CEBU TECHNOLOGICAL UNIVERSITY - BARILI CAMPUS (DMS)

SCIENCE
F O R P R E L I M F I R S T S E M A . Y. 2 0 2 2 - 2 0 2 3

TECHNOLOGY
AND SOCIETY
P R E PA R E D B Y: HANNA GYSELLE M. MARIO
COLLEGE OF ARTS SCIENCES AND EDUCATIO N (CASE)

20 / 9
 F O R P R E L I M F I R S T S E M A . Y. 2 0 2 2 - 2 0 2 3

20 / 9
HISTORICAL

AND SOCIETY
CHAPTER 1 － 1.

DEVELOPMENT OF
SCIENCE TECHNOLOGY

CEBU TECHNOLOGICAL UNIVERSITY - BARILI CAMPUS (DMS)

 I. Development of Science in Mesoamerica
Mesoamerica
• A culturally rich region in the entire area of
Central America.
• Civilizations include: Maya and Inca.

(1) Maya Civilization

• Formed / lasted approx. 2,000 years;
• Known for works in astronomy;
• Advanced knowledge of celestial bodies;
• Predict astrological cycles in planting and harvesting
I. Development of Science in Mesoamerica
(1) Maya Civilization

• Device an instrument measuring time using 2

complicated calendars for rituals and cultural
celebrations.
• Developed technology building cities;

• Building hydraulic Systems and waterways to

supply water; skilled in mathematics;

• Adapted innovations in the field of art;

I. Development of Science in
Mesoamerica
(1) Maya Civilization

• Built looms for weaving cloth;

• Writing system : Mayan hieroglyphics

• First people to produce rubber products

I. Development of Science in Mesoamerica

(2.) Inca Civilization

• Advanced scientific Ideas despite

limitations as an old civilization;
Able to develop:
1. Roads paved with stones;
2. Stone buildings that surmounted disasters;
3. Irrigation system and technique storing water
I. Development of Science in Mesoamerica

(2.) Inca Civilization

Able to develop:
4. 12 month Calendar to mark religious
festivals and for planting season.

5. The first suspension bridge;

6. “quipu” , a system of knotted ropes to

keep records ; and
7. Inca textiles
I. Development of Science in Mesoamerica

(3) Aztec Civilization

• Aztec civilization has also made
substantial contributions to science and
technology and to society as a whole.
• Contributions of the Aztec civilization
are as follows:
• Mandatory Education
• Chocolates
• Antispasmodic medication
• Chinampa
• Aztec Calendar
• Invention of the canoe
I. Development of Science in Asia

Asia is the biggest continent in the world,

home of many ancient civilizations; and a host
to many cultural, economic, scientific, and
political activities of all ages.

India, China, and the Middle East are the great

civilizations where science, technology and
mathematics stood out. These civilizations were
incomparable in terms of their contributions to
the development of knowledge.
I. Development of Science in Asia
(1) India

• creatively developed various ideas and

technologies useful for everyday lives
• known for manufacturing iron and in
metallurgical works
• iron steel is considered to be the best; held
with high regard in the Roman Empire.
• also famous in medicine: Ayurveda
- a form of alternative medicine
I. Development of Science in Asia

(1) India

• discovered medicinal properties of

plants; developed medicines
• (a) Susruta Samhita describes different
surgical and other medical procedures
• developed theories in astronomy on the
configuration of the universe
I. Development of Science in Asia

(1) India

• India is also known for their mathematics

• standardized length measurement to a high
degree of accuracy;
• and designed a ruler - Mohenjo-daro ruler
• Indian astronomer and mathematician
Aryabhata (476-550) introduced a number
of trigonometric functions, etc.
I. Development of Science in Asia

(2) China
• Among the ancient civilizations with
substantial contributions in many areas of
medicine, astronomy, science, mathematics,
arts, philosophy, and music among others.

• have greatly influenced neighbor countries

like Korea, Japan, Philippines, Vietnam,
Thailand, Cambodia, Myanmar, and other
countries that belong to the Silk Road
I. Development of Science in Asia

(2) China
• known for traditional medicines,
product of centuries of experiences
and discovery of the Chinese;
• discovering medicinal properties of
plants and animals to cure human
health.
• Example: Acupuncture.
I. Development of Science in Asia

(2) China

• develop tools like compass, paper-making,

gunpowder, printing tools, etc.
• contributions were made
• along with mathematics, logic,
philosophy, and medicine
• However, cultural factors prevented the
Chinese achievements from developing
modern science.
I. Development of Science in Asia

(2) Middle East Countries

• The Middle East countries are dominantly

occupied by Muslims.
• The spread of Islam in the 7th and 8th
Century is a period of Muslim Scholarship,
called the Golden Age of Islam, lasting up
until the 13th century.
I. Development of Science in Asia
(2) Middle East Countries

• Muslims placed greater value on scientific

experiments rather than plain-thought
experiments;
• Scientific method in Muslim community made
significant improvements by using experiments
to distinguish between competing scientific
theories
• Ibn al-Haytham is also regarded as the Father of
Optics, for his empirical proof of the
intromission theory of light.
I. Development of Science in Asia
(2) Middle East Countries

• Concept of the algorithm; Arabic

Numeral System
• Foundation of modern chemistry;
Medicine
• Pioneered the science of experimental
medicine and was the first to conduct
clinical trials
• Discovery of contagious nature of
infectious diseases and introduction of
clinical pharmacology
I. Development of Science in Asia

(2) Middle East Countries

• Enormous contributions to science,

mathematics, astronomy, philosophy,
and social sciences
• The decline of this golden age was due
to the conquest of the Mongols where
libraries, observatories, and other
learning institutions were destroyed.
I. Development of Science in Africa
• Africa

• Africa is abundant with natural and

mineral resources. Science have
emerged in this country long before it
has been colonized by Europeans.
• Civilizations in Africa are contributors
and producers of knowledge as well.
I. Development of Science in Africa

• Africa
• Ancient Egyptian civilization has greatly
contributed to advancements in
astronomy, mathematics, and medicine.
• Development of geometry born out of
necessity to preserve layout of farmlands
of the Egyptians along the Nile river
• Rules of geometry were developed and
used to build rectilinear structures
I. Development of Science in Africa
• Africa
• Scientific activities were developed to
improve the quality of life in building
their homes and cities;
• Great structures of the Egyptian
pyramids and the early dams built to
divert water from the Nile River
• Known to be a center for alchemy; and
medieval forerunner of chemistry.
• Studied human anatomy and
pharmacology
I. Development of Science in Africa
• Africa

• Examination, diagnosis, treatment, and

prognosis for the treatment of diseases
• Astronomy: used 3 types of calendar:
lunar, solar, and stellar, or a combination
• Metallurgy; exports North Africa and
Nile Valley
• Invented metal tools used in homes,
agriculture, and in building magnificent
architectures.
I. Development of Science in Africa

• Africa

• Mathematics: Lembobo Bone

• Lembobo Bone - considered as the
oldest known mathematical artifact
dated from 35,000 BCE.
• skillful in the 4 fundamental
mathematical operations
• Knowledge of the basic concepts of
algebra and geometry
I. Development of Science in Africa
• Africa

• Mathematics: Lembobo Bone

• Lembobo Bone - considered as the
oldest known mathematical artifact
dated from 35,000 BCE.
• skillful in the 4 fundamental
mathematical operations
• Knowledge of the basic concepts of
algebra and geometry
• Andvanced in algebra, geometry, and
trigonometry
Chapter 1 Lesson 2:

Intellectual
Revolutions that
Defined Society
The Definition of Science
1. Science as an idea

• Includes ideas, theories, and all

available explanations and
observations about the natural and
physical world.
The Definition of Science
2. Science as an intellectual activity

• A systematic and practical study of

the natural and physical world
involving systematic observation
and experimentation.
The Definition of Science
3. Science as a body of knowledge.

• A subject, discipline, a field of study, or a

body of knowledge dealing with a
process earning about the natural and
physical world.

• Also known as school science.

The Definition of Science
4. Science as a personal and social activity.
• Explains that science is both knowledge
and activities done by humanity to
develop a better understanding of the
world.

• seeks to improve and survive life. It is

interwoven with people’s lives.
 The Beginning of Science

• Humanity embarked on scientific activities to

understand the world by persistently observing
and studying the natural, physical world.

• Developed noble ideas (philosophy) to provide

possible explanations of certain phenomena;

• Also used religion to rationalize origins of life

and all lifeless forms.
The Beginning of Science

• Scientific revolution ( 16th - 18th century)

• Invention of the printing machine

(Guttenberg printing press); and

• Blooming of intellectual activities and

growing number of scholars.
 The Scientific Revolution

• Period of enlightenment and development in the

fields of mathematics, physics, astronomy, biology
and chemistry

• Golden age of commitment to scholarly life in

science; and a trying moment to some scientific
individuals who suffered death.
 The Scientific Revolution

• Transformed society, development of

humanity, and formation of scientific ideas

• Improved the conduct of scientific

investigations, experiments and
observations
 Notable
Intellectuals and
their Revolutionary
Ideas
Notable Intellectuals and their
Revolutionary Ideas
1. Nicolaus Copernicus
• Polish astronomer and mathematician;
• Father of modern astronomy.

• Heliocentric theory : the earth and other

planets revolved around the sun.

• Church supported the geocentric theory

by Claudius Ptolemy
Notable Intellectuals and their
Revolutionary Ideas
2. Charles Darwin

• Theory of evolution; changed the world’s

concept of creation and its evolution

• Book “The Origin of Species” in 1589

• Presented evidence on how species evolved;

• Contributed to the emergence of evolutionary
biology and philosophy of science.
 Notable Intellectuals and their
Revolutionary Ideas
3. Sigmund Freud

• Contributions in the field of psychology;

• Development of observational method to gather data in
studying the human life.
• Psychoanalytic Theory: hypothesized that childhood experiences
and unconscious desires influence behavior.

• "Personalities have memories, beliefs, urges, desires, drives,

instincts that we are not always aware of makes up the
unconscious. "
 Notable Intellectuals and their
Revolutionary Ideas
3. Sigmund Freud

• Contributions in the field of psychology;

• Development of observational method to gather data in
studying the human life.
• Psychoanalytic Theory: hypothesized that childhood experiences
and unconscious desires influence behavior.

• "Personalities have memories, beliefs, urges, desires, drives,

instincts that we are not always aware of makes up the
unconscious. "
CHAPTER 1: LESSON 3
SCIENCE, TECHNOLOGY
A N D N AT I O N B U I L D I N G

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A Brief Historical
Background of
Science and
Technology in the
Philippines
 Pre-Spanish
• In Pre-Spanish times, the natives had their own of
culture and traditions and their belief system and
indigenous knowledge

• Scientific knowledge is observed in planting , animal

rearing, and food production.

• Observe and interpret movements of heavenly bodies

to predict seasons and climates and organizing days
into nights.
 Pre-Spanish
• Technology used in building houses,
irrigation, and developing tools for
planting, hunting, cooking and
fishing;

• For fighting enemies during war or

tribal conflicts; for transportation,
both land and waterways.

• They also developed technologies for

creating musical instruments.
 Pre-Spanish

• sophisticated designs of gold and silver jewelry,

ceramics and metal tools proved technological ideas

• Trading with nearby countries influenced lives providing

different opportunities for cultural and technological
exchange

• Ancient practices in science and technology are now

considered as indigenous science or folk science
 Spanish Period
• The Spanish rule brought new culture and practices.

• Establishment of schools for girls and boys introduced

concepts of subjects and disciplines.

• Beginning of formal science and technology known as the

school of science and technology.

• Science introduced in colleges and universities.

 Spanish Period
• Exchange for ideas, crops, tools, cultural practices ,
technology, and Western practices in the country

• Filipinos excelled in academics , study abroad and

contributed to the advancement of medicine, engineering,
arts, music, and literature.

• Superstition, catholic doctrines, and cultural and traditional

norms halted the growth of science in the country
 American Period
• Influenced development of science and
technology;

• Established public education system;

• Improved engineering works and health

conditions
• . Transportation and communication systems were
improved in some parts
• Science and technology was reorganized and
introduced it in public and private school; and
• became a formal subject “Science”
World War II

• Institutions and public facilities, houses and

important establishments were burned down and
destroyed

• Reparation funds centered on building institutions and

facilities like schools, hospitals and transport systems.

• Focused on producing more engineers, scientists,

technology experts, doctors, and other professionals.
 Development of Science and Technology
In the Philippines

1. Internal Influences
• Survival
• Culture
• Economic Activities

2. External Influences
• Foreign Colonizers
• Trades with Foreign Countries
• International Economic Demands
 Famous Filipinos in the Field of Science

1. Ramon Cabanos Barba - Outstanding research on tissue culture in Philippine

mangoes
2. Josefino Cacas Comiso - His works in observing characteristics of Antarctica by
using satellite images
3. Jose Bejar Cruz Jr. - known internationally in the field of electrical engineering;
4. Lourdes Jansuy Cruz - notable for her research on sea snail venom
5. Fabian Millar Dayrit - his research on herbal medicine
6. Rafael Dineros Guerrero III - his research on tilapia culture
7. Enrique Mapua Ostrea Jr. - for inventing meconium drugs testing
8. Lilian Formalejo Patena - for doing research on plant biotechnology
9. Mari-Jo Panganiban Ruiz - an outstanding educator and graph theorist
10. Gregory Ligot Tangonan - his research on the field of communications
Technology
 Famous Filipinos in the Field of Science

Other outstanding Filipino Scientists recognized locally and internationally for their outstanding
contributions in science:

• Caesar A. Saloma - an internationally renowned 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
 ESSENTIAL QUESTIONS:

1. What are the significant contributions of the Spaniards and Americans to the
development of Science and Technology in the Philippines?

2. How does school science shape science and technology in the country?

3. How did society shaped science and how did science shaped society?

4. How social and and human issues influence science?

5. How do the political and cultural landscapes of the society affect the development of
scientific culture, science activities, and science literacy?
 Chapter II - Lesson 1
HUMAN FLOURISHING

"Flourishing is properly the main

human end; and flourishing is the
activity of the soul that succeeds in
accord with virtue."

- Ernest Sosa
Lesson 1: Human Flourishing

Lesson Objectives

• Identify different conceptions of human flourishing;

• Determine the development of the scientific method

and validity of science; and

• Critic human flourishing vis-a-vis progress of science

and technology to be able to define for themselves the
meaning of a good life.
Lesson 1: Human Flourishing

• “Eudaimonia” meaning “good-spirited” - Aristotle

• The pinnacle of happiness that is attainable by humans

• Often translated to “Human Flourishing”

• Man is compared to flowers achieving full bloom.
Lesson 1: Human Flourishing

• Aristotle’s idea of human flourishing arises from

phronesis, friendship, wealth and power

• Greeks believed that acquiring these qualities will

bring happiness or contentment.

• This is the greater notion of what we call the “Good”

• However, times change and the elements comprising

human flourishing has also changed due to the dynamic
social history
Lesson 1: Human Flourishing

• Today’s concept of human flourishing is different from

Aristotle’s concept of human flourishing.

• Human flourishing has a certain degree in achieving

happiness;

• A clear limit man can acquire to achieve

contentment

• From "Flowers achieving full bloom"

to "Man of the World"
Lesson 1: Human Flourishing

• "A winner takes all economy"

• Man puts himself in a global neighborhood, or a global

prestige; among institutions and the government to reach a
common goal.

• Competition as a means of survival;

• Coordination is the new trend.

Lesson 1: Human Flourishing

"If we have improved in the state of human flourishing,

why is suffering more prevalent?"
 Lesson 1: Human Flourishing

"If we have improved in the state of human flourishing,

why is suffering more prevalent?"

“Hard times create strong men; strong men create good

times; good times create weak men; Weak men create
hard times.”

- G. Michael Hopf
Eastern versus Western Conception of
Human Flourishing

• Western approach to society centers on the individual

(individualistic approach / individualism);

• Eastern civilization’s approach to society gives

community the highest regard (collectivism), where
an individual is expected to make a sacrifice for the
sake of society.
Eastern versus Western Conception of
Human Flourishing

• The Chinese and Japanese emphasized the study of

literature, sciences and art in service of the greater cause.

• Western focuses entirely for one’s self

• Differences in the views on human flourishing,

Flourishing borders allowed people access to cultures.
Science, Technology, and
Human Flourishing

• Innovation, discovery and success contributes to the

pool of human knowledge

• Human Flourishing is deeply intertwined with goal

setting relevant to science and technology.

• Technology serves a relevant tool in achieving science

• Finding our very own unique role in this world elicits

our idea of self-importance
Science as a Method and Results

• Science is regarded for its sole claim to reason and

empiricism gathering supporters

• The scientific method is introduced as a way of

presenting a general idea of how to perform science.
Science as a Method and Results

Scientific Method:

1. Observe and determine if there are unexplained

occurrences unfolding.

2. Determine the problem and identify the factors

involved.

3. Formulate hypothesis that explain phenomena.

“to count as significant” or to “generate
prediction” or “to infer from past experiments”.
 Science as a Method and Results

Scientific Method:

4. Conduct experiment by setting up dependent

and independent variables

5. Gather and analyze results throughout and

upon culmination of the experiment.
Examine if the data gathered are significant.

6. Formulate conclusion and provide

recommendation in case others would want to
broaden the study.
There are two distinct features that separates science from
pseudoscience:

1. Verification Theory
• A discipline is science if it can be confirmed or
interpreted when an alternative hypothesis being
accepted
• Only takes into account results which are measurable
and experiments which are repeatable.
• Vienna Circle - Only those observable should be
regarded as meaningful and reject what cannot be
directly assessed
• To see for themselves how the experiment occurs
There are two distinct features that separates science from
pseudoscience:

2. Falsification Theory

• As long as an ideology is not proven false and can best

explain a phenomenon over alternative theories, it is
accepted

• Welcomes theory but encourages research

• Examples are Marx’s Theory of Social History;

Sigmund Freud’s Psychoanalysis
Science as a Social Endeavor

• Explores the social dimension of science and

technology

• Practices among a diverse group of people or culture.

• Whatever science is for a particular group of people is

not inferior to what science is globally.

• It is beyond facts and is therefore, also a manifestation

of shared experience across communities.
Science and Results

• Science is not always expected to produce results, or be

a 100% correct all the time.

• It has its limits and encourages humanity to

continuously rediscover

• Explains how weather reports have their own

limitations, or inability to predict disasters.

• It can be concluded that science does not monopolize

the claim for definite results.

• Science is not absolute. Science is fluid.

Technology as a Way of
Revealing
LESSON 2: Technology As a Way of Revealing

Objectives:

• Explain the concept of human condition before science

and technology

• Identify the change that happened in human condition

after science technology; and

• Name ways on how technology aided in revealing the

truth about the human being
 LESSON 2: Technology As a Way of Revealing

• The term “generation gap” is attributed mainly

to the changes brought by technology.

• People in the past and people living in the present

have different views of what it means to flourish
primarily due to the kind of period one is in

• Drastic changes in people’s way of life influences the

concept of human flourishing, and people’s actual
human condition.
 LESSON 2: Technology As a Way of Revealing

• Our primal need to survive paved way for

invention of several developments

• Driven by primal need to survive and pursuit of

development and adaptability, humans are quick to
find ways

• Having settling grounds of growing population

yielded further necessity to finding additional
resources
 LESSON 2: Technology As a Way of Revealing

• Our primal need to survive paved way for

invention of several developments

• Formation of communities caused humans to expand

territory and more people to feed

• Civilizations grew, they were in constant need of

resources.
 LESSON 2: Technology As a Way of Revealing

• War has been the early solution for the

survival competition

• Later on, people began to find ways to avoid

violence and to engage in a peaceful negotiation

• Trade emerged; leading to cross-town and

eventually cross-cultural interaction as more
products were exchanged

• Initial needs extended to wants.

 LESSON 2: Technology As a Way of Revealing

• People earned a new objective - to gather more

products as much as possible

• Those who have many live comfortably, and are

generally happier

• People began to produce things with the

prospect of profit.
 LESSON 2: Technology As a Way of Revealing

• Humanity became for complex.

• The goal was not only to survive, but to live a good

life.

• People became fixated with gold and were adamant

in procuring more
 LESSON 2: Technology As a Way of Revealing

Advancements in medicine, technology, health, and

education lead to humanity’s best

1. Mortality Rate.

Due to technology, lesser women and children die

during birth, assuring robust population and strong
workforce
 LESSON 2: Technology As a Way of Revealing

2. Average Lifespan.

• people engage less in combat

• treatable diseases

• enhancing living status

• discovering different remedies to diseases.

• Distribution of medicines is easier and faster.

 LESSON 2: Technology As a Way of Revealing

3. Literacy Rate.

Access to education provided to more

individuals generally creates a more informed
public that could determine a more just
society.
 LESSON 2: Technology As a Way of Revealing

4. Gross Domestic Product (GDP).

• Used to determine the value of the country’s goods

and services produced within the territory

• Higher country income is brought by high

productivity, and an indicator of presence of
technology.
 The Essence of Technology

• Modern humans are more reliant on technology in

their search for the good life

• Martin Heidegger

(a) to achieve man’s end

(b) reveals a man’s character and being

• The concept or the Good Life is in a practical

essence
The Essence of Technology

• Danger presented by too much reliance on

technology

• Aristotle’s conception of human flourishing

emphasizes holistic enrichment, giving
importance on virtues in achieving the good life.

• Technological advancements are occurring at very

rapid pace that our morality cannot keep up
Ethical Dilemma Faced by Technological
Advancements

• Unhealthy and lazy Children

• Rising of new diseases due to technology fixation

and sedentary lifestyle

• Isolation and losing social connections

• Character changes in Children due to unfiltered

exposure to very sensitive contents
 LESSON 2
The Good Life
LESSON 2: The Good Life

Objectives:

• Examine what is meant by a good life

• Identify how humans attempt to attain what is

deemed to be a good life

• Recognize possibilities available to human

being to attain the good life
LESSON 2: The Good Life

• A need to understand the world and reality is bound

with the need to understand one’s self and the good
life

• Plato: "understanding the things of the world is

parallel to truly getting what makes the soul
flourish."

• To understand the external world and reality, we

must seek to understand ourselves as well
LESSON 2: The Good Life

• Truth is the aim of the theoretical sciences; and “the

good” is the goal of the practical ones.

• Aristotle: the end goal of life is happiness

• “What does it mean to live a good life?”

• “What qualifies as a good existence?”

Happiness As the Goal of a Good Life

• 18th Century: John Stuart Mill

• Individual happiness of each individual should be

prioritized and collectively dictate action.
• Action that benefits the greatest number of people is
ethical.
The Schools of Thought and Their Philosophies on
Happiness

• Materialism

• Democritus and Leucippus

• Believed the world is made up of tiny indivisible

units called "atomos" (atoms)

• The first materialist are the “atomists” in Ancient

Greece

• Democritus: The world, including humans

are made up of matter
The Schools of Thought and Their Philosophies on
Happiness

• Materialism

• “Atomos” (atoms) come together to form the things

in the world.

• In terms of human flourishing, matter is what makes

us attain happiness.

• There is no need to posit immaterial entities as a

source of purpose. Only material things matter.
• Material wealth is the primary source of meaning of
their existence.
The Schools of Thought and Their Philosophies on
Happiness

2. Hedonism

• Led by Epicurus

• The end goal of life is in acquiring pleasure.

• Pleasure is the priority of hedonists.

The Schools of Thought and Their Philosophies on
Happiness

2. Hedonism

• For them, life is about obtaining and indulging in

pleasure because life is limited.

• You only live once. “Eat, drink, and be merry for

tomorrow we die”

• This school of life does not buy any notion of

afterlife just like the materialists.
The Schools of Thought and Their Philosophies on
Happiness

3. Stoicism

• Led by Epicurus

• For stoics, to generate happiness, one must learn to

distance oneself and be apathetic.

• “apatheia” precisely means to be indifferent.

• Happiness can only be attained by careful practice of

apathy

• We adopt the fact that things are not within our

control. Practice detachment.
The Schools of Thought and Their Philosophies on
Happiness

4. Theism

• People find meaning of their lives where God as the

fulcrum of existence.

• Ultimate basis of happiness for theist is their

communion with God

• The idea that the world is only a temporary reality

where we have to maneuver around for a while
waiting for their ultimate return to their God.
The Schools of Thought and Their Philosophies on
Happiness

5. Humanism

• Focuses on the freedom of man to carve his own

destiny and to legislate his own laws, free from the
authority

• Humanists see themselves as not merely stewards of

the creation, but as individuals who are in control of
themselves and the world outside them.

• Scientists view the world as a place freely unearthing

the world in seeking for ways on how to improve the
lives of its inhabitants.
Indigenous Science and Technology in the
Philippines
Indigenous Science and Technology in the
Philippines

Lesson Objectives:

• Discuss the concept of indigenous science; and

• Discuss the contribution of indigenous science

in the development of science and technology
in the Philippines
Indigenous Science and Technology in the
Philippines

• Early Filipinos invented tools for every day

life;

• developed alternative ideas in explaining

phenomena and the world around.

• This system of knowledge is called indigenous

knowledge, which is the foundation of
indigenous science.
Indigenous Knowledge System

• Indigenous knowledge is embedded in the daily

life experience of young children as they grow up.

• Community members practice indigenous

knowledge; Parents and folks are the first teachers
Indigenous Knowledge System

• Folk teachings are effective in transmitting cultural

knowledge

• Lessons taught and learned are interwoven with

culture and environment

• Lessons comprised of good values and life stories

of people
Examples of Indigenous Knowledge

• Practicing weather conditions and seasons using

knowledge in observing animal behavior and
celestial bodies

• Using herbal medicine; Preserving foods

• Classifying plants and animals;

Preserving and selecting good seeds

• Building local irrigation systems

Indigenous Science

• Part of indigenous knowledge system practiced by

different civilizations

• Collectively lived in and experienced by the

people of a given culture

• Includes complex knowledge, expertise,

practices, techniques and strategies in areas like:
medicine, agriculture, naming and explaining
phenomena
Indigenous Science

• Uses science process skills such as observing,

comparing, classifying, measuring, problem-
solving,inferring, communicating, and predicting

• Indigenous science is guided by culture

and community values

• Composed of Traditional Knowledge practiced and

valued by people and communities such as ethno-
biology, ethno-medicine, indigenous farming methods,
and folk astronomy.
Lesson 2:

Robotics and
Humanity
Robotics and Humanity

Robot

• an actuated mechanism programmable into two or

more axes with a degree of autonomy

• Autonomy : ability to perform intended tasks based

on current state and sensing without human
interaction.

• Engineered service to perform specific tasks to render

and provide assistance
Robotics and Humanity

Service Robots

• International Federation of Robotics (IFR) and United Nations

Economic Commission for Europe (UNECE)

• A robot may be classified according to its intended application

as an industrial robot or a service robot

• Service robot
- a robot that performs useful tasks for humans or
equipment excluding industrial automation application
Service Robots

a. Personal service robot or Service Robot for

Personal Use

- a service robot used for a noncommercial task, usually

by laypersons.

Examples:

• Domestic Assistant Robot;

• Automated Wheelchair;
• Personal Assist Mobility Robot; and
• Pet Exercising Robot
Service Robots

b. Professional Service Robot

(Service Robot for Professional Use)

• used for commercial tasks

• usually operated by a properly trained operator.

Examples:

• Cleaning Robots for public places;

• Delivery robots in offices and hospitals;
• Fire-fighting robots;
• Rehabilitation robots; and
• Surgery Robots in hospitals.
Roles Played by Robotics

• Robots were invented to make life easier and ease

the workload of humanity

• Capable of doing complicated tasks that humans

cannot; and/or

• Perform simple tasks to save time and energy

• Also invented for amusement and

entertainment
Roles Played by Robotics

• Isaac Asimov (1940s)

• Rules and Standards of the Characteristics of

a good robot is

• (Ethical Considerations and Consequences of

Robots).
Roles Played by Robotics
Law 1
"A robot may not injure a human being or, through
inaction, allow a human being to
come into harm"

Law 2
"A robot must obey orders given by humans except
where such orders would conflict with the first law."

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

• Safety

• Persons accountable

• Degree of Autonomy

a. Partial Autonomy - active human-robot

interaction

b. Full Autonomy - robots can perform actions

or activities without a master telling
instructions on what to do or not
 CHAPTER 3

Specific Issues in
Science, Technology, and
Society
 Lesson 3
The Information Age
 The Information Age

Objectives:

a. Define the Information Age

b. Discuss the history of the Information Age

c. Identify factors that need to be

considered in checking Website sources
Society Today
• Highly modernized
• Automated
• Data-driven
• Technologically advanced
• Information spreads like a wildfire
• Communication, Economics, Industry, Health
and Environment are tremendously influenced

• Technological advancement and rapid

information upgrade also impose
disadvantages
The Information Age

• A period starting from the last quarter of the

20th century

• Information is made effortlessly accessible through

publications and computer networks.

• Also called the Digital Age and

the New Media Age
• Associated with computer development
The Information Age

• James R. Messenger (1982):

The Information Age is based on
computer interconnections via
telecommunications, with information
systems operating on both real-time
and as-needed basis.

• Primary driving factors of the information age

are convenience and user-friendliness which in
turn creates user dependence
The Information Age

• As mankind evolved, so did information

• Information got ahead, grew at a rate difficult to

manage

• Abundance of information made it more difficult to

collect and manage (1960-1970s)

• Richard Wurman: Information Anxiety

(1960s)
The Information Age

• Information became a currency in business world

• To date, information is a commodity, mass-

produced, overdeveloped and unspecialized
product. People will soon be overloaded with it
The Truths of the Information Age
1. Information must compete.

• Information must stand out and be more

recognized in the increasing clutter

2. Newer is equated with Truer.

• Information must be up to date, or be in tuned with

the trends. Facts change over time.

3. Selection is a Viewpoint.

• Choose, collect, and select from multiple sources to

have a balanced view of reality
The Truths of the Information Age

4. The media sells what the culture buys.

• Information is driven and influenced by cultural

priorities, so does its trend.

• Algorithms play a role. They sell what you buy.

5. The early word gets the perm.

• The first media channel to expose an issue often

defines the context, terms, and attitudes
surrounding it.
The Truths of the Information Age

6. You are what you eat and so is your brain.

• Do not draw conclusions unless all ideas and

evidences are presented to you.

• Fact-check first.

• Mental health is sacrificed by the quality of

information and ideas you are exposed to.

• Dopamine hits are the trends (Dopamine

Nation).
 The Truths of the Information Age

7. Anything in great demand will be counterfeited

(imitation).

• Demand for incredible knowledge and scandals is

ever-present.

• Hence, many events and information are invented

by the Tabloids, publicists, or other agents of
information fraud.

• Fake news alert.

The Truths of the Information Age

8. Ideas are seen as controversial.

• It is impossible to make assertions without

attracting detractors and supporters.

• Putting information out there requires tolerance

and accountability.

9. Undead information walks ever on.

• Rumors, lies, gossips, and controversies never

truly die down. They persist and continue to
circulate.
The Truths of the Information Age
10. Media presence creates the story.
• People and things behave and appear in a different way than if they
were or weren’t filmed

11. The medium selects the message.

• Television is mainly pictorial, partially aural, and slightly textual.
Visual stories are emphasized; fires, chases, and disasters.

12. The whole truth is a pursuit.

• Information reaching us is usually selected, filtered, verbally
charged, and sometimes fabricated. What is neglected is often more
important than what is included.
The Information Age

Computers
• Computers are among the important contributions of
the information Age.

• An electronic device that stores and processes data .

• Any device that contains a microprocessor; or a

device that receives input from the user through a
mouse or a keyboard and processes it then presents a
result on a screen (monitor)
The Information Age

Types of Computers

1. Personal Computer (PC)

• Single-user instrument
• Known as microcomputers
• A complete computer built on a smaller scale
than enormous systems operated by most
businesses

• Example: Notebook, Mac-book, Laptop

The Information Age

Types of Computers

2. Desktop Computer

• PC not designed for portability

• Set up in a permanent spot

• Has more powerful processor, additional

memory, and enhanced capabilities of
performing special group tasks
The Information Age

Types of Computers

3. Laptops

• Portable computers that integrate the

essentials of a desktop computer
• Battery-powered package
• Commonly called “Notebooks”
The Information Age
Types of Computers

4. Personal Digital Assistants (PDAs).

• Tightly integrated computers which usually

have no keyboards

• Rely on touch screens for user input

• Typically smaller than paperbacks,
lightweight, and battery-operated

• Example: Tablets
The Information Age
Types of Computers

5. Server

• Refers to a computer improved to provide

network services to other computers

• Has powerful processors, tons of memory, and

large hard devices
• Example: servers in internet cafes
 The Information Age

Types of Computers
6. Mainframes

• Huge computer systems that fill an entire room

• Used especially in large firms to describe the large, expensive
machines that process millions of transactions everyday
• Term “mainframe” has been replaced by Enterprise Server
• High-performance, parallel computers working as a single
system
• Example: Telecommunications, Banks, etc.
The Information Age
Types of Computers

7. Wearable Computers

• Materials that are usually integrated into cellphones,

watches, and other small objects or places

• Perform common computer applications such as

databases, email, multimedia, and schedulers
 Lesson 4

Biodiversity
and
Health Society
Biodiversity and Health Society

• Biodiversity is defined as the vast variety of life

forms, from single-celled organisms to the largest
multi-celled organisms

• The variability among living organism from

all sources
• A collective aspect pertaining to the entire
biosphere
• As inhabitants of the ecosystem, it is our duty to
preserve and conserve the biodiversity of all
creatures
Biodiversity and Health Society

I. Importance of Biodiversity
• Biodiversity is the source of essential goods and
ecological services that constitute the source of life
for all

• Has a direct consumptive value in food, agriculture,

medicine and in industry

• Humanity depends on Biodiversity for health and

survival, the products acquired from the ecosystem
Biodiversity and Health Society

II. Threats to Biodiversity

• Decrease in Biodiversity is eminent worldwide

• Vertebrates fell to a 60% decline (1970s) due to

human causes

• A major cause is human population which doubled

in number since 1960 to 7.4 billion

• Mass Extinction is the disappearance of species at a

rate of 1,000 times faster than usual.
Biodiversity and Health Society

Disappearance of species in certain environment

causes an imbalance in an ecosystem, producing more
chaotic changes, harming the entire ecosystem

• There are major threats to biodiversity that were

identified by the United Nations’ Environment
Program (WHO, n.d.), which include the following
Biodiversity and Health Society

II. Threats to Biodiversity

1. Habitat Loss and Destruction

• Growing population and inhabitation of humans

causing greater use of land for economic gains is a
major contributing factor.
Biodiversity and Health Society

II. Threats to Biodiversity

2. Alterations in the Ecosystem Composition

• Alterations and sudden changes in an ecosystem,

• Alterations in ecosystems
• climate change and species appearance and
disappearance are a critical factors contributing to
species and habitat loss.
Biodiversity and Health Society

II. Threats to Biodiversity

3. Over-exploitation

• Over-hunting, over-fishing, over-harvesting of over-

collecting of species can quickly lead to its decline.

• Changing consumption patterns in humans is often

identified as a main reason for unsustainable
exploitation of natural resources.
Biodiversity and Health Society

II. Threats to Biodiversity

4. Pollution and Contamination

• Biological systems respond slowly to changes in

their surrounding environment.

• Pollution and contamination cause irreversible

damage to species (genetics and reproduction,
e.g.) and varieties.
Biodiversity and Health Society

II. Threats to Biodiversity

5. Global Climate Change

• Both climate variability and climate change cause

biodiversity loss.

• Species and populations may be lost permanently

(extinct) if they cannot adapt to changing climatic
conditions to survive and reproduce.
Biodiversity and Health Society

II. Threats to Biodiversity

• Add a little bit of body text

SCIENCE TECHNOLOGY AND SOCIETY
Feel free to make this an open discussion for
questions or clarifications before proceeding.

QUESTIONS?
 SOCIAL SCIENCE CLASS / LAMFORD SCHOOL
TRY AND LEARN / ACTIVITY

CHAPTER 1: LESSON 3
SCIENCE, TECHNOLOGY
A N D N AT I O N B U I L D I N G

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