SCIENCE, TECHNOLOGY and

SOCIETY

Chapter 1: History
of Science and
Technology (S&T)

Aileen D. Nieva
Edward Jay M. Quinto
Description

• discuss the definitions and correlations of

S&T
• S&T historical antecedents
• S&T impacts to the physical environment
and society
• ethics, aesthetics, education, and justice;
on creation of cultures
• improvement of human conditions, as well
as human destruction
Chapter Objectives
At the end of this section, the students must be
able:
1. to critically discuss historical developments in
S&T
2. to understand and to explain how these
developments interact with society and the
physical environment
3. to relate how S&T affect the Philippine nation
building
Contents

Unit 1: Introduction: Science and Technology

(S&T)
Unit 2: Historical Antecedents of Science and
Technology in Ancient, Middle and Modern
Ages
Unit 3: Intellectual Revolutions and Society
Unit 4: Science and Technology and Nation
Building
Unit 1:
Introduction: Science
and Technology
(S&T)
Unit 1: Introduction: S&T

This unit discusses:

1. the definitions and correlations of S&T

2. the effects of S&T to the development and
deterrent of society and the physical
environment.
Intended Learning Outcomes:

At the end of this Unit, students are expected to

demonstrate the following:

1. Discuss the interactions between S&T and

society throughout history
2. Discuss how scientific and technological
developments affect society and the physical
environment so as to enhance S&T positive
impacts and to mitigate S&T adverse impacts
Diagnostics: Learning Checkpoint
Instruction: Determine if the statement is TRUE or FALSE.
________ 1. Movement of electrons produce electricity.
________ 2. All radioactivity is caused by humans.
________ 3. Lasers work by focusing on sound waves.
________ 4. Sunscreen protects the skin from ultraviolet radiation.
________ 5. Nanotechnology deals with things that are extremely
small.
________ 6. 78% of the Earth’s atmosphere is Nitrogen.
________ 7. Red blood cells are responsible in carrying oxygen to all
parts of the body.
________ 8. Boiling of water is an example of chemical reaction.
________ 9. Carbon dioxide, methane and oxides of Nitrogen cause
the
Earth’s temperature to rise.
________ 10. Coal is the most commonly used fossil fuel as a source
of
energy in industrial processes.
Discussion
Define:
SCIENCE
• “A sophisticated
intellectual version of
Esperanto or the
universal language that
the heroes of the
scientific revolution
imagined as an
instrument of global
communication”
• “The cutting edge of
ignorance”
Define SCIENCE
• CONTENT: Body of • LANGUAGE:
organized knowledge Mathematics and
about nature technical vocabulary
Latin scientia - knowledge • TOOLS: Uses
Instruments and
• METHOD: Of obtaining technologies
that knowledge,
experiment, observation, • COMMUNITY: Discipline,
hypothesis, theory, law education, credentials,
careers, patrons,
• ATTITUDE: Organized societies, “turf”
and systematic
skepticism • PROCESS: Organized,
but very diverse activity
• GOALS: Explanation, shaped by social forces
understanding, and historical change
prediction, control
Define SCIENCE
• an organized, hierarchical
activity that investigates
nature and human nature
by experiment and
observation
• Goals: explanation,
understanding, prediction,
and control
• It tests its theories by
Karl Marx
logical, mathematical, and
www3.pictures.gi.zimbio.com
technological means
• shaped by social forces
and historical change
• also shapes culture
Define TECHNOLOGY
a. Artifacts or Hardware: Products
fabricated by humans to meet
specific needs
b. Knowledge and Methods: A
system of tacit and explicit
knowledge, techniques, and
materials utilized in using,
making, or repairing a certain
kind of artifact
c. A human cultural activity or
profession: e.g. military or civil
engineers, crafters, machinists
d. A total societal enterprise: e.g.
“American technological know-
how.” R&D, invention, www.dnnsoftware.com
patronage, mass production and
mass consumption
Define TECHNOLOGY
• A discourse or treatise on an art or arts
• scientific study of the practical or industrial arts
• Techne (art, craft, skill), Logos (word)
• A system based on the application of knowledge,
manifested in physical objects and organizational forms, for
the attainment of specific goals — Volti
• Cumulative sum of means used to satisfy human needs
and desires and to solve specific problems —Markert
• The sum total of systems of machines and techniques that
underlie a civilization —Nye
• Not merely a system of machines with certain functions, but
an expression of a social world —Nye
• The production of superfluities – today as in the Paleolithic
age —Ortega y Gasset
• “The seeping false-hearted death” —DeLillo
How S&T Affects our Lives
• Consider watching the video *The Top Ten Inventions
of All Time and see how technological advancements
affected our lives significantly.
• Through the years search for knowledge has not
stopped and thus, numerous inventions popped up.
Watch the video *The Top 10 Emerging Technologies
of 2016 - Road to 2017 | Amazing Earth.
10 Emerging Ethical Dilemmas
1. Real-time satellite surveillance video
2. Astronaut bioethics (of colonizing Mars)
3. Wearable technology
4. State-sponsored hacktivism and “soft war”
5. Enhanced pathogens
6. Non-lethal weapons
7. Robot swarms
8. Artificial life forms
9. Resilient social-ecological systems
10. Brain-to-brain interfaces
Activity 1
Unit 1. Exercise 1.0. Is Science Dangerous?

Instructions: Read the article The Medawar Lecture 1998 Is

Science Dangerous? By Lewis Wolpert (2005) Philosophical
Transactions of the Royal Society, 360, 1253-1258.
Prepare an essay answering the following questions:
1. What is supposed to be the role of science and
technology in our lives?
2. How was S&T used immorally? Cite examples in
historical perspective.
3. Do you think the scientists who invented for S&T would
agree how their inventions are now being used by
humans?
Activity 2
Unit 1. Exercise 2.0. How Does Technology Affect You?
Instructions: Group of 4 students. Based from the readings
below, identify impacts of science and technology in our
society and on the physical environment.
Use collage of pictures showing specific technology to
represent each impact. Identify the impacts on: (1) economic,
(2) cultural, (3) environmental, and (4) social of your identified
technology.
References:
• Ellul, Jacques (1964). The Technological Society. Vintage
Books by Kanopf, Alfred A. and Random House, Inc.
• Martin Heidegger, The Question Concerning Technology
• TED Talk: Ray Kurzwell on “How Technology Will Transform
Us”
Activity 3
Unit 1. Exercise 3.0. The End Justifies the Means

Instructions:
Maintain the grouping in Unit 1. Exercise 2.0.
Use the identified technology from Exercise 2.0 and
trace its historical and philosophical antecedents.
Historical antecedents should show the evolution of this
technology.
Identify the corresponding philosophical antecedents that
led to the evolution of this technology.
Present your output in the class.
Activity 4
Unit 1. Exercise 4.0. The Dilemma of S&T

Instructions:
By pair, select an S&T issue.
Prepare a write up discussing the ethical dilemma
behind a controversial topic.
Please use the attached Rubric adopted from American
Association of Colleges and Universities as your guide in
preparing this activity.
Ethical Reasoning Values Rubric
Activity 5
Unit 1. Exercise 5.0. How Do I View S&T?

Instructions:
By pair, prepare a slogan about how you view S&T.
It may be positive and negative or either depending on
what you will decide as a pair.
Use the rubric below as your guide.
Meta-Cognitive Reading Report
Assignment 1. Meta-Cognitive Reading Report
Readings:
• Feynman, Richard. “The Pleasure of Finding Things
Out: What Is and What should be the role of scientific
culture in modern society” in The Best Short Works of
Richard Feynman, pp. 97–115, Perseus Books,1999.
• Lehrer, Jonah. How We Decide, Mariner Books, 2010.
• Rodriguez, Socorro M. “Philippine Science and
Technology: Economic, Political and Social Events
Shaping Their Development,” 1996
Module 1. Unit 2. Historical
Antecedents of Science and
Technology
Intended Learning Outcomes
1. List down scientific and technological inventions across time.
2. Discuss the historical antecedents, e.g., social, cultural, economic,
and political contexts, which shaped and was shaped by the
development of S&T across time.
3. Discuss Philippine scientific and technological inventions and how
these, too, shaped and were shaped by various social contexts.
Watch an 18-minute Tedx Talk by Hannu
Rajaniemi.
Historical Antecedents of S&T
✓ One of the key interests of Science, Technology, and Society as an
academic field
✓ focuses on how S&T changed across time and the impacts of
scientific and technological innovation on prevailing social, cultural,
political, and economic contexts across time
✓ pays attention to the contextual circumstances that shaped S&T
✓ interests lie in historical antecedents of scientific and technological
innovation
What’s in a historical antecedent?
✓ can be understood as a precursor of a thing
✓ an antecedent of a something unfolded or existed before it
✓ historical antecedents in S&T can be understood as the previous
state of science and technology or previous scientific or technological
tools that paved the way for more advanced and sophisticated S&T
to arise
Ancient Period
• The rise of ancient civilizations paved the way for advances in
S&T. The advances in S&T during the ancient period allowed
civilizations to flourish by finding better ways of living,
communication, transportation, and self-organization.
Ancient Period: Ancient Wheel

Figure 1. Sumerian Wheel  Figure 2. Potter’s Wheel 

Ancient Period: Paper

Figure 3. The Edwin Smith Papyrus 

Ancient Period: Shadoof

Figure 4. Shadoof
Ancient Period: Antikythera Mechanism

Figure 5. A fragment of the Antikythera mechanism 

Ancient Period: Aeolipile

Figure 6. An illustration of Hero’s engine 

Middle Ages
• Major advances in scientific and technological development,
including a steady increase of new inventions, introduction of
innovations in traditional production, and emergence of
scientific thinking and method, had taken place. Many medieval
universities at the time stirred scientific thinking and provided
infrastructure for scientific communities to flourish. Some of
humanity’s most important, present-day technologies could be
traced back to historical antecedents in the Middle Ages.
Middle Ages: Heavy Plough

Figure 7. An impression of the heavy plough  

Middle Ages: Gunpowder

Figure 8. Chinese using gunpowder in weapons

Middle Ages: Paper Money

Figure 9. The Chinese are credited for the invention of paper money
Middle Ages: Mechanical Clock

Figure 10. A medieval mechanical clock found in Prague, Czech Republic

Middle Ages: Spinning Wheel

Figure 11. Spinning Wheel

Modern Age
• As world population steadily increased, people of the modern
age realized the utmost importance of increasing the efficiency
of transportation, communication, and production.
Industrialization took place, but greater risks in human health,
food safety, and environment rose, which had to be
simultaneously addressed as scientific and technological
progress unfolded at an unimaginable speed.
Modern Age: Compound Microscope

Figure 12. Jansen’s compound microscope

Modern Age: Telescope

Figure 13. One of Galileo’s first microscopes

Modern Age: Jacquard Loom

Figure 14. Jacquard Loom

Modern Age: Engine-Powered Airplane

Figure 15. The flight of the Flying Machine of Orville and Wilbur Wright
Modern Age: Television

Figure 16. Baird’s television 

Inventions of Filipino Scientists
• The Philippines boasts of its own history and tradition of
scientific and technological innovation. Filipino scientists have
long been known for their ingenuity. As with all other
inventions, necessity has always been the mother of Philippine
inventions. Most Filipino inventions appealed to the unique
social and cultural context of the archipelagic nation. Even
during the ancient period, our Filipino ancestors developed
scientific and technological innovations focused on navigation,
traditional shipbuilding, textiles, food processing, indigenous
arts and techniques, and even cultural inventions.
Philippine Inventions: E-Jeepney

Figure 17. E-jeepney 

Philippine Inventions: Erythromycin

Figure 18. Abelardo Aguilar and his Erythromycin

Philippine Inventions: Medical Incubator

Figure 19. Dr. Fe Del Mundo and the medical incubator

Philippine Inventions: Mole Remover

Figure 20. Rolando dela Cruz’s commercial product – a

mole remover formula made of cashew nut extracts 
Philippine Inventions: Banana Ketsup

Figure 21. Orosa’s formula for Banana Ketsup

is brownish-yellow in color.
Module 1. Unit 3. Intellectual
Revolutions and Society
Intended Learning Outcomes
1. Identify intellectual revolutions that shaped society across time.
2. Explain how intellectual revolutions transformed the views of
society about science and nature.
3. Discuss how these intellectual revolutions were influenced by social,
political, cultural, or economic contexts.
What is an intellectual revolution?
In Science and Technology, intellectual revolutions refer
to series of events that led to the emergence of
modern science and more current scientific thinking
across critical periods in history.
Intellectual revolutions as paradigm shifts
Intellectual revolutions can be considered paradigm
shifts resulting from a renewed and enlightened
understanding of how the universe behaves. They
challenged long held views about the nature of the
universe. Thus, these revolutions were more often than
not met with huge resistance and controversy,
especially during their onset.
Jean Sylvain Bailley’s Two-Stage Process
• Stage 1: ‘sweeping away the old’
• Stage 2: ‘establishing the new’
Foci of this unit
• Copernican Revolution
• Darwinian Revolution
• Freudian Revolution
Copernican Revolution
The Copernican Revolution refers to
the 16th century paradigm shift
named after Polish mathematician
and astronomer Nicolaus
Copernicus. Copernicus formulated
the heliocentric model of the
universe. At the time, the
geocentric model of Ptolemy was
the widely held belief about the
universe (i.e., Ptolemaic model).
Copernican Revolution
The idea that it is the Sun and not
the Earth that is at the center of the
universe proved to be unsettling in
the beginning. In fact, the
heliocentric model was met with
huge resistance, primarily from the
Church, who accused Copernicus of
being a heretic. At the time, the
idea that it is not the Earth, and, by
extension, not man too, that is at
the center of all creation proved to
be uncomfortable.
Copernican Revolution
The contribution of the Copernican
Revolution is, until today, 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 the birth
of modern astronomy.
Darwinian Revolution
English naturalist, geologist, and
biologist Charles Darwin is credited
for stirring another important
scientific 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.
Darwinian Revolution
Darwinian Revolution benefitted from
earlier scientific revolutions in the 16th
and 17th century in 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.
Darwinian Revolution
Darwin’s theory of evolution was, of
course, met with resistance. Critics
accused the theory of being either
short in accounting for the broad
and complex evolutionary process
or that the functional design of
organisms was a manifestation of an
omniscient God that of a theory of
evolution.
Freudian Revolution
Sigmund Freud is credited for
stirring a 20th century scientific
revolution named after him, the
Freudian Revolution. Psychoanalysis
is at the center of this revolution.
Freud developed Psychoanalysis as
a scientific method of
understanding inner and
unconscious conflicts springing from
free associations, dreams and
fantasies of the individual.
Freudian Revolution
Scientists working on a biological
approach to human behavior
criticized Psychoanalysis for lacking
vitality and bordering unscientific as
a theory. Particularly, the notion
that all humans are destined to
exhibit Oedipus and Electra
complexes, i.e., sexual desire to the
opposite sex parent and exclusion
of the same sex parent, seemed to
not be supported by empirical data.
Freudian Revolution
Amidst the controversy, Freud’s
Psychoanalysis is widely given credit
for dominating psychotherapeutic
practice from the early 20th century.
Psychodynamic therapies that treat
a myriad of psychological disorders
remain still largely informed by
Freud’s work on Psychoanalysis.
Group Presentation
✓ Divide the class into three.
✓ Each group will randomly pick one of the three revolutions discussed
in this unit and present a five- to seven-minute freestyle group
presentation that presents the highlights of the scientific revolution
assigned the group.
✓ The group will be given sufficient time to prepare to ensure that the
presentation demonstrates the students’ understanding of the
scientific revolution.
✓ At the same time, it should show the group’s creativity and
teamwork.
SCIENCE, TECHNOLOGY and
SOCIETY

Chapter 1: History
of Science and
Technology (S&T)

Aileen D. Nieva
Edward Jay M. Quinto
Description

• discuss the definitions and correlations of

S&T
• S&T historical antecedents
• S&T impacts to the physical environment
and society
• ethics, aesthetics, education, and justice;
on creation of cultures
• improvement of human conditions, as well
as human destruction
Chapter Objectives
At the end of this section, the students must be
able:
1. to critically discuss historical developments in
S&T
2. to understand and to explain how these
developments interact with society and the
physical environment
3. to relate how S&T affect the Philippine nation
building
Contents

Unit 1: Introduction: Science and Technology

(S&T)
Unit 2: Historical Antecedents of Science and
Technology in Ancient, Middle and Modern
Ages
Unit 3: Intellectual Revolutions and Society
Unit 4: Science and Technology and Nation
Building
Unit 4:
Science and
Technology and
Nation Building
Unit 4: S&T and Nation Building

This unit discusses:

1. the history of Philippine S&T
2. how it affected the society and the physical
environment through the years
3. S&T roles in nation building.
Intended Learning Outcomes:

At the end of this Unit, students are expected to

demonstrate the following:

1. Recall the history of Philippine S&T

2. Discuss how developments in Philippine S&T
affect society and the physical environment
3. Relate how Filipino philosophical point of
views affect the development of S&T
4. Relate S&T roles in nation building
Diagnostics: Learning Checkpoint
Instruction: Search and identify a major contribution of each
of the following scientist:
1. Anacleto Del Rosario
2. Francisco Quisumbing
3. Gregorio Zara
4. Julian Banzon
5. Manuel Guerrero
6. Ignacio Mercado
7. Trinidad Pardo de Tavera
8. Maria Orosa
9. Agapito Flores
10. Juan Salcedo, Jr.
Discussion
• herbal medicines
• Business: use of the
alphabet, numbers,
weighing and measurement
systems, and calendar
• Farming, building of ships,
mining minerals and
weaving for clothing were
the first skills developed by
Usage of herbs – Pre-Spanish era Filipinos for livelihood
www.spot.ph
• a superb architectural
design like the Banaue rice
terraces

Banaue rice terraces

www.worldatlas.com
Discussion
• formal education and creation of
scientific organizations
• schools were mandated to teach
religion, mathematics, reading
and writing, and music and arts
• Health and sanitation were also
taught to locals.
• innovative approaches on University of Santo Tomas
farming www.rappler.com
• medicine and biology were
given focused
• focused on engineering:
construction of buildings,
churches, bridges, roads and
forts
• trade was prioritized due to
possible bigger profits
Religion was taught
thefirst.website
Discussion
• the former Laboratorio Municipal was
replaced by the Bureau of
Government Laboratories under the
Department of Interior
• The Bureau was established for the
purpose of studying tropical diseases
and other related research projects
• In 1905, the Bureau was changed to
the Bureau of Science, which
became the main research center of Bureau of Science
the Philippines www.pinterest.com
• In 1933, the National Research
Council of the Philippines was
established
• focused on agriculture, medicine and
pharmacy, food processing and Medicine
forestry
histclo.com
• In 1946 the Bureau of Science was
substituted by the Institute of Science
Discussion
• President Ferdinand Marcos
mandated Department of Education to
do a promotion of science courses in
public high schools
• budget for research projects in applied
sciences and science education
• fund for private universities and
colleges for the creation of courses
related to S&T and to promote Department of Science and
research Technology (DOST)
• 35-hectare lot in Bicutan, Taguig, Rizal
was proclaimed in 1968 as the commons.wikimedia.org
Philippine Science Community (now
DOST site)
• Seminars, workshops, training
programs and scholarships on
fisheries and oceanography were
sponsored by the government
Discussion
• Philippine Coconut Research,
Philippine Textile Research
Institute, Philippine Atomic Energy
Commission, National Grains
Authority, Philippine Council for
Agricultural Research, PAGASA,
Philippine National Oil Company,
Plant Breeding Institute,
International Rice Research
Institute, Bureau of Plant Industry, Research on coconut
Bureau of Forest Products, agriculture.com.ph
National Committee on Geological
Sciences, National Science
Development Board, and National
Science and Technology Authority
• National Academy of Science and
Technology (NAST)
• Mindanao and Visayas campuses
of the Philippine Science High NAST
School were built and operated. nast.ph
Discussion
• In 1986, President Corazon
Aquino replaced the National
Science and Technology
Authority to the Department of
Science and Technology
(DOST) for S&T to be
represented in the cabinet
• S&T to have part on sustainable
economic recovery and growth
• created S&T Master Plan aimed
to update the production sector,
improve research activities, and
develop infrastructure used for
S&T.
• The R&D Plan determined
Former Pres. Corazon C. Aquino research areas of priority based
on local materials, likelihood of
philnews.ph success, potential of product to
be exported, and its tactical
nature.
Discussion
• In 1998, during the presidency of
Fidel V. Ramos, the Philippines had
approximately 3,000 competent
scientists and engineers.
• The "Doctors to the Barrio Program”
brought an improvement of life
expectancy from 67.5 years to 69.1
years between 1992 to 1995.
• Incentives were given to people who
played significant role in S&T.
• National Program for Gifted Filipino
Children in S&T
• Republic Act (RA) No. 8439: Magna
Carta for S&T Personnel; RA No. en.wikipedia.org
7687: S&T Scholarship Law of 1994;
RA No. 7459: Inventors and
Inventions Incentives Act; and RA No.
8293: The Intellectual Property Code
of the Philippines.
Discussion
• RA No. 8749: The Philippine
Clean Air Act of 1999 and RA
No. 8792: Electronic
Commerce Act of 2000 were
both signed and mandated
during the term of President
Joseph E. Estrada
• He was also responsible in
implementing cost-effective
pesoreserve.com irrigation technologies,
distribution of basic health
care, nutrition, and education
for those who were willing but
could not afford.
Modernization of the • He also laid down a 15-year
Philippine Armed modernization program of
Forces by Pres.
the Armed Forces of the
Philippines.
Joseph E. Estrada
pt.wikipedia.org
Discussion
• During the administration of Gloria
Macapagal-Arroyo, Science,
Technology and Innovations (STI)
was developed to strengthen the
educational system and to help the
poor.
• "Filipinnovation" was coined that
aimed to make the Philippines an
innovation hub in Asia.
• RA No. 9367: "Biofuels" Act to utilize
indigenous materials as source of
energy while having cleaner
emissions
• use drought-free rice, rice that can "Filipinnovation"
withstand environmental hazards koronadalcitynews.blogspot.com

• RA No. 10601: Agriculture and

Fisheries Sector through
Mechanization (AFMech) was also
passed that aimed to modernize
agricultural and fisheries machinery
and equipment
Discussion
In 2014, President Benigno
Aquino, Jr. conferred new
National Scientists:
• Gavino C. Trono, who
studied seaweed species
Gavino C. Trono Angel C. Alcala • Angel C. Alcala, who
archimedesheatray.blogspot.com en.wikipedia.org pioneered on coral reefs
• Ramon C. Barba, who
changed the seasonal
supply of mangoes
• Edgardo D. Gomez, who
spearheaded the
assessment of damaged
coral reefs and their
Ramon C. Barba Edgardo D. Gomez conservation
en.wikipedia.org ovpaa.up.edu.ph
Discussion
• President Rodrigo R. Duterte: S&T
budget for R&D grew by nearly six
times over the same period of time
• Formulation of programs and policies
that will aid in shaping the country
• “Science for the People”
• DOST to help transfer technology
and to put R&D results into
commercialization gaining 1,000 new
intellectual properties in only a year
• Philippine Space Technology Philippine 1st satellite: Diwata-1
Program launching Diwata-2 in 2018, news.abs-cbn.com
after the launching of Diwata-1 that
put our flag in space.
• S&T on agriculture and disaster
preparedness
Discussion

• Philippine S&T effects on society and the physical environment and vice versa

• S&T has numerous positive contributions to society and the physical environment. Agriculture being
the number one source of our food needs to be mechanized so as to cope with the rapidly and
exponentially growing population. Water pumps and sprinkler cope with the damaging heat cause by
the changing climate and weather. S&T has also made it possible to produce genetically modified
crops, which grow faster and are more resistant to pests and diseases. Fertilizers needed by the crops
to increase nutrients in the soil, enhance the growth of the crops and produce high-quality yields are
developed thru S&T. S&T has improved transportation by road, by air, by water and even by space for
the benefits of society for comforts and business for profit. S&T has made communication even better
to transfer information or voice out their concerns or reach each other or to grow and improve
customer services among societies and among institutions thru radios, televisions, internet, and social
media. S&T has enhanced the learning process and eventually good quality education can help boost
our economy. Learning management systems have been used in education nowadays like computers,
mobile phones, tablets, projectors, and internet. Visual learning and on line learning have become
popular for even difficult subjects like mathematics, physics, biology, geography, economics and
others.

• No matter how numerous positive impacts S&T has given individuals like us and the society as a
whole, there will always be accompanying adverse impacts it brings to us. One is resource depletion.
The increasing number of new and advanced technologies brings about higher depletion of earth’s
natural resources, plus increasing wastes generated and emitted as these technologies are
manufactured, and eventually when the products are disposed. S&T has also increased our
population. Advanced birth control methods may help balance population and the resources but only
in developed countries. In developing countries, there is no control on birth rate, mortality rate is high,
resources like food are scarce and health and sanitation are also poor.

• The behavior of society also affect the growth of S&T and eventually may either increase or decrease
the S&T impacts to us in return. In order to contribute to the development of the Philippines, Filipinos
must attain certain level of scientific literacy since science is linked to technology and industrialization.
Filipinos are having difficulty attaining this literacy due to lack of science culture, deficiencies or
congested curriculum, poor teaching learning process, lack of instructional materials and teacher
training, lack of textbooks, and lack of laboratories. The introduction of K to 12, a 12-year program for
learning under basic education and is accepted globally, may help bridge the gap. Government has
continuously prioritize education in their national budget. Issues and concerns about S&T focus on
lack of funding in research and development (R&D), lack trained and skilled R&D manpower,
institutional gaps, and lack and failure or policies and regulations. Projects most of the time have no
focus due to differences in interests of the proponents and funding institutions. Unlike in other
countries, there is no mechanism for possible collaboration with industries. Individuals who are
member of the society, the government and the private sectors thus, need to continuously look for the
public good.
S&T effects on society and the
environment and vice versa
• Mechanized agriculture
• Water pumps and sprinkler cope with the
damaging heat cause by the changing
climate and weather.
• Production of GMO crops which grow
faster and are more resistant to pests and
diseases.
• Fertilizers needed by the crops to increase
nutrients in the soil, enhance the growth of Mechanized farming
the crops and produce high-quality yields lusakastar.com
• Improved transportation by road, by air, by
water and even by space
• Better communication thru radios,
televisions, internet, and social media.
• S&T has enhanced the learning process
and quality education
• Visual learning and on line learning
On-line learning
www.teachingonline.net
S&T effects on society and the
environment and vice versa
• Resource depletion
• Increasing wastes generated and
emitted as these technologies are
manufactured, and eventually when the
products are disposed
• S&T has also increased our population.
Resource depletion and pollution
• Advanced birth control methods news.mb.com.ph
may help balance population and
the resources but only in developed
countries.
• In developing countries, there is no
control on birth rate, mortality rate is
high, resources like food are scarce
Poor sanitation
and health and sanitation are also www.wpro.who.int
poor.
Filipino philosophical point of
views
• Gripaldo (2007) believed that Philosophy needs:
• clarification of meaning for intrinsic good
• application so as to get its extrinsic good or the introduction
of a concrete solution to an identified problem
• coincides with Aristotelian fashion, both epistemic (basic
concepts of natural sciences) and phronetic (aspects of
philosophy).
• S&T is a means to address public good
• benefiting both individually and socially the largest number of
the local or national population
• consideration of individual interests build unity and
subsidiarity, which is working together for the common good
• government must exercise utilitarian perspective that a
development project or a government service like education,
public health, transportations, infrastructure, military defense
and other social services must promote common welfare of
the population
Filipino philosophical point of
views
• The idea of the public good must be balanced
between its ideal (economic) logic and its practical
(ethical) logic.
• applying the Aristotelian concept that is an individual
seeks not only his personal needs or wants but also
those of others in order to survive
• The government should be on top of ensuring public
good with rational perspective.
• Private groups or civil societies may pursue a public
good through their own initiative even if the
government cannot support them financially so as to
promote welfare of everybody, be it on community,
institutional, or national level.
Filipino philosophical point of
views
• Filipinos must attain certain level of scientific literacy
since science is linked to technology and
industrialization
• Filipinos are having difficulty attaining this literacy due
to:
• lack of science culture, deficiencies or congested
curriculum, poor teaching learning process, lack of
instructional materials and teacher training, lack of
textbooks, and lack of laboratories
• The introduction of K to 12 may help bridge the gap.
• Government has continuously prioritize education in
their national budget.
Filipino philosophical point of
views
• Issues and concerns about S&T focus on:
• lack of funding in research and development (R&D),
lack trained and skilled R&D manpower, institutional
gaps, and lack and failure of policies and
regulations.
• Projects most of the time have no focus due to
differences in interests of the proponents and funding
institutions.
• No mechanism for possible collaboration with
industries.
• Individuals who are member of the society, the
government and the private sectors thus, need to
continuously look for the public good.
Activity 1
Unit 4. Exercise 1.0. Philippine S&T Innovation
Instructions: Choose among the following Filipino scientists
and inventors
Paulo Campos Baldomero Olivera Raymundo
Punongbayan
Angel Alcala Dioscoro Umali Gavino Tronio
Ricardo Sigua Diosdado Banatao Proceso Alcala
Maria Ligaya Braganza Ame Garong

Alfredo Galang and Benito Lumen

Create a trump card (A4 size) showing the profession of the

scientist/inventor, his specialization and his most significant
contribution. Be ready to discuss the trump card and its
content in the classroom.
Activity 2
Unit 4. Exercise 2.0. The Impacts of Philippine S&T
Innovation
Instructions:
Using the same subject in your trump card, discuss
using a powerpoint presentation:
• the significance of the invention to society
• how the invention affects the physical environment
Activity 3
Unit 4. Exercise 3.0. The Fate of the Philippine S&T
Innovation
Instructions:
Group by 4 students.
Among the subjects in the trump cards of your group
members, identify what happened after the innovations
were done.
Discuss using a powerpoint presentation the following:
(1) How were the inventions accepted by the society?
(2) How were the inventions supported by the
government?
(3) Was the real public good served? If not, why?, and
(4) Recommend how would the public good be served.
Meta-Cognitive Reading Report
Assignment 1. Meta-Cognitive Reading Report
Readings:

• Caoli, Olivia. “A History of Science and Technology of the

Philippines,” in Analysis of Conditions for National Scientific
and Technological Self-Reliance: The Philippine Situation,
Quezon City: University of the Philippines, 1986.
• Dayrit, Fabian. “Sustainable Development: An Evolving
Paradigm for the 21st Century,” in Stellar Origins, Human
Ways: Readings in Science, Technology, and Society, ed.
Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila
University Press, 2011.
• Gripaldo, Rolando M. (2007). The concept of the public
good: a view from a Filipino philosopher