ARE

MODULE 1
SCIENCE,TECHNOLOG
Y
GE 106

ACADEMIC YEAR 2020-2021

Prepared by:
MR. CHRISTIAN I. ALMEDA RN.
Instructor
 MODULES FOR Science, Technology and Society

Credits : 3 units (3 hours/week)

Pre-Requisite : None

Course Description: The course deals with interactions between science and technology and
social, cultural, political, and economic contexts that shape and are shaped by them: specific
examples throughout human history of scientific and technological developments.

Lesson Objective:
At the end of the module, the learners will be able to:
1. Discuss how the ideas postulated by Copernicus, Darwin and Freud contributed to the
spark of scientific revolution.
2. Analyze how scientific revolution is done in various parts of the world like in Latin
America, East Asia and Africa.
3. Discuss the role of science and technology in Philippine nation-building.
4. Evaluate government policies pertaining to science and technology in terms of their
contributions to nation-building
5. Identify actual science and technology policies of the government and appraise their
impact on the development of the Filipino nation.
6. Discuss the concept of science education.

Module 1

Chapter 1: GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE,

TECHNOLOGY, AND SOCIETY
1. Definition of Science, Scientific Revolution
2. Cradles of Early Science
2.1 Meso America
2.2 Asia
2.3 Africa
3. History of Science in the Philippines
4. Government Policies on Science and Technology
5. Famous Filipinos Scientists
6. Science Education in the Philippines
7. The Good Life
8. The Essence of Technology
9. When Technology and Humanity Cross
10. Robotics and Humanity

LECTURES AND ANNOTATIONS:

Science, Technology and Society (STS)- is an essential course in the General Education (GE)
curriculum for tertiary education. It was conceptualized to develop deep appreciation and critical
understanding of the role of science and technology in the development of people and the
society.
TEXT:
Daniel Joseph McNamara, S. V. (2018). Science, Technology and Society. Quezon City: C & E
Publishing Inc.

1. SCIENTIFIC REVOLUTION

Science is an old as the world itself. There is no individual that can exactly identify when
and where science has existed. It is always interwoven with the society. So, how can science be
defined?

1. Science as an idea- It includes ideas, theories and all available systematic explanations
and observations about the natural and physical world.
2. Science as an intellectual activity- It encompasses a systematic and practical study of
the natural and physical world. This process of study involves systematic observation and
experiment.
3. Science as a body of knowledge- It is a subject or a discipline, a field of study, or a body
of knowledge that deals with the process of learning about the natural and physical world.
This is what we refer to as school science.
4. Science as a personal and social activity- This explains that science is both knowledge
and activities done by human beings to develop better understanding of the world around
them. It is means to improve life and to survive in life. It is interwoven with people lives.

Scientific Revolution was the period of enlightenment when the developments in the fields of
mathematics, physics, astronomy, biology and chemistry transformed the views of society about
nature. It explained the emergence or birth of modern science as a result of these developments
from the disiplines mentioned. The ideas generated during the period enabled the people to
reflect, rethink and reexamine their beliefs and their way of life. There is no doubt that is ignated
vast human interest to rethink how they do science and view scientific process.

Scientific Revolution was the olden age for people committed to scholarly life in the
science but it was also a deeply trying moment to some scientific individuals that led to their
painful death or condemnation from the religious institution who tried to preserved their faith,
religion and theological views. Some rulers and religious leader did not accept many of the early
works of scientist. But these did not stop people especially scientist to satisfy their curiosity of
the natural and physical world.
Science Idea

Scientific
Revolution
ns
Human Society
 Scientific Revolution is very significant in the development of scientific ideas,
transformation of the society, and in the formulation of scientific investigation, experiments and
observations. The scientific revolution also led to the creation of new research fields in science
and prompted the establishment of a strong foundation for modern science. In many ways
scientific revolution transformed the natural world and the world of ideas.

Some Intellectuals and their Revolutionary ideas

To further understand what exactly happened during the scientific revolution, it is

important to examine the different individuals whose ideas have shaken and contested the
dominant theories and ideas during this period- the truth of their time. Scientist in all period of
time are driven by their curiosity, critical thingking and creative to explore the physical and
natural world. Their love for science is driven by their deep passion to know and discover.

Scientist are not driven by clamor for honor and publicity. They are ordinary people
doing extraordinary things. Some scientist were never appreciated during their times, some were
sentenced to death, while others were condemned by the Church during their times. In spite of all
the predicaments and challenges they experienced, they never stopped experimenting, theorizing
and discovering new knowledge and ideas.

Nicolas Copernicus

One of the Renaissance men, particularly in the field of Science. Knowledge about the
nature of the universe had been essentially unchanged since the great days of Ancient Greece,
some 1,500 years before Copernicus came on the scene (Gribbin 2003). This continued up to the
Renaissance period. In one way, Copernicus resembled the Greek ancient philosophers or
thinker- he did not do anything extensive such as observing heavenly bodies or inviting people to
test his ideas. His ideas were an example of what presently called as a thought experiment. By
the time finished his doctorate degree, Copernicus had been appointed as canon at Frombork
Catheral in Poland. Despite hid duty as a canon, he had plenty of time to sustain his interest in
astronomy. Copernicus was strongly influenced by the book entitled Epitome published in 1496
by the German author, Johanes Muelier. This book contains Muelier observations of the heavens
and some comentary on earlier works especially that of Ptolemy.

Copernicus idea and model of the universe was essentially completed in 1510. Not long
after that, he circulated a summary of his ideas to his few close friends in a manuscript called
Commentariolus ( Little Commentary). There was no proof that Copernicus was concerded about
the risk of persecution by the Church if he published his idea formally.
 Copernicus was the busy man. His duty as a canon and as a doctor affected his time to
formally publish his work and advance his career in astronomy. The publication of his book De
revolutionibus orbuim coelestui m ( On the revoutions of the Heanvely Spheres) in 1543 is often
cited as the start of the scientific revolution.

In this book, he wanted a model of the universe in which everything moved around a
single center at unvarying rates ( Gribbin 2003). Copernicus placed the Sun to be centerpiece of
the Universe. The Earth and all the planets are surronding or orbiting the Sun each year. The
Moon, however, would still be seen orbiting the Earth. Copernicus model of the Earth orbiting
around the Sun authomatically positioned the planets into a logical sequence. In his model,
Copernicus outlined two kinds of planetary motion: (1) the orbits of Venus and Mercury lay
inside the orbit of the Earth, thus, closer to the Sun; and (2) the orbits of Mars, Saturn and Jupiter
lay outside the Earth’s orbit , thus, .farther from the Sun. From this model, he would work on the
length of time it will take for each planet to orbit once around the Sun. The result would from a
sequence from Mercury, with a shortest year, through Venus, Earth, Mars, Jupiter and Saturn
with the longest year. He placed the planets in order in increasing distance from the Sun. Once of
the great problems in the Copernicus model, however, was the position of the Stars. The Stars
cannot be placed in a fixed position like crystals in the distance sphere.

Copernicus is also a courageous man. Although the Copernican model makes sense now,
during those times, it was judged to be heretic and therefore it was an unacceptable idea to be
taught of the Catholics. The Catholic Church banned the Copernican model and was ignored by
Rome for the rest of the 16th century.

Charles Darwin

Charles Darwin is famous for his theory of evolution. He changed our concept of the
world’s creation and it’s evolution. Johnson (2012) described Darwin as a genius who came from
a line of intellectually gifted and wealthy family. He develop his interest in natural history during
his time as a student at Shrewsbury School. He would also spend time taking long walks to
observe his surroundings while collecting specimens and he pored overs books bin his father
library (Gribbin 2003). According to Johnson Darwin went to the best schools but was observed
to be a mediore student. He straggled in his study in medicine and ministry, which his father has
imposed to him Darwin’s life soon changed when one of his professors recommended him to
join a five-year voyage through the HMS Beagle on the Islands of Galapagos.

Darwin published his book The Origin of Species in 1589. This book is considered to be
one of the most important works in scientific literature. Darwin collected many significant
materials in order to present his theory with overwhelming evidence. His book presented
evidence on how species evolved over time and presented traits and adaptation that differentiate
species. Like many other scholar, Darwin accumulated many pertinent materials and data that he
could ever possibly need to substantiate his theory.

Darwin’s observational skill as a scientist were extraordinary that moved beyond the
realms of plants and animals into the realms of humans. His book The Descent of Man was so
impressive yet controversial. He introduced the idea of all organic life, including the human
beings, under the realm of evolutionary thinking. This replaced the dominant views of a religious
or biblical design that places human beings in a privileged position of having been created by
God. Darwin’s theory of evolution scientifically questioned this view.

Darwin’s accomplishments were so diverse that it is useful to distinguish two fields to

which he made major contributions: evolutionary biology and philosophy of science. More than
these works, what made Darwin truly remarkable was his courage ro challenge religious and
unscientific ideas that are deemed to be prominent during those days. His unorthodox way of
pursuing science gave more value of evidence based science. Darwin provided a different
framework for doing scientific activities. It is science marked by observation and experiment.

Sigmund Freud

Freud is a famous figure in the field of psychology. Rosenfels (1980) also described him
as a towering literary figure and a very talented communicator who did his share to raise the
consciousness of the civilized world in psychological matters.

However, apart from these, Freud also made a significant contribution in the scientific
world through the development of an important observational method to gather reliable data to
study human’s inner life. This method is popularly known as the method of psychoanalysis. The
scientific hypothesis he formulated formed the essential fundamental version of his method. For
Freud, this method of psychoanalysis is a scientific way to study the human mind and neurotic
illness. It is no doubt that amidst all questions on his works that led some sort of academic
controversy, his method of psychoanalysis had great impact on the scientific way of
understanding human nature.

Freud is not a traditional thinker. According to Weiner (2016), his method of

psychoanalysis was proven to be effective in understanding some neurological conditions that
were not understood by medicine at that time. His method was unorthodox- focusing on human
sexuality and the evil nature of man. This posed immense challenges to scholars and ordinary
citizens of his time. To some, they found his ideas not easy especially in his explanations of
human sexuality.
 Freud was born in a much later period from the scientific revolution but his contribution
to knowledge can be seen in many aspects of the human scene, including art, literature,
philosophy, politics, and psychotherapy. Whether he is more of a psychologist or a scientist is for
people to decide. The fact remains that Fruedian ideas and theories still considered nowadays as
a great inspiration to examine human mind and behavior in a more scientifically accepted way.

ACTIVITY #1 (ACADEMIC)

Provide critical analysis on the following quotations made by the people who
revolutionized science. Relate how these quotations may be adaptive to late or current societal
dilemma.

Scientists Quotation Analysis Societal reference

Nicolas “To know that we know
Copernicus what we know, and to
know that we do not know
what we do not know, that
is true knowledge”
Charles Darwin “The love for all living
creatures is the most noble
attribute of man”
Sigmund Freud “Unexpressed emotions
will never die. They are
buried alive and will come
forth later in uglier ways”

Note: Use extra page if needed. No bluffing, make your answers straight forward. Refrain from
providing testimonies with no basis.

2. CRADLES OF EARLY SCIENCE

2.1 Development of Science in Mesoamerica

Mesoamerica includes the entire area of Central America from Southern Mexico up to the
border of South America. There is no doubt that the Mesoamerica region is rich in culture and
knowledge prior to the arrival of its European colonizers.

The Maya civilization is one of the famous civilizations that lasted for approximately
2,000 years . These people are known for their works in astronomy. They incorporated their
advanced understanding of astronomy into their temples and other religious structures. This
allows them to use temples for astronomical observation.

Mayan knowledge and understanding about celestial bodies was advanced for their time,
as evidenced by their knowledge of predicting eclipse and using astrological cycles in planting
and harvesting. The Mayans are also known for measuring time using two complicated calendar
systems. These calendar were very useful for their life especially in planning their activities and
in observing their religious rituals and cultural celebrations.

The Mayans also developed the technology for growing different crops and building
elaborate cities using ordinary machineries and tools. They built hydraulics system with
sophisticated waterways to supply water to different communities. The Mayans built looms for
weaving cloth and devised a rainbow of glittery paints made from a mineral called mica.

The Inca civilization is also famous in Mesoamerica. The Incas made advanced scientific
ideas considering their limitations as an old civilization. The following were scientific ideas and
tools that they developed to help them in everyday life.

1. Roads paved with stones;

2. Stone building that surmounted earthquakes and other disaster;
3. Irrigation system and technique for storing water for their crops to grow in all types of
land;
4. Calendar with 12 months to mark their religious festivals and prepare them for planting
season.
5. The first suspension bridge;
6. Quipu, a system of knotted ropes to keep records that only experts can interpret; and
7. Inca textiles since cloth was one of the specially prized artistic achievements.

The Aztec civilization has also made substantial contributions to science and technology and to
the society as a whole. Some of their contributions are the following.

1. Mandatory education. The Aztec puts value on education; that is why their children are
mandated to get education regardless of their social class, gender, or age. It is an early
form of universal or inclusive education.
2. Chocolates. The Aztec in Mexico developed chocolate during their time. In the Mayan
culture,they used it as currency. The Aztec valued the cacao beans highly and made it as
part of their tribute to their Gods.
3. Antispasmodic medication. They used a type of antispasmodic medication that could
prevent muscle spasms and relax muscles, which could help during surgery.
4. Chinampa. It is form of Aztec technology for argiculural farming in which the land was
divided into rectangular areas and surrounded by canals.
5. Aztec calendar. This enable them to plan their activities, rituals, and planting season.
6. Invention of the canoe. A light narrow boat used for travelling in water systems.

2.2 Development of Science in Asia

Asia is the biggest continent in the world and the home of many ancient civilizations. It is
a host to many cultural, economic, scientific and political activities of all ages. In the field of
science, technology and mathematics, great civilizations have stood out: India, China and the
Middle East civilizations. These civilizations were incomparable in terms of their contributions
to the development of knowledge during their time.
India

Is a huge peninsula surrounded by vast bodies of water and fortified by huge mountains
in its northern boarders. The Indians creatively developed various ideas and technologies useful
in their everyday lives.
India is also famous in medicine. For example, Ayurveda, a system of traditional
medicine that originated in ancient India before 2500 BC, is still practiced as a formed of
alternative medicine. They discovered some medicinal properties of plants that led them to
develop medicines to cure various illnesses.
Ancient India is also notable in the field of astronomy. They developed theories on the
universe, the spherical self-supporting Earth, and the year of 360 days with 12 equal parts of 30
days each. Sama (2008) noted that their interest in astronomy was also evident in the first 12
chapters of the Siddhanta Shiromani,written in 12th century. According to Sama (2008), this
ancient text covered topics such as: mean longitudes of the planets; true longitudes of the
planets; the three problems of diurnal rotation; synergies; lunar eclipses; solar eclipses; latitude
of the planets ; rising and settings; the moon’s cresent; conjuctions of the planets with each other;
conjuctions of the planets with the fixed stars; and the paths of the Sun and Moon.
Ancient India is also known for their mathematics. Bisth (1982) noted that the earliest
traces of mathematical knowledge in the Indian subcontinent appeared in the Indus Valley
Civilization, according to Bisht (1982), tried to standardize measurement of length to a high
degree of accuracy and designed a ruler, the Mohenjodaro ruler.
Clifford (2008) and Bose (1998) pointed out that Indian astronomer and mathematician
Aryabhata (476-550), in his Aryabhatiya, introduced a number of trigonometric function, tables
and techniques as well as algorithms of algebra. In 628 AD, another Indian, Brahmagupta, also
suggested that gravity was a force of attraction, and lucidly explained the use of zero as both a
placeholder and a decimal digits, along with the Hindu-Arabic Numeral system now used
universally throughout the world (Clifford 2008; Bose 1998). Another Indian named Madhava
of Sangamagrama is also considered as the founder of mathematical analysis (Joseph 1991).

China

China is one of the ancient civilizations with substantial contributions in many areas of
like medicine, astronomy, science mathematics, arts, philosophy, and music, among others.
Chinese civilizations have greatly influenced many of its neighbor countries like Korea, Japan,
Philippines, Vietnam, Thailand, Cambodia, Myanmar, and other countries that belong to the old
Silk Road.
The Chinese are known for traditional medicine, a product of centuries of experiences
and discovery of the Chinese people. They discovered various medical properties and use of
different plants and animals to cure human illness. An example is the practice of acupuncture.
In terms of technology, the Chinese are known to develop many tools. Among the famous
discoveries and inventions of the Chinese civilization were compass, papermaking, gunpowder,
and printing tools that become known in the West only by end of the Middle Ages (Davies
1995). They also invented other tools like iron plough, wheelbarrow, and propeller, among
others. They developed a design of different models of bridge(Zhonnguo ke xue yuan, 1983),
invented the first seismological detector, and developed a dry dock facility (Needham et al.,
1971).
 In the field of astronomy, the Chinese also made significant records on supernovas, lunar
and solar eclipses, and comets, which were carefully recorded and preserved to understand better
the heavenly bodies and their effects to our world (Mayall, 1939). They observed the heavenly
bodies to understand weather changes and season that may affect their daily activities. They used
lunar calendars, too. The Chinese are also known in seismology. This made them more prepared
in times of natural calamities.
China made substantial contributions in various fields. The list of their recoveries and
inventions is overwhelming. These contributions were made along with mathematics, logic,
philosophy, and medicine. However, cultural factors prevented these Chinese achievements from
developing into modern science. According to Needham (1986), it may have been the religious
and philosophical framework of Chinese intellectuals that made them unable to accept the ideas
of laws of nature.

Middle East Countries

The Middle East Countries are dominantly occupied by Muslims. With the spread of
Islam in the 7th and 8th centuries, a period of Muslim scholarship, or what is called the Golden
Age of Islam lasted until the 13th century. The common language of Arabic, access to Greek
texts from the Byzantine Empire, and their proximity to India were contributory to the
intellectualization of the Muslims and provided their scholars knowledge to create innovation
and develop new ideas. But contrary to the Greeks, Muslim scientist placed greater value on
science experiments rather than plain-though experiments. This led to the development of the
scientific method in the Muslim world, and made significant improvements by using
experiments to distinguish between comparing scientific theories set within a generally empirical
orientation. A Muslim scientist name Ibn al-Haytham is also regarded as the father of Optics,
especially for this empirical proof of the intromission theory of light.
In mathematics, the mathematician Muhammad ibn Masa al- Khwarizmi gave his
name to the concept of the algorithm while the term algebra is derived from al-jabr, the
beginning of the title of one of his publications. What is now known as the Arabic System
originally came from India, but Muslim mathematicians did make several refinements to the
number system, such as the introduction of decimal point notation.
Muslim chemist and alchemist also played an important role in the foundation of modern
chemistry (Durant 1980). In particular, some scholars considered Jãbir ibn Hayyan to be the
“Father of Chemistry”.
In the field of medicine, Ibn Sina pioneered the science of experimental medicine and
was the first physician to conduct clinical trials (Jacquart, 2008). His two most notable works in
medicine, the Book of Healing and The Canon of Medicine, were used as standard medicinal
texts in both the Muslim world and in Europe during the 17th century. Among his many
contributions are the discovery of the contagious nature of infectious diseases and the
introduction of clinical pharmacology.
There are numerous Muslim scholars who made signifant contributions in the field of
science, mathematics, astronomy, philosophy, and even in the field of social sciences. The
decline of this golden age of Islam started in the 11th to 13th century due to the conquest of the
Mongols whereby libraries, observatories, and other learning institutions were destroyed.
2.3 Development of Science in Africa

Africa is blessed with natural and mineral resources. Science also emerged in this part of
the planet long before the Europeans colonized it. The history of science and mathematics show
that similar to other ancient civilizations, the early civilizations in Africa are knowledge
producers,too.
The ancient Egyptian civilization has contributed immensely and made significant
advances in the field of astronomy, mathematics and medicine. For example, the development of
geometry was a product of necessity to preserve the layout and ownership of farmlands of the
Egyptians living along the Nile River. The rules of geometry were developed and used to build
reotilinear structures, the post of lintel architecture of Egypt. These early science activities in
Egypt were developed to improve the quality of life of the Egyptians especially in building their
early homes and cities. The great structures of the Egyptian pyramid and the early dams built to
divert water from the Nile River are some proofs of their advanced civilization.
Egypt was known to be a center of alchemy, which is known as the medieval forerunner
of chemistry. They tried to study human anatomy and pharmacology, and applied important
components such as examination, diagnosis, treatment and prognosis for the treatment of
diseases. These components displayed strong parallels to the basic empirical method of studying
science.
Astronomy was also famous in the African region. For instance, documents shown that
Africans used three types of calendar: lunar, solar and stellar, or a combination of the three.
Metallurgy was also known in the Africa regions during the ancient times. North Africa
and nile Valley imported iron technology from the Near East region that enabled them to benefits
from the developments during from the Bronze Age until the Iron Age. They invented metal
tools used in their homes, in agriculture, and in building their magnificent architectures.
Mathematics was also known to be prominent in the life of early people in the African
continent. The Lebombo Bone from the mountains between Swaziland and South Africa, which
may have been a tool for multiplication, division and simple mathematical calculation or a six
month lunar calendar, is considered to be the oldest known mathematical artifact dated from
35,000 BC. Ancient Egyptians are good in the four fundamental mathematical operations and
other mathematical skills. They have knowledge of the basic concepts of algebra and geometry.
The Islamic regions in Africa during the medieval period was also benefiting from mathematical
learning, which is considered advanced during those times, such as algebra, geometry and
trigonometry.
ACTIVITY #2 (ACADEMIC)

Comparative Analysis: How is ancient science differ from modern science in the following
aspects?

Aspects Ancient Science Modern Science

Medicine Philippines- Herbal/medicinal Philippines – tablets, capsules,
plants, Babaylan, Buhay na bato, syrups vaccines, doctors and hospital
Prayers, rituals

Architecture

Engineering

Agriculture

Education
ACITIVITY #3 (ACADEMIC)

Search for one Ancient technology that made a significant impact on the Ancient society,
be it Egyptian, Mayan, Incan, Roman, Greek etc.

Name of the Technology: _______________________

Impact to the Society: ___________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________

3. HISTORY OF SCIENCE IN THE PHILIPPINES

The history of science and technology in the Philippines started way back before the
country gained its independence from the American colonizers. Before the coming of the
Spanish colonizers, the early inhabitants of the archipelago had their own culture and traditions.
They had their own belief system and indigenous knowledge system that keeps them organized
and sustained their lives and communities for many years.
Science, in pre-Spanish Philippines, is embedded in the way of life of the people.
Scientific knowledge is observed in the way they plant their crops that provide them food, in
taking care of animals to help them in their daily task, and for food production. Science is
observed in the way they interpret the movements of heavenly bodies to predict seasons and
climate, and in organizing days into months and years.
Technology is used by people in building houses, irrigations, and in developing tools that
they can use in everyday life. They developed tools for planting, hunting, cooking, and fishing;
for fighting their enemies during war or tribal conflicts; and for transportation, both on land and
on waterways. They also developed technologies in creating musical instruments.
The different archeological artifacts discovered in different parts of the country also
prove that the Metal Age also had a significant influence on the lives of early Filipinos. The
sophisticated designs of gold and silver jewerly, ceramics, and metal tools proved that their
technological ideas helped in the development of different tools.
All these ancient practices in science and technology are considered now as indigenous
science or folk science.
When the Spaniards colonized the country, they brought with them their own culture and
practices. They established schools for boys and girls and introduced the concept of subjects and
disciplines. It was the beginning of formal science and technology in the country, known now as
school of science and technology.
Life during the Spanish era slowly became modernized, adapting some Western
technology and their ways of life. The Filipinos developed ways to replicate the technology
brought by the Spaniards using indigenous material. Medicine and advanced science were
introduced in formal colleges and universities established by the Catholic orders.
The Philippines, being one of the centers of global trade in Southeast Asia during that
time, was considered to be one of the most developed places in the region. Although the country
is blessed with these developments, the superstitious beliefs of the people and the Catholic
doctrines and practices during the Spanish era halted the growth of science in the country.
The Americans did everything to “Americanize” the Philippines. They recognized the
learning of science and introduced it in public and private schools. In basic education, science
education focuses on nature studies and science and sanitation, until it become a subject formally
known as “Science”. The teaching of science in higher education has also greatly improved and
modernized. Researches were done to control malaria, cholera, and tuberculosis and other
tropical diseases.
The desire of the Americans to develop the human resources of the Philippines to serve
their own interest is, somehow, beneficial in the country. These allowed American scholars to
introduce new knowledge and technology in the country. The Protestant church missions in
different places in the country also brought hospitals and schools to far-flung areas. Little by
little, these efforts built a stronger foundation for science and technology in the country.
However, World War II has destabilized the development of the country in many ways.
Institutions and public facilities were turned into ashes, houses were burned, and many lives
were destroyed. The country had a difficult time to rebuild itself from the ruins of the war. The
human spirit to survive and to rebuild the country may be strong but the capacity of the coutry to
bring back what was destroyed was limited. The reparation funds focused on building some
institutions and public facilities like schools, hospitals, and transportation systems.
Since the establishment of the new republic, the whole nation has been focusing on using
its limited resources in improving its science and technology capability. It has explored the use
of ODA or Overseas Development Allocations from different countries to help the country
improve its scientific productivity and technological capability. Human resource development is
at the heart of these efforts focusing on producing more engineers, scientist, technology expert,
doctors and other professional in the country.
The development of science and technology in the Philippines, based on its brief history,
is shaped by several factors and influences. Like in the history of science in other countries, it is
always shaped by human and social activities, both internal and external

ACTIVITY #3 (ACADEMIC)

In another sheet of paper, by illustration, create an artistic timeline of the HISTORICAL

BACKGROUND OF SCIENCE AND TECHNOLOGY IN THE PHILIPPINES.

Online references:
http://kaylanshull.blogspot.com/2011/10/art-history-timeline.html
http://mcnallysartclasses.blogspot.com/p/art-1-notes-art-history-connections.html

4. GOVERNMENT POLICIES ON SCIENCE AND TECHNOLOGY

 The Philippine government introduced and implemented several programs, project, and
policies to boost the area of science and technology. The goal is to prepare the whole country and
its people to meet the demands of a technologically driven world and capacitate the people to
live in a world driven by science.
Paadilla- Conception (2015) reported that in 2015, in response to the ASEAN 2015
Agenda, particularly the Department of Science and Technology (DOST), has sought the
expertise of the National Research Council of the Philippines (NCRP) to consult various sectors
in the society to study how the Philippines can prepare itself in meeting the ASEAN 2015 Goals.
The NCRP is expected to recommend policies and programs that will improve the
competitiveness of the Philippines in the ASEAN Region.
The NCRP clustered these policies into four, namely:
1. Social Sciences, Humanities, Education, International Policies and Governance
 Integrating ASEAN awareness in basic education without adding to the
curriculum.
 Emphasizing teaching in the mother tongue
 Developing school infrastructure and providing for ICT broadband
 Local food security
2. Physics, engineering and Industrial Research, Earth and Space Sciences, and
Mathematics
 Emphasizing degrees, licenses and employment opportunities.
 Outright grants for peer monitoring
 Review of R.A 9184
 Harnessing science and technology as an independent mover of development

3. Medical, Chemical, and Pharmaceutical Sciences

 Ensuring compliance of drug- manufacturing firms with ASEAN- harmonized
standards by full implementation of the Food and Drug Administration.
 Creating and education council dedicated to standardization of pharmaceutical
services and care
 Empowering food and drug agencies to conduct evidence- based research as pool
of information.
 Allocating two percent of the GDP to research
 Legislating a law supporting human genome projects
4. Biological Science, Agriculture, and Forestry
 Protecting and conserving biodervisity by full implementation of existing laws
 Use of biosafety and standard model by ASEAN countries
 Promoting indigenous knowledge systems and indigenous people’s conservation
 Formulation of common food and safety standard.
There are also other existing programs supported by the Philippine government through
the DOST. Some of these projects are the following:
 Providing funds for basic research and patents related to science and technology. The
government funds basic and applied researches. Funding of these research and projects
are also from the Overseas Development Aid (ODA) from different countries.
 Providing scholarship for undergraduate and graduate studies of students in the field of
science andd technology. Saloma (2015) pointed out that the country needs to produce
 more doctoral graduates in the field of science and technology, and produce more
research in these fields, including engineering.
 Establishing more branches of the Philippine Science High School System for training
young Filipino in the field of science and technology.
 Creating science and technology parks to encourage academe and industry partnership.
 Balik Scientist Program to encourage Filipino scientists abroad to come home and work
in the Philippines or conduct research and projects in collaboration with Philippine-based
scientist.
 Developing science and technology parks in the academic campuses to encourage
academe and industry partnership.
The Philippine-American Academy of Science and Engineering (PAASE, 2008) identified
several capacity-building program such as:
 Establish of national centers of excellent
 Manpower and institutional development programs, such as the Engineering and Science
Education Program (ESEP) to produce more PhD graduates in science and technology.
 Establishment of science and technology business centers to assist, advise, and incubate
technopreneurship ventures.
 Strengthen science education at an early stage through the Philippine Science High
School System.

ACTIVITY #5(ACADEMIC)

Create a “Policy Analysis” on certain implemented programs by the Department of

Science and Technology.

Use the given format:

I. Policy Name
II. Brief Background
III. Analysis
IV. Impact to Society
V. Recommendation

5. FAMOUS FILIPINO SCIENTISTS

School science is filled with names of foreign scientist: Einstein, Galileo Galilei, Newton,
Faraday, Darwin and many other Western scientist. We rarely hear from Filipino scientists being
discussed in science classes. Lee-Chua (2000) identified 10 outstanding Filipino scientists who
have made significant contributions in the Philippine science. These scientist are also famous
abroad especially in different science disciplines: agriculture, mathematics, physics, medicine,
marine science, chemistry, engineering and biology.
These Filipino scientist are:

1. Ramon Cabanos Barba- for his outstanding research on tissue culture in Philippine
mangoes.
2. Josefino Cacas Comiso- for his works on observing the characteristic of Antarctica by
using satellite images.
3. Jose Bejar Cruz Jr.- known internationally in the field of electrical engineering, was
elected as officer of the famous Institute of Electrical and Electronic Engineering.
4. Lourdes Jansuy Cruz- notable for her research on sea snail venom.
5. Fabian Millar Dayrit- for his research on herbal medicine.
6. Rafael Dineros Guerrero- for his research on tilapia culture.
7. Enrique Mapua Ostrea Jr.- for inventing the meconium drugs testing.
8. Lilian Formalejo Patena- for doing research on plant biotechnology.
9. Mari-Jo Panganiban Ruiz- for being an outstanding educator and graph theorist.
10. Gregory Ligot Tangonan- for his research in the field of communications technology.

There are other outstanding Filipino scientist who are recognized here and abroad for their
outstanding contributions in science:

 Caesar A. Saloma- an internationally renowed physicist

 Edgardo Gomez- famous scientist in marine science
 William Padolina- chemistry and president of National Academy of Science and
Technology (NAST)- Philippines
 Angel Alcala- marine science

There are other scientists in the Philippines who were not identified in the list. Yet, the
Philippines still need more scientist and engineers, and there is a need to support scientific
research in the country.
o The University of the Philippines- Los Bańos is a science paradise for agriculture,
forestry, plant and animal science, and veterinary science. It has produced numerous
scientist and various research in the fields of mentioned.
o The University of the Philippines-Visayas is also a national center for marine science,
fisheries, and other related sciences.
o The University of the Philippines – Manila is a center of excellence and has produced
many researchers, doctors, health professionals and scientist in the area of medical and
public health.
o The University of the Philippines- Diliman also established a national science and
engineering complex to develop more research and produce more scientist and engineers
in the country. The government must find ways to establish more research laboratories
and research institutes. There is also a need to find ways on how their researches are
disseminated to the public.
 Many Filipino scientist, whether they are in the country or abroad, always excel in their
job. The Filipino spirit in their souls has never faded. They continue to bring honor to the
country. They make ordinary things in an extraordinary way. They are always at par with
other scientist in spite of the limited facilities we have in the country.

6. SCIENCE EDUCATION IN THE PHILIPPINES

The Concept of Science Education
Science education focuses on teaching, learning, and understanding science. Teaching
sciences involves developing ways on how to effectively teach science. This means exploring
pedagogical theories and models in helping teach scientific concepts and processes effectively.
Learning science, on the other hand, includes both pedagogy and the most interesting aspect,
which is helping students understand and love science. Understanding science implies
developing and applying science-process skills and using science literacy in understanding the
natural world and activities in everyday life.
Getting deeper into the discourse of science education, John Dewey (2001) stressed the
importance of utilizing the natural environment to teach students. Accordingly, nature must
indeed furnish its physical stimuli to provide wealth of meaning through social activities and
thingking. It is not surprising therefore that science education is important. In fact, Marx (1994)
opines that science is going to be one of the most important school subjects in the future.
Science education is justified by the vast amount of scientific knowledge developed in
this area that prepares citizens in a scientifically and technologically driven world. Science
eduction provides skills and knowledge that are necessary for a person to live in what Knight
(1986) describes as the agae of science in the society (Tilghman, 2005). Developing a science
culture is therefore an immense responsibility for schools.

Science Education in Basic and Tertiary Education

In basic education, science education helps students learn important concepts and facts
that are related to everyday life (Carale & Campo, 2003; Meador, 2005; Worth & Grollman,
2003) including important skills such as process skills, critical thingking skills, and life skills that
are needed in coping up with daily life activities (Chaille & Britain, 2002). Science education
also develops positive attitude such as : the love for knowledge, passion for innovative things,
curiosity to study about nature, and creativity (Lind, 1997). Science education will develop a
strong foundation for studying science and for considering science- related careers in the future.
This is an investment for the country to develop a scientifically cultured and literate citizenry.
In tertiary education, science education deals with developing students’ understanding
and appreciation of science ideas and scientific works. This is done through offering basic
science courses in the General Education curriculum. Science education in the tertiary level also
focuses on the preparation of science teachers, scientist, engineerig and other professionals in
various science-related fields such as engineering, agriculture , medicine and health sciences.
The state provides scholarships to encourage more students to pursue science courses.

Science Schools in the Philippines

One outsatnding program for science education supported by the government is the
establishment of sciences schools in various parts of the country. There are also several
government programs implemented by the Department of Education and few private schools for
science education.
Philippine Science High School System (PSHSS)
This is a government program for gifted students in the Philippines. It is a service
institute of the Department of Science and Technology (DOST) whose mandate is to offer free
scholarship basis for secondary course with special emphasis on subjects pertaining to the
sciences, with the end- view of preparing its students for a science career ( Republic Act No.
3661). The school maintains a dormitory for all its students.
Since its inception, the PSHSS continues to pursue its vision to develop Filipino science
scholars with scientific minds and passion for excellence. PSHSS students have proven to be a
beacon of excellence, courage, and hope for the country. They have brought honor to the
Philippines through their exemplary achievements in various international competitions and
research circles. When the students graduate from the school, they are expected to pursue
degrees in science and technology at various colleges and universities locally or abroad.

Special Science Elementary Schools (SSES) Project

The SSES Project is in pursuance to DepEd Order No. 73 s. 2008, and DepEd Order
No.51 s.2010. This project started in June 2007 with 57 identified elementary schools that
participated or were identified as science elementary schools in the country. Since its inception,
the number have grown to more than 60 schools nationwide and this is now its sixth year of
implementation.
The SSES Projects aims to develop Filipino children equipped with scientific and
technological knowledge, skills, and values. Its mission is to:
 Provide a learning environment to science-inclined children through a special curriculum
that recognizes the multiple intellences of the learners.
 Promote the development of lifelong learning skills; and
 Foster the holistic development of the learners.

The subject Science and Health is taught in Grade I with a longer time compared to other
subjects: 70 minutes for Grade I to III and 80 minutes for Grades IV to VI. The curriculum also
utilizes different instructional approaches that address the learning styles and needs of the
learners like the use of investigatory projects.

Quezon City Regional Science High School

The school was established on September 17, 1967. Originally, it was named Quezon
City Science High School. It was turned into a Regional Science High School for the National
Capital Region in 1999. The school was a product of a dream to establish a special science
school for talented students in science and mathematics. The focus of the curriculum is on
science and technology. The school still teaches the basic education courses prescribed by the
Department of Education (DepEd) for secondary education. However, there are additional
subjects in science and technology that students should take. The school envisions to serve as a
venue in providing maximum opportunities for science-gifted students to develop spirit of
inquiry and creativity. The school is well-supported by the local government unit and by the
Parents and Teachers Association (PTA). The school is under the Department of Education.

Manila Science High School

 The school was established on October 1, 1963 as the Manila Science High School
(MSHS). It is the first science high school in the Philippines. The organization and curriclum of
the school puts more emphasis on science and mathematics. MSHS aims to produce scientist
with souls. In order to do this, humanities courses and other electives are included in their
curriculum. Students are also encouraged to participate in various extra-curricular activities. The
school administers an entrance exam, the Manila Science High School Admission Test (MSAT),
for students who wish to enroll. The MSAT has five parts: apptitude in science, apptitude test for
mathematics, problem-solving test in science, problem solving test in mathematics and
proficiency in English. The school prides itself from producing outstanding alumni and for
winning various national competitions.

Central Visayan Institute Foundation

It is the home and pioneer of the prominent school-based innovation known as the
Dynamic Learning Programs (DLP). The DLP is a synthesis of classical and modern pedagogical
theories adapted to foster the highest level of learning, creativity, and productivity.
The school takes pride in its Research Center for Theoretical Physics (RCTP) established
in 1992, which organizes small international workshops to foster the informal but intense
exchange of ideas and perpectives on outstanding problems in physics and mathematics.

ACTIVITY #6 (ACADEMIC)
Fill out the VENN DIAGRAM regarding how Science, Technology, and Society are
linked together.

Science Technology

Society
References:
Daniel Joseph McNamara, S. V. (2018). Science, Technology and Society. Quezon City: C & E
Publishing Inc.

Serafica, J. P.,Pawilen, G.T., Caslib, B. N., & Alata, E. J. (2018). Science,Technology and
Society.
Quezon City, Philippines:Rex Printing Company,Inc.

The Good Life

Nicomachean Ethics and Modern Concepts

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
our 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 brings aim.

Everyone is moving towards the good. Thus completing one’s studies, training for a 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 well.

….both the many and the cultivated call it happiness, and suppose that living well and doing
well are the same as being happy (Nicomachean Ethics 1:4)

The ancient Greeks called this concept of “living well and doing well” as eudaimonia. The
word came from the Greek word eu meaning “good” and daimon meaning “spirit.” Taken
together, it generally refers to the good life, which 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 himself/herself.

According to Aristotle, happiness is the ultimate end of human action. It is that which people
pursue for its own sake.

Happiness defines a good life. This happiness, however, is not the kind that comes from sensate
pleasures. It is that which comes from living a life of virtue, a life of excellence manifested from
the personal to the global scale.

It is the activities that express virtue that control happiness, and the contrary activities
that control its contrary (Nicomachean Ethics 1:10).

For example, making sure that one avoids sugary and processed foods to keep healthy is an
activity that expresses virtue. The resulting health adds to one’s well-being and happiness.
Another example is taking care of the environment through proper waste management which
results in a clean environment and adds to people’s well-being and happiness. These virtuous
actions require discipline and practice. On the other hand, activities contrary to virtue are those
which do not result in happiness.

The good life is marked by happiness brought about by virtuous human actions and decisions
that affect the individual self and the greater community. It is characterized by a life of
flourishing to oneself and of others.

Virtue plays a significant role in the living and attainment of the good life. It is the constant
practice of the good no matter how difficult the circumstances may be. Virtue is the excellence
of character that empowers one to do and be good. Such virtue is cultivated with habit and
discipline as it is not a one-time deed, but a constant and consistent series of actions. Everyone
has the capacity within himself/herself to be good, but he/she also has to be disciplined to make a
habit of exercising the good.

The onward progress of science and technology is also the movement the good life. Science and
technology are one of the highest expressions of human faculties. They allow us to thrive and
flourish in life if we so desire it. Science and technology may also corrupt a person, but
grounding oneself in virtue will help him/her steer clear of danger

The Essence of Technology

Heidegger on the Essence of Technology: What is technology, really?

Defining Technology according to Heidegger

“Technology” is one of those words that’s so common place, yet it’s hard to define. Computers
and smart devices are technologies, but so are books and notepads. Indeed, the definition of
technology may span from simple tools and utensils (hammers and spoons) to powerful
machines and media (car factories and artificial intelligence). How are we to say what
technology is precisely? Enter Martin Heidegger.
Heidegger was a 20th-century German philosopher, typically associated with existentialism
(basically, a school of thought that emphasizes individuality). His writings are notoriously
difficult to read, but plow through the dense discourse and you’ll find some valuable
insights. Here, I thought I’d highlight his insight about what exactly technology is: not a thing,
but a relationship.

The “Essence” of Modern Technology

In his essay “The Question Concerning Technology,” Heidegger asks, what is the “essence” of
technology? Directing that question at modern technology, especially powerful machines, he
gives the following answer: “enframing.”

Enframing

For Heidegger, “enframing” [Gestell in German] is using technology to turn nature into a
resource for efficient use. Modern technology, says Heidegger, lets us isolate nature and treat it
as a “standing reserve” [Bestand]—that is, a resource to be stored for later utility. As an
example, he gives the hydroelectric plant, which isolates a river and transforms it into a power
source.

In the enigmatic words of Heidegger, this isolation and transformation “sets upon nature … in
the sense of challenging it.”

This setting-upon that challenges forth the energies of nature is an expediting [Fordern], and in
two ways. It expedites in that it unlocks and exposes. Yet that expediting is always itself
directed from the beginning toward furthering something else, i.e., toward driving on the
maximum yield at the minimum expense.

Essentially, Heiddeger is telling us technology is not just a thing. It’s how we relate to the
world. Thus, it’s no surprise that different technologies are, in effect, different ways of relating
to reality. In particular, modern technologies, or powerful machines, are expedient ways of
conquering the world, because they objectify nature and turn it into a resource that can be
quantified, calculated, and rationed.

In short, we go from seeing nature as the phenomena we’re a part of to seeing it as natural
resources for everyday business.

That’s the essence of modern technology: using powerful machines to turn everything into a
consumable or disposable resource.

From Natural to Human Resources

Now, if that critique sounds radical, it’s worth mentioning Heidegger was no hippie. (Quite the
opposite, but that’s another story.) There’s nothing necessarily wrong with using technology to
“enframe” nature this way. After all, civilization requires resources to survive. However, there’s
a danger when we take this line of reasoning too far. We may use technology to enframe
ourselves.

As soon as what is unconcealed no longer concerns man even as object, but does so, rather,
exclusively as standing-reserve, and man in the midst of objectlessness is nothing but the orderer
of the standing-reserve, then he comes to the very brink of a precipitous fall; that is, he comes to
the point where he himself will have to be taken as standing-reserve.

In other words, once we take enframing too far, we may use technology to turn one another into
“human resources” (which is, of course, how we refer to workers now, as opposed to the more
dignified term “personnel”). At this point, we may feel like disengaged, powerless cogs in a
machine. Since that feeling of disengagement is common in high-tech workplaces today,
according to Gallup.

Rethinking Technology

Technology as Art

Ultimately, Heidegger wanted to revive an earlier understanding of technology. According to

Heidegger, understanding technology as enframing—turning everything into a consumable or
disposable resource—ignores a more holistic understanding of technology. As he points
out, technology, etymologically speaking, means artistic skill or craftsmanship (from the
ancient Greek word techne, from which we also get the words technique and technics):

techne is the name not only for the activities and skills of the craftsman, but also for the arts of
the mind and the fine arts.

Technology as a Relationship

Therefore, Heidegger suggests, if we see technology as art, we come across a valuable insight.
As an art, technology is more than a thing. It’s a relationship as well—an aesthetic and ethical
way of relating to nature and society.

If that insight is right, then as we use technology to extract resources, we should also make sure
we’re not inflicting damage in the process—for instance, on the environment (dumping
pollution) or upon each other (treating workers like cogs in machines).

As a philosopher, what Heidegger was implying is that, at the end of the day, we can’t separate
technology from human values. And really, that’s what the philosophy of technology is all
about.
When Technology and Humanity Cross
Technology keeps on progressing due to the changing times and environment and also to the
ever progressing mind of mankind.

Television sets

Roles:
(1) platform for advertisements and information dissemination;
(2) recreational activity;
(3) good stress reliever;
(4) platform for different propagandas and advocacies

Mobile Phones

used for communication, surf internet, picture taking etc. all in one device.

Computers

A computer is an electronic device that manipulates information, or data. It has the ability
to store, retrieve, and process data. You may already know that you can use a computer to type
documents, send email, play games, and browse the Web. You can also use it to edit or
create spreadsheets, presentations, and even videos.

Ethical dilemmas faced by these technological advancements

1. Make children lazy and unhealthy

2. Moral Dilemma

TV , mobile phones play a great role in the lives of the people. Can you relate with this? How do
you use this technology? A typical household owns all these things.

Robotics and Humanity

The rise of the machines accompanying the progress in science and technology may render
humans useless. Manual labor is gradually being replaced by machinery. Computers become
more and more sophisticated. Robots, usually designed like human beings, are created to perform
complex, repetitive, or dangerous tasks. With the development of artificial intelligence (AI),
robots may also eventually act and decide like humans. In the possibility that machines adopt the
nature of humans, there is a need to reflect on the ethical problems posed by such development.

Robot- actuated mechanism programmable in two or more axes with degree of autonomy,
moving within its environment to perform intended tasks.

Autonomy – the ability to perform intended tasks based on current and sensing without human
intervention.

1. Service Robot – performs useful tasks for humans.

2. Personal Service Robot – used for non-commercial task

3. Professional Service Robot – commercial task, operated by properly trained operator

Roles Played by Robot – Isaac Asimov

1. A robot may not injure a human being or through in action, allow a human being to come to
harm

2. A robot must obey the orders given by human beings except where such orders would conflict
with the first law

3. A robot must protect its own existence as long as such protection does not conflict with the
first and second law

• Ethical Dilemmas faced by robotics

Who should be held accountable if someone’s safety is compromised by

a robot? (Robotic surgery).

Example: the story of a head nurse at New York University and was operated by a robot.

The development of society along with science and technology gives rise to more and more
complex issues. What is vital is that, at the very least, we are able to protect and exercise human
rights for everyone in our pursuit of the good life. It is important that amid these developments,
human beings become more free, more rational, and more loving in our practice of science and
technology.

Answer the following questions.

1. Do people really need technology in their lives? Is it really a necessity?

2. Should there be an ethics of technology?

3. Do you believe robots can really replace teachers?