CHAPTER 2
THE ROLE OF
SCIENCE AND
TECHNOLOGY IN ‘-
NATION-BUILDING
Lj A. Magnaye
1
Brief Historical Background of S&T in the Philippines
PRE-SPANISH
❑The early inhabitants of the archipelago had their culture and traditions.
‘-
❑They have their own belief system and indigenous knowledge system that
keeps them organized and sustained their lives.
❑Scientific knowledge is observed in the way they plant their crops that provide
them food, in taking care of animals to help them in their daily tasks, and for
food production.
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Brief Historical Background of S&T in the Philippines
PRE-SPANISH
❑They interpret the movements of heavenly bodies to predict seasons and climate,
and in organizing days into months and years.
‘-
❑They use science in preparing the soil for agricultural purposes
❑They discovered the medicinal use of plants
❑Used technology to build houses, irrigations, and to develop tools for planting,
hunting, cooking, and fishing and for fighting their enemies
❑They also develop musical instruments
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Brief Historical Background of S&T in the Philippines
SPANISH ERA
❑ Established schools for boys and girls and introduced the concept of
subjects and disciplines
‘-
❑ Learning science in school focuses on understanding different concepts related
to the human body, plants, animals, and heavenly bodies.
❑ Technology focuses on using and developing house tools used in everyday life.
❑ Life slowly became modernized, adapting some Western technology and their
ways of life.
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Brief Historical Background of S&T in the Philippines
SPANISH ERA
❑The galleon trade has brought additional technology and development in the
Philippines.
‘-
❑The Philippines, being one of the centers of global trade in Southeast Asia during
that time, was considered to be one of the most developed places in the region.
❑Although the country is blessed with these developments, the superstitious
beliefs of the people and the Catholic doctrines and practices during the
Spanish era halted the growth of science in the country.
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Brief Historical Background of S&T in the Philippines
AMERICAN ERA
❑ Established public education system
❑ Improved the engineering works and the ‘- health condition of the
people
❑ Established research university
❑ The mineral resources of the country were explored and exploited
❑ Transportation and communication system were improved, though
not accessible throughout the country
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Brief Historical Background of S&T in the Philippines
AMERICAN ERA
❑ In basic education, science education focuses on nature studies and
sanitation, until it became a subject formally‘- known as “Science”
❑ Science in higher education has greatly improved and modernized
❑ Researches were done to control malaria, cholera, and TB, and
other tropical diseases
❑ Built a strong foundation for science and technology in the country
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Brief Historical Background of S&T in the Philippines
WWII
❑ Destabilized the development of the country
‘- into ashes, houses were
❑ Institutions and public facilities were turned
burned and many lives were destroyed
❑ The reparation money from Japan was concentrated to build
institutions, hospitals, transportation system
❑ Since the establishment of new republic, the whole nation has been
focusing on using its limited resources in improving its science and
technological capacity.
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Influence in the Development of S&T in the
Philippines
INTERNAL EXTERNAL
‘-
FOREIGN
SURVIVAL
DEVELOPMENT OF COLONIZERS
S&T IN THE
PHILIPPINES TRADES WITH
CULTURE
FOREIGN COUNTRIES
ECONOMIC INTERNATIONAL
ACTIVITIES ECONOMIC DEMANDS
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GOVERNMENT POLICIES ON S&T
❑ The goal is to prepare the whole country and its people to meet the
demands of a technologically driven world and capabilities the people
to live in a world driven by science.
‘-
❑ National Research Council of the Philippines (NCRP) has
recommended policies and programs that will improve the
competitiveness of the Philippines in ASEAN Region.
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‘-
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NCRP policies
CLUSTER 1: Social Sciences, Humanities, Education, and
International Policies and Governance
❑ Local food security
‘-
❑ Integrating ASEAN awareness in basic education without adding to the
curriculum
❑ Emphasizing teaching in the mother tongue
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NCRP policies
CLUSTER 2: Physics, Engineering and Industrial Research, Earth
and Space Sciences, and Mathematics
❑ Stressing degrees, licenses, and employment opportunities
❑ Evaluation of Republic Act 9184 ‘-
❑ Employing science and technology as an independent mover of development
❑ Outright grant for peer monitoring
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NCRP policies
CLUSTER 3: Medical, Chemical and Pharmaceutical Sciences
❑ Allowing food and drug agencies to conduct evidence-based research as pool of
information
❑ Guaranteeing compliance of drug manufacturing‘-firms with ASEAN harmonized
standards by full implementation of the Food and Drug Administration
❑ Enacting a law supporting human genome projects
❑ Establishing an education council dedicated to standardization of pharmaceutical
services and cares
❑ Allotting 2% of the GDP to research
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NCRP policies
CLUSTER 4: Biological Sciences, Agriculture, and Forestry
❑ Keeping and protecting biodiversity by full implementation of existing laws
❑ Fostering indigenous knowledge systems and supporting indigenous peoples
‘-
❑ Creation of common food and safety standards
❑ Practice of biosafety and standard model by ASEAN countries
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DOST projects
❑ Providing funds for basic research and patents
❑ Providing scholarships for undergraduate and graduate studies
❑ Establishing more branches of the PSHSS
‘-
❑ Creating science and technology parks
❑ Balik scientist program to encourage Filipino scientists abroad to come home and
work
❑ Establishment of National Science Complex and National Engineering Complex
within the UP
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Philippine-American Academy of Science and
Engineering (PAASE) capacity-building programs
❑ Establishment of national centers of excellence
❑ Manpower and institutional development programs such as ESEP to produce
more PhD
‘-
❑ Establishments of regional centers to support specific industries
❑ Establishment of S&T business centers
❑ Strengthen SciEd through PSSHS
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Philippine is looking forward to embark in:
❑ Use of alternative and safe energy
❑ Harnessing mineral resources
❑ Finding cure for various diseases and illness
‘-
❑ Climate change and global warming
❑ Increasing food production
❑ Preservation of natural resources
❑ Coping with natural disasters and calamities
❑ Infrastructure development
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Development of S&T Policies in Ph
National Goals
‘- International Treaty
S&T Policies,
Programs, Projects
Legal Frameworks
Social Needs, Issues
and Problems
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Famous Filipinos in the Field of Science
❑ Ramon C. Barba – tissue culture of Ph mangoes
❑ Josefino C. Comiso – characteristics of Antartica
❑ Jose B. Cruz, Jr. – electrical engineering
❑ Lourdes J. Cruz – sea snail venom
❑ Fabian M. Dayrit – herbal medicine
❑ Rafael D. Guerrero III – tilapia culture ‘-
❑ Enrique M. Ostrea, Jr. – invented the meconium drugs testing
❑ Lilian F. Patena – plant biotechnology
❑ Mari-Jo P. Ruiz – educator and graph theorist
❑ Gregory L. Tangonan – communication technology
❑ Caesar A. Saloma – physicist
❑ Edgardo Gomez – marine science
❑ William Padolina – chemistry
❑ Angel Alcala – marine science 20
Factors that Influence the Development of
Ph Scientist
Individual
Natural
Family interest in
Science Environment
‘-
SCHOOL SCIENCE SCIENCE LABORATORIES
(Teachers and Learning
Environment) (Real-Life Context)
FILIPINO SCIENTIST
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SCIED IN PH ‘-
Lj A. Magnaye
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The Concept of Science Education
❑ Science education focuses on teaching, learning, and understanding
science.
❑ It means exploring pedagogical theories and models in helping
‘-
teachers teach scientific concepts and processes effectively.
❑ Understanding science implies developing and applying science-
process skills in using science literacy in understanding the natural
world and activities in daily life.
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Science Education in Basic Education
❑ SciEd helps students learn important concepts and facts that are
related to everyday life including important skills such as process
skills, critical thinking skills, life skills that are needed in coping with
daily activities. ‘-
❑ SciEd develops a strong foundation for studying science and for
considering science-related careers in the future.
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Science Education in Tertiary Education
❑ SciEd deals with developing students’ understanding and
appreciation of science ideas and scientific works.
❑ This is done through offering basic science courses in the General
Education curriculum. ‘-
❑ SciEd in tertiary level focuses on the preparation of science
teachers, scientists, engineers, and other professionals in various
science-related.
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Science Schools in Ph
❑ Philippine Science High School System (PSHSS)
➢ RA 3661
‘-
❑ Special Science Elementary School (SSES) Project
➢ DepEd Order No. 73 s. 2008 and DepEd Order No. 51, s. 2010
❑ Engineering and Science Education Program (ESEP)
❑ Regional Science High School
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INDIGENOUS
S&T IN PH ‘-
Lj A. Magnaye
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INDIGENOUS KNOWLEDGE SYSTEM
❑ It is embedded in the daily life experiences of young children as
they grow up.
❑ They live and grow in a society where the members of the
community prominently practice indigenous‘-knowledge.
❑ Their parents and other older folks served as their first teachers
and their methods of teaching are very effective in transmitting
cultural knowledge in their minds.
❑ The lesson they learned are intimately interwoven with their culture
and the environment.
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SOME EXAMPLES OF IK
❑ predicting weather conditions and seasons using knowledge in observing
animals’ behavior and celestial bodies
❑ using herbal medicine
❑ preserving food
❑ classifying plants and animals into families and ‘- groups based on cultural
properties
❑ preserving and selecting good seeds for planting
❑ using indigenous technology in daily lives
❑ building local irrigation systems
❑ classifying different types of soil for planting based on cultural properties
❑ producing wines and juices form tropical fruits
❑ keeping the custom of growing plants and vegetables in the yard
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CONCEPT OF INDIGENOUS SCIENCE
INDIGENOUS
SCIENCE
‘-
SCIENCE COMMUNITY
TRADITIONAL
PROCESS CULTURE
KNOWLEDGE
SKILLS AND VALUES
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