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GE8 STS Module 4: Human Flourishing

Copyright © 2025 by Moira D. Abesmo

First Edition

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means—electronic, mechanical,
photocopying, recording, or otherwise—without the prior written permission of the
author and the Institute of Arts and Sciences, Camiguin Polytechnic State College.

Published by:
Institute of Arts and Sciences
Camiguin Polytechnic State College
Mambajao, Camiguin, Philippines
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Acknowledgement

I am deeply grateful to the College administration for creating a system that

makes it easier to develop quality instructional materials—turning ideas into resources
that truly serve our students. I also extend my sincere thanks to the committee of the
Institute of Arts and Sciences for their thoughtful review and guidance, helping shape this
module into a tool that will not only inform but also inspire our learners to excel.
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Preface
Technology is often celebrated for what it can do—but in this module, we pause
to ask what it should do. Beyond convenience and innovation, technology carries ethical,
social, and human implications that shape how we live, relate, and find meaning. To
study human flourishing and technology is to explore the question of how technological
progress can truly serve people—helping individuals, communities, and nations to thrive
in harmony with nature, values, and one another.
The content introduces you to philosophical perspectives on human flourishing—
from Aristotle’s eudaimonia to contemporary views on well-being, sustainability, and
technological ethics. It also examines how these ideas apply to engineering and IT
practice: how technologies influence human dignity, freedom, and responsibility; how
innovation can balance progress with environmental and moral integrity; and how
professionals can uphold human-centered values in a rapidly changing digital world.
Learning activities are designed to be reflective and applied. You will analyze
real-world cases, engage in personal reflection essays, participate in online discussions,
and deliver an individual speech connecting human flourishing with your field. These
activities encourage you to bridge theory and practice—using your technical knowledge
to promote well-being, justice, and sustainability.
Assessments in this module focus not only on factual understanding but on
insight—your ability to articulate informed, ethical, and purposeful reflections on the role
of technology in human life. Through quizzes, written reflections, and oral presentations,
you will demonstrate both intellectual grasp and personal vision for responsible
innovation.
Ultimately, this module invites you to view technology not just as a tool for
progress, but as a mirror of our collective values. As future engineers and IT
professionals, your challenge is not only to design efficient systems but to imagine
humane futures—to ensure that technological growth leads to genuine human flourishing
in a just, inclusive, and sustainable society.
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Table of Contents

Cover Page...........................................................................................................................................
Copyright Page.....................................................................................................................................
Acknowledgment..................................................................................................................................
Preface..................................................................................................................................................
Table of Contents.................................................................................................................................
Learning Outcomes..............................................................................................................................
Pretest...................................................................................................................................................
Government Laws, Policies, Plans, and Projects
Pertaining to Science and Technology...............................................................................................
Learning Activities.............................................................................................................................
Assessment.........................................................................................................................................
References..................................................................................................................................................
Appendix 1: Rubrics for Grading..............................................................................................................
Appendix 2: Answer Key for the Pretest...................................................................................................
Appendix 3: Answer Key for the Learning Activities...............................................................................
About the Author.......................................................................................................................................
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Learning Outcomes

● Explain the concept of human flourishing in the context of science and

technology;

● Analyze how technological advancements contribute to or detract from achieving

"The Good Life";

● Reflect on the ethical dimensions of technological progress in shaping human

well-being;

● Evaluate case studies where technology has positively or negatively influenced

human flourishing;

● Propose ways to align technological innovation with ethical principles and

societal well-being; and

● Discuss the philosophical relationship between technology and humanity,

including potential future impacts

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Pretest

Instruction: Choose the letter of the best answer. After completing the test, review your
responses using the Answer Key provided in Appendix 2.

1. According to Aristotle, human flourishing (eudaimonia) is achieved when a person

A. Acquires material wealth and comfort
B. Lives according to virtue and reason
C. Gains technological mastery
D. Pursues innovation without limits

2. Which of the following best defines human flourishing in the context of Science,
Technology, and Society?
A. Advancement in digital and engineering tools
B. The harmony of technological progress with moral and social well-being
C. Dependence on modern technologies for convenience
D. Maximizing productivity through mechanization

3. The main ethical question in technological development asks:

A. “Can we build it?”
B. “Who will fund it?”
C. “Should we build it, and for what purpose?”
D. “When will it be obsolete?”

4. In engineering practice, ensuring that a technology benefits people without harming

society or the environment demonstrates the principle of
A. Utility maximization
B. Human-centered design
C. Technological determinism
D. Profit optimization

5. Which statement best reflects technological instrumentalism?

A. Technology shapes human destiny beyond control
B. Technology is neutral and depends on how humans use it
C. Humans are passive users of technological systems
D. Technology possesses its own moral agency

6. An IT professional designing an algorithm that minimizes social bias in recruitment

systems practices
A. Ethical innovation
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B. Functional design
C. Data optimization
D. System debugging

7. An engineer develops a renewable energy solution for rural communities. This

illustrates technology as a means to
A. Achieve economic monopoly
B. Promote human flourishing and sustainability
C. Increase dependence on external systems
D. Replace social values with efficiency

8. The concept of technological determinism suggests that

A. Human choices fully control how technology develops
B. Technology evolves independently and shapes society
C. Society and culture dictate technological growth
D. Technology and society are unrelated

9. Which of the following actions best supports human flourishing in the digital age?
A. Using artificial intelligence to replace all human decision-making
B. Employing automation to eliminate labor rights concerns
C. Integrating technology with ethical awareness and social responsibility
D. Prioritizing convenience over human dignity

10. A responsible engineer considers not just efficiency, but also safety, accessibility, and
sustainability in design. This approach aligns with
A. Technological optimism
B. Human-centered engineering ethics
C. Scientific reductionism
D. Instrumental reasoning

11. In IT, promoting digital well-being refers to

A. Encouraging longer online engagement
B. Designing systems that respect mental health, privacy, and balance
C. Maximizing screen time for productivity
D. Replacing human relationships with virtual ones

12. When engineers prioritize long-term societal impacts over short-term profit, they
practice
A. Utilitarianism
B. Virtue ethics in technology
C. Deontological ethics
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D. Technological realism

13. The use of automation that enhances workplace safety and reduces human error best
represents
A. Technology undermining human capacity
B. Technology supporting human flourishing
C. Technology replacing moral judgment
D. Technology leading to alienation

14. Which situation reflects misuse of technology against the goals of human flourishing?
A. Using AI to predict crop yields in agriculture
B. Employing facial recognition for surveillance without consent
C. Applying sensors to improve water management
D. Developing accessible education platforms

15. The ultimate goal of aligning technology with human flourishing is to

A. Create systems that serve only economic growth
B. Advance technology faster than ethics can respond
C. Ensure progress that enhances human dignity, sustainability, and well-being
D. Replace human workers with machines for efficiency
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Human Flourishing in the Context of Science and Technology

In an era defined by rapid scientific progress and technological innovation, the

question of what it means to live well remains deeply relevant. While technology
promises comfort, connection, and efficiency, it also challenges our values and reshapes
how we define success and happiness. To understand these dynamics, the concept of
human flourishing offers a philosophical and ethical lens through which we can evaluate
whether technological change truly enhances human life—or merely alters its conditions.

Philosophical Foundations of Human Flourishing

The concept of human flourishing has deep philosophical roots, particularly in

Aristotle’s notion of eudaimonia, which refers to “living well” through virtuous activity
and the realization of one’s potential (Kraut, 2018). Eudaimonia transcends pleasure-
seeking; it is about achieving a meaningful and balanced life guided by reason and moral
excellence.

Modern thinkers, notably Amartya Sen and Martha Nussbaum, extended this
classical idea through the Capability Approach. This framework views flourishing as
the expansion of people’s freedoms and capabilities—their real opportunities to live the
kind of life they value (Sen, 1999; Nussbaum, 2011). Unlike material or economic
metrics, the capability perspective emphasizes what individuals can actually do and be,
recognizing that dignity and freedom are central to true well-being.

Technology as an Enabler—or Inhibitor—of Flourishing

Contemporary development frameworks, including those from the United

Nations Development Programme (UNDP, 2022), integrate these philosophical ideas
by promoting sustainable, equitable progress that respects both people and the planet.
Within this context, science and technology serve as powerful tools—ones that can
either advance or hinder human flourishing depending on how they are designed and used
(Winner, 2018).

When guided by ethical principles, technological innovation can expand human

capabilities—improving access to health care, education, energy, and communication.
However, technologies that prioritize efficiency or profit over people may lead to social
inequality, loss of autonomy, and environmental degradation, thus eroding the very
conditions that make flourishing possible.
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Applications in EE, ECE, and IT: Technology in Context

In engineering and information disciplines, the implications of these ideas become

tangible:

● Electrical Engineering (EE): Renewable energy systems, such as solar and wind
power, demonstrate how technology can align with ecological balance and human
well-being. These innovations reduce reliance on fossil fuels and mitigate climate
change, thus protecting the foundations of a sustainable “good life” (International
Renewable Energy Agency [IRENA], 2021).

● Electronics and Communication Engineering (ECE): Digital communication

platforms have transformed social interaction, democratizing access to
information and empowering marginalized groups (West, 2019). However, ethical
challenges such as misinformation and data misuse underscore the need for
responsible innovation.

● Information Technology (IT): Algorithms and artificial intelligence systems

enhance efficiency and personalization but can also reinforce biases or limit
human agency when not transparently governed (O’Neil, 2016). Ensuring
fairness, privacy, and accountability is thus essential to sustaining human dignity
in digital life.

In sum, human flourishing in the age of science and technology depends not
only on innovation but also on intentional ethical reflection. Technology should be seen
as a means to expand human freedom and dignity—not an end in itself. Achieving this
balance requires conscious design, governance, and education that prioritize
sustainability and justice.

The next section explores this further by examining how technological

advancements contribute to—or detract from—“The Good Life”, expanding the
discussion from philosophical foundations to practical and moral implications in
everyday technological practice.
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Technology and the Good Life: Ethics, Progress, and Human Well-Being

As science and technology advance, humanity gains unprecedented power to

transform the world—and itself. From renewable energy systems to artificial intelligence,
technological innovation shapes how we live, work, and relate to one another. Yet
beneath this progress lies an enduring philosophical question: Does technological
advancement truly lead to the “Good Life”?

Understanding this question requires examining both the benefits and

drawbacks of technology, as well as the ethical responsibilities of engineers,
technologists, and citizens in guiding its direction.

The Good Life and Human Flourishing

The concept of the “Good Life” is rooted in the philosophical pursuit of

eudaimonia, or flourishing, as articulated by Aristotle (Kraut, 2018). To live well means
more than accumulating wealth or pleasure—it involves realizing one’s potential and
living in harmony with others and nature. Modern interpretations, such as Nussbaum’s
(2011) and Sen’s (1999) Capability Approach, extend this view by emphasizing freedom,
justice, and the ability to make meaningful choices.

When framed in this way, technology becomes both a means and a test of human
flourishing. It can expand the capabilities that make a life “good,” such as access to
knowledge, health, and opportunity—but only if it remains guided by ethical principles
and social awareness.

Technological Contributions to the Good Life

In many respects, technological innovation has improved quality of life by

enhancing access, efficiency, and connectivity. Within the disciplines of Electrical
Engineering (EE), Electronics and Communication Engineering (ECE), and Information
Technology (IT), several examples demonstrate how engineering can support human
flourishing:

● Electrical Engineering (EE): Renewable energy technologies—solar panels,

wind turbines, and smart grids—help communities achieve sustainability and
energy security. These innovations contribute not only to economic growth but
also to environmental protection and intergenerational justice (International
Renewable Energy Agency [IRENA], 2021).

● Electronics and Communication Engineering (ECE): Advances in digital

communication have expanded freedom of expression, democratized access to
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information, and strengthened social movements (West, 2019). They foster

empowerment and inclusion across global communities.

● Information Technology (IT): Artificial intelligence, cloud computing, and

automation increase productivity and accessibility, enabling humans to focus on
creative and meaningful endeavors (Brynjolfsson & McAfee, 2017).

When used responsibly, these technologies enrich human capabilities, enhance

well-being, and foster social progress—key aspects of what philosophers and ethicists
identify as the Good Life.

The Shadow Side of Technological Progress

However, technological development also brings risks that can undermine human
flourishing. Martin Heidegger (1977) cautioned that technology “enframes” human
existence, reducing people and nature to mere resources for manipulation. Similarly,
Jacques Ellul (1964) critiqued technological determinism—the idea that technology
evolves independently of human values—arguing that it imposes efficiency over ethics.

In the digital age, Sherry Turkle (2015) observed that constant connectivity can
paradoxically lead to social isolation and emotional disconnection. Langdon Winner
(1986) highlighted how technologies embody political and moral choices, shaping power
dynamics and equity. Zuboff (2019) further warned of “surveillance capitalism,” in
which data-driven systems commodify human behavior, threatening autonomy and
privacy.

These critiques remind us that technology, though powerful, is never neutral. It

must be continuously evaluated through the lenses of ethics, justice, and human
dignity.

The Shadow Side of Technological Progress

However, technological development also brings risks that can undermine human
flourishing. Martin Heidegger (1977) cautioned that technology “enframes” human
existence, reducing people and nature to mere resources for manipulation. Similarly,
Jacques Ellul (1964) critiqued technological determinism—the idea that technology
evolves independently of human values—arguing that it imposes efficiency over ethics.

In the digital age, Sherry Turkle (2015) observed that constant connectivity can
paradoxically lead to social isolation and emotional disconnection. Langdon Winner
(1986) highlighted how technologies embody political and moral choices, shaping power
dynamics and equity. Zuboff (2019) further warned of “surveillance capitalism,” in
which data-driven systems commodify human behavior, threatening autonomy and
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privacy.

These critiques remind us that technology, though powerful, is never neutral. It

must be continuously evaluated through the lenses of ethics, justice, and human
dignity.

Ethical Dimensions of Technological Progress

Addressing these challenges requires a firm grounding in ethical reasoning.

Several moral frameworks guide responsible innovation:

● Utilitarianism emphasizes maximizing overall good outcomes, urging engineers

to consider how technologies affect collective well-being (Mill, 1863/2001).
● Deontology focuses on duty and principles—such as honesty, transparency, and
respect for individual rights (Kant, 1785/1993).
● Virtue ethics centers on moral character, encouraging engineers and
technologists to cultivate virtues such as responsibility, empathy, and integrity
(Hursthouse, 1999).

Professional codes, such as the IEEE Code of Ethics (2024) and the ACM Code
of Ethics (2018), translate these moral philosophies into actionable standards. They
emphasize safety, fairness, environmental stewardship, and accountability—core values
essential to aligning innovation with societal good.

In practice, ethical reflection must accompany every stage of technological

development. Engineers and IT professionals face real dilemmas:

● balancing privacy with public safety in surveillance systems (Garvie, Bedoya, &
Frankle, 2016),
● addressing algorithmic bias and discrimination in AI (Buolamwini & Gebru,
2018),
● and ensuring sustainability in energy technologies that still rely on finite
resources (IRENA, 2021).

Each case reinforces the importance of human-centered design, which places

dignity, freedom, and justice at the core of technological progress.

Technology’s promise of a better life will remain incomplete unless guided by

moral imagination and responsibility. The “Good Life” cannot be achieved through
efficiency or convenience alone—it requires that innovation serve humanity’s highest
values: compassion, fairness, sustainability, and respect for life.

As future engineers and technologists, students of EE, ECE, and IT are called not
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only to master technical skills but also to engage in ethical reflection and civic
responsibility. Through such integration, technological progress becomes not a threat to
human flourishing but its strongest ally.

The next section of this module will explore this connection further by examining
the philosophical relationship between technology and humanity, particularly how
emerging technologies may redefine what it means to be human in the future.

Technology and Humanity:

Philosophical Reflections on What It Means to Be Human

If technology mirrors humanity’s creative power, then every invention also

reflects our values, fears, and aspirations. From the first stone tools to artificial
intelligence, each technological leap has redefined what it means to be human. But as
machines become capable of learning, reasoning, and even creating, we must ask a
deeper question: Are we still shaping technology—or is technology reshaping us?

This inquiry lies at the heart of the philosophy of technology, which examines
not only how we use tools but also how tools, in turn, transform our perception of self,
society, and the world.

Human as the Maker: Technology as Extension of Human Will

Historically, humans have been described as “homo faber”—the maker, the tool-
builder. Philosophers such as Hannah Arendt (1958) emphasized that through labor and
fabrication, humans imprint meaning upon the world, transforming nature into culture. In
this view, technology extends human capacities—it is an instrument of liberation,
creativity, and adaptation.

For instance, engineering innovations in energy, communication, and

information systems demonstrate humanity’s enduring desire to overcome limitations.
Through technology, we extend our hands across distances, illuminate darkness, and
decode the complexity of nature. These triumphs reveal the aspirational dimension of
technology—it enables humanity to reach beyond necessity toward possibility.

Human as the Managed: Technology as System of Control

Yet, as Herbert Marcuse (1964) and Jacques Ellul (1964) warned, the same
tools that empower can also dominate. In a society governed by efficiency and
automation, humans risk becoming functionaries within their own systems. Algorithms
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decide what we see, machines replace human judgment, and digital platforms commodify
attention.

Heidegger (1977) described this as enframing—a worldview in which everything,

including humans, is valued only for its utility. When this happens, technology no longer
serves human flourishing; instead, humanity adapts itself to fit the logic of technology.
The risk, then, is not merely dependency, but the quiet erosion of reflection, empathy,
and freedom.

Reclaiming the Human Center

To respond to this challenge, contemporary philosophers and technologists

advocate a human-centered and value-sensitive design approach (Friedman, Kahn, &
Borning, 2008). This means technology must be developed with conscious attention to
dignity, justice, inclusivity, and sustainability.

Within the context of Engineering and Information Technology, this

philosophy takes practical form through:

● Ethical AI frameworks that protect privacy and prevent bias (Jobin, Ienca, &
Vayena, 2019);
● Sustainable engineering that aligns innovation with ecological responsibility
(UNESCO, 2021); and
● Participatory design processes that ensure technologies reflect diverse cultural
and social needs (Nissenbaum, 2001).

Such practices remind students and professionals that the essence of being human
is not found in mastery over technology, but in the wisdom and compassion with which
we use it.

The Future of Humanity: Beyond Tools, Toward Meaning

In the emerging era of artificial intelligence, biotechnology, and virtual reality, the
boundaries between human and machine grow increasingly fluid. Thinkers like Donna
Haraway (1991) propose the idea of the cyborg—a hybrid of organism and machine—as
a metaphor for our interconnected reality. Meanwhile, Ray Kurzweil (2005) envisions
the technological singularity, a point where machines surpass human intelligence.

Whether or not these visions materialize, they compel us to reflect: What remains
distinctly human? The answer may not lie in computation or capacity but in
consciousness, ethics, and meaning—our ability to ask not only “Can we?” but also
“Should we?” and “For whom?”
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The true measure of progress, then, is not the sophistication of our machines but
the depth of our humanity.

Conclusion: Toward Reflective and Responsible Technologists

Technology and humanity are inseparable; one shapes the other. But while
technology evolves through invention, humanity evolves through reflection. To be human
in the technological age is to remain self-aware—to pause, question, and ensure that
innovation aligns with the values that define our shared existence: compassion, integrity,
justice, and sustainability.

As future engineers, communicators, and innovators, you are not only builders of
systems but stewards of the human story. Your task is to ensure that progress never
loses sight of purpose—that efficiency never replaces empathy, and that innovation
always advances the flourishing of life.
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Learning Activities

1. Philosophical and Ethical Perspectives on Technology and The Good Life

Instructions: Read the provided summaries and complete the final column by giving your
own example from Electrical Engineering (EE), Electronics and Communication
Engineering (ECE), or Information Technology (IT) that illustrates the philosopher’s
idea.
Table 1. Philosophical and Ethical Perspectives on Technology and The Good Life
Philosopher / Central Idea or Implications for Key Ethical Example
Thinker Concept Science & Technology Focus from EE /
ECE / IT
(Student
Input)

Aristotle (350 Eudaimonia – Human Technology should Virtue, purpose,

BCE) flourishing through serve as a tool that moral character
virtue and rational enables virtuous living
activity and human excellence,
not mere pleasure or
convenience.

Amartya Sen Capability Approach Technologies should Human

& Martha – Well-being is expand human development,
Nussbaum defined by what capabilities and freedom justice, dignity
(1990s) people are able to do to live meaningful lives.
and be

Immanuel Deontological ethics Technology design must Duty, autonomy,

Kant (1785) – Act according to treat individuals as respect
duty and respect for ends, not as means;
persons respect autonomy and
rights.

John Stuart Utilitarianism – Engineers must assess Consequences,

Mill (1863) Maximize happiness whether technology welfare, collective
for the greatest produces more overall good
number benefit than harm.

Martin Enframing (Gestell) – Warns that modern Awareness,

Heidegger Technology “reveals” technology can reduce humility,
(1954) the world as a humans and nature to authenticity
resource to be “standing-reserve,”
controlled losing authentic being.

Jacques Ellul Technological Urges society to resist Control,

(1964) Determinism – blind faith in progress autonomy,
Technology evolves and demand ethical responsibility
autonomously, oversight.
beyond human moral
control

Hannah The Human Technology should Creativity,

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Arendt (1958) Condition – Human enhance, not replace, freedom, civic

creativity and human creativity and engagement
freedom express political participation.
themselves through
action and work

Langdon Politics of Artifacts – Every design choice has Power, justice,

Winner (1986) Technologies embody political implications; design ethics
political and social engineers are moral
values agents.

Sherry Turkle Relational Ethics – Warns that digital media Empathy,

(2015) Technology reshapes can erode empathy and communication,
how we connect and authentic relationships. humanity
communicate

Zeynep Networked Publics – Encourages digital Inclusion, truth,

Tufekci (2017) Social media literacy and ethical responsibility
amplifies both moderation in
empowerment and communication
polarization platforms.

Shoshana Surveillance Demands transparency Privacy,

Zuboff (2019) Capitalism – Data- and regulation to protect autonomy, fairness
driven systems privacy and autonomy.
commodify personal
information

Luciano Information Ethics – Promotes ethical design Sustainability,

Floridi (2019) Morality extends to of information systems transparency,
digital environments that respect the digital dignity
and data ecosystems “infosphere.”

Luciano Virtue Ethics Ethical engineers Integrity,

Hursthouse (modern) – Focus on cultivate virtues like responsibility,
(1999) character rather than honesty, fairness, and moral character
rules or outcomes care in their
professional roles.

Bruno Latour Actor-Network Calls for understanding Relationality, co-

(1987) Theory – Humans and innovation as relational agency, systems
technologies co-shape and collective, not thinking
each other in purely technical.
sociotechnical
networks

Lewis Technics and Advocates “democratic Humanism,

Mumford Civilization – technics” that empower culture,
(1934) Technology reflects rather than dominate empowerment
human culture and society.
values

2. Philosophies and Ethics of Technology – Matching Master Activity

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Instructions: Match each item in Columns A and B for each section. Write your answers
in your notebook or digital worksheet. This activity helps you connect philosophical
theories, ethical frameworks, and practical examples of technology’s role in human
flourishing.

Section A. Philosophy-to-Example Matching

Philosophical Perspective Case Study / Example
Column A Column B
1. Instrumentalism – Technology is a neutral A. Engineers debate the ethics of autonomous
tool; its moral value depends on human use. drones making life-critical choices.

2. Determinism – Technology shapes society B. The global spread of smartphones changes

and values with little human control. social behavior and attention spans.

3. Phenomenology – Technology changes how C. Smart homes redefine personal space and
humans perceive and experience reality. privacy through digital mediation.

4. Existentialism – Humans must act D. A community uses AI-powered irrigation

responsibly and authentically amid systems responsibly for sustainability.
technological change.

5. Posthumanism – The human-technology E. Brain-computer interfaces challenge what it

boundary is evolving, transforming identity. means to be “human.”

Section A. Ethical Framework-to-Decision Matching

Ethical Framework Decision / Action Example
Column A Column B
1. Utilitarian Ethics – Doing what creates the A. Designing inclusive apps that consider
greatest good for the greatest number. users with disabilities.

2. Deontological Ethics – Doing what is right B. Refusing to falsify circuit test data despite
based on duty and moral rules. company pressure.

3. Virtue Ethics – Acting according to moral C. Choosing energy-efficient designs for data
character and excellence. centers to reduce carbon footprint.

4. Ethics of Care – Prioritizing empathy, D. Writing algorithms that balance social

relationships, and social responsibility. welfare with profit goals.

5. Environmental Ethics – Ensuring the well- E. Valuing honesty and diligence in

being of both humans and nature. maintaining public engineering systems.
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Section C. Concept-to-Scenario Matching

Concept Scenario
Column A Column B
1. Human Flourishing – Achieving holistic A. Rural areas adopting solar-powered
well-being through responsible use of irrigation systems to aid farmers.
technology.

2. Technological Alienation – Feeling B. Students in remote regions unable to join

disconnected or dehumanized due to online learning due to poor connectivity.
technology.

3. Appropriate Technology – Designing tools C. A start-up produces affordable healthcare

suitable to local needs and sustainability. monitoring devices for elderly users.

4. Digital Divide – Unequal access to digital D. Overuse of gadgets reduces family

tools and infrastructure. interaction and face-to-face communication.

5. Ethical Innovation – Developing E. Engineers propose open-source solutions to

technology that aligns with moral and social promote transparency and social welfare.
good.

Section D. Philosophy-to-Outcome Matching

Philosophy Societal Outcome
Column A Column B
1. Determinism A. People believe that technology evolves beyond human control,
shaping culture automatically.

2. Instrumentalism B. Individuals recognize that technologies mediate and transform

human experiences.

3. Phenomenology C. Users see technology purely as a means to achieve human goals,

emphasizing control and accountability.

4. Existentialism D. Humans accept moral responsibility for the ways technology

impacts others.

5. Posthumanism E. Technology and humanity increasingly merge, redefining identity

and capability.
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3. Personal Action Plan – Living the Philosophies of Human Flourishing

Instructions: Technology is not neutral — it shapes and is shaped by human values. As a
future EE, ECE, or IT professional, reflect on how your decisions and innovations can
embody the philosophical ideals of human flourishing. Identify three actions that apply
philosophical perspectives (instrumentalism, phenomenology, existentialism, etc.) to your
professional practice. Use the sample below as a guide, then complete your own version
based on your field.

Table 4. Personal Action Plan – Integrating Philosophy into Technological Practice

Philosophical Personal or Professional Underlying Idea / Expected

Perspective Action Ethical Rationale Contribution to
Human Flourishing

Instrumentalism Design or apply Technology is a neutral Encourages innovation

technologies as tools for instrument — its value with purpose, ensuring
moral and social good, such depends on responsible technology serves
as developing systems that human intention. people rather than
promote education, health, replacing them.
or safety.

Phenomenology Be mindful of how your Technology mediates Creates technology that

designs affect user human experience; enhances, not
experience and perception ethical design must diminishes, the quality
— e.g., interface consider how it shapes of life and human
accessibility, user well- interaction and connection.
being, or psychological awareness.
comfort.

Existentialism Take ownership of your Humans have freedom Builds authenticity and
choices in technological and responsibility; accountability,
work — even under moral agency lies in fostering trust and
institutional or market individual choice. integrity in
pressure. professional life.

Posthumanism Explore emerging Technology is Promotes responsible

technologies (AI, robotics, redefining humanity; innovation that values
bioengineering) with ethical reflection must both progress and
humility and awareness of evolve with it. human dignity.
human limits.

Virtue Ethics (as Cultivate virtues like Flourishing comes not Aligns personal growth
bridge) honesty, prudence, and only from outcomes but with professional
compassion in technological from developing moral excellence, ensuring
decision-making. character. ethical resilience in
complex situations.
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Assessment (Graded)

1. Concept Map Activity: Philosophical Perspectives on Human Flourishing and

Technology
Objective:
To demonstrate understanding of the major philosophical perspectives on
technology and their implications for human flourishing, particularly in the contexts of
Electrical Engineering (EE), Electronics and Communication Engineering (ECE), and
Information Technology (IT) — while practicing critical thinking, synthesis, and visual
organization of ideas.

Instructions:
1. Central Theme
Your concept map will focus on the theme: “Philosophical Perspectives on
Technology and Human Flourishing.” It should show how different
philosophical frameworks explain or influence the relationship between
humans, technology, and progress in your chosen field (EE, ECE, or IT).
2. Structure of the Timeline
Use one short bond paper or A4 sheet (landscape orientation preferred).
At the center, write your main concept: Technology and Human Flourishing
Around it, branch out the philosophical perspectives (e.g., Instrumentalism,
Determinism, Phenomenology, Existentialism, Posthumanism, Virtue Ethics).
Use arrows and linking words to show relationships such as:
“leads to,” “contrasts with,” “influences,” “depends on,” or “challenges.”
3. Content Requirements (per family)
Your concept map must include:
At least six (6) philosophical perspectives related to technology.
Core idea or definition for each perspective.
Key philosopher/s or text/s representing each view.
Applied insight or example from your discipline (EE, ECE, or IT).
Connecting statements that show how these ideas interact, overlap, or contrast
(e.g., “Posthumanism challenges the human-centered view of
Instrumentalism”).
Tip: Focus on showing relationships and patterns of thought, not just listing
definitions.
4. Inquiry Requirement (important!)
Formulate one guiding question that connects philosophy, technology, and
human flourishing. Answer it briefly (2–3 sentences) below your concept map.
 24

5. Color Coding
Black = information from the module
Blue = external information (beyond the module); your answers
Red = your questions
6. Presentation
Hand-drawn on one A4 or long bond paper
Keep it organized and easy to read
Minimum 8 milestones, maximum 12
7. Submission
Submit your timeline before the start of our next lecture meeting
Late submissions will only be graded up to a maximum of 60%

Grading Rubric: See Appendix 1 for detailed criteria.

2. Oral Discussion: Philosophical Perspectives on Technology and Human

Flourishing
Objective:
This activity aims to deepen your understanding of the philosophical and ethical
dimensions of technology in relation to human flourishing. You will critically examine
how different philosophical perspectives interpret the role of technology in achieving
“the good life,” and how these ideas apply to real-world issues in Electrical Engineering
(EE), Electronics and Communications Engineering (ECE), and Information Technology
(IT).

Instructions:
1. Carefully study the philosophical perspectives discussed in the module —
including Aristotelian virtue ethics, Heidegger’s philosophy of technology,
existentialism, transhumanism, humanism, pragmatism, and techno-
optimism/pessimism.
2. Choose one real-world example per group (e.g., AI ethics, automation in
engineering, data privacy, e-waste, social media algorithms, or green ICT).
Use this case to ground your discussion.
3. Analyze how at least three philosophical perspectives would interpret the role
of technology in your chosen case. Explain whether each perspective views
the technology as enhancing or hindering human flourishing.
4. Discuss the ethical dilemmas or trade-offs revealed in your analysis. Consider
issues such as sustainability, inclusivity, and professional responsibility in
your respective fields (EE, ECE, IT).
5. Conclude by proposing ways to align technological innovation with ethical
principles and societal well-being. Your discussion should show how
philosophical thinking can inform professional practice and policy decisions.
 25

6. Work collaboratively to organize your insights and present your analysis

orally, ensuring that your discussion flows logically and each member
contributes meaningfully. Use examples and concepts from the module to
support your claims.

Presentation & Submission Guidelines

1. Format:
● Submit your group discussion as a raw video recording (no cuts, edits, or
splicing).
● The video should clearly show all group members together — from the top
of your heads down to your fingertips — so gestures and body language
are visible.
2. Length: Maximum of 10 minutes. Keep your responses clear and concise.
3. Speaking Requirements:
● No reading allowed. All answers must be delivered from memory and
understanding. The best presentations are not memorized word-for-word
but explained naturally, showing real understanding of the topic.
● Each member must actively participate and contribute — everyone must
speak.
● ⚠️Important: If anyone is caught reading during the video, the group will
receive a zero for this requirement and the case will be reported to the
Office of Student Affairs as an act of academic dishonesty.
4. Group Dynamics:
● Maintain proper posture as if addressing a real audience.
● Show support for each other by listening attentively, not interrupting, and
acknowledging each other’s points.
● I want to see you develop into kind and intelligent speakers who can work
together respectfully.
5. Submission:
● Upload your raw video as a comment to the appropriate post in our class
group.
● If the platform does not allow video uploads in comments, upload your
video as Unlisted on YouTube and post the link as a comment.
6. Note: Your grade will be based on the quality of your answers to the case
study questions. However, I encourage you to strive for excellence by
showing good posture, confident and clear oral communication, and
supportive teamwork. The most outstanding groups will not only deliver
accurate answers but will also demonstrate professionalism, confidence, and
unity — qualities that will set you apart as future leaders in agriculture.

Grading Rubric: See Appendix 1 for detailed criteria.

 26

Case Study for EE Group 1: Renewable Energy Transition in Island

Provinces
The Philippine government aims to shift small island grids from diesel
generators to renewable sources such as solar, wind, and micro-hydropower.
Electrical engineers are leading the design of hybrid systems combining
renewable and conventional power to ensure reliability.
Discussion Questions:
1. How can renewable hybrid systems promote human flourishing and
sustainability in off-grid communities?
2. What ethical issues might arise when balancing energy access, cost,
and environmental impact?
3. How can engineers apply virtue ethics or pragmatism to design energy
systems that are both efficient and socially just?

Case Study for EE Group 2: Smart Grids and Consumer Data

Smart grid technologies are being deployed in urban areas to improve
energy efficiency and reliability. These systems collect large amounts of
consumer data to monitor usage patterns and automate billing.
Discussion Questions:
1. From a philosophical standpoint, how does the smart grid embody both
the promise and the danger of technological progress?
2. What ethical responsibilities do electrical engineers have in ensuring
data privacy and fairness in energy distribution?
3. How can future smart grids be designed to uphold human dignity and
promote sustainable living?

Case Study for EE Group 3: Automation in Electrical Maintenance

A major power company introduces AI-driven predictive maintenance
systems to replace manual inspection of transmission lines. While efficiency
increases, many technicians fear job displacement.
Discussion Questions:
1. How would different philosophical views (humanism, transhumanism,
existentialism) interpret the automation of human labor?
2. What moral obligations do engineers have toward workers affected by
automation?
3. How can the design and implementation of automation technologies
support both progress and human well-being?
 27

Case Study for EE Group 4: E-Waste and Electrical Equipment

Disposal
Old electrical equipment such as transformers and circuit boards are being
discarded as newer, more efficient models are adopted. Informal recycling often
leads to pollution and health hazards for local communities.
Discussion Questions:
1. How do philosophical perspectives like utilitarianism or environmental
ethics assess the consequences of improper e-waste disposal?
2. What ethical duties do engineers have in designing systems for safe
material recovery and recycling?
3. How can EE professionals create a culture of responsible consumption
and sustainability in their industry?

Case Study for EE Group 5: AI-Based Energy Management Systems

New AI systems optimize household energy use by adjusting lighting, air
conditioning, and appliance schedules automatically. However, the technology
collects intimate data about daily habits and behaviors.
Discussion Questions:
1. How does the use of AI in home energy management illustrate the
relationship between technology and autonomy?
2. What ethical frameworks can guide engineers in addressing privacy,
control, and dependency issues in smart homes?
3. How can engineers design AI systems that enhance convenience while
preserving human agency and well-being?

Case Study for EE Group 6: Electrification of Indigenous and Remote

Communities
Engineers are implementing microgrid systems in indigenous villages in
Mindanao. While the technology brings electricity and economic opportunities, it
also changes traditional lifestyles and local governance.
Discussion Questions:
1. How does electrification affect the meaning of “the good life” in
traditional and modern contexts?
2. What ethical considerations should engineers reflect on when
technology reshapes local cultures and values?
3. How can engineers engage with communities to ensure technological
progress aligns with cultural integrity and human flourishing?
 28

Case Study for ECE Group 1: AI Surveillance and Public Safety

The government plans to install AI-enabled CCTV systems for public
safety. These systems use facial recognition to detect crime but raise privacy and
data misuse concerns.

Discussion Questions:
1. How do philosophical perspectives like Heidegger’s “enframing” or
humanism interpret the tension between safety and surveillance?
2. What ethical boundaries should guide engineers when designing or
maintaining surveillance technologies?
3. How can AI-based monitoring systems serve public safety without
compromising human dignity and autonomy?

Case Study for ECE Group 2: Deepfake Technology and Media

Integrity
An ECE startup develops advanced video synthesis tools for entertainment
and education, but their technology is misused to create deepfakes spreading
misinformation online.

Discussion Questions:
1. How would different philosophies—existentialism, utilitarianism, or
techno-pessimism—interpret the moral responsibility of innovators in
this case?
2. What ethical safeguards should engineers and developers adopt to
prevent the harmful use of communication technologies?
3. How can engineers balance freedom of innovation with the duty to
protect truth and social trust?

Case Study for IT Group 1: Environmental Impact of Data Centers

As the demand for cloud computing grows, data centers in the Philippines
consume massive electricity and water for cooling. Environmental groups raise
concerns about sustainability.

Discussion Questions:
1. How can utilitarian or ecological ethics help evaluate the trade-off
between technological convenience and environmental cost?
2. What responsibilities do IT companies have to minimize the carbon
footprint of digital infrastructures?
3. How can green computing principles support both innovation and
environmental flourishing?
 29

Case Study for IT Group 2: Cybersecurity and Public Trust

A cyberattack disrupts a local hospital’s digital records, delaying treatment
and risking patient safety. IT personnel must act quickly to restore systems while
preventing future breaches.

Discussion Questions:
1. From a virtue ethics or deontological standpoint, what character traits
should guide IT professionals in crisis response?
2. What ethical and social consequences result from neglecting
cybersecurity readiness?
3. How can IT professionals promote a culture of cybersecurity that
prioritizes both technological and human well-being?

Case Study for IT Group 3: The Ethics of Generative AI and Digital

Creativity
A group of IT students develops an AI art generator capable of producing
realistic artworks. However, artists complain that the AI reproduces styles from
copyrighted materials without consent.
Discussion Questions:
1. What philosophical issues about authorship, creativity, and ownership
arise in the age of AI-generated content?
2. What ethical frameworks can guide IT professionals in ensuring
fairness and respect for intellectual property?
3. How can developers promote innovation that supports, rather than
replaces, human creativity?

Case Study for IT Group 4: Data Privacy in Government Systems

A provincial government rolls out a centralized database for citizen
records to improve service delivery. However, weak cybersecurity measures
expose sensitive data, including addresses and financial information.
 30

Discussion Questions:
1. How does this situation illustrate the ethical responsibility of IT
professionals in safeguarding digital privacy and trust?
2. Which philosophical perspective (e.g., Kantian ethics, care ethics, or
virtue ethics) best guides decision-making in protecting user data?
3. How can IT systems be designed to balance efficiency in governance
with the right to privacy and data autonomy?

Case Study for IT Group 5: The Digital Divide in Philippine

Education
During and after the pandemic, many students in remote barangays
struggled to access online learning due to poor connectivity and lack of devices.
An IT team develops a low-data, offline-compatible learning app to address the
issue.
Discussion Questions:
1. How does this innovation embody the moral and social responsibility
of IT professionals toward inclusivity and human development?
2. From a pragmatic or humanistic lens, what does this case say about the
real purpose of technology in society?
3. How can IT solutions be designed to empower, rather than exclude,
marginalized communities in the long term?

Case Study for IT Group 6: AI in Recruitment Systems

A large tech firm adopts an AI-powered hiring platform to screen
applicants more efficiently. Later, the system is found to reject candidates from
certain regions due to biased training data.
Discussion Questions:
1. What philosophical questions about justice and fairness arise from the
use of algorithmic decision-making?
2. What ethical responsibilities do IT professionals have when building
or auditing AI systems?
3. How can IT engineers design AI technologies that advance both
efficiency and human dignity?
 31

3. Online Quiz:
Objective:
This activity aims to evaluate your understanding of how technology influences
human flourishing—our capacity to live meaningful, ethical, and sustainable lives—and
how this relationship is shaped by Philippine science and technology laws, policies, and
initiatives.

Instructions:
Access the quiz through the provided link and complete it before the deadline.

The quiz will cover:

● The concept of human flourishing and its connection to technology,
innovation, and sustainable development.
● Philippine S&T policies and programs that aim to improve human well-
being, social equity, and environmental responsibility.
● The ethical, cultural, and societal implications of technological
advancement in engineering and IT practice.
● Real-world applications showing how technology enhances (or
challenges) human values, dignity, and development.
● The role of government, professionals, and citizens in ensuring that
science and technology serve the common good and align with the
Sustainable Development Goals (SDGs).

Expect a mix of conceptual, application, and critical analysis questions.

Responses should show not only factual recall but also critical evaluation of
policies in the Philippine context.

Late submissions will not be accepted, so complete the quiz on time.

Deadline: (to be announced)

4. Public YouTube Video (Group 3 and 4)

Objective:
To produce a 5–8 minute YouTube video that demonstrates your understanding of
human flourishing in the age of technology. This activity evaluates your ability to analyze
how science and technology contribute to or challenge human dignity, ethical
responsibility, and sustainable development in the Philippine context. You are expected
to connect philosophical ideas, ethical principles, and real-world issues to the broader
question: How can technology serve genuine human flourishing?
 32

Instructions:
1. Video Content:
● Present the same topic as your assigned case study, focusing on its
connection to human flourishing, ethics, and responsible technological
practice.
● Address the following points:
➔ Human Purpose and Well-being – Explain how the technology,
innovation, or policy in your case study affects human life and
flourishing. Does it enhance well-being, relationships, and dignity—or
does it risk harm or alienation?
➔ Ethical Reflection – Identify key ethical issues raised by this
technology or practice (e.g., privacy, justice, sustainability,
dehumanization). Apply one or more ethical perspectives (virtue
ethics, utilitarianism, care ethics, etc.) to analyze these issues.
➔ Social and Cultural Context – Discuss how Filipino values (e.g.,
bayanihan, pakikipagkapwa-tao, responsibility for the common good)
shape our relationship with technology and innovation.
➔ Technology and the Good Life – Reflect on what this case reveals
about the role of technology in promoting—not replacing—our
humanity. How can we use technology as a means toward growth,
purpose, and connection?
➔ Future Directions – Propose practical and ethical ways forward: How
can the Philippines use science and technology to promote inclusive,
sustainable, and humane development?
● Support your discussion with at least one credible philosophical, ethical,
or policy reference (e.g., UN Sustainable Development Goals,
PAGTANAW 2050, an ethical framework, or a scholarly article). Cite this
briefly in your video or description box.

2. Video Production:
● Duration: 5–8 minutes.
● Quality matters: use clear audio, proper pacing, good lighting, and neat
composition.
● Editing should be smooth and professional (transitions, text overlays,
visuals).
3. Submission
● Upload your video publicly to YouTube.
● Post the link as a comment under the designated photo in our private
Facebook group.
● Ensure your video follows the rubric provided and maintains a clear,
engaging delivery.
 33

4. Peer Grading
● Group leaders who are not assigned to produce a video for the week must
give a peer grade for one of the presenting groups.
● Only two groups may peer grade a single video.
● Each leader can grade only one group to ensure fairness.
● Peer grading will serve as your attendance/participation grade for this
activity.

5. Individual Speech (Group 5 & 6)

Objective:
This activity aims to help you reflect on and communicate how technology
contributes to human flourishing — the growth of individuals, communities, and the
nation in harmony with ethical, social, and environmental values. Through a TED Talk–
style speech, you will demonstrate your understanding of how Philippine science and
technology philosophies, policies, and innovations influence human well-being, dignity,
and sustainable progress.

Instructions:
1. Only the members of the two assigned groups will prepare a 250-word speech
on the theme “Human Flourishing and Technology: Pathways to Ethical and
Sustainable Progress.”
2. Choose a topic aligned with your major (e.g., IT, Engineering, Education,
Healthcare, or Agriculture) and ensure it addresses the following points:
● Philosophical Lens – Identify a philosophical perspective (e.g., virtue
ethics, utilitarianism, techno-humanism, existentialism) that frames your
understanding of human flourishing in the context of technology.
● Relevant Policy or Law – Cite at least one Philippine science and
technology law, code of ethics, or national plan that connects to your topic
(e.g., Data Privacy Act, PAGTANAW 2050, PDP 2023–2028).
● Human Impact – Discuss how this law, philosophy, or innovation affects
human dignity, social justice, or environmental sustainability.
● Flourishing in Practice – Illustrate, through real or hypothetical examples,
how your field can promote genuine human flourishing through ethical
and sustainable technological applications.
● Future Outlook – Propose a way forward — how professionals in your
discipline can use technology not just for advancement, but for the
enrichment of human life and the common good.
3. Aim for a TED Talk–style presentation: clear, engaging, and inspiring,
showing how S&T contributes to Filipino progress and how your chosen field
can adapt and innovate for the future.
 34

4. Submit your written manuscript during our next face-to-face class.

5. Record your speech in TED Talk style (engaging, confident, no reading, clear
delivery). Post the video in the designated album in our private Facebook
group.
6. Evaluation will focus on writing mechanics (10 points), content quality (10
points, based on rubric), and delivery skills (10 points, based on rubric). See
Appendix 1 for the complete rubric.
7. Students not assigned to deliver a speech for this module must give a peer
grade by commenting on one of the video posts. A maximum of two peer
grades is allowed per speech. Each student may peer grade only once per
activity.
 35

References

Arendt, H. (1958). The human condition. University of Chicago Press.

Ellul, J. (1964). The technological society. Vintage Books.

Friedman, B., Kahn, P. H., & Borning, A. (2008). Value sensitive design and information systems. In K. Himma & H.
Tavani (Eds.), The handbook of information and computer ethics (pp. 69–101). Wiley.

Haraway, D. (1991). Simians, cyborgs, and women: The reinvention of nature. Routledge.

Heidegger, M. (1977). The question concerning technology and other essays (W. Lovitt, Trans.). Harper & Row.
(Original work published 1954)

International Renewable Energy Agency. (2021). Renewable energy and jobs – Annual review 2021.
[Link]

Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence,
1(9), 389–399.

Kraut, R. (2018). Aristotle on eudaimonia. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2018
Edition). [Link]

Kurzweil, R. (2005). The singularity is near: When humans transcend biology. Viking.

Marcuse, H. (1964). One-dimensional man: Studies in the ideology of advanced industrial society. Beacon Press.

Nissenbaum, H. (2001). How computer systems embody values. Computer, 34(3), 120–119.

Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Belknap Press.

O’Neil, C. (2016). Weapons of math destruction: How big data increases inequality and threatens democracy. Crown
Publishing.

Sen, A. (1999). Development as freedom. Oxford University Press.

United Nations Development Programme. (2022). Human development report 2022: Uncertain times, unsettled lives—
Shaping our future in a transforming world. [Link]

UNESCO. (2021). Engineering for sustainable development: Delivering on the Sustainable Development Goals.
UNESCO Publishing.

West, D. M. (2019). The future of work: Robots, AI, and automation. Brookings Institution Press.

Winner, L. (2018). The whale and the reactor: A search for limits in an age of high technology (2nd ed.). University of
Chicago Press.
 36

Appendix 1: Rubrics for Assessment

1. Timeline Activity
Table 7 Rubric for Concept Map on Hydrocarbons in Agriculture (10 points)
Criteria Points Description
Coverage 2 pts Covers all key concepts accurately and in logical order.
Inquiry Questions & 2 pts Insightful questions with clear, well-researched answers that deepen
Answers understanding.
Connections & 2 pts Concepts are logically connected, showing cause-effect and
Linking relevance to EEE, ECE, and IT development.
Color Coding & 2 pts Correct color use (black = module, blue = external, answers, red =
Organization questions); neat and readable.
Presentation & 2 pts A4 size, clear handwriting, organized and creative.
Effort

🔹 Late Submission Rule

Maximum grade for late work = 6/10 (60%), even if excellent.

2. Oral Discussion

Rubric — Criterion 1: Understanding and Philosophical Application (15 points)

Accuracy and depth of understanding of philosophical perspectives on technology and human
flourishing (e.g., Aristotle, Heidegger, transhumanism, pragmatism, humanism, etc.); ability to apply these
ideas to real-world technological issues in EE, ECE, and IT.

Table 8 Rubric for Criterion 1: Understanding and Philosophical Application (15 points)
Score Range and Evidence
Descriptor
13–15 (Excellent) Demonstrates a nuanced and accurate understanding of multiple
philosophical perspectives; correctly interprets key ideas (e.g.,
eudaimonia, enframing, human-centered design); applies them
insightfully to contemporary technologies in EE, ECE, and IT. Shows
strong conceptual grasp and relevance.
10–12 (Good) Explains most perspectives accurately; applies them with moderate
insight. May omit one or two key thinkers or misstate minor details, but
overall demonstrates clear understanding. Application to field examples
is evident but not deeply analyzed.
7–9 (Satisfactory) Provides basic or partial understanding of some philosophies;
interpretations are general or simplified. Application to real-world
examples is limited or vague.
4–6 (Needs Shows incomplete or unclear grasp of philosophical ideas; explanations
Improvement) are inaccurate or disconnected from technological contexts. Minimal
understanding of human flourishing.
0–3 (Poor / Missing) Provides little or no relevant discussion of philosophies or human
flourishing. Mostly incorrect or missing content.

Rubric — Criterion 2: STS Lens – Ethical and Reflective Analysis (15 points)

What this measures: Ability to analyze ethical implications of technology using philosophical
reasoning; evaluation of how technology affects human well-being, responsibility, sustainability, and
inclusivity in EE, ECE, and IT contexts.

Table 9 Rubric for Criterion 2: STS Lens – Ethical and Reflective Analysis (15 points)
 37

Score Range and Evidence

Descriptor
13–15 (Excellent) Offers a comprehensive ethical reflection grounded in philosophical
reasoning; clearly identifies moral dilemmas, trade-offs, and
responsibilities in technological practice. Connects theories (e.g., virtue
ethics, utilitarianism, existentialism) to real ethical challenges. Deep,
balanced, and insightful analysis.
10–12 (Good) Identifies and explains ethical issues with some depth and clarity;
reasoning is generally sound but lacks full synthesis of philosophical
and professional perspectives. May miss one dimension (e.g., social or
environmental).
7–9 (Satisfactory) Mentions ethical aspects but analysis remains surface-level; reasoning
is descriptive rather than evaluative. Weak link between theory and
actual practice.
4–6 (Needs Discussion of ethics is vague, one-sided, or poorly reasoned; limited
Improvement) understanding of moral frameworks. Fails to connect with professional
responsibilities.
0–3 (Poor / Missing) No meaningful ethical reflection or misinterpretation of concepts.
Missing analysis.

Rubric — Criterion 3: Integration and Synthesis Toward Human Flourishing (15 points)

What this measures: Ability to integrate philosophical and ethical insights into a coherent
argument; proposes meaningful strategies for aligning technological innovation with human flourishing,
sustainability, and the common good.

Table 10 Rubric for Criterion 3: Integration and Synthesis Toward Human Flourishing (15 points)
Score Range and Evidence
Descriptor
13–15 (Excellent) Synthesizes ideas from multiple philosophies into a coherent, future-
oriented vision; articulates clear, realistic strategies for aligning
technology with human flourishing. Demonstrates originality, depth, and
relevance to EE, ECE, or IT.
10–12 (Good) Provides logical and relevant synthesis of ideas; connects philosophy and
practice adequately, though insights are moderately developed. Strategies
are reasonable but lack strong creativity or depth.
7–9 (Satisfactory) Shows some synthesis of ideas but discussion is general or repetitive.
Strategies are simplistic or only partly aligned with philosophical
reasoning.
4–6 (Needs Fails to integrate concepts meaningfully; discussion is fragmented or
Improvement) unclear. Strategies are vague or impractical.
0–3 (Poor / Missing) No coherent synthesis or actionable insight. Discussion is missing or
irrelevant.

4. Public YouTube Video Report

Table 11 Rubric for Public YouTube Video Report (Human Flourishing and Technology)
Criteria Excellent (10 pts) Good (8 pts) Satisfactory Needs
(6 pts) Improvement
(4 pts)
Philosophical Comprehensive, Accurate and Basic Incomplete,
and Ethical accurate, and well- relevant discussion; explanation of inaccurate, or
Understanding organized; clearly shows ethical technology’s poorly
(10 pts) explains how reflection and effects; limited organized; little
 38

technology relates to awareness of ethical analysis or no

human flourishing, human impact, or unclear meaningful
dignity, and well- though connections connection to discussion of
being; demonstrates to flourishing or human well- ethics, human
strong ethical values may lack being and moral flourishing, or
reasoning and full depth or principles. moral
integration of synthesis responsibility.
Filipino values and
global sustainability
goals.
STS Lens and Applies the Science- Uses STS Mentions Minimal or no
Critical Insight Technology-Society perspective with impacts use of STS lens;
(10 pts) perspective some insight; superficially; impacts not
effectively; analyzes discusses at least limited or one- meaningfully
ethical, social, two dimensions dimensional addressed.
cultural, economic, (e.g., analysis; weak
and environmental social/economic) connection to
implications; but analysis may STS or human
provides balanced lack depth or clear flourishing.
reflection on how linkage to
technology promotes flourishing.
or hinders human
flourishing.
Technical Professionally Well-produced Adequate Poor production
Quality and produced video with with minor issues production but with major
Presentation (10 smooth editing, clear in editing, audio, noticeable issues technical
pts) audio, proper pacing, pacing, or visual in editing, problems that
good quality; slight clarity, or length distract from the
composition/lighting deviation from time that reduce message or
; within 5–8 min; limit. impact. exceed/under-
highly engaging. run time
significantly.

✨ Total Score = 30 points maximum (10 pts per criterion).

5. Individual Speech
Table 12 Rubric for Individual Speech
Criteria Excellent (10 Good (8 points) Satisfactory (6 Needs
points) points) Improvement (4
points)
Insight and Demonstrates deep Provides Mentions basic Shows minimal
Reflection on insight into the relevant and ideas about human or inaccurate
Human relationship between accurate flourishing or understanding of
Flourishing (10 technology and discussion of ethics but lacks human
pts) human flourishing; technology’s integration with flourishing;
clearly identifies role in human policies, ideas are
relevant S&T laws, flourishing; philosophy, or fragmented, off-
philosophies, or connects ideas to real-world topic, or
policies; shows laws, ethics, or application; unsupported by
strong understanding policies with reflections are philosophical or
of ethical, social, and some depth; general or one- policy
environmental reflections are dimensional. connections.
dimensions; provides clear but not
original, thoughtful fully developed
 39

reflections on how or original.

the field can advance
well-being and
sustainability.
Delivery (10 pts) Confident, clear, and Clear delivery Somewhat unclear Unclear, rushed,
engaging delivery; with minor or hesitant; monotone, or
strong voice issues in voice, noticeable issues disengaged; little
projection, pacing, or with pacing, effort to connect
appropriate pacing, nonverbal volume, or with audience.
eye contact, and communication; posture; limited
posture; highly generally engagement.
professional. confident.
Writing Starting Score: 10 points → Deduct points as follows:
Mechanics (10 Margin errors: –1 each
points, deduction Indentation errors: –1 each
system) Documentation/reference errors: –1 each
Not reaching 250 words: –1 to –3 points depending on shortfall
👉 Final Writing Mechanics Score = 10 – (total deductions).

✨ Total Possible Score = 30 points (Content 10 + Delivery 10 + Writing Mechanics

10).
 40

Appendix 2: Answer Key Pretest

1. b) Lives according to virtue and reason

2. b) The harmony of technological progress with moral and social well-being
3. c) “Should we build it, and for what purpose?”
4. b) Human-centered design
5. b) Technology is neutral and depends on how humans use it
6. a) Ethical innovation
7. b) Promote human flourishing and sustainability
8. b) Technology evolves independently and shapes society
9. c) Integrating technology with ethical awareness and social responsibility
10. b) Human-centered engineering ethics
11. b) Designing systems that respect mental health, privacy, and balance
12. b) Virtue ethics in technology
13. b) Technology supporting human flourishing
14. b) Employing facial recognition for surveillance without consent
15. c) Ensure progress that enhances human dignity, sustainability, and well-being
 41

Appendix 3: Answer Key Learning Activities

1. Concept Map

Answers vary

2. Philosophies and Ethics of Technology – Matching Master Activity

Section A: 1–D, 2–B, 3–C, 4–A, 5–E

Section B: 1–D, 2–B, 3–E, 4–A, 5–C
Section C: 1–A, 2–D, 3–A, 4–B, 5–E
Section D: 1–A, 2–C, 3–B, 4–D, 5–E

3. Personal Action Plan (Answers vary. Sample answers in instruction)

 42

About the Author

Moira D. Abesmo is a dedicated college instructor at Camiguin Polytechnic State

College. With a passion for education, she has also garnered over a decade of experience

as a high school teacher. Moira holds a Master of Arts in Education degree from

Camiguin Polytechnic State College and a Bachelor of Science in Applied Physical

Sciences degree from Mindanao Polytechnic State College (now known as the University

of Science and Technology of Southern Philippines). She is currently completing the

Master of Physics bridging program at Mindanao State University – Iligan Institute of

Technology.