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Course Code: GE 5

Descriptive Title: Science, Technology and Society

Course Description

STS is an essential course in the General Education curriculum for tertiary

education. The course deals with interactions between science and technology and
social, cultural, political, and economic contexts (CMO No. 20, series of 2013). It is an
interdisciplinary course hereby engages students to confront the realities of various
scientific issues and technological developments. Such realities pervade the personal,
the public, and the global aspects of our living and are integral to human development.
Scientific knowledge and technological development happen in the context of society
with all its socio-political, cultural, economic, and philosophical underpinnings at play.
This course is design to develop deep appreciation and critical understanding of the role
of science and technology in the society and will instil reflective knowledge in the
students that they are able to live the good life and display ethical decision making in
the face of scientific and technological advancement. This course includes mandatory
topics on climate change and environmental awareness.

Grading System

Each student shall be assessed on the following:

Class Participation 10%

Activities 15%

Quizzes 20%

PreMid/Prefi Exam 25%

MidTerm/Final Exam 30%

100%
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Learning Outcomes

At the end of the semester, the students must be able to:

1. articulate the impacts of science and technology on society, specifically Philippine

society;

2. explain how science and technology affect society and the environment and its role
in nation-building;

3. analyze the human condition in order to deeply reflect and express philosophical
ramifications that are meaningful to the student as a part of society;

4. define and demonstrate the impact of social media on the students‟ life and
Philippine society in general;

5. imbibe the importance of science and technology in the preservation of the

environment and the development of the Filipino nation;

6. critique human flourishing vis-à-vis the progress of science and technology such that
the student may be able to define for himself/herself the meaning of the good life;

7. foster the value of a healthy lifestyle toward the holistic and sustainable development
of society and the environment;

8. creatively present the importance and contributions of science and technology to

society;

9. examine shared concerns that make up the good life in order to come up with
innovative and creative solutions to contemporary issues guided by ethical
standards; and

10. illustrate how the social media and information age impact their lives and their
understanding of climate change.
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Module 1 General Concepts and Historical Developments

Topics:

Lesson 1 Introduction to Science, Technology and Society

Lesson 2 Historical Antecedents of Science and Technology

Lesson 3 Intellectual Revolutions and Society

Lesson 4 Science and Technology and Nation Building

LESSON 1 INTRODUCTION TO SCIENCE, TECHNOLOGY AND SOCIETY

This section introduces Science, Technology and Society (STS) as a field of

study. After defining science and technology, the lesson traces the historical roots of
STS as an academic field. It also enumerates emerging dilemmas that reinforce the
importance of the study of STS in an age of scientific progress and technological
development.

I. Objectives

At the end of the lesson, students should be able to:

1. discuss the general concepts related to science and technology;

2. explain the scope of the study of STS; and
3. Demonstrate preparedness and readiness in the study of STS.

Engage

Instructions: On the space provided, write TRUE if the statement is correct or False if
it is not.

___________1. Science is a methodological way of acquiring knowledge.

___________2. Technology is the use of scientific knowledge for practical purposes.

___________3. Science and Technology can be dangerous.

___________4. Science, Technology and Society (STS) is the study of how science
and technology shape and are shaped by social influences.

___________5. STS deals with the historical development of science and technology
but does not cover their philosophical underpinnings.
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___________6. The study of STS primarily concerns students of science and

technology programs, and not non-science students as much.

___________7. STS is an important area of study because science and technology

permeate every aspect of everyday life.

___________8. Science and technology are not crucial factors in nation building.

___________9. History cannot teach people about evaluating present-day science and
technology.

___________10. STS draws from other disciplines, such as history, sociology,

philosophy, economics, political science and international relations and
science policy.

Explore

1. How does Science and Technology influence the people nowadays?

2. What are the challenges and drawbacks posed by the dynamism and immensity
of scientific and technological progress to the ways humans live?

Explain

Science is our most effective way of understanding the natural world. All science
involves some form of observation or experiment, and some sort of theorising about
how to explain the evidence collected. Science comes from the Latin word scientia,
meaning “knowledge”. The Concise Oxford Dictionary defines science as 'systematic,
organized knowledge', and this systematic nature sets science apart from other types of
understanding. In addition, science is concerned with evidence and with theory.
Scientific evidence often comes from experiments, though some sciences, such as
astronomy and geology, do not do experiments. To explain the evidence, theories are
put forward, and further evidence is often sought, to see whether the theory accords
with additional observations. The exact relationship between theory and evidence is
extremely complex, and at this stage we simply note that science involves both. For
those interested in the nature of science, Alan Chalmers (1982) has written a good
introduction, dealing with the ideas of important philosophers of science such as
Popper, Kuhn and Feyerabend.

Technology is even more difficult to outline than science. It comes from a Greek
root word techne, meaning “art, skill or cunning of hand” Many people regard
technology as simply applied science. In their view, scientists produce knowledge and
then technologists turn it into important products and devices, such as computers and
spacecraft. In our view, this approach is too narrow. As we shall see in this book,
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science did not begin to be systematically incorporated into our production systems until
the middle of the nineteenth century. If technology is simply 'applied science', we would
have to conclude that there was no technology before that. In fact, quite complex and
sophisticated technologies were needed to build the pyramids of Egypt, the Great Wall
of China, and the ancient irrigation systems of India and Sri Lanka (Ceylon). Such
knowledge was based on craft rather than science, with knowledge being slowly
accumulated and applied (often through trial and error) and passed on from one
generation to the next.

Broadly, we regard technology as a body of skills and knowledge by which we

control and modify the world. More and more, technology is being influenced by
scientific knowledge, with spectacular results. Technology has always been important in
human affairs. Military technology, such as the bow and arrow and the armour worn by
knights, has enabled kings to carve out huge empires. The technology of shipbuilding
and navigation enabled Britain to conquer a quarter of the world. We should also notice
that, from this viewpoint, medicine is a technology. It enables doctors to intervene in the
human body through drugs or surgery.

A key point in Science, Technology and Society studies is that these activities
are not isolated. They are all carried out in social, political and economic contexts.
Therefore, if we are to understand what is happening in the modern world, we must
understand how science influences the larger society. We must also understand how
the larger society influences science and technology.

In addition, there is another way in which the word society can be applied to
science and technology. Scientists and technologists do not work in isolation. They work
in universities, firms or research groups, and the functioning of these groupings is also a
legitimate focus of study. Questions about ethics and conduct within these groupings,
how they should be financed and how they are best organized, are also matters which
researchers in Science, Technology and Society can ask about.

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 even 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.

Science, Technology and Society (STS) is a relatively young field that combines
previously independent and older disciplines, such as history of science, philosophy of
science and sociology of science. As an academic field, STS, according to Harvard
University’s Kennedy School (2018), traces its roots from the interwar period and the
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start of the Cold War. It was during this period when historians and scientists found
interest in the interconnections of scientific knowledge, technological systems and
society. The rise of STS as an academic field resulted from the recognition that many
schools today do not really prepare students to respond critically, reflectively and
proactively to the challenges posed by science and technology in the contemporary
world.

In general, STS applies method 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
thus was 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 sciences (rational) – so
humans will be able to better confront the moral, ethical and existential dilemmas
brought by the continued developments in science and technology.

Elaborate

Listed below are the ten emerging ethical and policy issue dilemmas compiled by
the John J. Reilly Center for Science, Technology and Values of the University of Notre
Dame for 2018. Choose one emerging dilemma in science and technology and
research about the nature of dilemma and answer the questions below.

1. What is the emerging ethical dilemma all about?

2. What factors or events led to this dilemma?
3. What are the societal implications of this dilemma?
4. Why is it important to question the moral and ethical issues surrounding
innovations in science and technology?
5. In the face of this dilemma, why is it important to study STS?

10 Emerging ethical dilemmas and policy issues in science and technology (2018)

1. Helix – a digital app store designed to read genomes

2. BlessU-2 and Pepper – first robot priest and monk
3. Emotion-Sensing Facial Recognition – a software being developed to assess
your reactions to anything such as shopping and playing games.
4. Ransomware – a way of holding data hostage through hacking and requiring
a ransom to be paid.
5. Textalyzer – a device that analyses whether a driver was using his or her
phone during an accident
6. Social Credit System – a system of scoring citizens through their actions by
placing them under constant surveillance
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7. Google Clips – a hands-free camera that lets the user capture every moment
effortlessly
8. Sentencing Software – a mysterious algorithm designed to aid courts in
sentencing decisions
9. Friendbot – an app that stores the deceased’s digital footprint so one can still
“chat” with them
10. Citizen App – an app that notifies users of ongoing crimes or major events in
a specific area

Evaluate

1. Paste a magazine or newspaper cut-out of any photograph that depicts an issue

or problem in science and technology. Then answer the following questions.
a. What is the issue or problem depicted in the photograph?
b. How does this particular issue or problem impact the well-being of humans
today?
c. 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?
2. On a bond paper, create a slogan that reflects your view of science and
technology. Be creative. You can use any art materials to make it visually
appealing and impactful
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LESSON 2 HISTORICAL ANTECEDENTS OF SCIENCE AND TECHNOLOGY

Human creativity is beyond limit that even our ancestors might not have imagined
that our status of science and technology would be as robust as today. Our current
understanding about the nature and the world is a result of constant over throwing of
paradigm wherein an old paradigm like Geocentric Model is replaced by a paradigm that
has a higher content and explanatory power like the Heliocentric Model. Such is termed
scientific revolution. This is just one of the many theories that were challenged in the
history of Science and have helped shaped our society.

Development of Science and Technology does not only leave indelible impact in
the history but its trail can be traced by its influence in our society and country as a
whole. In this unit, you will learn how science and technology has greatly influenced the
development of the Philippine society. You will evaluate different government policies
and programs to see how they have shaped the nation. You will also learn significant
inventions and projects accomplished by Filipinos that greatly develop the countries’
science and technology, and have been a major contributor to the Philippine nation-
building.

This unit will allow you to time travel through the antecedents of science and
technology; lets you investigate how the present status of science and technology came
into being, and explore the major turns in the course of global and national history that
led it to its exhilarating and captivating development.

I. Objectives

At the end of this lesson, students will be able to:

1. discuss the historical antecedents of science and technology across time; and
2. explain how Philippine scientific and technological inventions shaped and were
shaped by various social contexts.

Engage

Instructions: Watch an 18-minute TEDx Talk by Hannu Rajaniemi titled The Big History
of Modern Science. Then, write a 200-words essay on the topic “WHY is it important to
study the history of Science and Technology”. Come up with a title for your essay.

Explore

Choose one invention from any of the Historic periods in Science and Technology
(select one that is not mentioned below). Then, on a piece of bond paper draw or paint
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or stick a photograph of the invention. At the back of the bond paper place a 50 to 100
word write-up about the invention that specifically addresses the following question:

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?

Explain

One of the key interests of STS as an academic field is the history of science and
technology. As a strand of STS, the history of science and technology focuses on how
science and technology have changed across time. Also, it explores the impact of
scientific and technological innovations on the prevailing social, cultural, political and
economic contexts throughout history. Conversely, it also pays attention to the
conditions that shaped science and technology. Quite often, interests lie in historical
antecedents of scientific and technological innovations.

An 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. Knowledge of the history of science and technology is
useful in appraising these innovations today. By understanding how previous
generations influenced and were influenced by developments in science and
technology, today’s generation can come up with informed decisions on the proper
application of science and technology to daily life.

ANCIENT PERIOD

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

Paper. As early as 3000 B.C., Egyptians had developed a technique for making paper
from the pith of the papyrus plant, a common sight along the bank of the Nile. Long
strips were woven together and weighted down to bind them into a strong, thin sheet.
The Egyptians also invented pens made of cut reeds, which were strong enough to
write on the papyrus, and mixed soot or other organic material with beeswax and
vegetable gum to make ink. These ancient papermakers knew what they were doing:
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Many of these papyrus sheets inscribed with Egyptian hieroglyphics remain intact and
readable, even after more than 5,000 years.

Eye Make-Up. Ancient Egyptians knew all about the power of a smoky eye. Way back
in 4000 B.C., they started making kohl to line their eyes by mixing soot with galena, a
mineral with a metallic bluish, gray or black hue. In some ancient paintings, Egyptians
are depicted wearing green eye makeup, a shade they achieved by mixing another
mineral, malachite, with the galena. Both women and men wore kohl eye makeup in
ancient Egypt. They believed it had healing properties, as well as the power to protect
the wearer from the evil eye.

News Paper. The Acta Diurna (or “daily acts”), which first appeared around 131 B.C.,
served as a gazette of political and social happenings in ancient Rome. News of events
such as military victories, gladiatorial bouts and other games, births and deaths and
even human-interest stories were inscribed on metal or stone and posted in areas with
heavy foot traffic, such as the Roman Forum. Later on, during the first consulship of
Julius Caesar, the Acta Senatus began chronicling the activities of the Roman Senate.
The Acta Diurna, which continued publication under the Roman Empire (after 27 B.C.),
can be considered the prototype for the modern newspaper.

Concrete. The frighteningly durable substance known as opus caementicium, or

Roman concrete, first emerged some 2,100 years ago, and would make possible the
architectural frenzy that began with Augustus, the first Roman emperor, in 27 B.C. The
Romans mixed limestone with volcanic ash to form a mortar, then packed this thick
substance together with chunks of brick or volcanic tuff to form the basic material for
roads, bridges, aqueducts, buildings and other structures—including such enduring
behemoths as the Pantheon and the Colosseum. Today’s scientists have concluded
that Roman concrete, though weaker than modern cement, is astonishingly long lasting,
remaining relatively intact even after centuries of exposure to seawater and other
damaging elements.

Ancient wheel. Wheels were invented circa 3,500 B.C., and rapidly spread across the
Eastern Hemisphere. Wheels are the archetype of a primitive, caveman-level
technology. But in fact, they're so ingenious that it took until 3500 B.C. for someone to
invent them. Evidence indicates they were created to serve as potter's wheels around
3500 B.C. in Mesopotamia—300 years before someone figured out to use them for
chariots. Early wheels were simple wooden disks with a hole for the axle. Some of the
earliest wheels were made from horizontal slices of tree trunks. Because of the uneven
structure of wood, a wheel made from a horizontal slice of a tree trunk will tend to be
inferior to one made from rounded pieces of longitudinal boards. Early humans in the
Palaeolithic era (15,000 to 750,000 years ago) discovered that heavy, round objects
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could more easily be moved by rolling them than bulky, irregular ones. It was about the
same time that the wheel was first used for transportation on chariots.

Shadoof. The shadoof, or sweep, was an early crane-like tool with a lever mechanism,
used in irrigation since around 3000 BCE by the Mesopotamians, 2000 BCE by the
ancient Egyptians, and later by the Minoans, Chinese (c 1600 BCE), and others.
Irrigation is a way of watering crops using basins, dikes, ditches, walls, canals, and
waterways. The sweep was used to lift water from a river or lake onto land or into
another river or lake. The mechanism comprises a long pole with a bucket attached to
the end of it. It is still used in many areas of Africa and Asia and very common in rural
areas of India such as in the Bhojpuri belt of the Ganges plain where it is named
"dhenki". They remain common in Hungary's Great Plain, where they are known as
"gémeskút" (literally, "heron wells") and are considered a symbol of the region. It was
also known by the Ancient Greek name kēlōn (κήλων) or kēlōneion (κηλώνειον); this
term (‫ )קילון‬is also borrowed in Mishnaic Hebrew.

MIDDLE AGES

Between the collapse of roman empire in 5th century AD and the colonial
expansion of Western Europe in the late 15th 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. The Middle Ages was not as stagnant as alternate terms
such as the “Medieval Period” or “Dark Ages” suggest. In fact, many medieval
universities at the time stirred scientific thinking and built infrastructures for scientific
communities to flourish. As such, some of humanity’s most important present-day
technologies could be traced back to their historical antecedents in the Middle Ages.

Mechanical clock. The first mechanical clock was made in 723 A.D. by a monk and
mathematician I-Hsing. It was an astronomical clock and he called it the "Water Driven
Spherical Birds-Eye-View Map of The Heavens". In a few years after it was built the
bronze and iron mechanism started to corrode, and in cold weather the water would
freeze. In 976 A.D. Chang Su Hsiin built the same clock except he used mercury
instead of water, but few details of this clock survive. This was the first successful clock
that didn't have serious defects.

A clock made by Su Sung, an astronomer, on the order of emperor Ting Zong in

1090 was 30 feet tall and was used to clock the planets and stars, and to keep track of
the time. On the top was a spherical astronomical instrument used to measure the stars
and driven by the clock's giant water-powered mechanism. Inside the tower was a
smaller celestial globe whose movements were the same as the one on the roof and
which could be viewed in bad weather or if the one on the roof was crowded. On the
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front of the tower was a pagoda-like structure of five floors, each housing numerous
wooden puppets. The puppets would appear about every quarter of an hour day and
night, and would play drums, bells, gongs, and string instruments. All the puppets'
movements were controlled by the clock's machinery.

The clock was powered by a huge water wheel with scoops on the ends of each
blade. Water dripped into a scoop until it was full,, and then the wheel would turn,
causing the water in the scoop to be poured out into a basin and the next scoop to
progress and start the process all over again. When the wheel turned the puppets would
change and so would the astronomical clocks.

Heavy Plough. Perhaps one of the most important technological innovations during the
middle ages is the invention of the heavy plough. Clay soil, despite being more fertile
than lighter type 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.
Professor Thomas Bernebeck Andersen of the University of Southern Denmark
succinctly describes the impact of the invention of the heavy plough, “The heavy plough
turned European agriculture and economy on its head. Suddenly, the fields with the
heavy, fatty and moist clay soils became those that gave the greatest yields”. Because
of this, Europe, particularly its northern territories, saw rapid economic prosperity. The
heavy plough stirred an agricultural revolution in Northern Europe marked by higher and
healthier agricultural yields and more efficient agricultural practices.

Gunpowder. Around 850 AD, Chinese alchemist accidentally invented black powder or
gunpowder. Multiple accounts suggest that the gunpowder might have been an
unintended by-product 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”. Prior to the
invention of the gunpowder, swords and spears were used in battles and wars.
Towards the end the 13th century, the explosive invention crept into most parts of
Europe and Asia. Since it invention, the gunpowder has allowed for more advanced
warfare. From fiery arrows to cannons and grenades, the gunpowder has prompted
foundation for the functionality of almost every new weapon used in war since its
invention. It ushered in an unprecedented advancement in warfare and combat
throughout the Middle Ages.

Paper Money. Although it was not until the 17th century that bank notes began to be
used in Europe, the first known version 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. Before the introduction of the paper money, precious metals, such
as gold and silver were used as currency. However, the idea of assigning value to a
marked piece of paper did not immediately become popular. In fact, when the Mongols
attempted to introduce paper money in the Middle East market in the 13 th century, it did
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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.

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. Prior to the invention of the spinning wheel, weaving was done
predominantly through the more time-consuming and tedious process of hand spinning.
According to White (1974), the invention of the spinning wheel sped up the rate at which
fiber could be spun by a factor of 10 to 100 times. Thus, White argued that this
invention ushered in a breakthrough in linen production when it was introduced in
Europe in 13th 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. Industrialization took place with greater risks in human health, food safety
and environment which had to be addressed as scientific and technological progress
unfolded at an unimaginable speed.

Compound Microscope. A Dutch spectacle maker named Zacharias Janssen is

credited for the invention of the first compound microscope in 1590. Together with his
father Hans, Zacharias began experimenting with lenses by putting together several
lenses on a tube. This led to an amazing discovery that an object, when placed near
the end of the tube, can be magnified far larger than what a simple magnifying lens ca
do. 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. Today, the compound
microscope is an important instrument in many scientific studies, such as in the areas of
medicine, forensic studies, tissue analysis, atomic studies and genetics.

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. Early telescopes were primarily used for making Earth-bound observations, such
as surveying and military tactics. Galileo Galilei (1564-1642) was part of a small group
of astronomers who turned telescopes towards the heavens. After hearing about the
"Danish perspective glass" in 1609, Galileo constructed his own telescope. He
subsequently demonstrated the telescope in Venice. His demonstration of the telescope
earned him a lifetime lectureship. After his initial success, Galileo focused on refining
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the instrument. The initial telescope he created (and the Dutch ones it was based on)
magnified objects three diameters. That is, it made things look three times larger than
they did with the naked eye. Through refining the design of the telescope he developed
an instrument that could magnify eight times, and eventually thirty times. his increased
magnification of heavenly objects had a significant and immediate impact. These new
observations were by no means exclusive to Galileo. The story of Galileo and the
telescope is a powerful example of the key role that technologies play in enabling
advances in scientific knowledge. With that said, the telescope isn't the only technology
at play in this story. Galileo deftly used the printed book and the design of prints in his
books to present his research to the learned community. This is not a story of a lone
thinker theorizing and piecing together a new model of the cosmos. Quite the contrary,
an array of individuals in the early 17th century took the newly created telescopes and
pointed them toward the heavens. Unlike those other observers, however, Galileo
rapidly published his findings. In some cases, Galileo understood the significance and
importance of these observations more readily than his contemporaries. It was this
understanding, and foresight to publish, that made Galileo's ideas stand the test of time.

Television. The Scottish engineer John Logie Baird is largely credited for the invention
of the modern television. Baird successfully televised objects in outline in 1924,
recognizable human faces in 1925 and moving objects in 1926 and projected colored
images in 1928. Baird’s television technology caught on really swiftly. In fact, the
British Broadcasting Corporation (BBC) used this for its earliest television programming
in 1929. Despite being the first television invented, Baird’s television was later criticized
for its fuzzy and flickering images, primarily because it was mechanical compared to
electronic versions that were developed much later.

Engine-Powered Airplane. Orville Wright and Wilbur Wright are credited for designing
and successfully operating the first engine-powered aircraft. The Wright brothers
approached the design of powered aircraft and flight significantly. Orville and Wilbur
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. Their pioneering success marked an age of powered flights. Sans modern
knowledge of aerodynamics and a comprehensive understanding of the working of
aircraft wings, the Wright brothers were brilliant scientists who paved the way for
modern aircraft technology.

INVENTIONS BY FILIPINO SCIENTISTS

The Philippines boasts of its own history and tradition of scientific and
technological innovations. Filipinos have long been known for their ingenuity. As with all
other inventions, necessity has always been the mother of Philippine inventions. Most of
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these inventions appealed to the unique social and cultural context of the archipelagic
nation. Throughout Philippine history, Filipinos are responsible for developing many
scientific and technological innovations focused on navigation, traditional shipbuilding,
textiles, food processing, indigenous arts and techniques, and even cultural inventions.
The following are some of the most important inventions by Filipino scientists.

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. It is also perhaps one of the most enduring symbols of
Filipino ingenuity. Jeepney’s were designed and improvised from scratch out of military
jeeps that the Americans left in the country after World War II. As demand for more
responsive transportation technology arose, the e-jeepney was introduced in Metro
Manila and Bacolod City. The e-jeepney is the inventive response to criticism to the
traditional jeepney that belched smoke, directly, directly causing air pollution which
made it unsustainable and uneconomical. E-jeepneys are designed to be environment-
friendly, eliminating noise and air pollution as they run on electricity. They are also more
economical for electricity is far cheaper than ordinary diesel, allowing jeepney drivers to
earn more profit.

Erythromycin. Perhaps one of the most important medical inventions is the

Erythromycin. The Ilonggo scientist Abelardo Aguilar invented this antibiotic out of a
strain of bacterium called Streptomyces erythreus, from which this drug derived its
name. As with the case of several other local scientists, however, Aguilar was not
credited for this discovery by Eli Lilli Co., Aguilar’s US employer, to whom he sent the
strain for separation. The US Company eventually owned the merits for this discovery.

Medical Incubator. World-renowned Filipino paediatrician and national scientist, Fe Del

Mundo, is credited for the invention of the incubator and jaundice relieving device. Del
Mundo was the first woman paediatrician to be admitted to the prestigious Harvard
University’s School of Medicine. She is also the founder of the first pediatric hospital in
the country. Her pioneering work in paediatrics that spanned a total of eight decades
won her the 1977 Ramon Magsaysay Award, Asias’s premier prize granted to
outstanding individuals whose selfless service remarkably contributed to the betterment
of society. Her original improvised incubator consisted of two native laundry baskets of
different sizes that are placed one inside the other. Warmth is generated by bottles with
hot water placed around the baskets. A makeshift hood over the baskets allows oxygen
to circulate inside the incubator. Del Mundo’s incubator was particularly outstanding as
it addressed the state of Philippine rural communities that had no electricity to aid the
regulation of body temperatures of newborn babies. For this purpose del Mundo’s
invention was truly indigenous.
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Mole Remover. In 2000, a local invention that had the ability to easily remove moles
and warts on the skin without the need for any surgical procedure shot to fame.
Rolando De La Cruz is credited for the invention of a local mole remover that made use
of extracts of cashew nuts (Annacardium occidentale), which are very common in the
Philippines. The indigenous formula easily caught on for its accessibility, affordability
and painless and scarless procedure. Dela Cruz won a gold medal for this invention in
the International Invention, Innovation, Industrial Design and Technology Exhibition in
Kuala Lumpur, Malaysia in 2000.

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. Her invention appeals particularly to Filipinos who love using condiments to go
along with their food. 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, Orosa developed a variety of ketchup that made use of mashed banana, sugar,
vinegar and spices which were all readily available. Orosa’s banana ketchup is
brownish-yellow in natural color, but is dyed red to resemble the color of the most loved
tomato ketchup.

Elaborate

If you were an inventor, what would you invent? On a piece of bond paper, sketch a
draft of your invention then answer the questions below.

1. What is your invention? What does it do?

2. How is your invention similar to or different from the existing tools or
technologies in terms of function?
3. Why is there a need for this invention? How will this invention make the world a
better place to live in?

Evaluate

Answer the questions accordingly.

1. Give five (5) inventions during each of these periods a) Ancient time; b)Middle
Times; c) Modern Times; and d) Filipino inventions and give the specific
antecedents of the chosen inventions.
2. In your own opinion, how did science and technology shape the society and how
did the society shape science and technology?
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LESSON 3 INTELLECTUAL REVOLUTIONS AND SOCIETY

This section reviews the intellectual revolution that changed the way people
perceive the influence of science on society in general. It focuses on three of the most
important intellectual revolutions in history: Copernican, Darwinian and Freud. By
discussing these intellectual revolutions in the context of science, technology and
society, the attention of students are drawn again toward the complex interplay of the
various social contexts and the development of modern science. The lesson also
engages students in a critical analysis of on-going intellectual and scientific revolutions,
which they may find themselves to be a part of.

Objectives

At the end of the lesson, students should be able to:

1. identify he intellectual revolution that shaped society across time;

2. explain how intellectual revolutions transformed the views of society about
dominant scientific thought; and
3. research on other intellectual revolutions that advance modern science and
scientific thinking.

Engage

Instructions: On the space provided, write True if the statement is correct or False if it is
not.

_________1. An intellectual revolution emerges as a result of the interaction of man and

society.

_________2. Intellectual revolutions are necessary in understanding how society is

transformed by science and technology.

_________3. Intellectual revolutions are often met with huge support and general
acceptance.

_________4. Intellectual revolutions shape science and technology and often spare
society from its influence.

_________5. The Copernican Revolution introduced the concept of heliocentricism.

_________6. According to Copernicus, the Earth is at the center of the solar sysem.

_________7. The Darwinian Revolution changed the way people understood nature
and evolution.
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_________8. Charles Darwin received huge support from the church.

_________9. Sigmund Freud introduced scientific approaches to understanding the

human subconscious.

_________10.The Freudian Revolution was, in itself, controversial and met with

resistance.

In the study of the history of science and technology, another important area of
interest involves the various intellectual revolutions across time. In this area, interest
lies in how intellectual revolutions emerged as a result of the interaction of science and
technology and of society. It covers how intellectual revolutions altered the way modern
science was understood and approached.

For this discussion, intellectual revolutions should not be confused with the
Greeks’ pre-Socratic speculations about the behaviour 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. Although there are many intellectual revolutions, this lesson focuses
on three of the most important ones that altered the way humans view science and its
impact on society: the Copernican Revolution, Darwinian and Freudian revolutions.

In understanding intellectual revolutions, it is worth noting that these revolutions

are, in themselves, paradigm shifts. These shifts resulted from a renewed and
enlightened understanding of how the universe behaves and functions. They
challenged long-held views about the nature of the universe. Thus, these revolutions
were often met with huge resistance and controversy.

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 that the Earth was the
center of the Solar System based on the geocentric model of Ptolemy (i.e., Ptolemaic
model).

Copernicus introduced the heliocentric model in a 40 page outline entitled

Commentariolus. He formalized his model in the publication of his treatise, De
Revolutionibus Orbium Coelestium (The Revolution of Celestial Spheres) in 1543. In his
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.
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The idea that the Sun is at the center of the universe instead of the Earth proved
to be unsettling to many when Copernicus first introduced his model. In fact, the
heliocentric model was met with huge resistance, primarily from the church, accusing
Copernicus of heresy. At the time, the idea that it was not the Earth, and, by extension,
not man, that was at the center of all creation was unthinkable. Copernicus faced
persecution from the Church because of this.

Moreover, although far more sensible than the Ptolemaic model, which as early
as the 13th century had been criticized for its shortcomings, the Copernican model also
had multiple inadequacies that were later filled in by astronomers who participated in
the revolution. Nonetheless, despite problems with the model and the persecution of the
Church, the heliocentric model was soon accepted by other scientists of the time, most
profoundly by Galileo Galilei.

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
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 began a
revolution that brought humanity to a new era of intellectual discovery.

The Darwinian Revolution benefitted from earlier intellectual revolutions

especially those in the 16th and 17th centuries, such that it was guided by confidence 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 offsprings 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 to the Copernican Revolution in its demonstration of the
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power of the laws of nature in explaining biological phenomena of survival and

reproduction.

The place of the Darwinian Revolution in modern science cannot be

underestimated. Through the Darwinian 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 it
emphasized the existence of the unconscious where feelings, thoughts, urges,
emotions, and memories are contained outside of one’s conscious mind. 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 a unscientific as a theory.
Particularly, the notion that all humans are destined to exhibit Oedipus and Electra
complexes (i.e., sexual desire towards the parent of the opposite sex and exclusion of
the parent of the same sex) 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.

Elaborate

Aside from the three intellectual revolutions discussed in this lesson, other intellectual
revolutions also took place across history in many parts of the world, such as North
America, Asia, Middle East and Africa. Make a research on a particular intellectual
revolution that took place in any of the four geographical locations mentioned and
answer the following questions.
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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?

Evaluate

1. What intellectual revolution discussed in the lesson influenced the society the
most?
2. How did the different intellectual revolutions transform the views of the society?
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LESSON 4 SCIENCE AND TECHNOLOGY AND NATION BUILDING

This lesson situates science, technology and the 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. These discussions are
geared toward engaging students in a critical analysis of science and technology as a
tool for nation building.

Objectives

At the end of the lesson, the students should be able to:

1. identify the contributions of the Filipino scientists in science and technology;

2. enumerate critical points in the history of science and technology in the
Philippines and how these developments affected society and the environment;
and
3. explain the role of science and technology in nation building.

Engage

Make a research on the major contribution of the following Filipino scientists.

Alternatively, you may identify ten (10) Filipino scientists and their contributions that are
not part of the list.

1. Anacleto Del Rosario 6. Ignacio Mercado

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

Explore

Watch the Video: Stephen Colbert’s interview with Neil Tyson

https://www.youtube.com/watch v=YXh9RQCvxmg&noredirect=1

Explain

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 first livelihood skills developed
by Filipinos. In some cases, the techniques Filipinos developed for livelihood purposes
resulted in majestic architectural designs that managed to attract worldwide attention
like the Banaue Rice Terraces of Ifugao.
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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. The rapid development of scientific principles influenced by Western
culture during the Spanish colonial period was short-changed. This is why agriculture
and industrial developments were during the latter part of the Spanish era. Instead,
trade was prioritized due to possible bigger profits.

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 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).
Seminars, workshops, training programs, and scholarships on fisheries and
oceanography were also sponsored by the government during Marcos’ presidency. 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 Philippine Textile Research Institute, Philippine Atomic Energy
Commission (now the Philippine Nuclear Institute), National Grains Authority (now the
National Food Authority), Philippine Council for Agricultural Research (now the
Philippine Council for Agriculture and Natural Resources Research and Development),
Philippine Atmospheric, Geophysical and Astronomical Services Administration
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(PAGASA), Philippine National Oil Company, Plant Breeding Institute, International Rice
Research Institute (IRRI), Bureau of Plant Industry, Bureau of Forest Products, and the
National Committee on Geological Sciences. The National Science Development Board
(NSDB) was reorganized as the National Science and Technology Authority (NSTA) in
1981. In 1976, 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 was
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 RA 8439: Magna Carta for Scientist
Engineers, Researchers and other Science and Technology Personnel in Government;
RA 7687: Science and Technology Scholarship Act of 1994; RA 7459: Inventors and
Inventions Incentives Act; and RA 8293: The Intellectual Property Code of the
Philippines.

RA 8749: The Philippine Clean Air Act 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
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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 new National Scientists namely,
Gavino C. Trono, for Marine Biology, Angel C. Alcala, for Biological Science, Ramon C.
Barba, for Horticulture, and Edgardo D. Gomez, also for Marine Biology.

Today, in the administration of 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 and 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 soil enhance the growth of the crops and produce high-quality yields.
However, many researches show that genetically modified crops and fertilizers made
from strong chemicals are not environment friendly. Science and technology has
improved transportation by land, air, and sea. Communication has also improved
through technological advancements. 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
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natural resources. Wastes are also generated as these technologies are developed.
People have also become too dependent on science and technology making them
disregards its consequences that may be damaging to the environment.

Elaborate

Make a research on the following Filipino scientists and inventors and give their most
significant contribution to Philippine nation-building.

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

Evaluate

1. Give twenty (20) Filipino scientists and identify their contributions in science and
technology. How did their contributions help build the Philippine nation?
2. What are the critical points in the history of science and technology in the
Philippines and how these developments affected the society and the
environment?
3. What is the role of Science and Technology in nation-building?