photograph that depicts an issue or
problem in science and technology. Then answer the questions that follow.
1. What is the issue or problem depicted in the photograph?
2. How does this particular issue or problem impact the well-being of humans today?
3. Why is it important for people to study and learn about STS as an academic field, especially in
addressing the issue or problem depicted in the photograph
II. Works in pairs. On a ¼ illustration board, create a slogan that reflects you and your partner’s view of science
and technology. It should specifically state wether you view science and technology as good or bad, both, or
neutral. Be creative. You can use different art materials to make it visually appealing and impactful.
WEEK 2

HISTORICAL ANTECEDENTS OF SCIENCE AND TECHNOLOGY

Antecedent is defined as a precursor to the unfolding or existence of something. Thus, historical antecedents in science
and technology are factors that paved the way for the presence of advanced and sophisticated scientific and
technological innovations today.

ANCIENT PERIOD

The rise of ancient civilizations paved the way for advances in science and technology. These advances during
the Ancient period allowed civilizations to flourish by finding better ways of communication, transportation, self-
organization, and of living in general.

1. Ancient Wheel

-“Potter’s Wheel”—a heavy flat disk made of hardened clay which

was spun horizontally on an axis.

-it is believed that Sumerians invented the potter’s wheel shortly

after 3500 BC.

2. Paper

-“Papyrus” roughly around 3000 BC, the ancient Egyptians

begun writing on papyrus, a material similar to thick paper.

-it is made from the pith of the papyrus plant cyperus

papyrus.

-it is lightweight, strong, durable, and most importantly,

portable

-Egyptian invented the papyrus.

3. Shadoof
-an early tool invented and used by ancient Egyptians to irrigate
land.
-shadoof also spelled as shaduf, it is a hand-operated device
use for lifting water.
-its invention introduced the idea of lifting things using
counterweights, because of this invention, irrigation and
farming became much more efficient.

4. Antikythera mechanism
-Even before the invention of the antecedents of the modern
computer, the Greeks had already invented the ancient world’s
analog computer orrery. Discovered in 1902 and retrieved from
the waters of Antikythera, Greece, the Antikythera mechanism
is similar to a mantel clock.
-it is believed that it was used to predict astronomical positions
and eclipses for calendar and astrological purposes.
-it is also believed that Antikythera mechanism is one of the
oldest known antecedents of modern clockwork, was invented
by Greek scientists between 150-100 BC.
 5. Aeolipile
-also known as Hero’s engine, the aeolipile is widely believed to be the ancient
precursor of the steam engine.
-it is a steam-powered turbine which spun when the water container at its
center was heated, thus making it practically the first rudimentary steam
engine.
-it is not clear wether the aeolipile served any practical purpose, but it is
believed to be one of many “temple wonders”.

MIDDLE AGES

Between the collapse of the Roman Empire in 5th century AD and the colonial expansion of Western Europe in
th
late 15 century AD, major advances in scientific and technological development took place. These include steady
increase of new inventions, introduction of innovations in traditional production, and emergence of scientific thinking
and method.

1. Heavy Plough
-the most important technological innovations during the middle ages is
the invention of the heavy plough.
-Clay soil, despite being more fertile than lighter types of soil, was not
cultivated because of its heavy weight. However, through the invention
of the heavy plough, it became possible to harness clay soil.
-The heavy plough stirred an agricultural revolution in Northern Europe
marked by higher and healthier agricultural yields and more efficient
agricultural practices.
2. Gunpowder
-Chinese alchemist accidentally invented black powder or gunpowder.
Multiple accounts suggest that the gunpowder might have been an
unintended byproduct of attempts made by the Chinese to invent the
elixir of life, which is why the Chinese called it huoyao, roughly
translated as “fire potion”
-it ushered in an unprecedented advancement in warfare and combat
throughout the middle Ages.
3. Paper Money
-although it was not until 17th century that bank notes began to
use in Europe, the first known versions of paper money could
be traced back to the Chinese in 17th century AD as an offshoot
of the invention of block printing, which is similar to stamping.
However, the idea of assigning value to a marked piece of
paper did not immediately become popular. In fact, when
Mongols attempted to introduce paper money into the Middle
East market in the 13th century, it did not gain immediate
success. Nonetheless, traders and merchants eventually
realized the huge advantage of using paper money because it
was easier to transport around compared to the previous forms of currencies.
-the Chinese are credited for the invention of the paper money.
4. Mechanical Clock
-Although devices for timekeeping and recording sprung from the
ancient times, such as the Antikythera mechanism, it was not until
the Middle Ages that clockwork technology was developed. The
development of mechanical clocks paved the way for accurately
keeping track of time
-The sophistication of clockwork technology of the mechanical clock
drastically changed the way days were spent and work patterns
were established, particularly in the more advanced Middle Age
cities.
 5. Spinning wheel
-Another important invention of the Middle Ages is the spinning wheel, a
machine used for transforming fiber into thread or yarn and eventually
woven into cloth on a loom.
-Although no consensus could be made regarding the origin of the spinning
wheel, it is theorized that the Indians invented the spinning wheel between
6th and 11th century AD.

MODERN AGES

As the world population steadily increased, people of the Modern Ages Realized the utmost importance of
increasing the efficiency of transportation, communication, and production.

1. Compound Microscope
-A Dutch spectacle maker named Zacharias Janssen is credited for
the invention of the first compound microscope in 1590.
-Janssen’s compound microscope was an important progression
from the single lens microscope.
-it was capable of magnifying objects three times their size when
fully closed and up to ten times when extended to the maximum.

2. Telescope
-Perhaps the single, most important technological invention in the
study of astronomy during the Modern Ages was the practical
telescope invented by Galileo Galilei.
-This invention could magnify objects 20 times larger than the
Dutch perspective glasses.
-it was Galileo who first used the telescope skyward and made
important astronomical discoveries, and identified the presence of
craters and mountains on the moon. Galileo’s remarkable
technological contribution drastically changed the study of
astronomy. For the first time, it became clear that the universe is
larger than previously imagined and the Earth far smaller compared
to the entire universe.

3. Jacquard Loom
-it is considered as one of the most critical drivers of the revolution.
-Built by French weaver Joseph Marie Jacquard, the Jacquard loom
simplifies textile manufacturing.
-it is also an important antecedent of modern computer technology as
it demonstrated the use of punched cards to instruct a machine to
carry out complex tasks, i.e., making different textile patterns.

4. Engine-Powered Airplaine
-Orville Wright and Wilbur Wright are credited for
designing and successfully operating the first
engine-powered aircraft.
-Wright brothers proved that aircrafts could fly
without airfoil-shaped wings. They demonstrated
this in their original Flying Machine patent (US
patent #821393) showing that slightly-tilted
wings, which they referred to as aeroplanes, were
the key features of a powered aircraft.
 5. Television
-The Scottish engineer John Logie Baird is largerly
credited for the invention of the modern
television.

INVENTIONS BY FILIPINO SCIENTISTS

1. Electronic Jeepney (e-jeepney)]

-the jeepney is perhaps one of the most recognizable
national symbols of the Philippines and the most
popular mode of public transportation in the country.
-E-jeepneys are designed to be environment-friendly,
eliminating noise and air pollution as they run on
electricity.

2. Erythromycin
-One of the most important medical inventions.
-the Ilonggo scientist Abelardo Aguilar invented this
antibiotic out of a strain of bacterium called Streptomyces
erythreus, from which this drug derived its name.

3. Medical Incubator
-World renowned Filipino pediatrician and national
scientist, Fe del Mundo, is credited for the invention of the
incubator and jaundice relieving device.

4. Mole Remover
-Rolando dela Cruz is credited for the invention of a local
mole remover that made use of extracts of cashew nuts,
which are very common in the Philippines.
-The indigenous formula easily caught on for its
accessibility, affordability, and painless and scarless
procedure.

5. Banana Ketchup
-Filipino food technologist, Maria Orosa, is credited for the
invention of banana ketchup, a variety of ketchup
different from the commonly known tomato ketchup.
-historical accounts posit that Orosa invented the banana
ketchup at the backdrop of World War II when there was a
huge shortage of tomatoes. As a result, she developed a
variety of ketchup that made use of mashed banana,
sugar, vinegar, and spices which were all readily available.
ACTIVITY & ASSIGNMENT

POSTER MAKING AND GALLERY WALK

Instruction: For this activity, students will count off from one to four until everyone is assigned a number.
1. All students will assigned a particular group of inventions depending on their random number assignment: (1)
Ancient Period, (2) Middle Ages, (3) Modern Ages, and (4) Philippine inventions.
2. On a ¼ illustration board, students will draw, paint, or stick a photograph of an invention from the assigned
group of invention besides those that were already discussed in this section.
3. Students assigned to the same group of inventions can come together and talk about a particular theme they
want to employ in designing their posters.
4. After agreeing on a particular theme, students should work independently. And then, in a 1 whole sheet of
paper, students should place a 50-100 word write-up about the invention that specifically addresses the
following questions.
a. What is the invention?
b. What are the precursors of your chosen invention? What tools existed prior to it or how did people carry out
activities before its invention?
c. What were the social, political, cultural, or economic contexts in which the invention was made?
d. What were the social, political, cultural, or economic impacts of your chosen invention?

In the next day, the classroom or learning space will be divided into four and each group from the previous activity will
be assigned a corner in the learning space, and then the students will present the invention they have chosen among
themselves through gallery walk.

WEEK 3

INTELLECTUAL REVOLUTIONS AND SOCIETY

In the study if the history of science and technology, another important area of interest involves the various intellectual
revolutions across time.

For this discussion, intellectual revolutions should not be confused with the Greek’s pre-Socratic speculations about the
behavior of the universe. In science and technology, intellectual revolutions refer to the series of events that led to the
emergence of modern science and the progress of scientific thinking across critical periods in history.

COPERNICAN REVOLUTION

The Copernican Revolution refers to the 16th-century paradigm shift named after the Polish mathematician and
astronomer, Nicolaus Copernicus. Copernicus formulated the heliocentric model of the universe. At the time, the belief
was the Earth was the center of the Solar System based on the geocentric model of Ptolemy.

Copernicus introduced the heliocentric model in a 40 page outline entitled Commentariolus. He formalized his
model in the publication of his treatise. He formalized his model in the publication of his treatise, De Revolutionoibus
Orbiumn Coelestium (The Revolution of Celestial Spheres) in 1543.

In this model, Copernicus repositioned the Earth from the center of the Solar System and introduced the idea
that the Earth rotates on its own axis. The model illustrated the Earth, along with other heavenly bodies, to be rotating
around the sun.

The Contribution of the Copernican Revolution is far-reaching. It served as a catalyst to sway scientific thinking
away from age-long views about the position of the Earth relative to an enlightened understanding of the universe. This
marked the beginning of modern astronomy. Although very slowly, the heliocentric model eventually caught on among
other astronomers who further refined the model and the contributed to the recognition of heliocentrism. This was
capped off by Isaac Newton’s work a century later. Thus, the Copernican Revolution marked a turning point in the study
of cosmology and astronomy making it a truly important intellectual revolution.

DARWINIAN REVOLUTION

The English naturalist, geologist, and biologist, Charles Darwin, is credited for stirring another important
intellectual revolution in the mid-19th century. His treatise on the science of evolution, On The Origin of Species, was
published in 1859 and begun a revolution that brought humanity to a new era of intellectual discovery.

The Darwinian Revolution benefitted from earlier intellectual revolutions especially those in the 16 th and 17th
centuries, such that it was guided by coincidence in human reason’s ability to explain phenomena in the universe. For his
part, Darwin gathered evidence pointing to what is now known as natural selection, an evolutionary process by which
organisms, including humans, inherit, develop, and adapt traits that favored survival and reproduction. These traits are
manifested in offspring that are more fit and well-suited to the challenges of survival and reproduction.

Darwin’s theory of evolution was, of course, met with resistance and considered to be controversial. Critics
accused the theory of being either short in accounting for the broad and complex evolutionary process or dismissive of
the idea that the functional design of organisms was a manifestation of an omniscient God. The Darwinian Revolution
can be likened of the laws of nature in explaining biological phenomena of survival and reproduction. Through the
Darwininan Revolution, the development of organisms and the origin of unique forms of life and humanity could be
rationalized by a lawful system or an orderly process of change underpinned by laws of nature.

FREUDIAN REVOLUTION

Austrian neurologist, Sigmund Freud, is credited for stirring a 20th-century intellectual revolution named after
him, the Freudian Revolution. Psychoanalysis as a school of thought in psychology is at the center of this revolution.
Freud developed psychoanalysis—a scientific method of understanding inner and unconscious conflicts embedded
within one’s personality, springing from free associations, dreams, and fantasies of the individual. Psychoanalysis
immediately shot into controversy for its emphasized the existence of the unconscious conflicts where feelings,
thoughts, urges, emotions, and memories are contained outside of one’s conscious mind.

The psychoanalytic concepts of psychosexual development, libido, and ego were met with both support and
resistance from many scholars. Freud suggested that humans are inherently pleasure-seeking individuals. These notions
were particularly caught in the crossfire of whether Freud’s psychoanalysis fit in the scientific study of the brain and
mind.

Scientists working on a biological approach in studying human behavior criticized psychoanalysis for lack of
vitality and bordering on being unscientific as a theory. Particularly, the notion that all humans are destined to exhibit
Oedipus and Electra complexes did not seem to be supported by empirical data. In the same vein, it appeared to critics
that psychoanalysis, then, was more of an ideological stance than a scientific one.

Amidst controversy, Freud’s psychoanalysis is widely credited for dominating psychotherapeutic practice in the
early 20th century. Psychodynamic therapies that treat a myriad of psychological disorders still remain largely informed
by Freud’s work on psychoanalysis.

ACTIVITY

Instruction: Aside from the three intellectual revolutions discussed in this section, other intellectual revolutions also took
place across history in many parts of the world, such as in North America, Asia, Middle East, and Africa. In a group with 5
members each, research on a particular intellectual revolution that took place in any of the four geographical locations
mentioned, and then, report the highlights of your chosen intellectual revolution. Use the following guide questions for
your presentation

1. What is the intellectual revolution all about?

2. Who are the key figures in the revolution?
3. How did the revolution advance modern science and scientific thinking at the time?
4. What controversies met the revolution?

ASSIGNMENT FOR WEEK 4 DISCUSSION

Introduction: In groups of three, research on the major contribution of the following Filipino scientists. Alternatively, you
may identify 10 Filipino scientist and their contributions that are not part of the list. Be ready to share your output in
class.

1. Anacleto Del Rosario

2. Francisco Quisumbing
3. Gregorio Zara
4. Julian Banzon
5. Manuel Guerrero
6. Ignacio Mercado
7. Trinidad Pardo de Tavera
8. Ramon Barba
9. Agapito Flores
10. Juan Salcedo, Jr.
WEEK 4

SCIENCE TECHNOLOGY AND NATION BUILDING

This section situates science, technology, and society in the context of Philippine nation building. It initially surveys
contributions of Filipino scientists to science and technology. It then traces the historical development and impact of
science and technology on the various segments of Philippine society.

Science and technology in the Philippines had its beginnings during the pre-colonial times. During this period,
people used herbal medicine to treat illnesses. To facilitate trading, Filipinos made use of writing, numerical,
measurement, and calendar systems. Farming, fishing, mining, and weaving were the fish livelihood skills developed by
Filipinos. In some cases, the techniques Filipino developed for livelihood purposes resulted in majestic architectural
designs that managed to attract worldwide attention like Banaue Rice Terraces of Ifugao.

During the Spanish colonial period, science and technology developed through the establishment of formal
education institutions and the launching of scientific organizations. Schools were mandated to teach religion,
mathematics, reading and writing, music and arts, and health and sanitation. Medicine and biology were taught in
different educational and training institutions. Since agriculture was the major livelihood of Filipinos, the natives were
trained to use innovative approaches in farming. To construct buildings, churches, bridges, roads and forts, engineering
was introduced and developed as well.

When the Americans came, institutions for science and technology were reorganized as well. For example, the
former Laboratorio Municipal was replaced by the Bureau of Government Laboratories under the United States’
Department of Interior. The Bureau was established for the purpose of studying tropical diseases and pursuing other
related research projects. Eventually, in 1905, the Bureau was changed to Bureau of Science, which became the main
research center of the Philippines.

In 1933, the National Research Council of the Philippines was established. Developments in science and
technology during the American regime were focused on agriculture, medicine and pharmacy, food processing, and
forestry. In 1946, the Bureau of Science was replaced by the Institute of science.

During the time of former President Ferdinand Marcos, the role of science and technology in national
development was emphasized. He mandated the Department of Education and Culture, now known as the Department
of Education (DepEd), to promote science courses in public high schools. Additional budget for research projects in
applied sciences and science education was granted by Marcos. A big chunk of the war damage fund from the Japanese
was donated to private universities and colleges for the creation of science and technology-related courses and to
promote research. The 35-hectare lot in Bicutan, Taguig was proclaimed in 1968 as the Philippine Science Community,
now the site of the Department of Science and Technology (DOST).

The Philippine coconut Research Institute (PHILCORIN) was tasked to promote the modernization of the coconut
industry. Several agencies and organizations were then established like the ff.

1. Philippine Textile Research Institute

2. Philippine Atomic Energy Commission (now the Philippine Nuclear Institute)
3. National Grains Authority (now the National Food Authority)
4. Philippine Council for Agricultural Research (now the Philippine Council for Agriculture, Aquatic, and Natural
Resources Research and Development)
5. Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA)
6. Philippine National Oil Company
7. Plant Breeding Institute
8. International Rice Research Institute (IRRI)
9. Bureau of Plant Industry
10. Bureau of Forest Products
11. National Committee on Geological Sciences
12. The National Science Development Board (NSDB) was reorganized as the National Science and Technology
Authority (NSTA)

All of these in 1981

In 1967, Marcos established the National Academy of Science and Technology (NAST) to be the reservoir of
scientific and technological expertise in the country. Salary Increases for teachers and administrators at the Philippine
Science High School were granted and the Mindanao and Visayas campuses of the Philippine Science High School were
established during Marcos’ time.
 In 1986, under President Corazon Aquino, NSTA was renamed DOST. This was done in order for the science and
technology sector to be represented in the cabinet and thus play an integral role in the country’s sustainable economic
recovery and growth. The Science and Technology Master Plan penned by DOST aimed to update the production sector,
improve research activities, and develop infrastructures for the science and technology sector.

In 1987, during the presidency of Fidel Ramos, the Philippines had approximately 3,000 competent scientists and
engineers. The “Doctors to the Barrio” program made healthcare accessible even in far-flung areas in the country.
Incentives were given to people who played significant roles in the science and technology sector. The National Program
for Gifted Filipino Children in Science and Technology was created for high school students who wanted to major in
science and engineering in college. It was also during Ramos’ term that a number of laws and statutes related to the
science and technology sector were mandated such as;

1. RA 8439: Magna Carta for Scientist Engineers, Researchers and other Science and Technology Personnel in
Government;
2. RA 7687: Science and Technology Scholarship Act of 1994
3. RA 7459: Inventors and Inventions Incentives Act;
4. RA 8293: The Intellectual Property Code of the Philippines.

RA 8749: The Philippine Clean Air of 1999 and RA 8792: Electronic Commerce Act of 2000 were both signed and
mandated during the term of President Joseph Estrada. He was also responsible for implementing cost-effective
irrigation technologies and providing basic health care services for those who could not afford them.

During the administration of President Gloria Macapagal-Arroyo, the science and technology sector were
developed to strengthen the education system and to address poverty. The term Filipinnovation was coined to refer to
the Philippines as an innovation hub in Asia. Arroyo also promulgated RA 9367: Biofuels Act, to utilize indigenous
materials as sources of energy. However, the act was not able to produce positive outcomes because of the lack of
technology to source raw materials. It was also in Arroyo’s term that farmers were encouraged to use rice that can
withstand environmental hazards. RA 10601: Agriculture and Fisheries Mechanization (AFMech) Law was also passed to
modernize agricultural and fisheries machinery and equipment.

In 2014, President Benigno Aquino III named the new National Scientist namely:

1. Gavino C. Toro, for marine Biology

2. Angel C. Alcala, for Biological Science
3. Ramon C. Barba, for Horticulture
4. Edgardo D. Gomez, also for Marine Biology
In the administration of the President Rodrigo Duterte, the science and technology sector is seen to be a priority
based on the budget for research and development (R&D) that grew by nearly six times over the same period.
Formulation of programs and policies that will aid in shaping the country is backed up President Duterte. The focus of
DOST is to put the results of R&D into commercialization in order to gain new intellectual properties. Currently, the
Philippines has the Philippine Space Technology Program which launched Diwata-2 in 2018 after the launch of Diwata-1
in 2016 that displayed the Philippine flag in space. Besides space technology, the current administration also gives
importance to agriculture and disaster preparedness.

Science and Technology in the Philippines and the Environment

Science and Technology have numerous contributions to society. The mechanization of farming, for instance, is
necessary for agriculture, being the number one source of food production. Agricultural development needs to cope
with the rapidly and exponentially growing population. Tools such as water pumps sprinklers help in managing the
damaging effects of extreme heat caused by climate change on crops. Science and technology have also made it possible
to produce genetically modified crops, which grow faster and are more resistant to pests. Fertilizers that increase
nutrients in the soil enhance the growth of the crops and produce high-quality yields. However, many researchers show
the genetically modified crops and fertilizers made from strong chemicals are not environment friendly. Science and
technology has improved through technological advancement. With the internet and the rise of social media,
information is transmitted easily and rapidly. Through technological developments, ways of learning also changed.
Learning management systems used in education are now accessible through computers, mobile phones, tablets, and
other gadgets. Online learning has also become popular in various disciplines like mathematics, physics, biology,
geography, economics, and others.

These contributions of science and technology, however, always come with adverse impacts especially on the
environment. One is resource depletion. The increasing number of new and advanced technologies in the production
and manufacture of different goods and services results in the depletion of the Earth’s natural resources. Wastes are
also become too dependent on science and technology, making them disregard its consequences that may be damaging
to the environment.

ACTIVITY

Instruction: Choose one among the Filipino scientists and inventors:

1. Paulo Campos 8. Ame Garong

2. Angel Alcala 9. Raymundo Punongbayan
3. Ricardo Sigua 10. Gavino Tronio
4. Maria Ligaya Braganza 11. Proceso Alcala
5. Baldomero Olivera 12. Alfredo Galang
6. Dioscoro Umali 13. Benito Lumen
7. Diosdado Banatao

In a long bond paper, show the profession of the Scientist/Inventor of his nor her specialization, and his or her most
significant contribution. Be ready to present it in class.

WEEK 5

SCIENCE, TECHNOLOGY, AND SOCIETY AND THE HUMAN CONDITION

At A Glance: Who is Martin Heidegger?

“The essence of technology is by no means anything technological”---Martine Heidegger (1997)

Martine Heidegger (1889-1976) is widely acknowledged as one of the most important philosophers of the 20 th
century. He was a German Philosopher who was part of the Continental tradition of philosophy. His stern opposition to
positivism and technological world domination received unequivocal support from leading postmodernists and post-
structuralists of the time, including Jacques Derrida, Michel Foucault, and Jean-Franꞔois Lyotard.

In 1933, he joined the Nazil Party (NSDAP) and remained to be a member until it was dismantled toward the end
of World War II. This resulted in his dismissal from the University of Freiburg in 1949. He was only able to resume
teaching in 1951. Heidegger’s membership to the Nazi Party made him controversial-his philosophical work was often
eclipsed by his political affiliation, which critics saying that his philosophy would always be rooted in his political
consciousness.

Heidegger’s work on philosophy focused on ontology or the study of ‘being’ or dasein in German. His
philosophical works are often described as complicated, partly due to his use of complex compound German words,
such as Seinsvergessenheit (Forgetfulness of Being), Bodenständigkeit (Rootedness-n-Soil), and Wesensverfassung
(Essential Constitution).

The Essence of Technology

It cannot be denied that science and technology are responsible for the ways society is continuously being
modernized. Science and technology continuously seep into the way people go about their daily lives. However, the
omnipresence of science and technology must not eclipse the basic tenets of ethics and morality. Instead, it should allow
the human person to flourish alongside scientific progress and technological development. In order to spark the
discussion on the role of ethics and social morality in science and technology, it is necessary to go back to the very
essence of technology, i.e., its definition.

The essence of technology can be captured in its definition in his treatise, The Question Concerning Technology,
Martin Heidegger (1977) explains the two widely embraced definitions of technology. (1) Instrumental and (2)
anthropological.

1. Instrumental definition: Technology is a means to an end.

Technology is not an end in itself, it is ‘a means to an end. In this context, technology is viewed as a tool
available to individuals, groups, and communities that desire to make an impact on society. How
technology is used varies from individual to individual, groups to groups, and communities to
communities according to their individual and collective functions, goals, and aspirations. While
technology is omnipresent knowing its functions requires paying attention to how humans use it as a
means to an end. In this sense, technology is an instrument aimed at getting things done.

2. Anthropological definition: Technology is a human activity.

 Alternatively, technology can also be defined as a human activity because to achieve an end and to
produce and use a means to an end is, by itself, a human activity. The production or invention of
technological equipment, tools and machines, the production and inventions, and the purpose and
functions they serve are what define technology.

Both definitions, i.e., instrumental and anthropological, are correct. However, neither touches on the true essence of
technology.

Technology as a Way of Revealing

Heidegger stressed that the true can only be pursued through the correct. Simply, what is correct leads to what
is true. In the sense, Heidegger envisioned technology as a way of revealing—a mode of “bringing forth”. Bringing forth
can be understood through the Ancient Greek philosophical concept, poiesis, which refers to the act of bringing
something out of concealment. By bringing something out of concealment, the truth of that something is revealed. The
truth is understood through another Ancient Greek concept of aletheia, which is translated as unclosedness,
unconcealedness, disclosure, or truth.

Thus Heidegger, technology is a form of poiesis—a way of revealing that unconceals aletheia or the truth. This is
seen in the way the term techne, the Greek root word of technology, is understood in different contexts. In philosophy,
techne resembles the term episteme that refers to the human ability to make and perform. Techne also encompasses
knowledge and understanding. In art, it refers to tangible and intangible aspects of life. The Greeks understood techne in
the way that it encompasses not only craft, but other acts of the mind, and poetry.

Technology as Poiesis: Does Modern Technology Bring Forth or Challenge Forth?

Heidergger, in The Question Concerning Technology, posited that both primitive crafts and modern technology
are revealing. However, he explained that modern technology is revealing not in the sense of bringing forth or poiesis.
Heidegger made a clear distinction between technology and modern technology in that the latter ‘challenges’ nature.
Modern technology challenges nature by extracting something from it and transforming, storing, and distributing it.

On the surface, Heidegger’s criticism of modern technology might appear counterintuitive to the purpose of
nature to human existence. However, by digging deeper into Heidegger’s question, it becomes clear that the essence of
modern technology is not to bring forth in the sense of poiesis. Instead, Heidegger considers modern technology’s way
of revealing as a way of challenging forth. Modern technology challenges forth, because it makes people think how to do
things faster, more effectively, and with less effort. It prompts people into dominating and enframing the earth’s natural
resources. Challenging forth reduces objects as standing-reserve or something to be disposed of by those who enframe
them—humans.

The challenging forth of modern technology is seen everywhere in the rise and depletion of petroleum as a
strategic resource; the introduction and use of synthetic dyes, artificial flavorings, and toxic materials into the consumer
stream that bring about adverse effects on human health; and the use of ripening agents in agriculture that poses
threats to food safety and health security.

Enframing as Modern Technology’s Way of Revealing

If the essence of technology can be understood as a way of bringing forth the truth in the essence of poiesis,
Heidegger distinguished the way of revealing of modern technology by considering it as a process of enframing.
Humankind’s desire to control everything, including nature, is captured in this process. By putting things, in this case
nature, in a frame, it becomes much easier for humans to control it according to their desire.

Enframing, according to Heidegger, is akin to two ways of looking at the world: calculative thinking and
meditative thinking. In calculative thinking, humans desire to put an order to nature to better understand and control it.
In meditative thinking, humans allow nature to reveal itself to them without the use of force or violence.

Enframing, then, is a way of ordering (or framing) nature to better manipulate it. Enframing happens because of
how humans desire for security, even if it puts all nature as a standing reserve ready for exploitation. Modern
technology challenges humans to enframe nature. Thus, humans become part of the standing reserve and an instrument
of technology, to be exploited in the ordering of nature. The role humans take as instruments of technology through
enframing is called destining. In destining, humans are challenged forth by enframing to reveal nature carries with it the
danger of misconstruction or misinterpretation.

The Dangers of Technology

 The dangers of technology lie in how humans let themselves be consumed by it. Although humans are looped
into the cycle of bringing forth or challenging forth, it is their responsibility to recognize how they become instruments
of technology.

The Brazilian novelist, Paulo Coelho, once remarked that it is boastful for humans to think that nature needs to
be saved, whereas Mother Nature would remain even if humans cease to exist. Hence, in facing the dangers of
technology, the fear of disappearing from the face of the Earth should concern people more potently than the fear of
the Earth disappearing. As mere tenants on Earth, people must not allow themselves to be consumed by technology lest
they lose the essence of who they are as human beings. In this sense, humans are in danger of becoming merely part of
the standing reserve or, alternatively, may find themselves in nature.

Recognizing its dangers of technology requires critical and reflective thinking on its use. For example, social
media has indeed connected people in the most efficient and convenient way imaginable, but it also inadvertently gave
rise to issues such as invasion of privacy, online disinhibition, and proliferation of fake new. The line has to be drawn
between what constitutes, social media comes with both benefits and drawbacks.

However, the real threat of technology comes from its essence, not its activities or products. The correct
response to the danger of technology is not simply dismissing technology altogether. Heidegger (1977) explained that
people are delivered over to technology in the worst possible way when they regard it as something neutral. This
conception of technology, according to Heidegger, to which today humans particularly like to pay homage, makes them
utterly blind to the essence of technology. Ultimately, the essence of technology is by no means anything technological
(Heidegger, 1977).

Art as the Saving Power

Necessary reflection upon and confrontation with technology are required in order to proactively address the
dangers of technology. Friedrich Hölderlin, a German poet quoted by Heidegger, said: “But where danger is, grows the
saving power also” (1977). Following this, the saving power can be traced exactly where the danger is---in the essence of
technology. As mentioned, this essence is not neutral and by no means anything technological. Along this line,
Heidegger proposed art as the saving power and the way out of enframing: “And art was simply called techne. It was a
single, manifold revealing”. Heidegger saw art as an act of the mind, i.e., a techne, that protected and had great power
over the truth. By focusing on art, people are able to see more clearly how art is embedded in nature. Art encourages
humans to think less from a calculative standpoint where nature is viewed as an ordered system.

Questioning as the Piety of Thought

Heidegger concluded hid treatise in technology by saying:

The closer we come to the danger, the more brightly

do the ways into the saving power begin to shine and
the more questioning we become. For the questioning is
the piety of though (1977)

Heidegger underscored the importance of questioning in the midst of technology. For him, there is unparalleled
wisdom gained only when humans are able to pause, think, and question what is around them. Humans are consumed
by technology when they are caught up in enframing and fail to pay attention to the intricacies of technology, the
brilliance of the purpose of humankind, and the genius of humans to bring forth the truth.

Questioning is the piety of thought. It is only through questioning that humans are able to reassess their position
not only in the midst of technology around them, but also, and the most importantly, in the grand scheme of things.
Heidegger posited that it is through questioning that humans bear witness to the crises that a complete preoccupation
with technology brings, preventing them from experiencing the essence of technology.

Thus, humans need to take a step back and reassess who they were, who they are, and who they are becoming
in the midst of technology in this day and age.