SCIENCE, TECHNOLOGY, AND SOCIETY Janice Patria Javier Serafica - Greg Tabios Pawilen Bernardo Nicolas Caslib, Jr. - Eden Joy Pastor Alata GEN RCE UN YStape cog 208 tera n Perec nsession arr cane ries wz ey ep a8 407% ns 2 th Tene SCO Seach sees he seni gene tana ee cre Ste nS + eae re ya en eterna et near aor “oro coc oma eed ae teams heer tava toaoe menesnon rv tes stn me PU a ae eas totes REA Sih [Link] reentt ie towers esa nasonc onan ee ‘Pes mary Susetr aaanaste s h oAP nn Res nes co OE (ros trstea tothechn enon arate cae an Kraan AS Tenement eee beng Seton Pe ren, bclomeglenrd ee Chapter Il: Leson 1s Les 2: Leson 3: Lesson 4: Chapter I Levon 1: Leson 2: Leson 3: Lesion 4: Lesion + Leson 6: Index General Concepts and Historical Events in Science, Technology, and Society Intellectual Revolutions ‘That Defined Society. Science, Technology, and Nation-building Science Education in the Philippines Indigenous Science and Technology inthe PRILppiNes een Science, Technology, and Society and the Human Condition Human Flourishing ‘Technology as a Way of Revealing. The Good Life... : ‘When Technology and Humanity Cross. Specific Issues in Scienc Technology, and Society “The Information Age... Biodiversity and the Health 104 2 Genetically Modified Organisms: Science, Health, and Politics. é 2133 ‘The Nano World. 152 ‘The Aspects of Gene Therapy. 165 Climate Change. “170AAPTER | General Concepts and Historical Events in Science, Technology, and SocietyLESSON INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY EEG — At the end of this lesson, the students should be able to: * discuss how the ideas postulated by Copernicus, Darwin, and Freud contributed to the spark of scientific revolution; and, ‘+ analyze how scientific revolution is done in various parts of the world like in Latin America, Eas: Asia, Middle East, and Africa Te This lesson will give light to the development of scicnce and ‘scientific ideas in the heart of the society. It is the poal of this lesson to articulate ways by which society is transformed by science and technology. Scientific Revolution Bs Seen esl two Thr no nal hat can exactly identify when anc winere science began. From the genesis of time, science has existed. Its always interwoven with the society. So, how can seience be defined? 1. Science as an idea. It includes ideas, theories, and all available |senate ephnaion: and oberon about the ntl rd eae © Scene. Teta, and Sai 2 Science as an intelectual activity. It [Link] a Stemi Sodio of the nana and pose! so oes of study involes sematicobseration and 3. _Sclnce asa body of knowledge. It is Subject OF a Bieiplie, a , OF a that deals with the about the natural and physical world, This ‘is what we refer to fend social activiy. This explains that science is them. It is a means to interwoven with people's lives. Haman beings have embarked in scientific activites in order to know ‘nd understand everything around thera. They have persistently observed ‘and studied the natural and the phys‘cal world in order vo find meanings and seek answers to many questions. They have developed noble ideas later known as ocean ed Peeaeril aitertree ‘The idea of to have started in the aly Why in Europe? The probable answer is and the jone in various places of learning, and Soares on roms does not mean, however that science is a foreign idea transported fom ‘other areas of the globe. Anyone who can examine the history of scieace, technology, medicine, and mathematics is aware that all great civilizations ‘of the ancient world had their own sophisticated traditions and activities related to these disciplines, Scientific revolution was the (petiod of enlightenment when the ‘developments in the fields of mathematics, physics, astronomy, biology, and cenit iiss he eset peg eve ene arene Core Gael Caner an er Fens Sen, Taig at acy} In tite Tisfrom the disciplines mentioned. The ideas generated durin this period enabled the people to elect, rethink, ang reexamine their belief and “There fs no doubt that it ignited vast human interests to rethink how they do science and view scientific proceses. Scientifc revolution was the goIdEH age FOr people committed to scholarly life in science but it was also a deeply trying moment (o some scientific individuals that fiom the religious institutions who tried to preserve their faith, religion, and theological views. Some rulers and religious leaders did not accept many of the early works of scientists, But these did not stop people especially scientists to satisfy their curiosity of the natural and physical world. Figure 1. Ifences to Scientific Revolution Scicntifc revoluson i very significant the development of human beings, transformatioa of the society, and inthe formulation of scientific ideas. It significantly improved the conduct of scientific investigations experiments, and observations, The siete revolution aso ted tte reo of ae es lis in ens a rom establishment Gf a stone foundation for modern science. In many ways, scientific revolution transformed the natural word andthe world of ideas. Some Intellectuals and their Revolutionary Ideas ‘To further understand what exactly happened during the scientific ‘evolution, itis important to examine the different individuals whase ideas have shaken and contested the dominant theories and ideas during this period—the truths of their time, Seientists in all periods of time are driven: 0 j by thir iy ee hiking EA to ale the phys in by their deep passion 10) Croatty SCIENTISTS SCIENCE TERS. Possion to SCIENCE curesty ‘now DISCOVERIES Possionto ecover | | TECHNCLOGY cet ekg igare 2. Variables that Inluence the Development of Science Ideas, Seence Discoveries, and Technology ‘Scientists are not driven by clamor for honor and publicity. They are ordinary people doing extraordinary things. Some seientiss were never ‘appreciated during their times, some were sentenced to death, while ‘others were condemned by the. Church during their time, In spite of all the predicaments and challenges they experienced, they never stopped experimenting, theorizing, and discovering new knowiedge and ideas. In this part of the lesson, three notable scientists are discussed. For sure, there were many scientists who worked before and after these “individuals. However, itis important to note that these men, particularly through their ideas, had shaken the world ‘Nicolaus Copernicus ‘One of the , particularly in the field of science, is Nicolaus Copernicus. Knowledge about the nature of fc universe had ‘been essentially unchanged since the great days of Ancient Greece, some 1,500 years before Copemicus came on the scene (Gribbin, 2003). This continued up to the Renaissance period. In one important way, Copernicus the did not do QO eased nacre Soeanything exert sch sobering heart bodis oe ning peop t tou i ons. Hin os were tn eal of what preety ele a pte este i Sexnoean egos oeenea had been appointed aeinon at Frombork Cake ia Poland. Desite tik day oa tein, ee Reed He meth ee astronomy. Copernicus was strongly Influenced by a book ented Epline pubshed n]1496 by = Germa Thin book touts Mastert mpi ‘earlier works especially that of [Piolemy. Copemiou’s dea and made of the unveme was exenilly congiete tal. Nor long afer Oi, be coceatod « samcary of Hs dost his fo cloe fends n'a mans elled Thee wat no poo hat Cope was concerned about the lof penacuion bythe Church ihe published his Wea formally. Copernicus was a busy man. His duty/as'a ean and & a doctor “affected his time to formally publish his work and advance his career in astronomy. The publication of his ‘soften cited as the stan Inhis book, he wanted a mode of the univese in which everyting moved around single center at umarying rates (Griboin, 2002). Copernicus plied the Sun to be the centerpiece of the universe, The Earth and all the plants are surrounding or orbiting the Sun “The Moon, however, Nou sl be seen ombiing the Fath. Copernicus’, model ofthe Earth orbiting around the Sun automatically postioned the planets into logical sequence. In his model, Copernicus outlined two kinds of planetary motion: (1) the orbits of Venus and Mercury ly inside the omit ofthe Earth, thus, closer tothe Sun; and (2) se abs of Mer, Sutum, and Jupiter lay ouside the Fanh's ot, thus, father from the Sun, From this model, ne would work on the length of time it wil tke for each planet to orbit once around the Sun The result would. form 2 sequence from Mercury, with @ shortest year, through Venus, Earth, Mars, Jupiter, and He placed the planets in order of from the Sun. One of the great problems in £65 secs Teele an Sey ed the Copemicus model however, we ERATOR, The a (sao be ced in ied poston ihe crystal in a distance sper Copernicus is also a courageous man. Although the makes sense now, during those times, it was judged to be and therefore it was an to be taught to Catholies. The omsepale ike ‘Gatle Chreh Banned the Coemican model nd was ignored by Rome) THINK ABOUT THESE QUESTIONS ‘What is the contribution of Copernicus in the philosophy of science? ‘Do you think thought experiment is sil useful in science in the present time? ‘Do you think the Church should intervene in scientific activities? Charles Darwin CCharies Darwin is famous for his theory of evolution. He changed cour concept of the world’s creation and its evolution. Johnson (2012) dered Darin sa gens who came fom a ine of intel ed Jad wealthy farily, He developed his interest in natural history during his time as a student at ‘He would also spend time tating long walks to observe his st while collecting specimens ane he pored over books in his father’ rary (Gribbin, 2003) Accords to Johnson, Darvin went to the best schools but was observed to be @ He struggled in his study in medicine and ministry, ‘which his father has imposed to him. Darwin's life soon chaneed when one of his professors recommended him to jon a fives oye through the MS Beale onthe Darwin published his book Te Orig of Species in 1589. This took is considered to be one of the most important works in seientifc literature. Darvin collected many seifcant materials in order to present his theory wath overwhelming evidence. His book presented evidence on How species (rer: General Concerts an Micrel Eves In Sclen,Tehnology, and Society Oo ed"evolved overtime and that differentiate species, Like many other scholar, Darwin accumulated many pertinent materials and data that he could ever possibly need to substantiate his theory. Darwin's observational skills as a scientist were extraordinary that moved beyond the realms of plants and animals into the realms of humans. His book 1s so impressive yet ery controversial. He introduced the idea of all organic lie, including human beings, under the realm of This replaced the dominant views of ‘religious or biblical design that places human beings in a privileged position of having been created by God, Darwin's theory of evolution scientifically questioned this view. Darwin's accomplishments were so diverse that it is useful 10 listinguish two fields to which he made major contributions: More than these works, what made Danwin truly remarkable was his courage to challenge religious and ‘unscientific ideas that are deemed to be prominent during those days. His unorthodox way of pursuing science gave more valte to evidence- pased science, Darwin provided a different famework for doing scientific activities. It is a ‘What is Darwin's contribution to modern science? How can Darwin’s evolutionary theory influence the following fields in modem times: Economy Agriculture Political Seience Religion oO Seine, Techy and Sct Sigmund Freud Freud is a famous figure in the fckd of PRHOIDRY, Rosenfes (1980) ako described him as a towering literary figure and a very talented communicator who did his share to Sees aoe oe iy Pate eat ess wie tice oS nes te ones hin ey ee couse ee eS Neen tl ins secre tree waa Scat Hansa ee me rie perpetas . -rpmrry Se ee eee i otanat To tet poe est Freud is not a traditional thinker. According to Weiner (2016), his method of psychoanalysis was some at that time, His method was unorthodox—| and ‘the evil mature of man. This posed immense, challenges to scholars and ordinary citizens of his time. To some, they found his ideas not easy specially in his explanations of human sexuality. Freud was bom in a much later period from the scientific revolution but his contribution to knowledge can be seen in many aspects of the human seene, including ar, literature, philosophy, politics, and psychotherapy. Whether he és more of a psychologist or a scientist is for people to decide. The fact remains that Freudian ideas and theories are in a more scientifically accepted way. stil considered nowadays as a great inspiration to examine human ming, (Caper: Genera Concent id Hirt Eves in Scene, Techno, and Society C) i £ x £ E :ECs STITT 1. By looking for other sources and literatures, what are the controversies or questions on Freud's ideas? 2. How can you describe Freudian ideas as scientist? 3, If Freud is still alive, what do you think are the major changes the would make to his theory? Cradles of Early Science Development of Science in Mesoamerica yludes from There & no doubt that the Mesoamerican region istic in eure prior to the arrival of its European colonizers. “The Maja ization Is one ofthe famous civilizations that lasted for an 2,000 years. These people are know for their WORKS “They incorporated their advanced understanding of senomy int thei ‘and ater religious Smitues This allows them 10 we the For example, the pyramid at situated atthe locaton ofthe Sun during the ‘spring and fall equinoxes. Mayan knowledge and understanding about celestial boss was advanced for ther time, as evidenced of Mayans soe very ei for th eel OE ne roping bore es wing eiray machines an ‘They built hydraulic system with sophisticated watervaye to suply water to diferent communities. P70% scence, Tetooog, nd Soctey Nf? ; Furthermore, they used various tools and adapt themselves 10 innovations especially in the field of arts. The Mayans built looms for ee cloth and devised. made fr ral Jed mica They are also believed to be one ofthe first people to produce \stherpomce m0 years before Goodyear received is patent in 184, ‘The Mayans are considered one of the most Ea are also famous as ore of the worl’ Use a writing system known as the Mayan hieroelphics They were also skilled in mathematics and created a number system based on the |, Moreover, they independently ¢eveloped the “of aero and even before the Romans did Tw is alo famous in Mesoameri The nas made ‘considering their limitations as an old civilization. following were scientific ideas and tools that they developed to help them in everyday life: 1 sends pad wi ones 2. (stone "buildings that surmounted earthquakes and other disasters 3. igi stem and crops to grow in all typzs of land; the frst suspension brides asp, 2 sytem of KONE TOPE to Keep records that only experts can interpret; and 7. [Ines exiles since cloth was one of the ‘specially prized artistic achievernents. Foilowing the Inca, the Aziee chilizavion has also made substantial ‘contributions to science and technology and to the society as a whole ‘Some of their contributions are the following: 1 nue THe ec at rte on oun is why their chilren are mandated to get education regarcless coupe Geral Come tHe eas in See, Techn, as scicr {11 ) for storing water for their Je EEE OREtheir social class, gender, or age. It is an early; formyot 2. Chocalaés. The Aztec in Mexico developed chocolate during tie. oh Mayan ei hey as EE, Ts a re Meee besar hgh and made as pan of ch tute to theo 3 . They used a type of antispasmodic medication that ot ad [relax “ruses, whieh could help during surgery. 1s a form of Aztec technology for gericutural in which the land was divided into rectangular areas; Samael baeats x. This enabled them to plan’ their activities, a 6. Invention of thecanoe. A light narrow boat used for traveling in water systems. evelopment of Science in A: r is the ‘and the horae of many ancient civilizations. It is a bost to many cultural, economic, scientific, ‘and political activities ofall ages, In the ficld of science, technology, and tnathematics, great civilizations have stood out: India, China, and the Middle East civilizations. These civilizations were incomparable in terms of their contributions to the development of knowledge during their time India rounded by vast bodies of water and sgueterban. T Indians creatively technologies useful in their everyday lives. an in metallurgical works. Thee and held wih high regard inthe ic. Slee, Techs. and Sait UO d India is also famous in medicine. For exampl: aura os SS that originated in ancient India before 2500 BC, is still practiced asa form of altemative medicine. They discovered some medina prope pl had tem o develop meso ce ‘various illnesses, Some ancient texts, like the Sierta Sanh, cesribes citferectsugieal and other medical procedure famous in Ancient India Ancient India is also notable in the field of astronomy. They developed the spherical self-supporting Earth, and the year o ‘Sama (2008) noted that their interest in astronomy was aiso evident in the frst 12 chapters of SSR waitten in the ‘12th century. According to Sama (2008), this ancient text covered topics such as: mean longitudes of the planets; true longitudes of the planets; the three problems of diurnal rotation; Sy2yBiés; lunar eclipses; solar ccipscs; latitues of the planets; rsings and settings the moons crescent; conjunctions of the planets with each other; conjunctions of the planets with the fixed stars, and the paths of the Sun and Moon, Ancient India is also known for their mathematics. Bisht (1982) noted that the earliest traces of mathematical knowledge in the Indian subcontinent appeared in the ‘The people ofthis concen, coin Det (CO), el aa, ‘flength to a high degree of accuracy and -daro ruler, Clifford (2008) and Bose (1998) pointed out that Indian astronomer and mathematician (476-550), in his|Arabhade, introduced 8 number o HE and Technique, as weil as In 625 AD, anohe Indan, Bamana ai and tucidly explainea along with ‘now used universally throughout the word (Chior, 208; Dose, 198). Another Indian Sangam is ko considered sth Goseph, 1991). On Chater: Cennd Cons nd Hina Evas in Sse, Tenby nd Set ®CChinais one ofthe ancient civilizations with substantial contributions in many areas of lif ike medicine, astronomy, science, mathematics, ans, philosophy, and music, among others. Chinese civilizations have greatly Fnifuenced many of its neighbor counties like Korea, Japan, Philippines, Vietnam, Thailand, Cambodia, Myanmar, and other countries that belong to the old Silk Road. ‘The Chinese are known for traditional medicines, a product of centuries of experiences and discovery of the Chinese people. They discovered various medical properties and ‘animals to cure human illness. An example is the In terms of technology, the Chinese are known to develop many tools. Among the famous discoveries and inventions of the Chinese civilizations were compass, papermaking, gunponder, and! printing tools ‘that became known in the West only by the end of the Middle Agcs (Davies, 1995). They also invented other tools like —E “propeller, among ‘others. They developed a design of bridges (Zhonggvo ke rue yuan, 1983), invented the fist seismological ‘eteetor, and developed a dy dbek fality (Neer ea, 1971. In the field of astronomy, the Chinese also made significant records on) and ‘whieh were carefilly recorded and preserved to understand better bodies and their fleets to our world (Mayall, 1939). They observed the heavenly bodies to understand that may affect their cally activities. They used too. The Chinese are also known in | seismology. This made them more prepared in times of natural calamities. China made substantial contributions in various Gets. Fae lst of their discoveries and inventions is overwhelming. These contributions were made along with mathematics, logic, philosophy, and medicine. ‘However, prevented these Chinese achievements from developing fio modem science. According to Needham (1986), it may have been the of Chinese intellectuals that made the OID, sce. Teds Say ed Middle East Couraries ‘The Middle East countries are With the spread of Istam in ‘irene ‘hola, or what is called faced until the 13th century. The common language of Arabic, access to Greck texts from the ‘and their proximity to India were contributory to the intellecwalization of the Muslims and provided their scholars knowledge to ereate innovations and develop new ideas. But contrary to the Gre Muslim scientists placed world, and made significant improvements by 10 distinguish betwee! Within a generally empirical orientation. A Muslim sie 1s alo regarded as the Father of Optics, especially for his In mathematics, the mathematician | Mian 6 Miaa- |[Khiwatizm) gave his name to the coricept Of the algorithm while the term i derived from aja she begining oF hele of one Of his Arle Numer System oral) What is now known as the ut 1 did make several refinements to the number system, such as Muslim also played an important role in the (Durant, 1980). In particular, some scholars considered Jabir ibm Hayyin to be the "Father of Chen” (Derewenda, 2007; Warten, 2005), In the field of medicine, pioneered the Beiehiee'6P (esperimental medicine and was the jo conduct linia “Wials Gacquart, 2008). iis two most notable works in medicine, ed texts in both the Muslim world and i, Europe during the 17th century. ‘Among his many contributions are the discovery of the contagious nature ‘of infectious diseases and the introduction of clinical pharmacology (Craig, ‘& Walter, 2000). COWES Ae me‘There are numerous Muslim scholars who made significant conttibutions in the field of science, mathematics, astronomy, philosophy, nd even in the field of social sciences. The decline of this golden age of Islam started in the due to the whereby Development of Seience in Africa Afvica is blessed with natal And mineral es0ure=s: Science also emerged inthis pat ofthe planet long before the Europeans colonized it “ihe hutory of science and mathematics show that simila to other ancient Thtiztons, the early eiviizations in Afi are kaowledge producers, co. “The ancient Exyptian civilization has contributed immensely and made significant advances in the fields ‘of astronomy, mathematics, and ‘medicine. For example, the was a product of neces t| ofthe Feyptians living alone the Nile River. The rues of ‘were developed and sed to the post of lintel architecture of Exyot ‘These early ecieace activities in Egypt were developed to improve the quality ofifeof the Egyptians especially in building their early homes and tice The areat structures of the Exyian promi and hearty dams ir advance ‘built to divert water from the Nile River are some proofs of the ivilization. |Baypt was known to ‘which is known asthe “They tied to study human anatomy and ‘and applied important components suci as examinetion, Siagnodis, treatment, and prognosis for the treatment of discases. These Componsnts displayed strong parallels to the basic empirical method of studying seience. ‘Astronomy was ako famous in the Aftican region, For instance, documents chow that Affcans used three types of calendarsiIlnaty sola) wee Sam ex aho kon inthe Aen sng te ance sos Nh es sn Ne Vale ined on ae the Net Et ei th rable tam to eet om he evelopnens Shing the Brome Age ut the To Ae They ee ea i ang ee eee Mathematics was also known obs prminent net fey people inthe Aan continent. Ths tone sre re he mon between Swaziland and South Africa, whic! nave been al tool fOr wana Scns econ te ATeeMESpas = ene fundamen mathematesl operons and is, They have knowledge of the basic concepts of ‘The fiting Islamic regions in Aftica during the medieval period was also benef from mathematical learning, which is considered advanced during those times, such as algebra, geometry, and trigonometry. ‘I Séeientiie rvetution is a in the hisory of scenes. It marked e iry and ave birth to the was a time in the history of science where many scientific ideas and discoveries, which were considered innovative and useful, were developed. Some of Ths ides wo ala cortroverial inthe sli community andi the ami arma, The serine revlon significantly changed Bow peole Beeh aden and do seme ac I innied aman ray 20d thal thinking, movie ey fom hihi exerinents tren “There were many intellectuals who made essential contributions in science during the period of scientific revolution, Nicolaus Copernicus developed a inodellofihe inverse in which everything moved around asingle ‘center at unvarying rates. He and Copernicus’s model of voplanets orbiting around the Sun mai postions he ee “Togical sequene n made significant contribu is theory tion in the feta) Se oe fase er gm developed the that helped in understanding human behavior especially neurological conditions. ‘ence also developed in diferent parts of the worl: in Asia, Europe, Mesoamerica, and Aftica. People in these continents invented tools to help them in everyday life, discovered medicines to cure diseases, ‘bsered heavenly bodies, built structures, discovered many things, ancl invented mathematics as too! and as a discipline. Science provided diferent ancient sivilizations the means to survive and understand the natural and physical world. It also enabled human beings to develop various technologies that helped them in their everyday tasks STIMU osa SUOLS 1. How did society shape science and how did science shape society? 2. How do social and human issues influence science? 3, How do the political and cultural landscapes of she society affect the development of scientific culture, science activities, and seience literacy! 4, Considering the current state of our society, do you think science literacy among people has contributed to the growth of our economy? How can science influence government policies? PRS science, Teton sien Chapter Gener Cons an Hit Es in Scie, Teco, and Socket roi 1, Form a small group. 2. Review the history of science and make a timeline highlighting the major discoveries and developments in science, TGS Bisht, R_ (1982). “Excavations at Banawall: 1974-77." In Posse, Gregory L. (Ed.). Harappean Chilization:A Contemporary Perspective, New Delhi: Oxford and IBH Publishing Co. Bose, M. (1998), Late Classical India. A. Mukherjee & Co. Clifford, P. (2008). Archimedes ro HavsKing: Lav of Science and the Great Y ‘Minds Behind Thom. New York: Oxford University Press. Craig, B. & Walter, D. (2000). "Clinical Phermacology in the ‘Middle Ages: Principles that Presage the 2ist century.” Ctivcal Pharmacology & Therapeutics. 67 (5): 447—450. Davies, E, (1995). dmventions, London: Dorling Kindersley. Derewenda, Z. (2007). "On Wine, Chirality and Crysallography.* deta Crysaliographica Section. Section A, Foundations of Crystallography. 64(0) 246-258. Durant, W. (1980). The Age of Faith. In The Story of Chitzerion. New York: Simon and Schuster. Gribbin, J. (2003). Science: 4 Hision: London, UK: Penguin Books. Jacquart, D. (2008). “Islamic Pharmacology in the Middle Ages ‘Theories and Substances.” Ewrepean Review. Cambridge: (Cambridge University Press. 16: 219-27, Joseph, G. (1991). The Crest ofthe Peacock. London: Penguin.Mayall, N. (1939). The Crab Nebula, a Probable Supernova, Astronomical Society of te Pacific Leafes, 3, 145. "Science i in China.” In Needham, J. (1986). "Seience and Civilization is Maihematics andthe Sciences of he Heavens and the Earth 3, 208. Needham, J., Wang, L & Lu, G. (1971). Science and Civilization in ‘China. Cambridge, UK: Cambridge University Press. Rosenfels, P. (1980). "Freud and the Scientific Method.” Accessed February 17, 2017. http: www [Link]/rosentels/ Freud. him. Sarma, K_ (2008), "Astronomy in India.” Encyelopaedia of the History of Science Technology, and Medicine wv Non-Western Cultures (2nd Ed). Berlin: Springer Science & Business Media. . feritage of Iraq: A Sadly Warren, J. (2005), "War and the Cultural Heritage of frag Mismanaged Affair.” Thind World Quarterty. 26 (45): 815-830. Weiner, E. (2016). The Geography af Gents: Lessons from the World’ ‘Most Creative Places. New York: Simon & Schuster. Zhongguo ke xe yuan. (1983). Ancien? China's Technology and Science ‘Bejing: Forciga Languages Press Oo Aa LESSON 2 SCIENCE, TECHNOLOGY, AND NATION-BUILDING Sa) ail ‘At the end of this lesson, the students should be able to: + discuss the sole of science and technology in Philippine nation-building; + evaluete government policies pertaining to scicnce and technology in terms of their contributions to nation- building; and + ide ‘actual science and technology policies of the ‘government and appraise their impact on the development of the Filipino nation. Lie ‘This lesson will discuss the influence of science and technology in the development of the Philippine society. It identifies government programs, projects, and policies geared toward boasting the science and technological capacity of the-country. This lesson will also include iscussions on Philippine indigenous science and technology. Brief Historical Background of Science and Technology in the Philippines ‘The history of science and technology in the Philippines started ‘way back before the country gained its independence from the American Oo} ed ‘Chater: General Cones an Hara Esns fn Sn, Techy, an Socktycolonizers. Before the coming of the Spanish colonizers, the early inhabitants of the archipelago had their own culture and traditions. They trad their own belief system and indigenous knowledge system that keeps them organized and sustained their lives and communities for many years ‘Science, in pre-Spanish Philippines, is embedded in the way of life of the people. is observed in the way they plant their ferops that provide them food, in taking care of animals to help ther in their daily tasks, and for food production. is observed in the way they to predict seasons and climates, and in organizing days into months and years. They in preparing the sl fase Paros an ike any other ancicnt cultures, they discovered the medicinal uses of plans is used by people in howses, izations, and in developing tools that they can use in everyday life, They developed ‘{oO!s for planting, hunting, cooking, and fishing; fo fighting their enemies fring war or tribal conics: and for transportation, both on land and ‘on waterways. They also developed technologies in creating musical “The diferent archeological antifietsdisoovered in diferent mats of the country sso prove thatthe Métal/Age also hada significant influene> ton the tives of eary Filipinos. The sophisticated designs of go'd and ser Jewelry, ceramics, and metal tools proved that their technological ies helped in the development of diffurent tools. Also, trading with China, Indonesia, Japan, and other nearby countries have influenced their lives: ty providing diferent opportunitics for cultural and tesnoogial exchange. ace considered now as + 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 Te was the beginning of| in the country, known now as ® Sees Teh ed Se university, the and created ‘Public hospitals than the former colonial master. The of the country were also explored atid exploited during the American times. ee es. Tauuenaeae {n school focuses on vindentinding itferent, (GRE relarec to the human body, plants, animals ae heavenly bodies. "Teomology foes on using ar eeopingHouetok wed In eve life. a Life during the Spanish era slowly became modernized, adapting some Western technology and their ways of life. The Flipinos developed ‘ways to replicate the technology brought by the Spaniards using indigenous materials were intrxdveed cstublished by the Catholic ones “The galléon Wide has brought additional technology and development in the Philippines. Although itis only beneficial for the Spaniards, these trades allowed other ideas, crops, tool, cultural practices, technology, and Western practices to reach the county. Some Filipino students who were able to study in Europe also contributed to the advancement of medicine, engineering, ans, music, and literature in the country. ‘Toe Siaisaaaaeie poemetaepeomen tates Southeast a ding tht tne, wax comidred to ane o the mx igh Le country is blessed with these developments, the of the people and the Catholic octrines and practices during the Spanish era alte he growth of sence in the country. ‘The Americans have more influence in the development cf science and \echnology in the Philippines compared to the Spaniards. Ty shed REE! rotntte a ee though ot accessible throughout the country. The Americans id crething to “American” the Pili ‘bored the tof inact Cha Gea Comps ad Het Eve in Scenes, Tesh, an Sir (78 xhooks In scence eduaton foes on a f, until it became a subject formally known as * The teaching of science in higher education has tivo greatly improned and modernize. Researches were done to control tra, cholera, and teres and other tropical disease “The dese ofthe American to develop the human resources of the Phiipines to sere their own intrest i, Somehow, beneficial in the Country. ‘These allowed American scholars to introduce new knowles faa technoogy inthe county. The Protestant eharch misions in dierent places inthe country also brought hospi and schools frag ares Pinte by ite, these efforts bull a srongee foundation for sence and technology in the count. However, Wold Wat I has destabilized te development of she ‘country in many ways. Institutions and public facilities were ‘turned into tenes, houses were burned, and many lesser destoyed. The country ‘hed a difficult time to rebuild itself from the ruins of the war. ‘The human spirit to survive and (o rebuild the country may be strong but the: Capacity ofthe county to bring back wha: was destroyed was limited. The reparation funds focused on bukling some insttions an public facies Iie echoot, hospitals, and transportation systems. The reparation money irom Japan zx aso Concenrated on building highways ana in providing technologica training and human resvurce development inthe 200. Since the eabshment of the new republic, the whole nation has been focusing on using limited rewurce Spring its eionce tn technolosicalcapatity, Tt has explored the seo Datomemyaleeriony on ferent countries to help the country improve its scientific productivity and technological capability. Human resource development is at the heart ofthese efforts focusing on producing ‘more engineers, scientists, technology experts, doctors, and other ‘professionals in the country ‘The 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 other oo ics always shaped by human GN, seme Teck Ss wd nn Trial vores * Suniel cute + Economic Aatuioe ‘xnmal baer Foreign Prange Conor Trades wth Fersign Counties + Iterstonal ceramic Demande Figure 3 Influeness in the Development of Science and Technology inthe Philippines Science and technology may have significant impact on the lives of the people and in the development of the Philippine society. However, still remains as a in the country. School science from basic education to graduate education is improving slowly, and there are only few students enrolling in science and tecanolosy courses. OS ECA} 1. Whet are the significant contributions of the Spaniards and ‘Americans to the development of science and technology in ‘the Philippines? 2. What can you sty about the state of science and technology during the Spanish and American period? How does school science shape seience and technology in the country? (Chuotr: Genel Concept and Histol Eves in Scat, Techland Sit $Rea ER eee a - Government Policies on Science and | Technology reduced and implemented several the area of science and technology. ila-Concepcion (2015) reported that in 2015, im response {0 _ masta isa ieee radia ior ania Research Council ofthe Philippines (NCRE) to consul varius sectors ae ee ee ta Pllgaan ca pepe tet i merce tS id tie toa rail oibe oman, NCRE Te A a et elles and prgnaa t wi hase ‘competitiveness of the Philippines in the ASEAN Region. “The NRP clustered these policies into four, namely 1 ‘© Integrating ASEAN awareness in basic education without ‘adding to the curriculum + Emphasizing teaeding én the nother tongue © Devetoping school infrastructure and providing for ICT broadband + Local food security + Emphasizing degrees, licenses, and employment ‘opportunites + Outright grants for peer monitoring + Review of RA. 9184 + Hamessing science and technology as an independent mover of development £265 Scene, Tendo an Sse oO + Ensuring compliance of drug-manuficturing firms with ASEAN-harmonized standards by full implementation of the Food and Drug Administration + Creating an education council dedicated 0 standardization of pharmaceutical sevices and care + Empowering food and drug agencies toconduet evidence- ‘based research as poo! of information + Aleaing two percent of the GDP to seth + Legiag ai soporing urea pone pokes 4. BloloilSeienos,Asriutue, and Foren + Protecting and conserving biodiversity by full implementation of existing laws «Use ofbosaftyand standard mae! by ASEAN cours + Promoting indigenous knowledge systems and indigenous people's conservation ‘+ Formulation of common food and saety standards ‘There are also other existing progrems supported by the Philippine government through the DOST. Some of these projects are the following: Toe gover fda bale oyled rere! Fasting hens savant oa pct are ao tom the Overseas Deetopment Aid (ODA) fom Gineren courses ‘of sd « i he fl of see and tenon Seon TRO ert eee ere pres noe ‘doctoral graduates in the field of science and technology, and produce more research in these felds, including engineering. iy (Charter: General Concepts an Hisoncal Eves in Science, Technolog and Sacey — £97 Sou«eanning more branches of he Phiipine Since ih "Sper slence clases ver oriied and Sei wee temeran Ea ming yong Flips the Ck of ns net toca fo ee Mees mtd edwaton mere conan impos. The cue science and technology: 7 0 12 education program ine «eating science and technology parks to encourage teademe ‘to 12 education program includ ‘one of its major tracks in the senior high industry partnerships. nes ee ‘and industry partnership school program to encourage more students to enroll in science-relted : ene sei fe cage 0 EE peters comet as Lately, the Commission on Higher Education launched its cl collaboration with Phitippine-based ‘esearch and projects in collaborat a Philippine-California Advanced Research Institutes (PICARD) Project 10 seientiss. lon several higher education institutions inthe Pilippines and some US- Developing science and technology parts, In academic based laboratories, research institutes, and univers campuses to encourage academe and industry partners: anid projects related to science, agriculture, engineering, eat, end a8 technology. This project is hoped to strengthen the STEM competitiveness ‘The establishment of the of the country. “There are many other areas and fields that the country is looking forward to embark various research and projects. The following are some eed by the country, They abe aimed 10 produce more fie researches in these fies. 1. Use of alternative and safe enersy ‘The Philipine-American Academy of Seienee and Ensineening 2, Hlamessing mineral resources 2 (PASE, 2008) denied severtcapsity building programs suc: 3. Finding cure for various diseases and illness «| Establishment of national centers of excellence 4. Climate change and global warming |. Manpower and institutional developmest prosrams, such 95 5, Increasing foe production ihe Engineering and Science Education Program (ESEP) t° 6. Preservation of natural resources in science and engincering 7. Coping with natural disasters and ealamitis 4s Establishment of regional centers to suppor ‘specific industries: 8, Infrastructure development that wil ead the country in different research and development ‘The has also ereated various laws related to peas science and teennology. These and tetinolog in the country. ‘These laws vay 26 0 diferent «= -Bateblishment of science and technology business centers to earn. and incubate techopreneuship ventures themes such as: conservation, health-related, technology-building, and ‘supporting basic research, among others. Some laws and policies are in 4 stengien science education at an early sage through the Tine wit international treaties such as .ne United Nations (UN), United Philippine Science High ‘School system Nations Educational, Scientific and Cultural Organization (UNESCO), In the Feld of several seienee-reated programs and ‘Asoctation of Southeast Asian Nations (ASEAN) and other international project were created 10 develop the scientific Weracy of the county. agencies. 7a sine Teter an ese ‘cher Genet Concept an Hil Evens a Scio, Tee, and See Ne :tonal Treaty SCIENCE AND TECHNOLOGY + Poles + Progam + Projects age Framewors [irre rngere [Link] of Sine and Tesholoy Policies nthe Pipes AAs shown in the diagram, the development of policies in science and technology is shaped or influenced by several variables: policies need to be aligned to national goals, consider international commitments based con legal framewor us social needs, issues, and problems. asure thet the whole country and all poople will experience the progress that science can bring. Policies —— ee Famous Filipinos in the Field of Science School science is filled with names of foreign scientists: Einstein, Galileo Galilei, Newton, Faraday, Darwin, and many other Western scientists, We surely hear of Filipino scientists being discussed in science classes, Lee-Chua (2000) identified 10 outstanding Filipino scientists who have made significant contributions in Philippine science. These scientists are also famous abroad especially in different science disciplines: agriculture, mathematies, physics, medicine, marine science, chemistry, ‘engineering, and biology. fA SO} Ssens, Teta, a Scary jens are ' Cabanes Barba — for his outstanding research on fino Cacas Cor for his works on observing the ies of Aarti by using satelite imeass 3. r — known internationally in the field of vas elected as offer of the fais Institute of Electrical and Electronic Engineering 4. Lourdes Jansuy Cruz ~ notable for her research on $8 Sal OR ice aca sca on herbal medicine 6. Rafael Dineros Guerrero I] — for his research on) 7. nique Mapua Osea Jr. ~ for inventing the (eeeing 8. Lilin Formalejo Patena ~ for doing research on pit) 9. Mari-Jo Panganiban Ri and 10. Gregory Ligot Tangonan ~ for being an oustanding uctor for his research in the field of ‘There are other outstanding Filipino scientists who are recognized hnere and abvosd for their outstanding contributions in science + Caesar A. Saloma— an internationally renowned) pie + Bétardo Gomez ~ fio cents in iin iene + Wiliam Padotina — ctigmisty and of National Academy of Seience and Technology + Angel Ateala ~ “Thay oth etn Pipi vs rr tt end inthe. Yeh Pippin etl ned more eet and eng ad thers aed osupporsctife eachin th cont. The Sane ie Sniand ns ecch els nenionse. The Mt Vin ATent broPp BE-Visas is also marine sone, faerie, and other related scenecs. The sila is 8 and has produced many researches, doctors, health profesional, and scents in the afea of meal and public ea i The 1 also has established (0 develop more research and produce ‘more scientists and engineers in the country. The government must find ‘ways to establish more research laboratories and research institutes. There fs also a need to find ways on how their researches are disseminated to the public, Many of these Filipino scientists are products of good school science. It means they were taught and inspired by great teachers. Their interests in science started to munifest during their childhood years. Their natural environment ignited their curiosity to lear more about the natural ‘and physical environment, Schools and the laboratories where they studied and worked nurtured this. Inv ines ‘neomes 11001 science scence AbORATORES ea (REALUFE Sonex creactens af CEARWING EnnnmonateNn re nooner i 4 FILIPINO SCIENTISTS ‘Figure 5. Factors that Influence the Development of Filipino Scientists 2 ‘Seer, Tetnslgy, ae Saiety aa Many Filipino seientists, whether they are in the country or abroad, ‘always excel in their job. The Filipino spirit in their souls has never faded. ‘They continue to bring honor to the country. They make ordinary things in an extraordinary way. They are always at par with other scientists in spite of the limited focilities we have here in the county. Ea ——____—- “This lesson discussed the influence of seience and technology in ‘the development of the Philippines as a country. Even before the time of Spanish colonization in the Philippines, various people znd communities already practiced science. They invented tools and built strctures, studied the medicinal uses of plants, observed heavenly bodies to predict seasons and weather, and used indigenous science in agriculture. These are cconsidcred indigenous science, which is one of the foundations of moder science. ‘The growth of science and its development as afield in the country is a hybrid of indigenous and foreign ideas. Spain and the United States, being the former colonial masters of the country, played an important role in building the foundation of science in the Philippines. To further strengthen the science program in the Philippines, the goverment ‘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 field, 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. Chapter General Conse wie seta Sine, Techy sd Sey ®THINK ABOUT THESE QMESTIONS. Identify several issues in the Philippines. What science- and technology-related policies could be developed and implemented to solve these issues? ‘What can you say about the implementation of some science ‘and technology policies and projects in the country? ‘What are the laws related to science and technology in the Philippines from the year 2000? How are these laws implemented? Identify several Filipino scientists. Research on their contributions in the field of science Examine what made them pursue a career in science. Present the result of your work in class, ‘Concepcion, G.P. (Editor). (2012). Setence Pinlippines:Sssays en Science iy Fulpines Volumes 1-3. Dilisran, Quezon City: Universiy of the Philippines Press. - Concepcion, G.P., Padlan, EA. & Saloma, C.A, (Editors). (2008), ‘Selecied Exsys on Science and Technolegy for Securing a Better Philippines. Diliman, Quezon City: University of the Philippines Press Lee-Chua, ©. (2000). 10 Outstanding Ftp Anil Publishing. Padilla-Concepcion, G. (2015). Science Philippines: Essays on Science dy Filipinos Volume Il). Quezon City: University of the Philippines Press. Philippine-American Association for Science and Engineering (2008). “Science and Technology in Economie Development.” In Selected Essans on Science and Technology for Securing a Better Philippines. 1. 6-9. Scientists. Quezon Ci Cc Since, Teal, Soy LESSON SCIENCE EDUCATION IN THE PHILIPPINES eS a ‘At the end of this lesson, the students should be eble to: + discuss the concept of science education; and = identify seience schools established to promote science ‘education in the Philippines. > —_____— “The Philippines is trying its best to improve the state of sekence education in the country. This lesson will discuss the coucept of sclence education and will identi sorae strategies to promote science education in the country. One of the strategies is to establish science schools that will ‘encourage students to pursue their career in selence and technology and 10 nurture their gifted potentials in seience. The Concept of Science Education focuss 0} wolves) ‘on how to effective teach science. This means exploring pedagogical theories and models in helping teachers teach scientific concepts and processes effectively on the other hand, includes| interesting aspect, which is helping students understand and love si Chaser: GsnerlConeptsand Minot! Feet Scene, Techn, andseciey {35 S, San oe Fn=D... hes civ in vey le Geting des itn te crn of cies cat, ‘Dewey (2001) stressed the importance of to teach students. Accordingly, nature must indeed furnish its physical tial o provide wealth of cain cu {tis mot surprising therefore that science education is important. In fact, "Mar (1994) opines that science is going to in the future. see ep eons i the goals of science in the society (Tilghman, 2005). Developing a science culture is therefore an immense responsibility for schools. Science Education in Basic and Tertiary Education F 1 eps studens| are relat life (Carale & Campo, 13; , 2005; Worth & Groliman, 2003) including important skills such eproose sl, exon tian eile, no ith lle x a node in coping up with day lie active (Chale & Briain, 2002). Sience édueaton alo develops positive aitude such a: the love for knowledge, passion for innovative things, curiosity to study about nature, and creativity (Lind, 1997). Science education will develop a strong foundation for sig chon a fot esi Selenceelel coments te tne, ‘The & i eranec is concy ws Sedip sadly cit sd ere calor 1 science education deals with’ developing’) science ideas and scientific » works. This done through offering basic scicnee courses inthe q “Education cuitioulum. Science education in the bo focuses on and ol eee ‘various science-elated fields such as engineering, sariculture, medicine, and health sciences. The state provides scholarships Science Schools in the Philippines ‘One outstanding program for science education supported by the government s the establishment of science schools in various part of the ‘country: There are also several government programs implemented by the Department of Education and few private schools for science education. Philippine Science High School System (PSHSS) Thc erent i a Pai 1 is)servie insite of the Department of Science and Technoloey (DOST) whose mandate is ve parigecrebaiatip bass oc asoney Jeoume'jie special emphasis on sabjects pertaining to he seienes, with the end-view of preparing its students for 2 science career (Republic Act [No. 3651). The schoo! maintains a dormitory for all its students MAP RARE SECON Since its inception, the PSHSS continues to pursue its vision to develop Filipino science scholars with scientific minds and passion for excellence. PSHSS students have proven to be a beacon of excellence, courage, and hope for the countty. They have brought honor to the Philippines tarough their exemplary achievements in various international competitions and research circles. When the stuaienis graduate from the school, they are expected to pursue degrees in science and technology at various colleges and universities locally or abroad, Special Science Elementary Schools (SSES) Project ‘The Special Science Elementary Schools (SSES) Project is in , and DepEd Order No. 51 '. 2010, This project started in June 2007 with 57 identified elementary Cm Gracin sen Treen 37)schools that participated or were identified as science elementary schools in the country, Since its inception, the number have grown to more than 60 schools nationwide and this is now its sixth year of implementation. ‘The SSES Project aims to develop Filipino children equipped with scientific and technological knowledge, skills, and values. Its mission is to: + re eng envimt to neni ein through a special curriculum that recognizes the multiple Inveltigences of the learners + promote the development of lifelong eating Skils; and ‘+ foster the|holisie development ofthe learners ‘The subject Science and Health is taught in Grade 1 with a longer time compared to other subjects: 70 minutes for Grades 1 to III and 80 minutes for Grades IV to VI. The curticulum also utilizes different instructional approaches that address the learning styles and nceds of the learners like the use of investigatory projects. Quezon City Regional Science High School The sehool was established on September 17, 1967. Originally, it was named Quezon City Science High School. It was tuned into a curriculum is on science and technology. The school still teaches the basic education courses prescribed by the Department of Education (DepEd) {or secandary education. However, there are to develop spirit of inquiry and creativity. The schoo! is well-supported by the local government unit and by the Parents and Teachers / ssociation (PTA). The school is under the Department of Education. G) Sse, Testy, a Scety Manila Science High Schoo! ‘The school was established on October 1, 1963 28 the Manila Science High School (MSHS). It is es Te ier of ee ran pon cen ntti, MSHS nef pOhe ea EN ero ihre cnet er Tele in thor crnulam, Sten a ho ercourged to pret in various extracurricular activities. The school administers an entrance exam, the Manila Selence High School Admission Test (MSAT). for students who wish to enroll. The MSAT has five parts: ae eee itself from producing outstanding alumni and for winning various national ‘competitions. Central Visayan Institute Foundation adapted to foster the highest evel of learning, creativity, a ivi The snl ales pe ne Rea Ce Thee) established in 1992, which organizes small intemat‘onal ops to foster the informal but intense exchange of ideas and perspectives un outstanding problems in physics and mathematics. ———— = Science education deals with the and in helping the public cy. This is important in the promotion and development of science and technology in the country. Science edueation deals with the development of people in science, which is the heart of science, technology, and society. gt Con on Hr ms insect ates £39} aii inee emi in endo nonin atv sass ssa teeta cane te ns pion sta ncn eathayeiecloe Te pends eiens rai ie nacok eee ee aa eee eee Senco wera ee tee as a cee eo re ele nea eeeatecrl Se oat ees aa ere Sesser carers pron Sresaind ee cise at ee Central Visayas Institute of Technology. (2013). “Science Curriculum for K-12." Accessed January 26, 2017. [Link] ccom/Department of Education, Department of Education. (2002). “Primer on 2002 Elementary Education Curriculum.” Department of Fducat Curriculum.” Department of Education Order $7 s. 2011. “Polley Guidelines i the Implementation of the Special Science Elementary Schools (SSES) Project.” Knight, D. (1986). The Age of Science: The Seteniic Worldview inthe ‘Ninereenth Cemury. Oxford: Basil Blackwell Ln. Lind, KA. (1997). "Science in the Developmentally Appropriate Integrated Curriculum.” In C.H. Hart, D.C. Buns, and R Charlesworth, (Eds.), Integrated Curriculum and Developmentally Appropriate Practice: Birth 1o Age Eight. (pp. 75-101). New York: ‘State University of New York Press. Marz, G. (1994). "Shortcut to the Future." In B. Jennison and J. Ozbom, (Eds.), Wonder and Delight: Essays in Science Education ix Honor of the Life and Work of Eric Rogers 1902-1990. (pp. 5~18). London: Institute of Physics Publishing. a AU et Manila Since High School. Accessed January 25, 2017. Mip// nisin 0p Meator, KS. (20) “Thinking Create About Sence: Suess for Primary Teachers.” In S. Johnson and J, Kendrick, (Eds.), Science education for Gifted Students (pp. 13-22). Texas: Prufrock 2 i Seas a Pres In Cuizon Cty Reploral Science High Sehool. Asse Janay 36, Dot nipyfausc com Tighman, ST. (2005) sang Beto: Sence. Polis nd Rl Carale, LR., & Campo, P.C. (2003). Concept Development in Filipino ‘A Googe Rommanes Lectuse presented al Oxford Univesity: Children: The Circulatory System. Quezon City: University of the i Philippines, Natonl iat of Scene and Mathis WSS Be cate SO ee aera ‘Development Center Publication. (2002). “The 2002 Basic Education TENT ESS SSIS ‘What other goverment projects and programs are available for science education in the Philippines? 2. Are there private schools with outstanding science education programs? Identify and compare their science education programs with public science schools. 1. Discuss science-related issues and problems in the country 2, Identify seience and technology policies that could be adapted cor implemented in the Philippines.LESSON INDIGENOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES =-LESSON OBJECTIVES [At the end of this lesson, the students should be able to: + discuss the concept of indigenous science; and + discuss the contribution of indigenous science in the development of science and technology in the Philippines. ee eT ‘Thi lesson focuses on indiyenuus science and technology in the Philippines. Filipinos, especially during the carly times, tried to invent tools that will help them in everyday life. They also developed alternative {ideas in explaining various phenomena 1nd in explaining the world around them. This system of knowledge is called indigenous knowledge, which is the foundation of indigenous science. Indigenous Knowledge System “hudiacrows hnowedge i enbedde in the daly ie experiences oF rg hilren a hyo They live and grow in society where the Re proninrnty racic indgenons tao. nd he Tr en et re ht ae co Ee nce rorsninag eur Knwlcer in their minds. The lessons they learned are intimately interwoven with their culture and the environment, These lessons comprised of good values fy cance and life stores of people on their daily life strugeles. Their views about 4 ‘ature and their reflections ¢ 1 their experiences in daily life are evident in their stories, poems, and songs. Some examples of indigenous knowledge thet are taught and practiced by the indigenous people are: + predicting weather conditions and seasons using knowledge in bserving animals’ behavior and celestial bodies; + using herbel medicine; + preserving foods; ‘+ classifying plants and animals into families and groups based (nn cultural properties; 1+ preserving and selecting good seeds for planting; + using indigenous technology in daily lives; + builling local iriaation systems; + classifying different types of sol for planting based on cultural properties; + producing wines and juices from tropical fruits; and + keeping the custom of growing plants and vegetables in the yard. Indigenous Science — Inisnais sinse practiced by different groups of people and early civilizations (Gribbin, 2001; Mapa, 2006; Sibisi, 2004). Ie nctuces CompleX aM of knowledse, ‘expertise, practices, and representations that guide human societies in their enumerable interactions with the rural milicu: agyiculture, medicine, ‘naming an explaining natural phenomena, and strategies for coping with cehanging environments (Pawilen, 2005). Ogawa (1995) claimed that i i collectively lived in and experienced by the people of @ given culture su tral Ets nse, Testa So &Acconing io Cate 000 ndgeowssen ius ere, from meee various practical technologies Frcteed By geno peopl both pest a pee lccarino 200) itera then expen that scene pat of cle, an how thence done bgt cepens on the cultural pects ef the peep ao dln desi vals tht ee eae as identified by Johnston (2000), namely: (1) motivating auivudes; Q) c attitudes; (3) practical attitudes; and (4) re attitudes. These cultural beliefs therefore can be good foundation for developing positive values toward leaming and doing science and in bringing science in a personal level. Pawilen (2005) explained that interplay between ety ling to Kuhn (1962), developmental (snesofmestcenerar chancery between 4 number of dstinet views of nature, each partly sm, and all, roughly compatible with the dictates of scientific observation and method. Sibisi (2004) also pointed out that ‘of astronomy, pharmacology, food tecknology, or metallurgy, Wl derived from traditional knowledge and practices, NCES ‘What is your understanding of indigenous science? ‘What are examples of indigenous science practices? ‘Why do some people believe in indigenous science? Do you thini: indigenous science should be considered science? ‘What is the role of indigenous science in the development of science and technology? io) Scene, Techs a Sey Pawilen (2006) developed a sir indigenous science. Accord INDIGENOUS SCIENCE ue paced by composed of a 5 ‘community “Tationa Seience Proease Sale| | casa and Values wrowlecoe Figure 6. The Concept of Indigenous Science ie pac ated oon comparing, sig, meas pie! 2 Talend year coma es such as the following: +The tai isa source of lie, Ii a precious gift rom the creator. +The Bafta is revered as “Mother Earth.” It is the origin of their identity as people. + Alling and sting things ae interconnected and interdependent with each other. ' [he are stewards or trustee of the land and other natural resources. They have a responsibility to preserve it ‘Nati is a friend to human beings—it needs respect and proper cate 3, Indigenous science is composed of traditional knowledge practiced and valued by people and communities such as oi , elmo=miedicine, indigenous farming methods, and fe Cpr Gena Concepts a Misr Eventin Scene, Technolo. and Sexes 45Indigenous science is important inthe development af science and technology in the Philippines, Like the ancient civilizations, indigenous Indigenous seience recognized indigenous cence as histo and lube eontButio 0 science and tectnology. >. This lesson discussed the concept of indigenous knowiedge and its influence to the development of indigenous science. The communities in the Philippines have maintained vast amounts of indigenous knowledze, cultural practices, traditions, and beliefs. These include beliefs and practices ranging from different areas such as health, environment, peace and order, agriculture, food production, astronomy, musie, and literature. ime of the 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 hheavenly bodies to predict seasons aud weather, and used indigenous science in agriculture. These are considered pe which is “THINK ABOUT THESE QUESTIONS ‘What is the role of indigenous knowiedse in the development Of indigenous science? ‘What is the role of indigenous science in the development of science and technology in the Philippines? How do society and culture influence the development of science and technology? Selene, Techuly ant Sciy Identify Filipino indigenous knowledge. Research on the connection of indigenous knowledge to science and technology. Present the result of your work to the class, Cajete, G. (2004). “A Multi-contextual Model for Developing Culturally Responsive Indigenous Science Curricula.” Paper presented at the Science and Mathematics in Pacific Rim [Nations Conference. University of Hawaii ~ Manoa. October 14-17, 2004, Gribbin, J. (2003). Science: 4 History. London, UK: Penguin Boots, lacearine, M, (2003). Scionce and Culture. EMBO Repons, 4, 220-223 Johnston, J. (2000). “Making Sensc of the National Criteria.” In ‘Seience 3-6: Laying the Foundations in the Early Years. (pp. 7-14). Baldock, UK: Association for Science Education. Kuhn, T. 8. (1962). The Siructure of Seiewific Revolution. (3rd. Ed.) Chicago: University of Chicago Press. Mkapa, B. (2004). “Indigenous Knowledge — A Local Pathway to Global Development.” In Indigenous Knowledge Local Pathways to Global Development: Makine Five Years of the Worl Rank Indigenous Knowledge Deveiopmeni Progran. (pp. 1-3). Washington, D.C. ‘The World Bank. Ozawa, M. (1995). ‘Science Education in a Multiscie ce Perspecti In Science Education, 79, 583-593. Pawilen, G.T. & Sumida, M. (2005). “Using Indigenous Knowledge as a Foundation for Developing a Science-Based Curriculum a ‘i Gc ia neal ca ese; Tames (7) “ Ko