SCIENCE, TECHNOLOGY, AND SOCIETY

CHAPTER 1: INTRODUCTION TO SCIENCE, TECHNOLOGY AND SOCIETY

1. General Concepts Related to Science, Technology, and Society

2. Historical Roots of STS as an Academic Field
3. The Importance of the Study of STS
4. Ethical Dilemmas that Reinforce the Study of STS

This module provides an overview of the fundamental concepts in Science, Technology, and Society (STS),
exploring their interrelationships and historical context. It examines how scientific and technological advancements have
shaped societies and environments and how societal factors influence the direction of scientific and technological
progress. The module also delves into key terms, paradigm shifts, and the impact of STS on various aspects of life,
including ethics and policy.

This module discusses the meaning and significance of science, technology, and society. It explores how science
and technology both shape and are shaped by social, cultural, political, and economic contexts throughout history.
Some key developments in science and technology are highlighted, such as the wheel, compass, printing press,
combustion engine, telephone, and penicillin. These innovations facilitated areas like transportation,
communication, and medicine, greatly impacting society. While technology brings advantages, it also presents
disadvantages that must be considered. Science, Technology, and Society (STS) explores how scientific and
technological developments impact society and the environment, and how society also influences the direction of
scientific progress and technological innovation.

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

1. explained the scope of the study of STS; and
2. demonstrated preparedness and readiness in the study of STS.

General Concepts Related to Science, Technology, and Society

What is science?

Science and technology innovations are prevalent in our society. It permeates our everyday activities, as well as the tools
that we use, from the most simple to the most complex. For you to completely grasp the impact of science and technology
on our society, it is necessary to study some concepts related to science and technology. Science comes from the Latin
word scientia, meaning ‘knowledge.’ It refers to a systematic and methodical activity of building and organizing
knowledge about how the universe behaves through observation, experimentation, or both.

Nature of Science

It is important to understand the nature of science because it is a critical component of scientific literacy. It enhances your
understanding of science concepts and enables you to make informed decisions about scientifically based personal and
societal issues. The following sums up the nature of science:
The world is understandable. Science presumes that the things and events in the universe occur in consistent patterns
that are comprehensible through careful, systematic study. Scientists believe that through the use of the intellect, and with
the aid of instruments that extend the senses, people can discover patterns in all of nature.

Science Explains and Predicts. Scientists strive to make sense of observations of phenomena by constructing
explanations that are consistent with currently accepted scientific principles. Such explanations or theories may be either
broad or restricted, but they must be logically sound and incorporate a significant body of scientifically valid observations.
The credibility of scientific theories often comes from their ability to show relationships among phenomena that
previously seemed unrelated. For example, the theory of moving continents has grown in credibility as it has shown
relationships among diverse phenomena such as earthquakes, volcanoes, the match between types of fossils on different
continents, the shapes of continents, and the contours of the ocean floors.

Science Demands Evidence. The validity of scientific claims is settled by referring to observations of phenomena.
Hence, scientists concentrate on getting accurate data. Such evidence is obtained by observations and measurements taken
in situations that range from natural settings (such as a forest) to completely contrived ones (such as the laboratory). To
make their observations, scientists use their senses, and instruments (such as microscopes) that enhance those senses and
instruments that tap characteristics quite different from what humans can sense (such as magnetic fields). Scientists
observe passively (earthquakes, bird migrations), make collections (rocks, shells), and actively probe the world (as by
boring into the earth's crust or administering experimental medicines).

Scientific Ideas are Open to Change. Science is more of a process than a set body of knowledge. Scientists are always
testing and revising their ideas, and as new observations are made, existing ideas may be challenged. Ideas may be
replaced with new ideas that better fit the facts, but more often, existing ideas are simply revised. For example, when
scientists discovered how genes control genetic traits, they didn't throw out Mendel's laws of inheritance. The discoveries
helped to explain why Mendel's laws apply to certain traits but not others. They showed that Mendel's laws are part of a
bigger picture. Through many discoveries over time, scientists have gradually built an increasingly accurate and detailed
understanding of the natural world.

Science is a complex social activity. Scientific work involves many individuals doing many different kinds of work and
goes on to some degree in all nations of the world. Men and women of all ethnic and national backgrounds participate in
science and its applications. These people - scientists and engineers, mathematicians, physicians, technicians, computer
programmers, librarians, and others - may focus on scientific knowledge either for its own sake or for a particular
practical purpose, and they may be concerned with data gathering, theory building, instrument building, or
communication.

Science Cannot Provide Complete Answers to All Questions. There are beliefs that - by their very nature - cannot be
proved or disproved (such as the existence of supernatural powers and beings or the true purposes of life).

In other cases, a scientific approach that may be valid is likely to be rejected as irrelevant by people who hold to certain
beliefs (such as in miracles, fortune-telling, astrology, and superstition). Nor do scientists have the means to settle issues
concerning good and evil, although they can sometimes contribute to the discussion of such issues by identifying the
likely consequences of particular actions, which may help weigh alternatives.

What is technology?

Technology is not static; it is dynamic. It is transferred from the producer to the receptor, and different tools can be used
in the transfer of technology.

Black and Harrison (1985) defined technology as a disciplined process that uses the resources of matter, energy, and
natural phenomena to achieve human purpose. It is the practical application of scientific results for the development of
tools, equipment, and techniques. Thus, the inventions of the telescope, of techniques of cooking, canning, bottling, or
preservation, or of medicaments to reduce body pains are seen as technologies. Technology employs knowledge, skills,
and tools to improve human potential, to solve practical problems, and to modify our environment. It is therefore
concerned with the application of science to obtain practical solutions to the myriad human problems.
Philosophy of Technology. The philosophy of technology seeks to classify the objectives of technology and the methods
used by technology and hands–on activities. It also emphasizes that the training environment should be a replica of the
actual environment where the knowledge acquired can be utilized (NTI 2011).

History of Technology. The history of technology is as old as mankind. Tools were made and used by archaeologists for
more than a million years. The discovery and utilization of fire, a simple energy source with many uses, was a turning
point in the technological revolution.

Technological Products in the Environment. Tendencies of technology abound around us in the environment.
Technology is not only the modern machines like cars, generators, aeroplanes, and ships, but also things we do and use in
our environment to make work easier. For instance, women use the grinding stone in the kitchen. Pot moulding is a
common technology in Africa.

Technology Transfer. Technology Transfer (also referred to as Transfer of Technology) is the process of transferring
skills, knowledge, technologies, methods of manufacturing, samples of manicuring, and facilities among governments or
universities and other institutions to ensure that scientific and technological developments are accessible to a wider range
of users who can then further develop and exploit the technology into new products, processes, applications, materials, or
services. In Technology Transfer, there is a producer and a receptor system. TOTs are needed to move the technology
from the produces to the receptors: example of TOTs are Marketing tools, which may include fact sheets and special
publications, magazine articles, workshops, exhibits, demonstrations of newly developed products, videotapes, and market
surveys. Other technology transfer tools are aimed at providing incentives to potential users and commercializes of the
technology.

Concept of Society

Society can be defined as a group of humans living together for self-maintenance and self-perpetuation and sharing their
institution and culture (Yager 1992). It could also be defined as a long–standing group of people sharing cultural aspects
such as languages, dress, norms of behavior and artistic forms. A formal association of people with similar interest e.g.,
Medical Society or Science Teachers Society, are all examples of societies.

Social Institution

A social institution is a social arrangement that directs or channels behaviors in prescribed ways in important areas of
social life (Eitzeu & Zinn, 2001). Social institution are interrelated sets of normative elements consisting of norms, values,
and role expectations. They are devised by the people making up the society, and they pass them on to succeeding
generations to provide permanent solutions to society’s perpetually unfinished business. They provide procedures through
which human conduct is patterned and propelled.

Examples of Social Institutions

1. Medicine which takes care of the provision of physical and emotional health care.

2. Polity as a social institution takes care of the maintenance of order and the distribution of power.

3. Economic systems are the social system that cares for the production of goods and services and ownership of
property.

Science as a social institution makes for the understanding of the universe.

Impact of Society on Science

Despite the internationality of science and technology, society affects science positively and negatively.

a. Negative Effects of Society on Science

1. Effects of Cultural/Religious Beliefs and Values: For nearly two centuries, scientists all over the world faced
the threat of the church. For example, findings particularly in genetics which contradicted the Holybooks were
considered abomination.
2. Scientist such as Maxwell and Charles Darwin faced a lot of societal condemnation based on Darwin’s
publication “The Origin of Species”.
3. The taboos and superstitions held by the society have negatively affected the growth of science in Nigeria.
4. The belief that science is done by only those with above-average intelligence and the fear that science is
abstract and mathematical have stereotyped potential young men and women against science.

b. Positive Impact of Society on Science

1. Supporting Science Research: With increasing awareness of the role of science in moulding the world’s
progress, researchers are intensifying in both pure and applied science.
2. Money needed for researches is provided principally by the governments of several countries. In developed
nations, like United States of America, Germany, and England, the private sector’s contribution to scientific
research is tremendous. In this way the society affects science positively with the support for research.
3. Award of Prizes: Universities and other related institutions all over the world recognize the performance of
their students in the various pure and applied scientific disciplines. Individuals and corporate bodies provide
prizes to the best graduates in various disciplines or courses in science. This has tremendously motivated college
students to have an interest in science and by implication of the growth of scientific knowledge.

Relationship between Science, Technology and Society

At the time of Industrial Revolution entrepreneurs used scientific and technological results for the development and
improvement of production for profit. New scientific and technological results led to the creation of new industries, new
science, and technologies. Competition between nations became intense and focused on the importance of science and
technology and the source of national power in the economy and security. After World War II, science and technology
became an integral part of national policy.

Qualitative Changes in Society

Scientific and technological progress has several effects on society. Some of the changes are as follows:

i. Materials Prosperity. Since the industrial revolution, science and technology have shown accelerated progress in
energy, physical materials, information and communications, and medicine, resulting in improvement in people’s health,
economic prosperity, and living conveniences.
ii. Transport Mode. Progress in energy and material technology has given rise to new transport modes, such as railways,
automobiles, airplanes, and ships.
iii. Communication. The development of the telephone, radio, and GSM cellular phone broaden the range of human
activities and scope of human exchange.
iv. Machine Tools. This refers to the large-volume production of goods and production of diverse types of material.
v. Medical Technology. This resulted in the extension of people’s average life span, and the infant and child mortality
rate was reduced leading to a rise in the world population.
vi. Globalization. Advocacy that political policies should take worldwide issues into account before focusing on national
or state.
vii. Information Technology (IT). The internet revolution combined with computer technology led to an information
revolution which reduced cost and time required for information distribution.

Factors Threatening Societal Safety and Security

Despite the advances of science and technology making life more prosperous, there are issues arising from science and
technology progress. Some of the issues include:

i. Global warming
ii. Destruction of the ozone layer
iii. Destruction of tropical forest
iv. Desertification of Nuclear Radiation
v. Emerging and re-emerging infectious diseases such as Ebola and HIV

Historical Roots of STS as an Academic Field

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

Science, Technology, and Society (STS) is a relatively young field that combines previously independent and older
disciplines, such as the 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 to the interwar period and the start
of the Cold War. It was during this period that historians and scientists found interest in the interconnectedness 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 modern world.

The Importance of the Study of STS

STS seeks to bridge the gap between two traditionally exclusive cultures-humanities (interpretive) and natural
sciences (rational)-so that humans to confront better the moral, ethical, and existential dilemmas brought by the
continued developments in science and technology.

STS also calls for educating the students so that they will apply science and technology (tools, knowledge,
processes and products) to solve problems in an environment. STS is an important academic discipline to help
teachers do science to be functional and not just graduates who are alien to society. For example, graduates should
be able to apply science and technology while at school, say to be productive, to grow and carry out disease
prevention measures, and to become self-reliant or employed.

STS aims to help students develop adaptability, equipped with not only academic skills but also with a range of
practical skills that will make them a functional citizen.

Ethical Dilemmas that Reinforce the Study of STS

Human beings are by no means perfect–we struggle with ethical dilemmas daily and fail in doing what we think or
believe to be the right thing more often than we would like to admit. Unfortunately, these failings are also
articulated in our technology.

To warn us of these failings, the John J. Relly Center for Science and Technology, and Values at the University of
Notre Dame compiles an annual list of what it determines to be that year’s top 10 ethical dilemmas in science and
technology. The list points to the challenges, questions, and issues that need to be addressed and resolved when
science and technology and humanity intertwine.
 Activity 1: Tech Timeline Challenge
Objective: Trace the development of key technologies and their societal impact.
How to do it:

1. Assign each group a major invention (e.g., electricity, the internet, vaccines)
2. Create a visual timeline: when it was developed, key milestones, and how it changed society.

Skills Developed: Historical perspective, critical thinking, creativity

Activity 2: Media Analysis – “Science in the News”

Objective: Analyze how media presents science and tech topics.
How to do it:
1. Each group finds a recent news article about science or technology.
2. Present a summary and discuss:
 Is the reporting accurate?
 What is the societal relevance?
 Any ethical concerns?
Skills Developed: Media literacy, evaluation, communication
Activity 3: Global STS Impact Map
Objective: Understand how different societies use or are impacted by science/tech.
How to do it:
1. Assign each group a country or region.
2. Research a scientific/technological advancement and its impact on society there.
3. Plot on a world map with brief descriptions or images.
Skills Developed: Global awareness, research, comparative analysis

Science, technology, and society are deeply interconnected, with each shaping and influencing the other.
Understanding their relationship is essential to recognizing how scientific knowledge and technological innovations
impact human life, culture, ethics, the environment, and the development of civilizations throughout history and into the
future.

Black, P and Harrison, J (1988) in place of confusion, Better Science series Secondary Science Curriculum Review Heinemann
Educ. Books Ltd London.

Bozeman Science. (2016, June 24). The Nature of Science [Video]. YouTube. [Link] watch?v=TkvjDZseD4k
Chapter 1: The Nature of Science. (n.d.). [Link] g/publications/sfaa/online/ [Link]

Etizeu, A and Zinn, O. (2001). In Conflict and order. Boston: Aclyn an Bacon, 2001 PP47 – 49.

Harvard University’s Kennedy School (2018)

NTI(2011), Basic Science & Technology. An NTI- TESSA INTEGRATED Manual for the Re- training of Primary School
Teachers.

Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 2-14. Quezon City:
C&E Publishing

Toyama A. (2004) changes in society due to scientific and Technological progress a white paper on Science and Technology
Ministry of Eduction, Culture, Sports, Science and Technology, Japan.

Wolpert, L. (2005). The Medawar Lecture 1998 Is Science Dangerous? In Philosophical Transactions B. Retrieved from
[Link] ov/pmc/articles/PMC1569 503/
Yager, R.E (1992). Science – Technology – Society as a reform. School Scinece and Mathematics . 93(3), 145 – 158

CHAPTER 2: HISTORICAL ANTECEDENTS OF SCIENCE AND TECHNOLOGY

1. Historical Antecedents Defined
2. Ancient Period
3. Medieval Ages
4. Modern Period

This module provides an overview of how science and technologies that have evolved throughout history as
responses to human needs and curiosity. Early civilizations like Mesopotamia, Egypt, Greece, China, and the Islamic
world made significant contributions in fields such as mathematics, medicine, engineering, and astronomy. These early
innovations laid the foundation for modern scientific methods and technological advancements. Key historical periods like
the Renaissance and Industrial Revolution further accelerated progress, shaping the science and technology we know
today.

This module discusses the historical antecedents of science and technology, and highlights the early developments
that paved the way for modern advancements. Since prehistoric times, humans have relied on observation,
experimentation, and innovation to survive and thrive. Ancient civilizations such as Mesopotamia, Egypt, China,
India, Greece, and Rome made significant contributions in fields like astronomy, medicine, engineering,
mathematics, and agriculture. These early innovations were often responses to basic human needs—such as food
production, health care, transportation, and communication—and gradually evolved into more complex scientific
knowledge and technological systems. Understanding these historical roots helps us appreciate how science and
technology have continually shaped human society and progress across time.

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

1. explained the importance of studying the history of science and technology; and
2. explained how the scientific and technological inventions shaped and were shaped by various social context and
how these affect the society and environment.

Historical Antecedents Defined

FROM ANCIENT TIMES TO 600 BC

Some of the earliest records from history indicate those 3,000 years before Christ, the ancient Egyptians already had
reasonably sophisticated medical practices.

 IMHOTEP was renowned for his knowledge of medicine around 2650 B.C.
 Egyptian medicine was trial and error.
 Egyptian medicine was considered advanced compared to other ancient nations because of one of the early
inventions of Egyptian civilization-the papyrus.
 PAPYRUS-is an ancient paper-made from the papyrus plant; a reed that grows in marshy areas around the Nile
River.
 The invention of this ancient form of paper revolutionized the way information was transmitted from person to
person and generation to generation.
 Before papyrus, Egyptians, Sumerians, and other races wrote on clay tablets or smooth rocks. (This was a time-
consuming process, and the products were difficult to store or transport.)

THE MESOPOTAMIANS

 Mesopotamians were making pottery using the first known potter's wheel.

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 Not long after, horse-drawn chariots were being used.

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Chinese
 As early as 1,000 years B.C., the Chinese used compasses to aid themselves in their travels.

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The Advent of Science (600 BC to 500 AD)

The ancient Greeks were the early thinkers, and as far as historians can tell, they were the first actual scientists.
 They collected facts and observations and then used them to explain the natural world.
 In circa 385 B.C., Plato founded the Academy. With Plato's student Aristotle begins the "scientific revolution" of
the Hellenistic period, culminating in the 2 nd to 3rd centuries with scholars such as Eratosthenes, Euclid,
Aristarchus of Samos, Hipparchus, and Archimedes.
 An awareness of the importance of certain scientific issues, especially those related to the issue of change and its
cause.
 Recognition of the methodological importance of applying mathematics to natural phenomena.
 Undertaking empirical research.
 Islamic Golden Age

 The Islamic Golden Age was a period of cultural, economic, and scientific flourishing in the history of Islam.
 This period is traditionally understood to have begun during the reign of the Abbasid caliph Harun al-Rashid.
 House of Wisdom in Baghdad, inaugurated by Abbasid caliph Harun al-Rashid.
 Scholars from various parts of the world with different cultural backgrounds were mandated to gather and
translate all of the world's classical knowledge into the Arabic language. Subsequently, development in various
fields of science began.
 Islamic science is characterized in having a practical purposes and the goal of understanding.
 There was also significant progress in medicine during this period.
 Al-Biruni and Avicenna produced books that contain descriptions of the preparation of hundreds of drugs made
from medicinal plants and chemical compounds.
 Islamic doctors describing diseases like smallpox and measles, and challenged classical Greek medical
knowledge.
 Islamic physicists such as Ibn Al-Haytham, Al-Biruni and others studied optics, mechanics, and astronomy. Also,
criticized Aristotle's view of motion.

Science and Technology in Ancient China

 Ancient China gave the world the Four Great Inventions:
1. Compass
2. Gunpowder
3. Papermaking
4. Printing

These were considered among the most important technological advances.

The Renaissance (1300 AD - 1600AD)

 The 14th century began the cultural movement of the Renaissance, which were considered by many as the Golden
Age of Science.
 The rediscovery of ancient scientific texts is accelerated after the Fall of Constantinople in 1453. Also, the
invention of printing democratized learning and allowed a faster propagation of new ideas.
 Marie Boas Hall coined the term Scientific Renaissance to designate the early phase of the Scientific Revolution,
1450-1630.
 Peter Dear argued for a two-phase model of early modern science:
1. The Scientific Renaissance of the 15th and 16th centuries focused on the restoration of the natural
knowledge of the ancients.
2. The Scientific Revolution of the 17th century, when scientists shifted from recovery to innovation.
 Renaissance philosophy lost much of its rigor as the rules of logic and deduction considered as the secondary to
intuition and emotion.
 At the same time, Renaissance humanism stressed that nature came to animate spiritual creation by laws or
mathematics.
 The most important technological advance in this period was the development of printing, with movable metal
type, about the mid-15th century in Germany.
 Johannes Gutenberg was an inventor. Many people and steps were involved.
1. Block printing on wood
2. Papermaking
3. Oil painting
4. By 1500, Europe had produced six million books.

The Enlightenment Period (1715 A.D. to 1789 A.D.)

  The Enlightenment Period, or the Age of Reason, was characterized by a radical reorientation in science, which
emphasized reason over superstition and science over blind faith.
 The Enlightenment's important 17th-century precursors included the key natural philosophers of the Scientific
Revolution, including Galileo Galilei, Johannes Kepler, and Gottfried Wilhelm Leibniz. John Locke-"Essay
Concerning Human Understanding" (1689), Isaac Newton-"Principia Mathematica" (1686)
 Newton's system strongly encourages the Enlightenment conception of nature as an orderly domain governed by
strict mathematical-dynamical laws.
 Enlightenment was achieving through how humans think about nature and how we know it.

Industrial Revolution (1760 - 1840)

 The rise of modern science and the Industrial Revolution were closely connected.
 Science and industry worked side by side in the development of society.
 Science offered the hope that careful observation and experimentation might improve industrial production.
 The main features involved in the Industrial Revolution were technological, socioeconomic, and cultural.

Technological
 the use of new basic materials, chiefly iron and steel; the use of new energy sources, including both fuels and
motive power, such as coal, the steam engine, electricity, petroleum, and the internal-combustion engine; the
invention of new machines, such as the spinning jenny and the power loom, that permitted increased production
with a smaller expenditure of human energy.

Socioeconomic
 New organization of work known as the factory system entailed an increase division of labor, specialization of
function, and the mass production of goods.

Cultural
 Essential developments in transportation and communication, including the steam locomotive, steamship,
automobile, airplane, telegraph, and radio.

20th Century Science: Physics and the Information Age

 It generated entirely novel insights in all areas of research.

 Twentieth-century cosmology significantly improved our knowledge of the place man and his planet occupy in
the universe.
 Albert Einstein-he strongly marked the formulation of the theory of relativity (1905), including the unifying
concept of energy related to mass and the speed of light: E = mc2.
 He made many more contributions, notably to statistical mechanics, and he provided a significant inspiring
influence for many other physicists.
 In the second half of the 20th century, several branches of science continued to make great. For example:
1. semiconductor (transistor)
2. nanotechnology
3. nuclear physics

BIOLOGY
 Crick and Watson described the structure of the DNA (1953).
 Development of genetics.
 A cure for many life-threatening diseases.
 Beginning of organ transplants.

Science and Technology in the Fourth Industrial Revolution

  The Fourth Industrial Revolution is a way of describing the boundaries between the physical, digital, and
biological worlds.
 It's a fusion of advances in artificial intelligence (AI), robotics, the Internet of Things (IoT), 3D printing, genetic
engineering, quantum computing, and other technologies.
 The Fourth Industrial Revolution paved the way for transformative changes in our lives and radically disrupted
almost every business sector. It's all happening at an unprecedented, whirlwind pace.
 Artificial intelligence (AI) describes computers that "think" like a human-recognizing complex pattern, process
information, draw conclusions, and make a recommendation.
 Virtual reality (VR)-offers immersive digital experiences (using a VR headset) that simulate the real world, while
augmented reality merges the digital and physical worlds.
 Biotechnology harnesses cellular and bio-molecular processes to develop new technologies and products,
including developing new pharmaceuticals, materials and cleaners, and efficient energy sources.
 Robotics refers to the design, manufacture, and use of robots for personal and commercial use.
 3D printing allows manufacturing businesses to print their parts, with less tooling, at a lower cost, and faster than
via traditional processes.
 Internet of Things (IoT) describes the idea of everyday items from medical wearable’s that monitor users' physical
condition to cars and tracking devices inserted into parcels that was being connected to the internet and
identifiable by other devices.

Historical Development of Science and Technology in the Philippines

PRE-SPANISH ERA

 The first inhabitants in the archipelago, who settled in Palawan and Batangas around 40, 000 years ago made
simple tools or weapons of stone, which eventually developed into techniques for sawing, drilling, and polishing
hard rocks.
 This very primitive technology was brought by the primal survival needs, hunting wild animals, gathering fruits
and vegetables in the forest.
 They have learned how to extract, smelt, and refine metals like copper, gold, bronze, and iron from nature and
fashion them into tools and implements.
 In this period, people learned to settle in areas near the water source. They also learned how to weave cotton,
engaged themselves in agriculture, and are knowledgeable about building boats for coastal trade.

SPANISH COLONIAL ERA

 The beginning of modern science and technology in the country.

 Established schools and hospitals, and started scientific research that had significant consequences in the
country’s development.
 Schools are run mainly by Spanish friars, who formed the first Filipino professionals.
 This era saw the strict hold of the church, intervention in government, and the fear of intellectual awakening.
 A few persistent Filipino scientists succeeded by educating themselves abroad.

Dr. Jose P. Rizal

 Brilliant man and his life stood out among his contemporaries.
  Scientist (extensive knowledge of medicine)
 Doctor (able to operate on his mother's blinding eye)
 Engineer (designed and built a water system in Dapitan and improved the sanitation of households in the area.)
 Journalist
 Novelist
 Urban planner
 Hero
 Charity hospitals became the breeding ground for scientific researches on pharmacy and medicine, with
significant focus on problems of infectious diseases.

Laboratorio Municipal de Ciudad de Manila (1887)

- The Laboratorio Municipal de Ciudad de Manila created functions to conduct biochemical analyses for public health and
undertake specimen examinations for clinical and medico-legal cases.
- Probably, the first scientific journal in the country, entitled Cronica de Ciencias Medicas de Filipinas, showed the studies
undertaken during that time.
 The exploitation of natural resources of the country through agriculture, mining of metals and minerals, and
establishing various kinds of industries were further promote economic growth.
 Manila has become the cosmopolitan center and modern amenities were introduced.

AMERICAN PERIOD

 Rapid growth in science and technology. (due to the government's extensive public education system from
elementary to tertiary schools.)
 Established various public tertiary schools, such as:
1. Philippine Normal School
2. University of the Philippines
 Supported basic and applied research in the medical, agricultural, and related sciences.
[Link] University of the Philippines Los Baños-College of Agriculture (1909) [Link] University of the Philippines-
Diliman-Colleges of Arts, Engineering and Veterinary Medicine (1910)
[Link] University of the Philippines-College of Medicine (1914)

Bureau of Science (Bureau of Government Laboratories)

 It was composed of a biological laboratory, chemical laboratory, serum laboratory producing virus vaccine,
serums and prophylactics, and a library.
 Served as the primary training ground for Filipino scientists and paved the way for pioneering scientific research,
most especially on the study of various tropical diseases that were prevalent during those times, like leprosy,
tuberculosis, cholera, dengue fever, malaria, and beri-beri.
 The primary research center of the Philippines until World War II.
∙ Philippine Journal of Science-published research done in local laboratories and reported global scientific
developments relevant to Philippine society.
∙ National Research Council of the Philippines, established on December 8, 1933.

COMMONWEALTH PERIOD TO JAPANESE OCCUPATION

 The Filipinos were busy working towards economic reliance for the vital role of science and technology into the
economic development of the country.
 The short-lived Commonwealth Government was being succeeded by a Japanese occupation when the Pacific
War broke out in 1941.
 Japanese regime had made developments in science and technology practically impossible.

SCIENCE AND TECHNOLOGY SINCE INDEPENDENCE

  Bureau of Science-replaced by the Institute of Science (1946) and was placed under the Office of the President of
the Philippines. Factors such as lack of financial support from the government, planning and coordination
problems, low salaries of scientists employed by the government naively left in the researchers’ discretion.
 The National Science Development Board (NSDB) was established during the regime of President Carlos P.
Garcia due to the Philippine Congress passing the Science Act of 1958.
 There has been little innovation in education and training of scientists and engineers since 1946 during
independence.

SCIENCE AND TECHNOLOGY IN THE 1960S TO 1990S

 The government gave greater importance to science and technology.

 During this period, science and technology was declared in Section 9 (1) of the 1973 Philippine Constitution that
the “advancement of science and technology shall have priority in the national development.”

President Ferdinand E. Marcos

Philippine Science Community

On April 6, 1968, declared that PSC was located at Bicutan, Taguig, with 35 hectares of land.

1969
 The government efforts and programs:
1. Provided funds to private universities
2. Conducted seminars for science teachers
3. Training programs
4. Scholarships for graduate and undergraduate science scholars
5. Workshops on fisheries and oceanography

1970's

 Focused on applied research and the main objective were to generate products and processes that were supposed
to have a greater beneficial impact on society.
 Several institutes established under NSDB:
1. Philippine Coconut Research Institute
2. Philippine Textile Research Institute
3. The Philippine Atomic Energy Commission explored the uses of atomic energy for economic development.
 To prepare the pool of scientists who will work on Philippine Atomic Commission, Pres. Marcos assisted: 1. 107
institutions in undertaking nuclear energy work by sending scientists abroad to study nuclear science and
technology; 2. by providing basic training to 482 scientists, doctors, engineers, and technicians.

1972

 National Grains Authority was created under Presidential Decree No. 4, which tasked to improve the rice and corn
industry and thereby help in the country’s economic development.
 Philippine Council for Agricultural Research was also created on the same Presidential Decree to support the
progressive development of agriculture, forestry, and fisheries in the country.
 Philippine Atmospheric Geophysical and Astronomical Service Administration (PAGASA) under the Department
of National Defense to provide environmental protection and to utilize scientific knowledge to ensure the safety
of the people through Presidential Decree No. 78.

1973
  The Philippine National Oil Company was created under Presidential Decree No. 334 to promote industrial and
economic development through effective and efficient use of energy sources.

1976

 The National Academy of Science and Technology was the established under Presidential Decree No. 1003-A
constituted scientists with "innovative achievement in the basic and applied sciences" who will serve as the
reservoir of scientific and technological expertise for the country.

1982

 The National Science and Technology Authority (NSTA) was National Science Development Board and
composed of four research and development councils:
1. Philippine Council for Agriculture and Resources Research and Development
2. Philippine Council for Industry and Energy Research Development
3. Philippine Council for Health Research and Development
4. National Research Council of the Philippines

1983

 In March 1983, Executive Order No. 889 was issued by the President, which provided for the establishment of a
national network of centers of excellence in basic sciences.
 There were six new institutes created:
1. The National Institute of Physics
2. The National Institute of Geological Sciences
3. The National Institute of Natural Science Research
4. The National Institute of Chemistry
5. The National Institute of Biology
6. The National Institute of Mathematical Sciences.
 Scientific Career System in the Civil Service was established by the Presidential Decree No. 901 on 19 July 1983.
To attract more qualified scientists to work in government and encourage young people to pursue science
degrees and careers.

President Corazon Aquino

1986

 The Department of Science and Technology (DOST) replaced the National Science and Technology Authority,
giving science and technology representation in the cabinet.
 It is the premier science and technology body in the country charged with the twin mandate of providing central
direction, leadership, and coordination of all scientific and technological activities and of formulating policies,
programs, and projects to support national development.

Twin Mandate

 The Science and Technology Master Plan was formulated for the modernization of the production sector,
upgrading research activities, and the development of infrastructure for science and technological purposes.
  A Research and Development Plan was formulated to determine the areas of research needed attention and must
be given priority.

President Fidel V. Ramos

 There was a significant increase in personnel specializing in the science and technology field.

1998

 An estimated 3,000 competent scientists and engineers in the Philippines.

 An increase of scientists of the two newly built Philippine Science High Schools in Visayas and Mindanao further
promotes the development of young kids through advanced S&T curriculum.
 The government provided 3,500 scholarships for students taking up professions related to science and
technology.
 Priority for S&T personnel increased when the Magna Carta for Science and Technology Personnel (Republic Act
No. 8439) is being established. To give incentives and rewards to people who have been influential in the field of
science and technology.

 There were seven identified export products. These products were computer software; fashion accessories; gifts,
toys, and houseware; marine products; metal fabrications; furniture; and dried fruits.

 The domestic needs identified were food, housing, health, clothing, transportation, communication, disaster
mitigation, defense, environment, human resources development, and energy.

President Gloria Macapagal-Arroyo

 Numerous laws and projects were implemented that concern both the environment and science to push technology
as a tool to increase the country's economic level. Filipinnovation-was the coined term used in helping the
Philippines to be an innovation hub in Asia.
 Science, Technology, and Innovations (STI) was developed further by strengthening the schools and education
system, such as the Philippine Science High School (PSHS).

HOPES IN PHILIPPINE SCIENCE AND TECHNOLOGY

Diwata-1 was the first microsatellite the country launched into space (April 2016).
 It was designed, developed, and assembled by Filipino researchers and engineers under the guidance of Japanese
experts.
 The Diwata (deity in English) provides real-time, high-resolution, and multi-color infrared images for various
applications, including meteorological imaging, crop and ocean productivity measurement, and high-resolution
imaging of natural and man-made features.
 Nationwide Operational Assessment of Hazards (NOAH)- Project NOAH was initiated in June 2012 to help
manage risks associated with natural hazards and disasters.
 Uses the lidar (light detection and ranging) technology.
 The country is now training the Cambodians on this technology as part of the partnerships among ASEAN
countries.
 Provides timely warning with a lead time of at least six hours in the wake of impending floods.
 Activity 1: "Science Meets Society" Skit or Mini-Play
Objective: Show how science and technology impacted people's daily lives in each era.
Instructions:
 Divide students into 3 groups (Ancient, Medieval, Modern).
 Each group creates a short theatrical skit demonstrating how a major invention or discovery affected people’s
lives (e.g., the invention of the plow, printing press, or electricity).
 Include societal roles: farmer, merchant, healer, scholar, etc.
 Perform the skits in class or at a school event.
🎭 Encourages empathy and historical thinking by putting students in the shoes of real people from each time period.

Activity 2: Community Interview Project

Objective: Compare historical technologies with modern equivalents and their societal impact.
Instructions:
 Students interview family members, elders, or community leaders about how certain technologies (e.g.,
communication, farming, transportation, medicine) have changed society over time.
 They then link those modern tools to their historical roots (e.g., writing today vs. early writing systems like
cuneiform).
 Create a class presentation or display: “From Then to Now: How Science Changed Society.”
📣 Connects past and present and brings community stories into the classroom.
Activity 3: “If I Lived Then…” Journal Project
Objective: Reflect on how societal roles and daily life were shaped by science and technology in each period.
Instructions:
 Students write 3 journal entries, one from each era, imagining they are a person living at the time:
 Ancient: a builder using early tools
 Medieval: a healer using herbal remedies
 Modern: a scientist working with computers
 Emphasize how society’s needs, beliefs, and values influenced their "work" and what tools or knowledge they
used.
📖 Builds critical thinking and personal connection to societal evolution.
Activity 4: "Society Reacts" Historical News Report
Objective: Simulate how society might have reacted to major inventions when they were first introduced.
Instructions:
 Students work in groups to create a news report (written, audio, or video) covering a major scientific or
technological breakthrough from any era.
 Include:
 A "field reporter" interviewing citizens from that time
 Reactions from social, political, or religious leaders
 Public opinions or fears
 Examples: the discovery of the heliocentric model, the first printing press, the invention of the telescope.
🎤 Connects historical context with real societal emotions and reactions.

connections.

The historical antecedents of science and technology reveal how human curiosity, necessity, and innovation have
driven the development of tools, knowledge, and systems throughout history. From ancient civilizations to the modern
era, past discoveries and inventions have laid the foundation for today’s scientific and technological advancements,
shaping the way societies evolve and respond to changing needs and challenges.

[Link]

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CHAPTER 3: INTELLECTUAL REVOLUTIONS AND SOCIETY

1. What is an Intellectual Revolution?
2. Copernican Revolution
3. Darwinian Revolution
4. Freudian Revolution

This unit introduces students to the transformative power of intellectual revolutions that have reshaped the course
of human history and scientific thought. By examining pivotal shifts such as the Copernican, Darwinian, and Freudian
revolutions, students will understand how bold ideas can challenge deeply held beliefs, alter worldviews, and drive
progress. Through the lens of science as an evolving and socially embedded practice, the unit encourages critical thinking
and curiosity about how knowledge systems are formed, questioned, and replaced. Learners will also explore non-Western
contributions from Mesoamerican, Asian, Middle Eastern, and African civilizations, recognizing the global and
multicultural roots of scientific advancement. This module emphasizes the relevance of historical revolutions to
contemporary issues, highlighting the importance of inquiry, evidence-based reasoning, and cultural appreciation.
Ultimately, students will develop analytical skills, historical perspective, and a deeper appreciation for science as both a
human endeavor and a force for societal change.

Throughout history, great minds have emerged and dared to question the accepted truths of their time. These bold thinkers
launched revolutions, not with weapons or battles but with ideas so powerful that they reshaped the way humans
understood themselves, their world, and the universe. In this chapter, we explore three of the most influential intellectual
revolutions that have transformed society: the Copernican, Darwinian, and Freudian revolutions.
These revolutions did not only redefine scientific thought they challenged long-standing beliefs, stirred debate, and
gave rise to entirely new ways of seeing the world. Nicolaus Copernicus questioned the position of the Earth in the
universe, Charles Darwin redefined the origin and development of life, and Sigmund Freud uncovered the complex,
unconscious workings of the human mind.
Before diving into their revolutionary ideas, we begin by understanding what science truly is not just as a collection
of facts, but as an idea, an activity, a body of knowledge, and a social force that influences human life in profound ways.
We will also learn how science evolves through paradigm shifts, as introduced by philosopher Thomas Kuhn, radical
changes in the way we perceive reality and conduct inquiry.
From Greek cosmology to modern scientific revolutions, this chapter will take you through the evolution of human
thought and the monumental shifts that shaped civilizations, altered belief systems, and laid the groundwork for modern
science and society. In addition, we’ll explore how intellectual advancements in Mesoamerica, Asia, the Middle East, and
Africa contributed to humanity’s growing body of knowledge.
These revolutions remind us that science is not just a product of discovery, and it is also a result of courage, critical
thinking, and the willingness to question even the most deeply rooted assumptions.

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

1. identify the intellectual revolutions that shaped society across time; and
2. explain how intellectual revolutions transformed the views of society about dominant scientific thought.
A. What is an Intellectual Revolution
An intellectual revolution is a major shift in thinking that transforms how people understand the world, themselves,
and their place in the universe. It occurs when new ideas challenge existing beliefs, traditions, and systems of thought—
often leading to profound changes in science, philosophy, society, and culture.
Unlike political revolutions that change governments, intellectual revolutions change minds. They are driven by critical
thinking, inquiry, and discovery, often sparked by individuals who dare to question long-accepted truths.

Some key features of an intellectual revolution include:

•Challenging established authorities (like religious, scientific, or cultural institutions)
•Introducing new theories or models to explain the world
•Shifting paradigms—a complete change in how people approach knowledge and truth
•Long-lasting impact on science, education, culture, and society

B. Scientific Revolution

Defining Science
1. Science as an idea. It includes ideas, theories, and all systematic explanations and observations about the natural
and physical world.
2. Science as an intellectual activity. It encompasses a systematic and practical study of the natural and physical
world. This process involves systematic observation and experimentation.
3. Science as a body of knowledge. It is a subject, discipline, or field of study that deals with the process of
learning about the natural and physical world.
4. Science as a personal and social activity. It is a means to survive in and improve life. It is interwoven with
people’s lives.
LEARNING ACTIVITY 2
Scientific Revolution
Scientific Revolution was the period of enlightenment when the developments in the fields of science and
mathematics transforms the views of society about nature. It explained the emergence of modern science. This took place
in Europe, which was started by the publication of Nicolaus Copernicus’ book On the Revolutions of the Heavenly
Spheres and ended with Isaac Newton.

Paradigms and Paradigm Shifts

A scientific paradigm is a framework containing all the commonly accepted views about a subject, conventions
about what direction the research should take and how it should be performed. The philosopher Thomas Kuhn suggested
that a paradigm includes “the practices that define a scientific discipline at a certain point in time.” Paradigms contain all
the distinct, established patterns, theories, common methods and standards that allow us to recognize an experimental
result as belonging to a field or not.
Kuhn was interested in how the overarching theories we have of reality itself influence the models and theories
we make about reality within that paradigm.

A paradigm dictates:
 what is observed and measured
 the questions we ask about those observations
 how the questions are formulated
 how the results are interpreted
 how research is carried out
 what equipment is appropriate

It is very common for scientists to discard certain models or pick up emerging theories. But once in a while,
enough anomalies accumulate within a field that the entire paradigm itself is required to change to accommodate them.
Normal science is the step-by-step scientific process, which builds patiently upon previous research. Revolutionary
science, often 'fringe science' questions the paradigm itself. Kuhn believed that a paradigm would make a sudden leap
from one to the next, called a paradigm shift, where the new paradigm didn’t build on the foundations of the old, but
completely change the rules for that “building.”

C. Copernican Revolution

The idea of a scientific theory traces its roots back to the pre-Socratic philosophers of ancient Greece. These early
thinkers were among the first to move away from mythological explanations of nature and instead began to use reason,
logic, and observation to explain the world around them. They aimed to discover the fundamental principles—those
constant and unchanging truths—that could explain the ever-changing phenomena of everyday life, such as the movement
of the stars, the behavior of natural elements, and the occurrence of natural events. This shift marked a crucial step in the
development of science as a rational and systematic pursuit of knowledge.
Building upon these early ideas, the ancient Greeks formulated a cosmological model that placed the Earth at the
center of the universe, a concept known as the geocentric model. In this model, the sun, moon, and planets were believed
to be attached to invisible, rotating spheres that surrounded the Earth in perfect circular motion. This view reflected their
belief in an orderly and harmonious cosmos. The renowned philosopher Aristotle further supported this model with his
theory of motion, which explained the movement of celestial bodies in terms of their natural tendencies and positions in
the universe. Aristotle’s explanations became deeply influential and remained the dominant scientific framework for
understanding the cosmos for over a thousand years, until it was eventually challenged during the Scientific Revolution.
This early development in scientific thought laid the foundation for future inquiries and discoveries, shaping the way
humans investigate and understand the universe.
Greek cosmology reflects the ancient Greeks’ attempts to understand the structure and order of the universe using
reason and observation. One of their most influential beliefs was the geocentric model, which placed the Earth at the
center of the universe. According to this view, the sun, moon, planets, and stars were thought to revolve around the Earth
in perfect circular orbits. This idea was strongly supported by philosophers like Plato, Aristotle, and later formalized by
Claudius Ptolemy.
In this model, the planets were believed to be embedded in a series of transparent, concentric spheres made of a
perfect, unchanging substance called aether. Each planet had its own sphere, and these spheres rotated at different speeds
around the Earth. The order of the celestial bodies, starting from the closest to the Earth, was typically believed to be: the
Moon, Mercury, Venus, Sun, Mars, Jupiter, and Saturn, followed by the fixed stars. This arrangement was not based on
distance as we understand it today, but rather on brightness, speed of motion, and philosophical ideas about perfection and
harmony.
This geocentric cosmology reflected the Greeks’ belief in a stable and orderly universe, where the heavens were
considered eternal and divine, separate from the imperfect, changing world on Earth. Though later disproven, Greek
cosmology laid the intellectual foundation for centuries of astronomical thought and was deeply influential until the
Copernican Revolution challenged and eventually replaced it with the heliocentric model.
In the 16th century, Nicolaus Copernicus, a Polish mathematician and astronomer, boldly challenged the long-
standing Ptolemaic model of the universe, which placed the Earth at the center of the solar system. Instead, he proposed a
heliocentric model, suggesting that the sun—not the Earth—was at the center, and that the planets, including Earth,
revolved around it. Copernicus initially introduced his idea in a brief 40-page manuscript entitled Commentariolus, and
later formalized his revolutionary theory in his major work, De Revolutionibus Orbium Coelestium (On the Revolutions
of the Celestial Spheres) published in 1543. This theory of heliocentrism directly contradicted the geocentric model
advanced by Ptolemy, which had been widely accepted for centuries. Although controversial at first, Copernicus’
heliocentric theory eventually gained acceptance and marked a major turning point in scientific thought, ushering in a
period known as the Birth of Modern Astronomy.

E. Darwinian Revolution
The Darwinian Revolution is considered one of the most controversial intellectual revolutions in history because
it fundamentally challenged traditional beliefs about the origin of life. In 1859, Charles Darwin, an English naturalist,
biologist, and geologist, published his groundbreaking book On the Origin of Species, in which he introduced the theory
of evolution. According to this theory, all living organisms undergo a gradual process of change over time through
natural selection, where only the organisms best suited to their environment—often referred to as the “fittest”—are more
likely to survive and reproduce. Darwin explained that species are not fixed or unchanging; instead, they adapt to their
surroundings, and these adaptations lead to the development of new species over long periods.
However, Darwin’s ideas were highly controversial at the time because they directly contradicted the teachings of
the Church, which upheld the belief that life was created by a divine and powerful creator. This sparked a major debate
between science and religion, dividing people based on their beliefs. While many resisted Darwin’s ideas, fearing they
undermined faith, others began to view science and religion as not necessarily in conflict. Over time, some religious
groups came to accept that evolution and faith could coexist, interpreting Darwin’s findings as part of a divine process
rather than a rejection of it. The Darwinian Revolution thus not only reshaped scientific thought but also challenged
society to rethink the relationship between science, belief, and human existence.
Natural selection is a process in evolution where organisms that are better adapted to their environment are more
likely to survive and reproduce. This means that traits that help an organism survive become more common in a
population over generations, while less helpful traits may disappear. This concept is central to Charles Darwin’s theory of
evolution, where nature “selects” the traits that are best suited to the environment.

Here are a few examples to illustrate how natural selection works:

1. Rats with Tan and Black Fur:
In an environment where the ground or surroundings are light-colored, tan rats are more likely to blend in and
avoid predators, while black rats are more visible and more likely to be eaten. Over time, more tan rats survive
and reproduce, passing on their tan fur color to their offspring. Eventually, tan rats become more common in that
area. However, in darker environments like forests or cities, the reverse can happen—black rats may be favored
because they can hide more easily.

2. Butterflies with Brown and Bright Colors:

Brown-colored butterflies can camouflage with tree bark or soil, making them harder for birds to spot and eat. In
contrast, brightly colored butterflies stand out more and are more likely to be eaten—unless their bright color
serves as a warning to predators that they are poisonous. In such cases, bright coloration can also be a survival
advantage. So, depending on the environment and the predators around, either brown or bright butterflies might
have the advantage. This is how natural selection favors different traits based on the specific situation.
3. Giraffes with Long Necks:
Giraffes are a classic example of natural selection. In environments where food is scarce, giraffes with longer
necks can reach leaves high up in trees that shorter-necked giraffes cannot. As a result, long-necked giraffes are
more likely to survive during droughts or food shortages and reproduce. Over many generations, the giraffe
population evolved to have longer necks as this trait gave them an advantage in getting food.
In all of these examples, the environment plays a key role in determining which traits are advantageous. Those
traits that increase the chance of survival and reproduction become more common over time. This is the essence of natural
selection—the “survival of the fittest,” where “fit” means best suited to the environment, not necessarily the strongest or
fastest.
F. Freudian Revolution
In the early stages of its development, psychology was closely linked to philosophy and was often viewed as more
of an art than a science. It dealt with questions about the human mind, behavior, and emotions, but without a clear
scientific method to support its claims. However, in the 19th century, this perception began to change due to the
groundbreaking work of Sigmund Freud, who introduced the revolutionary theory of psychoanalysis. Psychoanalysis
focused on the study of human behavior by exploring the inner workings of the mind, particularly the unconscious. Freud
believed that many of our actions and emotions are influenced by hidden conflicts and desires, often revealed through
dreams, fantasies, and free associations.
Freud proposed that the human personality is shaped by the dynamic interaction of three components: the id
(instinctual desires), the ego (the rational self), and the superego (moral conscience). These three constantly conflict
within the mind, influencing how a person thinks, feels, and behaves. Although Freud’s theories were controversial and
criticized for lacking scientific evidence, they sparked intense interest and debate. Many scholars at the time argued that
his work lacked empirical support and could not be tested through experiments. Despite the criticism, Freud continued to
develop and promote his ideas, and over time, his work helped people gain a deeper understanding of mental health and
human behavior. Eventually, this led to the recognition of psychology as a scientific discipline, transforming it from a
branch of philosophy into a field grounded in both theory and clinical practice.
Psychoanalysis is a specific theory and method of studying the human mind and behavior, developed by Sigmund
Freud in the late 19th century. It focuses on the unconscious mind, which Freud believed holds hidden thoughts,
memories, desires, and conflicts that influence how a person feels and acts—even without them realizing it. The goal of
psychoanalysis is to bring these unconscious elements to the surface through techniques like free association, dream
analysis, and talk therapy, allowing individuals to understand and resolve deep emotional issues. While psychology is the
broader scientific study of the mind and behavior, using many different approaches (biological, cognitive, behavioral,
developmental, etc.), psychoanalysis is just one specific school of thought within psychology. Psychology as a field uses
empirical methods, experiments, and data, while traditional psychoanalysis is more interpretative and focused on long-
term personal insight.
Freud’s theory of personality is a core part of psychoanalysis and is based on the interaction of three elements: the id, ego,
and superego.
1. Id – This is the primitive and instinctual part of the mind that seeks immediate pleasure and gratification. It
operates on the pleasure principle and is present from birth. It drives basic urges like hunger, aggression, and
sexual desires.
2. Superego – This is the moral and ethical part of the personality. It develops as we learn rules from parents and
society. The superego acts like a conscience, judging right from wrong and striving for perfection.
3. Ego – The ego is the rational part of the mind that tries to balance the demands of the id and the superego. It
operates on the reality principle, meaning it considers the consequences of actions and tries to make realistic
decisions.
For example, if you’re hungry during class:
 Your id wants to grab food immediately.
 Your superego says it’s rude and improper to eat in class.
 Your ego finds a solution: wait until break time to eat politely.
To summarize that, psychoanalysis is a deep, interpretative method of understanding unconscious motivations, while
psychology is the larger, evidence-based field that studies all aspects of behavior and mental processes. Freud’s concepts
of id, ego, and superego help explain how inner conflicts shape a person’s thoughts, feelings, and actions.
G. Asian
The scientific, cultural, and intellectual contributions of Asia and the Middle East, emphasizing how revolutions
in thought, technology, and national identity helped shape their civilizations. In Asia, revolutions were not only political
but also internal, leading to greater freedom, national identity, and intellectual advancement. In India, a country
geographically protected by oceans and mountains, early achievements in iron production and metallurgy gained
international recognition, particularly for their high-quality steel, which was highly valued even by the Roman Empire.
India also became a center for medical knowledge, most notably through Ayurveda, a traditional healing system
that dates back to 2500 BCE and is still practiced today. The discovery of medicinal properties in plants allowed ancient
Indians to develop treatments for various illnesses. Important texts such as the Susruta Samhita described detailed surgical
procedures, making India a pioneer in ancient medicine. Furthermore, Indians contributed significantly to astronomy and
mathematics, developing early models of a spherical Earth and a 360-day calendar with twelve months. Indian
mathematician Aryabhata introduced trigonometric functions, algebraic techniques, and astronomical theories in his work
Aryabhatiya, laying a foundation for modern science and mathematics.
China, one of the oldest and most continuous civilizations, made groundbreaking advances in many fields,
including medicine, astronomy, mathematics, arts, philosophy, and music. The Chinese excelled in traditional medicine,
using their understanding of plants and animals to create treatments for human illnesses. A well-known example is
acupuncture, a medical technique that is still widely practiced and respected around the world today.
The Middle East, revolutions were largely driven by nationalism, the desire to modernize in response to imperial
influence, and the need to weaken the declining Ottoman Empire. As Middle Eastern societies underwent cultural and
intellectual transformation, they produced brilliant scholars who influenced global knowledge. One of the most notable
figures was Ibn al-Haytham, known as the Father of Optics, for his scientific method and empirical proof of the
intromission theory of light, which significantly advanced the understanding of vision and optics. In the field of
mathematics, Muhammad ibn Musa al-Khwarizmi introduced fundamental concepts that shaped the discipline. His work
gave rise to the term “algorithm”, and his book Al-Jabr became the foundation of algebra.
Asia and the Middle East made lasting contributions to science, medicine, and mathematics. These civilizations
not only preserved ancient knowledge but also created innovations that would eventually spread across continents and
form the building blocks of modern science and technology.
H. Africa
The African intellectual revolutions were deeply rooted in the continent’s rich cultural, scientific, and political
history. One of the most defining aspects of Africa’s intellectual movement was its struggle against colonialism and
imperialism. As European powers took control of African lands, intellectual leaders and revolutionaries began to
challenge foreign domination, promoting ideas of freedom, independence, and cultural identity. These movements
inspired nations to reclaim their sovereignty and embrace their indigenous knowledge systems, which had long been
devalued under colonial rule.
In terms of scientific contributions, Egypt played a significant role in early African intellectual life. It was widely
regarded as a center of alchemy, the precursor to modern chemistry. Egyptian alchemists experimented with substances,
metals, and natural materials in their search for purification and transformation, laying the foundation for later scientific
developments in chemistry and medicine.
Astronomy was another area where African civilizations excelled. Historical records show that ancient African
societies developed and used three types of calendars: the lunar calendar based on the moon’s phases, the solar calendar
based on the sun’s movement, and the stellar calendar, which relied on the position of stars. These calendars were not only
used for agricultural planning and religious rituals but also reflected the Africans’ deep understanding of celestial patterns.
This knowledge demonstrated that African civilizations had a sophisticated grasp of science and timekeeping long before
modern scientific methods were introduced.
Africa’s intellectual revolutions were not only political in nature but also scientific and cultural. From resisting
colonial control to advancing early practices in alchemy, astronomy, and calendar systems, African societies made
significant contributions to global knowledge that are now being reappreciated and celebrated in modern times.

Activity 1: Timeline Challenge: Intellectual Revolutions

Objective: To deepen your understanding of the major intellectual revolutions by organizing them in chronological order
and identifying their key ideas and impact on society.
Instructions:
1. Title Your Timeline:
Write “Intellectual Revolutions Through Time” as the title of your project.
2. List of Key Events to Include:
Use these major thinkers and civilizations as your timeline points. Place them in order based on the approximate
time they emerged or made their major contributions.
 Ancient Civilizations:
 Mayan Astronomy & Engineering (2000 BCE–900 CE)
 Inca Innovations (1438–1533 CE)
 Aztec Contributions (14th–16th century)
 Ancient India (Ayurveda, Astronomy, Mathematics – as early as 2500 BCE)
 Ancient China (Acupuncture, Traditional Medicine)
 Middle Eastern Scientists (Algebra by Al-Khwarizmi, Optics by Ibn al-Haytham – ~9th to 11th
century)
 European Thinkers:
 Nicholaus Copernicus (1543 – Heliocentrism)
 Charles Darwin (1859 – Theory of Evolution)
 Sigmund Freud (late 1800s–early 1900s – Psychoanalysis)
 African Contributions:
 Ancient Egypt (Alchemy)
 African Astronomy & Calendars
3. Draw or Design Your Timeline:

You can:
 Use a horizontal or vertical layout
 Divide it by centuries or eras (Ancient, Medieval, Modern)
  Use colored lines, symbols, or icons for different regions (e.g., Asia, Europe, Africa, Mesoamerica)
4. Add These for Each Point:

For each intellectual revolution, include:

 Date/Time Period
 Key Thinker or Civilization
 Main Idea or Discovery
 Impact on Society or Science
Example:
1543 – Copernicus (Poland)
Introduced the heliocentric model, placing the Sun at the center of the solar system.
Shifted scientific thinking from geocentrism and sparked the birth of modern astronomy.
5. Be Creative!
 Add drawings, cut-out pictures, or printed photos
 Use colored pens or markers to highlight key parts
 Make sure your handwriting is clear and readable
6. Submission:
 Submit your timeline on a long bond paper.

Skills Developed: Global awareness, research, comparative analysis

Intellectual revolutions have challenged long-held beliefs and opened new ways of thinking, leading to significant
cultural, scientific, and technological progress in society. Each intellectual revolution marks a turning point where human
understanding shifted, often replacing superstition and tradition with reason, observation, and critical inquiry. The impact
of intellectual revolutions on society is profound—they influence education, governance, religion, and the way individuals
relate to the world and each other. Intellectual revolutions, such as the Copernican, Darwinian, and Freudian revolutions,
reshaped humanity’s view of the self, nature, and the universe, prompting both resistance and growth. These revolutions
are not just scientific breakthroughs but are also social movements that push societies to rethink values, beliefs, and
systems of knowledge.

Black, P and Harrison, J (1988) in place of confusion, Better Science series Secondary Science Curriculum Review Heinemann
Educ. Books Ltd London.

Bozeman Science. (2016, June 24). The Nature of Science [Video]. YouTube. [Link] watch?v=TkvjDZseD4k
Chapter 1: The Nature of Science. (n.d.). [Link] g/publications/sfaa/online/ [Link]

Etizeu, A and Zinn, O. (2001). In Conflict and order. Boston: Aclyn an Bacon, 2001 PP47 – 49.
Harvard University’s Kennedy School (2018)

NTI(2011), Basic Science & Technology. An NTI- TESSA INTEGRATED Manual for the Re- training of Primary School
Teachers.

Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 2-14. Quezon City:
C&E Publishing

Toyama A. (2004) changes in society due to scientific and Technological progress a white paper on Science and Technology
Ministry of Eduction, Culture, Sports, Science and Technology, Japan.

Wolpert, L. (2005). The Medawar Lecture 1998 Is Science Dangerous? In Philosophical Transactions B. Retrieved from
[Link] ov/pmc/articles/PMC1569 503/

Yager, R.E (1992). Science – Technology – Society as a reform. School Scinece and Mathematics . 93(3), 145 – 158

CHAPTER 4: SCIENCE AND TECHNOLOGY AND NATION BUILDING

1. Brief Historical Background of Science and Technology in the Philippines
2. Famous Filipinos in the Field of Science and their Contributions
3. Science Education in the Philippines

This module explores the dynamic relationship between science, technology, and the process of nation building,
with a special focus on the Philippine context. It examines how scientific advancements and technological innovations
contribute to the social, economic, political, and cultural development of a nation. Students will learn about the historical
evolution of science and technology, both globally and locally, and critically analyze their role in shaping national
identity, sustainable development, and global competitiveness.
Science and technology play a fundamental role in shaping the progress and development of any nation. Throughout
history, advancements in scientific knowledge and technological innovation have been key drivers of economic growth,
improved quality of life, social transformation, and national competitiveness.
In the context of nation building, science and technology serve as powerful tools for addressing societal challenges-such
as poverty, disease, environmental degradation, and disaster risks. From innovations in healthcare and agriculture to
breakthroughs in education and transportation, S&T contribute directly to the strengthening of infrastructure, industry, and
institutions.
For developing countries like the Philippines, investing in science and technology is essential for achieving sustainable
development. It enables self-reliance, reduces dependence on foreign technologies, and empowers communities through
research, innovation, and inclusive access to knowledge.
Moreover, national policies and programs such as the Balik Scientist Program, the Science for Change Program, and the
establishment of research institutions demonstrate the country’s recognition of the value of scientific talent in achieving
long-term development goals.
Ultimately, science and technology are not just about laboratories and inventions; they are about creating a better future.
When aligned with ethical values, good governance, and inclusive growth, science and technology become transformative
forces that contribute to building a resilient, progressive, and empowered nation.

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

1. identified the contributions of Filipino scientists in science and technology;
2. discussed the role of science and technology in Philippine nation building;
3. evaluated government policies pertaining to science and technology in terms of their contributions to nation building;
and
4. identified actual science and technology policies of the government and appraise their impact on the development of the
Filipino nation.

Brief Historical Background of Science and Technology in the Philippines

Pre-Colonial

The history of science and technology in the Philippines started way back American colonizers. Before the coming
of the Spanish colonizers, the early inhabitants of the archipelago had their own culture and traditions. They had their own
belief system and indigenous knowledge system that kept them organized and sustained their lives and communities for
many years.

Even before Spain colonized the country, some indigenous science and technology had already existed with regard
to agriculture like farming, animal– raising, and the utilization of plants and herbs as medicines. The use of technology is
evident in the in handicrafts, pottery, weaving, and tools used by ancient Filipinos in their everyday life.
Innovation and ingenuity were unmistakable by the way native Filipinos built the rice terraces by hand. They also
developed tools for planting, hunting, cooking, fishing, and also for fighting enemies during tribal conflicts. They used
indigenous technology in building houses, irrigations and transportation, both on land and on waterways.

Science, in pre-Spanish Philippines, is embedded in the way of life ofthe people. Scientific knowledge is observed in
the way they plant their crops that provide them food, in taking care of animals to help them in their daily
tasks, and for food production. Science is observed in the way they interpret the movements of heavenly bodies to predict
seasons and climates, and in organizing days into months and years. They use science in preparing the soil
for agricultural purposes and like any other ancient cultures, they discovered the medicinal uses of plants.
Science, in pre-Spanish Philippines, is embedded in the way of life of the people. Scientific knowledge is observed
in the way they plant their crops that provide them food, in taking care of animals to help them in their daily tasks, and for
food production. Science is observed in the way they interpret the movements of heavenly bodies to predict seasons and
climates, and in organizing days into months and years. They use science in preparing the soil for agricultural purposes
and like any other ancient cultures; they discovered the medicinal uses of plants.

Technology is used by people in building houses, irrigations, and in developing tools that they can use in
everyday life. They developed tools for planting, hunting, cooking, and fishing; for fighting their enemies during war or
tribal conflicts; and for transportation, both on land and on waterways. Theyalso developed technologies in creating
musical instruments.
Technology is used by people in building houses, irrigations, and in developing tools that they can use in
everyday life. They developed tools for planting, hunting, cooking, and fishing; for fighting their enemies during war or
tribal conflicts; and for transportation, both on land and on waterways. They also developed technologies for creating
musical instruments.

The different archeological artifacts discovered in different parts of the country also prove that the Metal Age had a
significant influence on the lives of early Filipinos. The sophisticated designs of gold and silver jewelry, ceramics, and
metal tools proved that their technological ideas helped in the development of different tools. Also, trading with China,
Indonesia, Japan, and other nearby countries has influenced their lives by providing different opportunities for
cultural and technological exchange.

- People used herbal medicine to treat illnesses.

- Filipinos made use of writing, numerical, measurement, and calendar systems.
- Farming, fishing, mining, and weaving were the first livelihood skills developed by Filipinos and the Banaue Rice
Terraces.

Colonial

When the Spaniards colonized the country, they brought with them their own culture and practices. They established
schools for boys and girls and introduced the concept of subjects and disciplines. It was the beginning of formal science
and technology in the country, known now as the School of science and technology.

Learning science in school focuses on understanding different concepts related to the human body, plants,
animals, and heavenly bodies. Technology focuses on using and developing house tools used in everyday life.

Life during the Spanish era slowly became modernized, adapting some Western technology and their ways of life.
The Filipinos developed ways to replicate the technology brought by the Spaniards using indigenous materials.

The galleon trade has brought additional technology and development in

the Philippines. Although it is only beneficial for the Spaniards, these trades
allowed other ideas, crops, tools, cultural practices, technology, and Western
practices to reach the country. Some Filipino students who were able to study
in Europe also contributed to the advancement of medicine, engineering, arts,
music, and literature in the country.
The galleon trade has brought additional technology and development to the Philippines. Although, it was only
beneficial for the Spaniards, these trades allowed other ideas, crops, tools, cultural practices, technology, and Western
practices to reach the country. Some Filipino students who were able to study in Europe also contributed to the
advancement of medicine, engineering, arts, music, and literature in the country.
 The Philippines, being one of the centers of global trade in Southeast Asia during that time, was considered to be one
of the most developed places in the region. Although the country is blessed with these developments, the superstitious
beliefs of the people and the Catholic doctrines and practices during the Spanish era halted the growth of science in the
country.

The Americans have more influence in the development of science and technology in the Philippines compared to the
Spaniards. They established the public education system and improved the engineering works and the health conditions of
the people. They established a modern research university, the University of the Philippines, and created more
public hospitals than the former colonial master. The mineral resources of the country were also explored
and exploited during the American times. Transportation and communication systems were improved, though not
accessible throughout the country.

The desire of the Americans to develop the human resources of the Philippines to serve their own interests is,
somehow, beneficial in the country. These allowed American scholars to introduce new knowledge and
technology in the country. The Protestant church missions in different places in the country also brought hospitals and
schools to far-flung areas. Little by little, these efforts built a stronger foundation for science and technology in the
country.

Spanish colonization paved way to modern means of construction. Roads, bridges, churches, and other large
infrastructures were built with more sophistication using some engineering skills and tools brought by the Spaniards. In
addition, Spanish colonizers developed health and education system in the country.

The American colonial rule modernized almost all aspects of life in the country. They established the Bureau of
Science to initiate the development in the field of science and technology.

- Established formal education.

- The natives were trained to use innovative approaches in farming.
- Engineering was introduced and developed.
- The rapid development of scientific principles influenced by Western culture was shortchanged.
- Instead, trade was prioritized due to possible bigger profits.

Post-Colonial

However, World War II has destabilized the development of the country in many ways. Institutions and public
facilities were turned into ashes, houses were burned, and many lives were destroyed. The country had a difficult time to
rebuilding itself from the ruins of the war. The human spirit to survive and to rebuild the country may be strong, but the
capacity of the country to bring back what was destroyed was limited. The reparation funds focused on building
institutions and public facilities like schools, hospitals, and transportation systems. The reparation money
from Japan was also concentrated on building highways and on providing technological training and human resource
development in the country.

Science and technology may have a significant impact on the lives of the people and on the development of Philippine
society. However, improving the quality of science education remains a big challenge in the country. From Basic science
education to graduate education is improving slowly, and there are only a few students enrolling in science and
technology courses.

After achieving independence from the colonial masters, the Philippines, under different administrations,
continued to pursue programs in science and technology. Each leadership had its own S&T agenda. However,
it is important to note that some Philippine presidents introduced more developments in the field than others,
which you will find out soon as you course through this topic.
 - Laboratorio Municipal was replaced by the Bureau of Government Laboratories under the United States’
Department of Interior – studying tropical diseases and pursuing other related research projects.
- In 1905, the Bureau was changed to the Bureau of Science, which became the main research center of the
Philippines.
- In 1933, the National Research Council of the Philippines was established focusing on agriculture, medicine and
pharmacy, food processing, and forestry.
- In 1946, the Bureau of Science was replaced by the Institute of Science.

PHILIPPINE INVENTIONS

Despite being considered a developing country, the Philippines also contributes to the global advancement of science and
technology. We have a group of inventors called the Filipino Inventors Society, which aims to remedy the needs of the
consumers by inventing useful machines that could help us in our everyday living. These inventors are supported by the
Department of Science and Technology (DOST).

Some of the world-renowned Filipino inventions are the following:

1. ELECTRONIC JEEPNEY (E-JEEPNEY)-one of the most recognizable national symbols of the Philippines and the
most popular mode of public transportation in the country. It is one of the most enduring symbols of Filipino ingenuity. It
is also an inventive response to criticisms of the traditional jeepney that belched smoke. E-jeepney directly caused air
pollution which makes it unsustainable and uneconomical; it was designed to be environment-friendly, eliminating noise
and air pollution, and more economical as electricity is far cheaper than ordinary diesel, allowing jeepney drivers to earn
more profit.

2. ERYTHROMYCIN-one of the most important medical inventions by Ilonggo scientist Abelardo Aguilar. He invented
this antibiotic out of a strain of bacterium called Streptomyces erythreus. 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
rights to this discovery.

3. MEDICAL INCUBATOR-This was invented by FE DEL MUNDO. This was credited for the invention of the
incubator and jaundice-relieving device. Her original improvised incubator consisted of two native laundry baskets of
different sizes that were 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. Materials addressed the state
of the Philippine rural communities that had no electricity to aid the regulation of the body temperatures of newborn
babies.

4. MOLE REMOVER-Invented by Rolando Dela Cruz in 2000. This local mole remover is made of Annacardium
occidentale. The indigenous formula easily caught on for its accessibility, affordability, and painless and scarless
procedure.

Filipino Scientists and their Inventions

1. Dr. Arturo Alcaraz is a volcanologist specializing in geothermal energy development. In 1967, Arturo Alcaraz and his
team powered an electric light bulb using steam-powered electricity. This was the first geothermal power generated in the
Philippines.

2. Julian Banzon (1908-1988) a Filipino chemist, conducted researche methods of producing alternative fuels. Julian
Banzon experimented with the production of ethyl esters fuels from sugarcane and coconut.

3. Pedro Escuro (1923 -)Filipino scientist. Pedro Escuro is best known for his isolation of nine rice varieties, and was
renowned for developing rice breeding in the country. The Pedro Escuro rice varieties are Milpal 4, HBD-2, Azmil 26 and
C-22 and C-18, C4-63, C4-137, C-168 and C-12.
4. Dr. Francisco Fronda (1896 - 1986) was known as the Father of Poultry Science in the Philippines. Francisco Fronda
has improved methods of production for the poultry and livestock industry.

5. Felix Maramba built a coconut oil-fueled power generator. He also is the developer of one of the world's most
profitable biogas systems.

6. Luz Oliveros Belardo (1906 - 1999) was a Filipino chemist who researched the phytochemical properties of plants in
the Philippines for natural products, essential oils, and medicinal qualities.

7. Emerita De Guzman was a Filipino scientist. Emerita De Guzman researched the propagation of pure macapuno trees.
Her research led to the faster propagation of pure macapuno trees and increased macapuno nut production from 3-5
macapuno nuts to 14-19 nuts (1980). She also invented tissue culture techniques for the rapid propagation of abaca and
banana plants.

8. Dr. Fe Del Mundo (1911 - 2011) was a Filipino doctor, credited with studies that led to the invention of an improved
incubator and a jaundice-relieving device.

9. Gregorio Zara (1902 - 1978) was a Famous Filipino scientist who made improvements to or discovered the following:
invented the two-way television, telephone or videophone (1955) patented as a "photo phone signal separator network";
discovered the physical law of electrical kinetic resistance called the Zara effect (around 1930); invented an airplane
engine that ran on plain alcohol as fuel (1952).

The Marcos Era and Martial Law

- He mandated the Department of Education and Culture to promote science courses in public high schools.
- Additional budget for research projects in applied science and science education was granted.
- The 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
DOST.
- Seminars, workshops, training programs, and scholarships on fisheries and oceanography were also sponsored by the
government.
- The Philippine Coconut Research Institute (PHILCORN) was tasked to promote the modernization of the coconut
industry.
- Philippine Textile Research Institute, Philippine Atomic Energy Commission (Philippine Nuclear Institute), the
Philippine Council for Agricultural Research (Philippine Council for Agriculture, Aquatic, and Natural Resources
Research and Development), Philippine Atmospheric, Geophysical and Astronomical Services Administration
(PAGASA), Philippine National Oil Company, Plant Breeding Institute, the International Rice Research Institute (IRRI),
Bureau of Plant Industry, Bureau of Forest Products, and the National Committee on Geological Sciences were the several
agencies and organizations that were established.
- In 1976, the National Academy of Science and Technology (NAST) was established to be the reservoir of scientific and
technological expertise in the country.
- In 1981, the National Science Development Board (NSDB) was recognized as the National Science and Technology
Authority (NSTA).
- Salary increases for teachers and administrators at the Philippine Science High School were granted at its campuses in
Mindanao and Visayas.

Fifth Republic
PRESIDENT CORAZON AQUINO

- In 1986, NSTA was renamed DOST. The Science and Technology’s Master Plan planned by DOST aimed to update the
production sector, improve research activities, and develop infrastructures for the science and technology sector.

PRESIDENT FIDEL V. RAMOS

- In 1987, the Philippines had approximately 3000 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.
- 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.

PRESIDENT JOSEPH ESTRADA

- RA 8749: The Philippine Clean Air Act of 1999 and RA 9792: Electronic Commerce Act of 2000 are both signed and
mandated.
- Implemented cost-effective irrigation technologies and provided basic healthcare services for those who could not afford
them.

PRESIDENT GLORIA MACAPAGAL-ARROYO

- The term Filipinnovation was coined to refer to the Philippines as an innovation hub in Asia.
- She 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.
- Farmers were encouraged to use rice that can withstand environmental hazards.
- RA 10601: The Agriculture and Fisheries Mechanization (AFMech) Law was also passed to modernize agricultural and
fisheries machinery and equipment.

PRESIDENT BENIGNO AQUINO III

- In 2014, he named new National Scientists:

a. Gavino C. Trono-Marine Biology
b. Angel C. Alcala-Biological Science
c. Ramon Barba-Horticulture
d. Edgardo D. Gomez- Marine Biology

PRESIDENT RODRIGO 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 which displayed the Philippine flag in space.
- The administration gives importance to agriculture and disaster preparedness.
• The administration gives importance to agriculture and disaster [Link] AND TECHNOLOGY IN THE
PHILIPPINES AND THE ENVIRONMENT• Tools such as water pumps and sprinklers help in managing the damaging
effects of extreme heat caused by climate change on crops• Genetically modified crops• Fertilizers• Transportation •
Information is transmitted easily and rapidly• Learning management systems used in education• Online learningThe
development of Science and Technology in the Philippines, based on its brief history, is shaped by several factors and
influences. Like in the history of science in the other countries, it is always shaped by human and social activities both
internal and externalInternal Influences ∙ Survival ∙ Culture ∙ Economic ActivitiesExternal Influences ∙ Foreign Colonizers
∙ Trades with foreign countries ∙ International Economic Science and technology may have significant impact on the lives
of the peopleand in the development of the Philippine society. However, improving the quality of science education still
remains as a big challenge in the country. SUMMARYThis lesson discussed the influence of science and technology in
the development of the Philippines as a country. Even before the time of Spanish colonization in the Philippines, various
people and communities already practiced science. They invented tools and built structures, studied the medicinal uses of
plants, observed heavenly bodies to predict seasons and weather, and used indigenous science in agriculture. These are
considered indigenous science, which is one of the foundations of modern [Link] growth of science and its
development as a field in the country is a hybridof indigenous and foreign ideas. Spain and the United States, being the
former colonial masters of the country, played an important role in building thefoundation of science in the Philippines.
To further strengthen the science program in the Philippines, the government establishes various science
programs, policies, and projects.
Through the years, many Filipinos were able to establish themselves as scientists and science educators in various
scientific areas and fields. Invention and innovations were done by these Filipino scientists. Finally, the demands of
globalization, especially the ASEAN economic agenda, prompted the Philippines to invest in science and technology
programs and projects.

Activity 1: Science and Technology Infographic Creation

Objective: Communicate complex ideas in accessible, visual form.
Instructions:
Create an infographic on a topic such as:
How science fights climate change
The role of Filipino inventors
Government programs that support tech start-ups
Present your infographic in class or post it on a digital platform.
Activity 2: Reflection Paper
Prompt:
"In what ways can I, as a student, contribute to nation building through science and technology?"
Instructions:
Write a 500-word personal reflection.
Relate your response to your course or field of study.
Activity 3: Community-Based Project Proposal
Objective: Apply science and technology to solve a real-world community issue.
Instructions:
Identify a local problem (e.g., waste disposal, lack of clean energy, low crop yield).
Propose a science- or technology-based solution.
Submit a mini project proposal that includes:
Background and rationale
Proposed solution and tools
Stakeholders involved
Budget estimate and timeline

Science and technology play a vital role in nation building by driving economic growth, improving public health and
education, enhancing infrastructure, and strengthening national security. Through innovation and scientific progress,
countries can achieve sustainable development, global competitiveness, and improved quality of life for their citizens.
Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 59-60. Quezon City: C&E Publishing.
Serafica, JPJ, Pawilen, GT, Caslib, Jr., BN, Alata, EJP (2018) Science, Technology, and Society. pp 21-48. Quezon City: Rex Book Store, Inc.

[Link]

CHAPTER 5: TECHNOLOGY AS A WAY OF REVEALING

A. Technology and its Danger
B. Heidegger on Technology

Technology is not merely a tool or a means to an end; it is a way of revealing the world. It shapes how humans
understand, interact with, and uncover truths about nature, society, and themselves. This idea is deeply rooted in the
philosophy of Martin Heidegger, who argued that technology reveals reality in specific ways-not just by producing things,
but by uncovering and framing how things appear to us.
Technologies such as farming or crafting revealed nature by working with it. In contrast, modern technology
tends to challenge nature, treating it as a resource to be controlled or optimized. This shift influences how we see the
environment, human life, and progress.
Ultimately, technology does more than serve practical purposes-it opens up new possibilities, shapes our
worldview, and influences how truth is disclosed in the modern age.

In the modern world, technology is often associated with progress, convenience, and innovation. From
smartphones and artificial intelligence to renewable energy systems and advanced medical tools, technology seems to be a
driving force behind much of human development. However, technology is more than just the machines and devices we
use — it also shapes the way we think, live, and understand reality itself. In this deeper sense, technology can be
understood as a way of revealing.
This concept, explored by philosopher Martin Heidegger, invites to see technology not only as a tool but as
something that discloses or unveils aspects of the world that might otherwise remain hidden. Through technology, we
uncover resources, organize knowledge, and transform our environment — but in doing so, we also develop certain
attitudes toward nature, people, and truth. Technology reveals, but it also frames and limits what is revealed, influencing
how we perceive the world and what we consider valuable.
As we continue to live in an increasingly technological age, it becomes more important to reflect on how
technology reveals reality to us, and how that process affects our relationship with the world. To better understand the
technology as a way of revealing challenges us to be more thoughtful about how we innovate, use, and relate to
technological systems — not just for efficiency, but for a deeper and more meaningful engagement with life.

At the end of the lesson, the students should be able to analyze the human condition in order to deeply reflect and
express philosophical ramifications that are meaningful to the student as a part of society.
.

TECHNOLOGY

“Technology is not demonic, but its essence is mysterious.”

Technology and its Danger

What is technology?
In our time, technology has become a major concern for us. Every person in our society is touched by technology.
In fact, 'our lives are technologically textured for most waking moments. We are seduced by the power of
technology. We cannot fail to see how its products and processes have influenced our ways of thinking and acting,
indeed, the very character of our lives.

Yet, technology increasingly evokes fear and trepidation in us when we look at the rapid destruction of the earth's
resources and the possibilities for self-destruction that technology has placed in our hands. Technology seems to
have become the central, endangering phenomenon of our times. Still, many believe that we will find solutions for
the crises that we face as a result of our technological overzealousness, and that we will find these solutions in
technology itself. After all, it is our technology, one that will surely open up new possibilities to overcome these
difficulties. We are the masters of technology; we cannot allow ourselves to be mastered by it.

Heidegger on Technology

In the decades after the Second World War, Heidegger's writings on modernity came to focus explicitly on the
problem of technology. Although only two essays, The Question Concerning Technology and The Turning, are
explicitly devoted to it, technology is a primary issue in all of Heidegger's work subsequent to 1930.

In ordinary German, Technik means both technology and technique, yet Heidegger does not see technology in this
conventional manner. Rather, for Heidegger, 'Technology is a way of revealing.

Essentially, then, technology is not about machines, complex techniques or the manufacture of artefacts in
Heidegger's conception. The essence of technology is itself not technological. As Heidegger sums it up 'Our age is
not a technological age because it is the age of the machine; it is the age of the machine because it is the
technological age.

Heidegger does acknowledge the fundamental relation between machines and technology, but views the modern
production of machines merely as a ramification of a particular way of thinking. Machine technology is therefore
just the most obvious outgrowth of modern technology. In Heidegger's ontological perspective, technology is
neither neutral nor instrumental. It signifies a particular mode of disclosure. It reveals Being in a particular way.

According to Heidegger, the major epochs in Western history are actually stages in the steady decline in Western
human beings’ understanding of what it means to “be.” Technological modernity was anticipated by the Greek
episterne, combined with the Christian conception of an external nature subordinated to man. Heidegger cements
the originality of these interpretations by viewing metaphysics as the only leading allotment of beings-it is in the
light of the withdrawal of being that the technological scientific epoch is revealed for what it is.

The final element that Heidegger adds-the essential link in his history of metaphysics-is the securing of truth as
certainty and of thought as representations. Without the cogito and the instituting of the subject-object correlation,
the technological-scientific era would remain incomprehensible.

In the technological age, for something to 'be' means for it to be raw material-part of the endless process of
production and consumption. For Heidegger, the horror of the technological age is that human beings are also seen
as raw material. Thus, the 'question concerning technology' is ultimately a question about human dignity.

Modern technology reveals the world in the manner of a challenging forth (Herausfordem) and not in the manner of
a leading forth from concealment into unconcealment (her-vor-bringen). This challenging forth confronts what lies
in potential by extracting it to use it, and not as a phenomenologically discoverable essence in need of safeguarding.
This challenging forth unlocks and exposes and is always directed at something else-the maximum yield at the
minimum expense. The goal of technology as a whole is thus the endless pursuit of efficiency in the exploitation of
resources.

Techne
 Reflecting on the ancient Greeks, Heidegger notes that the root of the word 'technology' is techne. For the Greeks,
techne meant a revelation of something, an uncovering, or a bringing to light. The word techne according to
Heidegger then means a mode of knowing. Thus, we can see that from his reflections on the Greek techne,
Heidegger can conclude that modern technology is also a manner of bringing forth out of concealed ness.
Heidegger noted that how modern technology reveals what is concealedness is very different from that of the
ancient Greeks.

Bestand (Standing Reserve)

In the endless technological drive for efficiency, the earth, its creatures, and our fellow human beings are reduced to
the status of raw material-Heidegger's word for this is 'standing reserve' (Bestand). The world as a whole becomes a
standing reserve. Now, 'everything is ordered to stand by, to be immediately on hand. Indeed, to stand there just so
that it may be on call for a further ordering.

Das Ge-stell (Enframing)

In the decades after the Second World War, Heidegger's writings on modernity came to focus explicitly on the term
“das Ge-stell”, which he uses as a key expression when describing the nature of modern technology. Varying
English translations exist for the term “das Ge-stell”, the term Heidegger uses to describe the essence of
technology. Theodore Kisiel, for example, suggests 'composite', stressing the 'provocative positing' involved.

According to Heidegger, enframing is the manner in which being manifests itself in the age of technology.
Enframing allows human being to reveal reality as standing reserve (Bestand). In this sense, technology is
totalizing. It reduces the metaphorical, expressive powers of language and thinking, in order to make reality
calculable and manipulable. For Heidegger, enframing is the supreme danger, because it causes the event of
revealing (Being itself) to slip into oblivion. As a result, human being is no longer Dasein as an open possibility but
rather a grounded actuality, a fixed identity. A human being fully adapted to the technological world would no
longer be a human being, because of his complete forgetfulness of Being.

The Danger

The danger, therefore, is for Heidegger not the potential physical self-annihilation of humanity, but rather that
intensive technological production will overpower man's capacity for manifold modes of disclosure.

Homelessness

Heidegger believed that a way beyond contemporary homelessness consists in a humanity transformed by the
opportunity to participate in worldliness. A discovery of our essential Being-in-the-world and our worldly
shepherding of Being is needed. Routinized and homogenized, contemporary humanity is left without a nature and
without a project. He says: 'We are too late for the Gods, and too early for Being.

Anxiety is the mood of homelessness that wrests human being away from the habitual dispositions that make
possible their coping with daily affairs. It is perhaps best described as the state of unease in which a human being's
'there' is revealed to be not fully his own. In anxiety, a human being feels displaced and alienated. The world
becomes disclosed as foreign. In short, anxiety is the foreboding of homelessness.

• The administration gives importance to agriculture and disaster [Link] AND TECHNOLOGY IN THE
PHILIPPINES AND THE ENVIRONMENT• Tools such as water pumps and sprinklers help in managing the damaging
effects of extreme heat caused by climate change on crops• Genetically modified crops• Fertilizers• Transportation •
Information is transmitted easily and rapidly• Learning management systems used in education• Online learningThe
development of Science and Technology in the Philippines, based on its brief history, is shaped by several factors and
influences. Like in the history of science in the other countries, it is always shaped by human and social activities both
internal and externalInternal Influences ∙ Survival ∙ Culture ∙ Economic ActivitiesExternal Influences ∙ Foreign Colonizers
∙ Trades with foreign countries ∙ International Economic Science and technology may have significant impact on the lives
of the peopleand in the development of the Philippine society. However, improving the quality of science education still
remains as a big challenge in the country. SUMMARYThis lesson discussed the influence of science and technology in
the development of the Philippines as a country. Even before the time of Spanish colonization in the Philippines, various
people and communities already practiced science. They invented tools and built structures, studied the medicinal uses of
plants, observed heavenly bodies to predict seasons and weather, and used indigenous science in agriculture. These are
considered indigenous science, which is one of the foundations of modern [Link] growth of science and its
development as a field in the country is a hybridof indigenous and foreign ideas. Spain and the United States, being the
former colonial masters of the country, played an important role in building thefoundation of science in the Philippines.
To further strengthen the science program in the Philippines, the government establishes various science
programs, policies, and projects.
Through the years, many Filipinos were able to establish themselves as
scientists and science educators in various scientific areas and fields.
Invention and innovations were done by these Filipino scientists. Finally, the
demands of globalization, especially the ASEAN economic agenda, prompted
the Philippines to invest in science and technology programs and projects.

Activity 1: Role-Play Debate: “Modern Tech–Revealing or Controlling?”

Objective: To critically evaluate the double-edged nature of technology.
Instructions:
 Divide the class into two groups:
 Pro: Technology enhances life and reveals new truths.
 Con: Technology controls or limits how we see the world.
 Each group presents arguments with real-life examples (e.g., AI, surveillance, data mining, social media).
Output: Structured debate + individual reflection on key takeaways.

Activity 2: Compare and Contrast: Traditional vs. Modern Technology

Objective: To analyze how different types of technology reveal the world in different ways.
Instructions:
 Students choose one traditional technology (e.g., plow, loom, sundial) and one modern technology (e.g., GPS,
smartphone, satellite).
 Fill in a comparison chart with columns such as
 What is revealed?
 How is nature treated?
 Is it collaborative or controlling?
 Impacts on society?
Output: Comparison chart + short analysis (written or oral).

Activity 3: Creative Poster: “Seeing the World Differently Through Technology”

Objective: To express how technology changes perception through art.
Instructions:
 Create a poster showing two perspectives:
1. The world as seen without technology
2. The world as seen with a specific technology (e.g., X-ray, microscope, satellite)
 Include labels, artistic elements, and a brief written explanation.
Output: Visual poster + 20-word written description.

Technology is more than a set of tools or machines; it is a fundamental way in which humans uncover, interpret,
and interact with reality. It serves as a lens through which the world is revealed to us, influencing how we understand
nature, solve problems, and even define truth. Rather than being neutral or purely functional, technology shapes our
perception of what is possible, valuable, and real.
Heidegger, M. The Question concerning Technology in Martin Heidegger: Basic Writings (Revised and Expanded Edition)
(London, Routledge, 1993), p. 333.

Heidegger, M. What is called Thinking? (New York, Harper and Row, 1968), p. 24. 6 M. Heidegger, The Question concerning
Technology in Martin Heidegger: Basic Writings (Revised and Expanded Edition) (London, Routledge, 1993), p. 312.

Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 62-80. Quezon City: C&E Publishing.