TABLE OF CONTENTS

TOPIC 1. Orientation

1. MCC’s VMGOs

2. School/Classroom Policies

3. Course Outline and Requirements

Rubrics

Student’s Honesty Clause

COURSE LEARNING OUTCOME

1. create a video presentation demonstrating their understanding of how to

apply the MCC's VMGO to their student journey.

TOPIC LEARNING OUTCOME

At the end of this period, students should be able to:

1. explain the relevance of the vision, mission, and goals of MCC in meeting
lifelong challenges of the society

MODULE LEARNING OUTCOME

At the end of this module, students should be able to:

1. Ready to follow the Classroom Orientation, Policies and Guidelines

 MADRIDEJOS COMMUNITY COLLEGE VMGO’s

VISION: The Madridejos Community College envisions a society comprised

of fully competent individuals with benevolent character, innovative, service-
oriented, and highly empowered to meet and exceed challenges as proactive
participants in shaping our world’s future.

MISSION: Madridejos Community College is a safe, accessible, and

affordable learning environment that aims to foster academic and career
success through development of critical thinking, creativity, informed
research, and social responsibility.

CORE VALUES: Honor, Integrity and Service

GOALS & OBJECTIVES: Guided by its vision and under the leadership of
the local government, this college shall:

Learning Enhancement and Support. Foster student learning and support by

leveraging student strengths and meeting their specific needs through targeted
success pathways.
Adaptive to change through innovation. Create an environment that
encourages learners to be more innovative and resilient in order to adapt to
today’s highly dynamic
world.
Well-grounded in research. Conduct extensive research based on facts and
sound reasoning to expand the learners’ knowledge, promote effective
learning, comprehend different concerns and trends, seek the truth, and
identify opportunities that lie ahead.
Inculcate moral values. Instill positive attitudes and high moral virtues
towards daily activities in and outside the school campus.
Social Responsibility. Ensure the relevance, alignment, and support of the
community and businesses by providing outreach, bridge programs, and
community-focused facilities.
 Activity 1: MCC’s VMGO’s to My Student Journey

Directions: In a group of 5, create a 2-3 minute video presentation

demonstrating your understanding of how to apply the MCC's VMGO to your
student journey. To be submitted the next week.

Video Presentation Scoring Rubric: Applying School's Vision, Mission,

and Goals to Student Journey

Name:
Course/Year/Section:
Criteria Excellent Good Fair Needs Total
(4 points) (3 points) (2 points) Improvement
(1 point)
Content & Demonstrates Shows a good Demonstrates Limited
Understanding a deep understanding a basic understanding
understanding of the Vision, understanding of the Vision,
of the school's Mission, and of the Vision, Mission, and
Vision, Goals and Mission, and Goals, with
Mission, and successfully Goals, but minimal
Goals and relates them to lacks depth in connection to
effectively the student applying them the student
applies them journey. to the student journey.
to the student journey.
journey.
Clarity of Clearly and Communicates Message is Message is
Message concisely ideas somewhat unclear,
communicates effectively, but unclear, and making it
ideas, using may include the language difficult for
language some minor may be the audience to
appropriate for issues with verbose or follow the
the audience. clarity or confusing at presentation.
conciseness. times.
Relevance to Applies the Effectively Attempts to Shows limited
Student school's relates the link the relevance
Journey Vision, school's school's between the
Mission, and Vision, Vision, school's
Goals in a Mission, and Mission, and Vision,
highly relevant Goals to the Goals to the Mission, and
manner to the student student Goals and the
student journey, journey, but student
journey, showcasing a the connection journey.
demonstrating clear is somewhat
a strong connection vague or
connection between inconsistent.
between personal
personal experiences
 experiences and
and institutional
institutional values.
values.
Creativity & Engages the Engages the Includes some Lacks
Engagement audience with audience with creative creativity,
a highly creative elements, but making the
creative and elements, they may not presentation
original using visuals significantly less engaging
presentation, or storytelling enhance for the
effectively to enhance the audience audience.
using visuals, overall engagement.
storytelling, or presentation.
other
innovative
approaches.
Overall Leaves a Makes a Leaves a Leaves a
Impact powerful and positive moderate limited impact
lasting impact on the impact on the on the
impression on audience, audience, with audience, with
the audience, leaving a some missed little
effectively memorable opportunities connection
connecting impression and to enhance the between
personal effectively connection personal
experiences linking between experiences
with the personal personal and
school's experiences experiences institutional
Vision, with and values.
Mission, and institutional institutional
Goals. values. values.

Student’s Honesty Clause:

I hereby declare that all the answer in this exercise or activity are done by me.
I pledge to practice the highest degree of Academic honesty at all times, as
expected from all students indicated in the course policies of Science,
Technology & Society.
 TABLE OF CONTENTS

TOPIC 1: Historical Antecedents in the Course of

Science and Technology

Module 1: Introduction of Science and Technology

1. What is Science

1.1 Why Science and Who does Science

1.2 What is Technology

1.3 The Role of Science & Technology

1.4 Science, Technology & Society

1.5 Impacts of Science & Technology

Reference

Exercise 1
Rubrics

Student’s Honesty Clause

 COURSE LEARNING OUTCOME

1. Articulate the impacts of science and technology on society, specifically

Philippine society.
2. Creatively present the importance and contributions of science and
technology to society.

TOPIC LEARNING OUTCOME

At the end of this period, students should be able to:

1. Discuss the interactions between Science and Technology and Society
throughout history.
2. Understand how scientific and technological developments affect society
and the environment.
3. Identify the paradigm shifts in history

MODULE LEARNING OUTCOME

At the end of this module, students should be able to:
1. Explain the impact of the development of science and technology to
environments.
2. Discuss how scientific and technological developments affect society
3. Describe the concept, theories and ideological shifts in history.
 MODULE 1: INTRODUCTION OF SCIENCE &
TECHNOLOGY
(week 1) (3.6hrs)

Activating Prior Learning:

In order to understand the past, you have to look back and revisit it.
Your task is to fill in the KWL chart and list down what you have known and
what are the things that you would like to know about your historical
antecedents in terms of science and technology.

What I already Know What I Want to know What I have Learned

1. What is Science?

Science came from a Latin word “scientia” which means “to know”. It
is a concerted human effort to understand better the history of human
world and how it works with observable physical evidence as the basis of that
understanding. Science is done through observation and experimentation that
tries to simulate natural processes under controlled situations. It is a
systematic study of natural and social phenomena by means of well- defined
methods with the purpose of disclosing universal valid, objective and verified
relationships. A British scientist William Cecil Dampier- Wetham define that
science is the ordered knowledge of natural phenomena and the rational study
of relationship between the concepts in which these phenomena are expressed.
Science is an accumulation of knowledge by common sense and critical
thinking. Science is a variety of people, skills, knowledge, organizations,
facilities, techniques, physical resources, methods and technologies that taken
together and in relation with one another.

According to the words of former Mexican president Luis Echeveria,

the contribution of scientists is essential to any country whatever its level of
economic development. Even in the most undeveloped country, scientific
process is no longer serves as man’s adaptation to nature nor struggle for
survival, but rather serves to harness natural resources for the improvement of
life.

Scientific knowledge is hence guided by the principal constituents of:

 The desire to discover the functions of the natural world
 The application of the functions of the natural world to human needs
 The attempt to process all known facts from the natural world into
meaningful patterns of scientific laws or theories
 The continual use of scientific methods in search of further
knowledge and
 The organization of all scientific knowledge discovered and produced
by cultures and generations across centuries for clearer understanding for all
people.

1.1 Why Science? Who does Science?

Science today is a field providing direct and indirect source of

employment to millions of people all over the world. However, this has not
been a common human experience until modern history. Science prior to this
merely became an ancillary affair to other concerns of amateurs occupied in
other fields. Many of them were clerics, physicians, artists or alchemists, and
if one belonged to societies with a robust scientific community, they were
typically persons of high social status who have the resources and privilege to
conduct systematic methods of scientific inquiry.

Science has become an emphasized component of public society since its

ascent as a main source of living whereby economic and political causes of
certain governments provide employment to many. Science has also promised
to solve social problems such as curing disease. This is no doubt science and
medicine, inspiring the field of life sciences, has always been intertwined for
millennia. Another is the search for energy. As the world rapidly
industrialized since the 19th century onwards. Thousands of geologists and
engineers have been employed with the onset and expansion of the fossil fuels
industry. And while world energy sources gradually shift to renewable
energies and ecological
modernization, new scientific niches start to emerge (pre-existing one) to meet
new demands and goals.

1.2. What is Technology?

Technology is a combination of Greek words techne (art/craft) and

logos (word/speech) which means a discourse on fine and applied arts. It is
commonly defined as the application of scientific theory and knowledge to
practical purpose and human needs. Technology is a form of human cultural
activity. It is a system of know- how, skills techniques and processes.

It covers any tool or product, any process or approach, any equipment

or method which aim to enhance or extend human intellectual and physical
capabilities. It is a way of using findings of science to produce new things for
a better way of living. It is the process of converting raw materials from the
earth into products wanted and needed by people. Such process covers
agriculture, fisheries, mining, and forestry, which are areas where primary or
raw materials can be sourced for processing into finer products. There is also
manufacturing where intermediate materials or components are further
refined or assembled such as into consumer products mostly available in urban
areas. Technology is also embodied in construction, transportation,
communications, medicine, and education to name a few. These areas harness
processed output or knowledge to create more sophisticated products or ideas.
1.3 The Role of Science and Technology

Science and Technology alter the way people live, connect,

communicate and transact with profound effects on economic development.
It is a key drive to development because technological and scientific
revolutions underpin economic advances, improvements in health systems,
education and infrastructure. The technological revolutions of the 21st century
is emerging from entirely new sectors, based on micro- processors, tele-
communications, bio- technology and Nano- technology. Products are
transforming business practices across the economy, as well as the lives of all
who have access to their effects. The most remarkable breakthroughs will
come from the interaction of insights and applications arising these
technologies converge. Science and Technology have the power to better the
lives of poor people in developing country

1.4 Science and Technology and Society

The key for mankind to continuously progress into the future is the
realization of science and technology for and within society. Scientific and
technological activities contribute to society through the improvement or
creation of new knowledge, the utilization of these knowledge to boost the
prosperity of human lives, and to solve various existing and possible issues
facing society. As societies of the 21st century shift to knowledge-based
economies, the creation of new knowledge and the improvement of existing
ones has become increasingly a more important aspect of science and
technology. The role of science in this knowledge creation and expansion is
indeed important for the realization of science and technology for and within
society.

The relationship between science and technology and society is akin to

rain falling on a mountain. Rain does not immediately wash away downhill.
First, it is captured and stored by forests and thickets, giving life to plants and
other vegetation which serve immense ecological functions. This can be
compared to the accumulation of scientific knowledge and the continuing
search for truth. If the forests fail to capture sufficient amount of rainfall,
human settlements may quickly face drought, and thus threatens their welfare.
In the same way, realization of social progress through science and technology
requires sufficient accumulation of scientific knowledge. However, this is not
actualized in a matter of days, but rather requires steady, continuous build-up
just like science and the technologies science itself has yielded through
thousands of years of human history.

In some aspects, however, science and technology are not always mixed
together. Science originated from natural philosophies and was supported by
people’s intellectual curiosity, only to be refined as a systematic process and
field later on. Meanwhile, technology used to be in close relationship with
convenience and prosperity of human life; it was not originally guided by
principles of the science that we know today. Of course, while technological
progress of recent times was supported by various scientific advances, this
does not mean that scientific research was conducted for the purpose of
developing new technologies. Rather, scientific knowledge happened to be
used because they were available or accessible. There is no doubt that
technology is older than science since man had industries based on crafts and
skills long before the formulation of scientific principles. Some examples are
the use of fire, crude stone or bone tools, farming and art

Bewildering scientific and technological advances in the modern age

have indeed produced far-reaching effects on human society. In education for
instance, the possibility to mass produce a simple product such as chalk or
pens apparently common learning materials and to construct a simple
blackboard made of wood, paint, and necessary tools to put them together, are
perfect examples of technology. This is evident even in more advanced
technologies ranging from physical devices such as calculators and desktop
computers to intangible ones such as mobile apps and the internet. The
developments of these learning technologies have not only become necessities
due to the advancement of education as field, but they are likewise partial
reasons why education continues to advance. However, while these familiar
objects are in some cases common and accessible to many, more advanced
technologies and many technological developments are not. Within and across
nations, there is what we call a technological gap. There are situations where
such gap could be brought by age or cultural distance, but the major, crucial
factors are economic and political conditions.

Truly, not many societies have taken advantage of technological

progress as an instrument of socioeconomic development. This has taken a
toll on their stability and growth. Underdeveloped and developing countries
are generally characterized by lack of effective science policies, which is
compounded by technological neglect. The stark reality is that modern science
has little effect on less developed nations, while developed nations easily
harness it for unhindered development clothing, and weaponry.

Technology and economies as part of human civilization could no

longer subsist without energy. There are thus consequences brought by such
developments fueled primarily by ecologically destructive practices
characterized primarily by uncontrolled resource exploitation, excessive
carbon dioxide emissions from fossil fuels, and release of other pollutants.
Mainly from industrialized nations including India, China, and Russia, these
bring adverse effects to human conditions such as rising sea levels, stronger
tropical cyclones, frequent droughts, and compromised public health.
Ironically, developing countries such as the Philippines are vulnerable and are
affected on a greater scale than developed nations which produce these
harmful by-products.

Governments, institutions and communities now see that science and

technology, intertwined with economic development, can carry harmful
effects to the environment and people. This is why more responsible solutions
for economic development are being sought through the very scientific
knowledge and technological development we have amassed. Among these
are global policies towards carbon emissions in the energy and transportation
sectors. Various industries are re-evaluating their protocols and methods in
production and wastes disposal. Renewable energies are also rapidly growing
and are expected to continue do to so. For instance, they have contributed to
19% of the global energy consumption as of 2016 and has provided around
7.7 million jobs back in 2015. Many countries have already set plans to phase
out coal and oil in the near future through solar, wind, geothermal and bio-
waste energies, to name a few. Below are leading countries in terms of
renewable energy capacity in megawatts (MW). Visualize that 1 MW can
power at least 150 homes to as much as 500 to 700 homes depending on
household needs.
The table that follows presents the major energy sources of some countries.

Table 1: Energy Resources of Countries

Solar Wind Geothermal Hydro Tidal
(2016) (2017) (2015) (2014) (2015)
China China USA China South Korea
(78,000 MW) (188,000 MW) (3,450 MW) (311 MW) (511 MW)
Japan USA Philippines USA France
(42,000 MW) (89,000 MW) (1,870 MW) (102 MW) (246 MW)
Germany Germany Indonesia Brazil UK
(41,000 MW) (56,000 MW) (1,340 MW) (89 MW) (139 MW)

USA India Mexico Canada Canada

(40,000 MW) (32,000 MW) (1,017 MW) (76 MW) (40 MW)
Italy Spain New Zealand Russia Belgium
(19,000 MW) (23,000 MW) (1,005MW) (51 MW) (20 MW)

Two of the world’s largest producers and consumers of energy in total

are China and the United States. Due to massive energy demands and heavy
reliance on coal and oil, only a fraction of their total consumption is covered
by clean energy. China, the world’s largest producer and consumer of
renewable energy, has already managed to shift nearly 25% of its production
from fossil fuels to renewable sources based on 2015 data. The United States
meanwhile produced 14% of its energy from renewable in 2016. The
Philippines, a net importer of fossil fuels like most countries, is also making
strides in contributing to a more ecologically responsible world. As of 2015,
it is estimated that 25% of its energy production came from clean energies
with geothermal as the primary source. This is said to grow with further
construction of solar and wind farms and geothermal plants all over the
country through the help of the private sector. Trends in the Philippines and
China, for instance, provide a glimpse of how the developing world will take
the lead in clean energy investments.
1.5 Impacts of Science and Technology

HEALTH
One of the most important contributions to public
1. IMMUNIZATION health is the global vaccine movement. Vaccination,
for example, has nearly eradicated polio, a disease
which killed nearly half a million people every year
during its peak in 1940’s until the 1950’s. Other
diseases which were feared and have killed millions
before, but are now eradicated or on the way in being
so are smallpox, malaria, measles, rubella, and
rabies.
Many died due to common, avoidable diseases such
2. ANTIBIOTICS as urinary tract infections, lung infections or throat
infections. This was before penicillin, the first true
antibiotic, was discovered through research.

Other than advancements in patient handling,

3. SURGERY surgical procedures, and anesthesia, revolutionary

developments in surgical methods and approaches
are emerging. Among these are virtual reality
surgical training, nanorobotics, and 3D printing for
organ replacement.
Mercury-based thermometers and
4. HEALTHCARE sphygmomanometers which can be cumbersome to
DEVICES use could be a thing of the past soon. More heath
monitoring devices nowadays are becoming digital,
and commercially available. Some health sensors
nowadays can easily and accurately measure blood
pressure, glucose level, body temperature, heart rate,
body water content simply by skin contact.
 Public health is progressing as psychological health
is gradually becoming acknowledged as an important
5. MENTAL aspect of overall wellbeing alongside physical
HEALTH health. While still lagging, there is growth in support
and action for government and private initiatives for
professional training, and psychological therapies
and medicine-based treatments for mental illnesses.

AGRICULTURE
Since technology is supposed to be multipurpose, the
agriculture industries also benefit from
1. FOOD developments in transportation infrastructure. Land,
TRANSPORT air and sea-based facilities provide mobility for
people and vehicles alike to move goods and
services. An example in the Philippines would be the
roll-on/roll-off (RORO) ships crucial to the
country’s maritime geography.
Developments in mechatronic, robotic and
computing technologies make it possible for farmers
2.AGRICULTURAL to optimize time, energy and resource. From simple
MACHINERY tools such as hoes, plows, and the carabao, there are
now machines such as the common tractor,
combine harvester, rice trans planter, and rice
huller. More advanced ones are becoming available
such as agricultural robots for planting and
harvesting, drones for cloud seeding and soil
analysis, and satellites for improved environmental
and irrigation monitoring and management.

Genetically-modified crops whose DNA have been

3. GENETIC altered have helped in curbing global food insecurity.
MODIFICATION Through genetic engineering, many staple foods
around the world have been improved in terms of
yield, nutritional content, quality, and pest and
disease resistance. Genetics has also helped
scientists to find ways to conserve plant species
threatened by extinction.
COMMUNICATIONS AND TRANSPORTATION
Among the breakthroughs of the first Industrial
Revolution would be the electronic systems in
telecommunications. Telephones have since
1. TELEPHONE replaced telegrams, and might soon be superseded as
well this time by mobile phones and internet
services. These technologies have made human
communication much more efficient and faster with
just a few clicks and presses. More than voice, we
can now easily contact distant places through video.

Many people have now harnessed satellite

2.GLOBAL technology through mobile phones with GPS
POSITIONING features regardless if with or no internet connection.
SYSTEM This provides accessible information regarding one’s
(GPS) geographic position as can be seen through popular
mobile phone apps such as Google Maps, Waze, and
Grab. The GPS technology also assists internet-
based devices to tailor-fit content based on location.

Also shortened as maglev, this technology dating

3.MAGNETIC back in the early 1900’s has been integrated to mass
LEVITATION transportation in the form of maglev trains. Maglev
trains are on average faster than conventional
trains as they use sets of magnets which repel to push
the train upwards, as in to float, and to move it along
the track. This lack of friction presenting a typical
railway creates great speed. Currently existing
maglev lines are in the UK, Germany, Japan, and
South Korea.
REFERENCES:

Cabaddu, Mark Angelo, (2019). Science, Technology and Society Module.

Retrieved from: https://www,scrib.com/document/429431394/science-
technology-and-society-module.

Edwineiou. Lecture Notes on Introduction to Science, Technology and

Society, 2009. https://www.scrib.com/doc/23367406/lecture-notes-on-
science-and-technology-and-society.

Memijie-Cruz, Liwayway. Historical Antecedents of Science and

Technology.

Espinosa, Ken Paul. STS- Historical Antecedents in the Course of Science

and Technology Part 1. Colegio de San Juan de Letran, 2020. Retrieved
from: https://you.be/2hz-V-wA6KY
 EXERCISE 1
INTRODUCTION OF SCIENCE & TECHNOLOGY
(You can finish this in 30 minutes)

Name: Course/Year/Section:_________

I. Identification: Identify what or who is being referred to in the following

statements. Write the answer on the space provided.

1. The application of scientifically gained knowledge

for practical purposes and human needs
2. It is the study of natural world based on facts learned
through observation and experimentations.
3. The world’s largest producer and consumer of
renewable energy.
4. The most important breakthroughs of the first
industrial revolution in terms of communication
5. The leading country in terms of geothermal
consumption
6. This technology has made human communication
much more efficient and faster with just a few clicks and presses.
7. This provides accessible information regarding one’s
geographic position
8. It is the kind of fossil fuel that the Philippine
industries are dependent to.
9. Give two examples of renewable energy.
10.
II. Essay:

1. In this module, describe one of the most important contributions to public

health. Explain your answer. (Relate it to what we experience today about
COVID pandemic)

2. How Science and Technology affect Society. Explain your answer.

 RUBRICS FOR GUIDE QUESTIONS
NAME:
Course,Yr. & Section

EXCELL VERY GOO POO

CRITER ENT GOOD D R
IA 4 3 2 1
COMPLETION: At least 85% of 60 to 70% Less than half of
All questions the questions of the questions the questions
Number of questions were were were were successfully
successfully completed successfully successfully successfully completed.
completed. completed. completed.

TYPE OF Sporadic but

Most of the Less than half of
All of the more than half
RESPONSES: answers were
answers to the
of the answers
the answers were
Response to questions are questions were written in
written in were written in
written in complete
written in complete complete complete
complete sentences.
sentences. sentences.
sentences. sentences.

QUALITY OF Somewhat
Not careless; careless, but
RESPONSES: very legible.
Not careless and can read some Very careless
Quality of work (Neatness) fairly legible. of the writing. and illegible.
Work is
Work consist of 5 Work consist of Work consist of
and conventions adhered to. exemplary; has
to 9 spelling or 10 to 15 too many
less than 4
grammatical spelling or spelling or
spelling or
errors. grammatical grammatical
grammatical
errors. errors.
errors.

ACCURACY: Close to 100% of About 80% of the About 60% of Less than half of
the questions are questions are the questions the questions are
Answers/responses are on correct or on correct or on are accurate or properly
point (correct) and well point. Very point. Well on point. answered
thought out. well thought out thought out. Fairly well with little thought.
responses. thought out.

Reference:
https://www.rcampus.com/rubricshowc.cfm?code=B2X849A&nocache=1601036710103

Student’s Honesty Clause:

I hereby declare that all the answer in this exercise or activity are done
by me. I pledge to practice the highest degree of Academic honesty at all
times, as expected from all students indicated in the course policies of Science,
Technology & Society.
 TABLE OF CONTENTS

TOPIC 1: Historical Antecedents in the Course of Science and

Technology

Module 2: The History of Science &Technology: Prehistoric, Bronze &

Iron Ages and Cradle of Science

1.1 Prehistoric Era (Stone Age)

1.2 Science & Technology in Ancient Time

1.3 Bronze Age

Development of Science in Mesoamerica

Development of Science in Asia

Middle East Countries

Development of Science in Africa

Reference

Exercise 2
Rubrics

Student’s Honesty Clause

 COURSE LEARNING OUTCOME

1. Articulate the impacts of science and technology on society, specifically

Philippine society.
2. Creatively present the importance and contributions of science and
technology to society.

TOPIC LEARNING OUTCOME

1. Discuss the interactions between Science and Technology and Society

throughout history.

2. Understand how scientific and technological developments affect society

and the environment.

3. Identify the paradigm shifts in history

MODULE LEARNING OUTCOME

1. Discuss the prehistoric technology.

2. Describe the notable developments and discoveries in the bronze and Iron
ages.
3. Discuss the development of early science
4. Describe the significant development and inventions in the ancient,
middle and modern Age
5. Explain the Inca’s contributions in Mesoamerica.
 MODULE 2
HISTORY OF SCIENCE & TECHNOLOGY: PREHISTORIC,
ANCIENT AND BRONZE AGES & CRADLE OF SCIENCE
(3.6 hours)
Prehistoric Era (Stone Age)

It was mentioned that technology and science were not always together.
As we begin with the prehistoric era or the Stone Age, it should be noted that
we will only focus on technologies since there was no formal science during
this time.

Until approximately 10,000 years ago, man has lived almost entirely in
small, nomadic hunter-gatherer communities, surviving on crude skills for
hunting and fishing. This was a time when agriculture was still non- existent
if not still on its way. Given the lack of agriculture, societies were yet to
become sedentary cultures, which also means there is poor incentive for them
to produce technologies more sophisticated than hunting and building tools
made of bone, wood or stone. Most of these communities developed in
tropical latitudes, especially in Africa, where the climate is most favorable
to man.

Near the end of the last ice age 15,000 to 20,000 years ago, some human
communities which were most favored by geographical and climatological
conditions began to make the transition from the primitive, nomadic lifestyles
of the long Paleolithic Period (Old Stone Age) into more settled cultures. This
is when animal husbandry and agriculture developed. This transition during
the Neolithic Period (New Stone Age), led eventually to a marked increase in
population due to better, more stable diet, and relative safety of sedentary
settlement. Communities expanded, thus paving way for the beginning of
town life. These significant changes are sometimes referred to as the Neolithic
Revolution because of the rapid increase in technological innovation, and the
sudden complexity in human socio- political organizations.

The material that gives Old and New Stone Ages their names and
technological unity is stone. Although before they mastered the use of stone,
it may be assumed that primitive peoples used other materials such as wood,
bone, fur, leaves, and grasses apart from bone antlers, presumably used in flint
mining, and elsewhere, other bone fragments, which none have survived.
However, the widening mastery of the material world in the Neolithic
Revolution brought other substances such as clay, and thus the production of
bricks. Increasing skill in handling textile raw materials led to the creation of
the first manmade fabrics in place of animal skins. The use of fire was another
basic technique mastered at some unknown period in the Old Stone Age. This
was probably the time when it was discovered that the natural calamity of a
forest fire could be tamed and controlled. The realization that fire could be
generated by persistent friction between two dry wooden surfaces would have
as well changed human societies forever.

Science and Technology in Ancient Time

The ancient times are part of what historians commonly classify as the
three-age system. This comprises of three main periods of human history
associated with technology, namely the Stone Age, the Bronze Age, and the
Iron Age. Since we have already covered the Stone Age, this section will be
tackling the most notable developments and discoveries in the Bronze and
Iron Ages. These eras are where complex ancient societies independently
emerged within various locations around the world known as Cradles of
Civilization. Three were in the Eurasian continent, and two in the Americas.
These are:

Table 1.1: The Cradles of Civilization

Civilization Description
This area stretches from Mesopotamia (the region
FERTILE within the Tigris-Euphrates river system, today part of
CRESCENT Iraq and Syria), to the Levant, and all the way to
Ancient Egypt along the Nile River.
Societies here sprang along the Indus River, today part
INDUS VALLEY of Pakistan and some portions of India. This area is
known as the roots of Hinduism, and later of
Buddhism and Jainism.
The Yellow River is the second longest in Asia.
Chinese civilization, considered to be the longest
YELLOW RIVER continuing civilization in history, emerged here. This
river valley, an important region of China, is one of
the most rapidly-urbanizing areas in the world today.
 This is located in the middle portion of the Andean
CENTRAL ANDES Mountain of South America. Among the most notable
societies that emerged here is the Incan Empire, which
spread across modern-day areas of Ecuador, Peru,
Bolivia, and Chile.
This area is part of present-day Mexico, which then
MESOAMERICA spread to other areas of Central America where
Guatemala and Honduras are located. Among its most
known societies are the Mayans and the Aztec Empire.

Bronze Age

The Bronze Age was characterized by the development of tools

enhanced by bronze-based materials.

This was the time when civilizations all over the world discovered the
process of mixing molten copper and tin to generate bronze, a metal alloy that
is both strong and malleable. Much of developments relied upon the
development of bronze work itself given that such technology aided in a lot
of more complex and larger tasks related to agriculture, engineering, and
weaponry.

The timetable on the next page shows the estimated period when bronze
metallurgy emerged in different parts of the world based on archaeological
evidences.
Table 2.2 Places of Progress during the Bronze Age

LOCATION TIME
Mesopotamia 3 500 BCE
MIDDLE EAST Anatolia (Turkey) 3 300 BCE
Levant 3 300 BCE
Ancient Egypt 3 150 BCE
Southern & Central Europe (Balkans,
Romania, Greece, Italy) 4 650 BCE
EUROPE Caucasus 4 000 – 3 000 BCE
West Europe (Britain, Ireland) 2 100 BCE
Northern Europe 1 700 BCE
SOUTH ASIA Indus Valley 3 300 BCE
China 3 100 – 2 700 BCE
NORTHEAST Korea 1 000 – 800 BCE
ASIA
Japan 300 BCE
SOUTHEAST ASIA Ban Chiang Culture (Northern 2 100 – 1 700 BCE
Thailand)
Nubia 2 600- 2300 BCE
SUB SAHARAN West Africa (Niger) 2 200 BCE
AFRICA Central & East Africa (Rwanda, 700-300 BCE
Burundi, Tanzania)
AMERICAS Andes (Peru) 900 BCE
Mesoamerica 600-1200 CE
Development of Science in Mesoamerica

Mesoamerica includes the entire area of Central America from

Southern Mexico up to the border of South America. There is no doubt that
the Mesoamerican region is rich in culture and knowledge prior to the arrival
of its European colonizers.

The Mayan civilization is one of the famous civilizations that lasted for
approximately 2,000 years. These people are known for their works in
astronomy. They incorporated their advanced understanding of astronomy
into their temples and other religious structures. This allows them to use their
temples for astronomical observation. For example, the El Castillo pyramid at
Chichen Itza in Mexico is situated at the location of the Sun during the spring
and fall equinoxes.

Mayan knowledge and understanding about celestial bodies were

advanced for their time, as evidenced by their knowledge of predicting eclipse
and using astrological cycles in planting and harvesting. The Mayans are also
known for measuring time using two complicated calendar systems. An
everyday calendar with 13 months of 20 days each was probably related to the
appearance of the planet Venus.

They built observatories so their priests could watch the stars and plan
the best time for festivals, religious rituals and cultural celebrations.

The Mayans also developed the technology for growing different

crops and building elaborate cities using ordinary machineries and tools.
They built hydraulics system with sophisticated waterways to supply water
to different countries.
 Furthermore, they used various tools and adapt themselves to
innovations especially in the field of arts. The Mayans built rooms for
weaving cloth and devised a rainbow of glittery paints made from mineral
called mica. They are also believed to be one of the first people to produce
rubber products 3,000 years before Goodyear received patent in 1844.

The Mayans are considered one of the most scientifically advanced

societies in Mesoamerica. They are also famous as one of the world’s first
civilizations to use a writing system known as the Mayan hieroglyphics. The
Mayan hieroglyphic writing is arguably one of the most visually striking
writing systems of the world. It is also very complex, with hundreds of
unique signs or glyphs in the form of humans, animals, supernatural, objects
and abstract designs.

They were also skilled in mathematics and created a number system

based on the numeral 20. Moreover, they independently developed the
concept of zero and positional value, even before the Romans did.

The Inca civilization is also famous in Mesoamerica. It is the largest

empire in pre- Columbian America, and possibly the largest empire in the
world in the early 16th century. It flourished in ancient Peru between c. 1400
and 1533 CE.

The Incas made advanced scientific ideas considering their limitations

as an old civilization. The following were scientific ideas and tools that they
developed to help then in everyday life:

1. Roads paved with stones

2. Stone buildings that surmounted earthquakes and other disasters;
3. Irrigation system and technique for storing water for their crops to grow
in all types of land;
4. Calendar with 12 months to mark their religious festivals and prepare
them for planting season;
5. The first suspension bridge;
6. Quipu, a system of knotted ropes to keep record that only experts can
interpret; and
7. Inca textiles since cloth were one of the specially prized artistic
achievements

Following the Inca, the Aztec civilization has also made substantial
contributions to science and technology and to the society as a whole. The
Aztec were an advanced and prosperous civilization who built beautiful and
sophisticated cities. The highly developed empire had an elaborate leadership
and society that consisted of four classes; nobles, commoners, serfs and
slaves.

Some of their contributions are the following:

1. Mandatory Education – The Aztec puts value on education; that is

why their children are mandated to get education regardless of their social
class, gender, or age. It is an early form of universal or inclusive education.
2. Chocolates – The Aztec in Mexico developed chocolate during their
time. In the Mayan culture, they used it as currency. The Aztec valued the
cacao highly and made it as part of their tribute to their gods.
3. Chinampa – It is a form of Aztec technology for agricultural farming
in which the land was divided into rectangular areas and surrounded by canals.
4. Aztec Calendar – This enabled them to plan their activities, rituals,
and planting seasons.
5. Invention of the Canoe – A light narrow boat used for travelling in
water systems.
 Development of Science in Asia

Asia is the biggest continent in the world and the home of many ancient
civilizations. It is a host to many cultural, economic, scientific, and political
activities of all ages. In the field of science, technology, and mathematics,
great civilization has stood out: India, China and the Middle East civilization.
These civilizations were incomparable in terms of their contributions to the
development of knowledge during their time.

India

India is known for manufacturing iron and in metallurgical works. It

also famous in medicine. For example, Ayurveda, a system of traditional
medicine that originated in ancient India before 2500 BC, is still practices as
a form of alternative medicines. They discovered some medicinal properties
of plants that led to develop medicine to cure various illnesses. Some ancient
texts, like the Susruta Samhita, describe different surgical and other medical
procedures famous in Ancient India.

Ancient India is also notable in the fields of astronomy. They developed

theories on the configuration of the universes, the spherical self- supporting
Earth, and the year of 360 days with 12 equal parts of 30 days each. Sama
(2008) noted that their interest in astronomy was also evident in the first 12
chapters of the Siddhanta Shiromani, written 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; syzygies; lunar eclipse; solar eclipses; latitudes of the planets; risings
and settings; the moon’s 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. The earliest traces
of mathematical knowledge in the Indian subcontinent appeared in the Indus
Valley Civilization. The people of this civilization, according to Bisht (1982),
tried to standardized measurement of length to a high degree of accuracy and
designed a ruler, the Mohenjodaro ruler.

Clifford (2008) and Bose (1998) pointed out the Indian astronomer and
mathematician Aryabhata (476-550), in his Aryabhatiya, introduced a number
of trigonometric functions, tables, and techniques, as well as algorithms of
algebra. Aryabhata scientifically explained the solar and lunar eclipses. He
states that the moon and planets shine by reflected sunlight. In 628 AD,
another Indian, Brahmagupta, also suggested that gravity was a force of
attraction, and lucidly explained the use of zero as both a placeholder and a
decimal digit, along with the Hindu-Arabic numeral system now used
universally throughout the world (Clifford, 2008; Bose, 1998). He suggested
that gravity was a force of attraction. Another Indian named Madhava of
Sangamagrama is also considered as the founder of mathematical analysis
(Joseph, 1991).

China

China is one of the ancient civilizations with substantial contributions

in many areas of life like medicine, astronomy, science, mathematics, arts,
philosophy, and music, among others. Chinese civilization has greatly
influenced many of its neighbor countries 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 uses of different plants and animals to cure
human illness. An example is the practice of acupuncture.

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, gunpowder, and printing tools that became
known in the West only by the end of the Middle Ages (Davies, 1995). They
also invented other tools like iron plough, wheelbarrow, and propeller, among
others. They developed a design of different models of bridges (Zhongguo ke
xue yuan, 1993), invented the first seismological detector, and developed a
dry dock facility (Needham et al., 1971).
 In the field of astronomy, the Chinese
also made significant records on
supernovas, lunar and solar eclipses, and
comets, which were carefully recorded and
preserved to understand better the heavenly
bodies and their effects to our world (Mayall,
1939). They observed the heavenly bodies to
understand weather changes and seasons that
may affect their daily activities. They used
lunar calendars, too. The Chinese are also
known in seismology. This made them more prepared in times of natural
calamities.

China made substantial contributions in various fields. The list of their

discoveries and inventions is overwhelming. These contributions were made
along with mathematics, logic, philosophy, and medicine. However, cultural
factors prevented these Chinese achievements from developing into modern
science. According to Needham (1986), it may have been the religious and
philosophical framework of Chinese intellectual that made them unable to
accept the ideas of laws of nature.

Middle East Countries

The Middle East countries are dominantly occupied by Muslims. With

the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship,
or what is called the Golden Age of Islam lasted until the 13th century. The
common language of Arabic, access to Greek text from the Byzantine Empire,
and their proximity to India were contributory to the intellectualization of the
Muslim and provided their scholar knowledge to create innovation and
develop new ideas, but contrary to the Greeks plain – thought experiments.
This led to the development of the scientific theories set within a generally
empirical orientation. A Muslim scientist, the famed Hasan Ibn al – Haytham
is also regarded as the Father of Optics, especially for his empirical proof of
the intromission theory of light. He was an Arab mathematician, astronomer,
and physicist of the Islamic Golden Age.
 In mathematics, the mathematician Muhammad ibn Musa al –
Khwarizmi gave his name to the concept of the algorithm while the term
algebra is derived from al – jabr, the beginning of the title of one of his
publications. What is now known as the Arabic Numeral System originally
came from India, but Muslim mathematicians
did make several refinements to the number
system, such as the introduction of the decimal
point notation.

Muslim chemists and alchemists also

played an important role in the foundation of
modern chemistry (Durant, 1980). In particular,
some scholars considered Jäbir ibn Hayÿan to be
the “Father of Chemistry” (Derewenda, 2007;
Warren, 2005).

In the field of the medicine, Ibn Sina pioneered the science of

experimental medicine and was the first physician to conduct clinical trials
(Jacquart, 2008). His two most notable works in medicine, the Book of
Healing and The Common Medicine, were used as standard medicinal texts in
both the Muslim world and in 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).

There are numerous Muslim scholars who made significant

contributions in the field of social sciences. The decline of this golden age of
Islam started in the 11th to 13th century due to the conquest of the Mongols
whereby libraries, observatories, and other learning institutions were
destroyed.

Development of Science in Africa

Africa is blessed with natural and mineral resources. Science also
emerged in this part of the planet long before the Europeans colonized it. The
history of science and mathematics show that similar to other ancient
civilizations, the early civilizations in Africa are knowledge producers, too.

The ancient Egyptian civilization has contributed immensely and made

significant advances in the fields of astronomy, mathematics, and medicine.
For example, the development of geometry was a product of necessity to
preserve the layout and ownership of farmlands of the Egyptians living along
the Nile River. The rules of geometry were developed and used to build
rectilinear structures, the post of lintel architecture of Egypt. These early
science activities in Egypt were developed to improve the quality of life of the
Egyptians especially in building their early homes and cities. The great
structures of the Egyptian pyramids and the early dams built to divert water
from the Nile River are some proofs of their advanced civilization.

Egypt was known to be a center of alchemy, which is known as the

medieval forerunner of chemistry. They tried to study human anatomy and
pharmacology, and applied important components such as examinations,
diagnosis, treatment and prognosis for the treatment of diseases. These
components displayed strong parallels to the basic empirical method of
studying science.

Astronomy was also famous in the African region. For instance,

documents show that Africans used three types of calendars: lunar, solar, and
stellar, or a combination of the three.

Metallurgy was also known in the African region during the ancient
times. North Africa and the Nile Valley imported iron technology from the
Near East region that enables them to benefit from the development during
the Bronze Age until the Iron Age. They invented metal tools used in their
homes, in agricultures, and in the building their magnificent architectures.
Mathematics was also known to be
prominent in the life of early people in the African
continent. The Lebombo Bone from the mountains
between Swaziland and South Africa, which may
have been a tool for multiplication, division, and
simple mathematical calculation or a six – month
lunar calendar, is considered to be the oldest
known mathematical artifact dated from 35,000
BCE.
Ancient Egyptians are good in the four
fundamental mathematical operations and other mathematical skills. They
have knowledge of the basic concepts of algebra and geometry. The Islamic
regions in Africa during the medieval period was also benefiting from the
mathematical learning, which is considered advanced during those times, such
as algebra, geometry, and trigonometry.
Feedback:

Fill in “What I have Learned” column by writing down

what you have learned from all the topic.

What I already Know What I Want to know What I have Learned

REFERENCES:

Blaya, Mark Jason. Science and Technology in the Middle Ages.

Retrieved from Slideshare.net.

Cabaddu, Mark Angelo, (2019). Science, Technology and Society

Module. Retrieved from:
https://www,scrib.com/document/429431394/science-
technology-and-society-module.

Edwineiou. Lecture Notes on Introduction to Science,

Technology and Society, 2009.
https://www.scrib.com/doc/23367406/lecture-notes-on-
science-and-technology-and-society.

Espinosa, Ken Paul. STS- Historical Antecedents in the Course of

Science and Technology Part 1. Colegio de San Juan de Letran,
2020. Retrieved from: https://you.be/2hz-V-wA6KY

Espinosa, K.P. STS Historical Antecedents in the Course of

Science, Technology Part 2. Colegio de San Juan de Letran
Retrieved from: https://you.be/watch?v=gjc7N6DfQp0#menu

Estardo, Anna. Intellectual Revolutions that defined society.

Retrieved from Slideshare.net

Garcia, A.T., Interaction of Science, Technology and Society

Through Time. UP Talks, 2019. Retrieved from:
https://you.be/PxLNcIQQb4

Memijie-Cruz, Liwayway. Historical Antecedents of Science and

Technology.

Javier, M. CONTENT-SCIENCE-TECH-SOCIETY-PhilSCApdf/
 EXERCISE 2
(you can finish this in 30 minutes)

Name: Course/Year/Section:
1. Why do you think the three ancient societies considered as the
cradle of Civilization? Explain your answer.

2. What is the most notable contribution in science of Africa? Explain

why.

3. Describe the Aztec civilization’s contribution to science and

technology.

4. Describe the location of the two Americas.

 Rubrics for Guide Questions
Name:
Course/Yr. & Section:

EXCELL VERY GOO POO

CRITER ENT GOOD D R
IA 4 3 2 1
COMPLETION: At least 85% of 60 to 70% Less than half of
All questions the questions of the questions the questions
Number of questions were were were were successfully
successfully completed successfully successfully successfully completed.
completed. completed. completed.

TYPE OF Sporadic but

Most of the Less than half of
All of the more than half
RESPONSES: answers were
answers to the
of the answers
the answers were
Response to questions are questions were written in
written in were written in
written in complete
written in complete complete complete
complete sentences.
sentences. sentences.
sentences. sentences.

QUALITY OF Somewhat
Not careless; careless, but
RESPONSES: very legible.
Not careless and can read some Very careless
Quality of work (Neatness) fairly legible. of the writing. and illegible.
Work is
Work consist of 5 Work consist of Work consist of
and conventions adhered to. exemplary; has
to 9 spelling or 10 to 15 too many
less than 4
grammatical spelling or spelling or
spelling or
errors. grammatical grammatical
grammatical
errors. errors.
errors.

ACCURACY: Close to 100% of About 60% of Less than half of

the questions are About 80% of the the questions the questions are
Answers/responses are on correct or on questions are are accurate or properly
point (correct) and well point. Very correct or on on point. answered
thought out. well thought out point. Well Fairly well with little
responses. thought out. thought out. thought.

Reference:
https://www.rcampus.com/rubricshowc.cfm?code=B2X849A&nocache=1601036710103

Student’s Honesty Clause:

I hereby declare that all the answer in this exercise or activity are done
by me. I pledge to practice the highest degree of Academic honesty at all
times, as expected from all students indicated in the course policies of Science,
Technology & Society.
 TABLE OF CONTENTS

Topic 2: Intellectual Contribution that Defines Society

Module 3: Intellectual Revolution

2.1. Scientific Revolution

2.2. Some Intellectual and their Evolutionary Idea

2.3. Nicholas Copernicus

2.4. Charles Darwin

2.5. Sigmund Freud

References

Exercise 3

Rubrics

Student Honesty’s Clause

 COURSE LEARNING OUTCOME

1. Articulate the impacts of science and technology on society,

specifically Philippine society.
2. Creatively present the importance and contributions of science
and technology to society.

TOPIC LEARNING OUTCOME

At the end of this topic, the students should be able to:

1. Articulate ways by which society is transformed by

science and technology

MODULE LEARNING OUTCOME

At the end of this module, the students should be able to:

1. Discuss how the ideas postulated by Copernicus, Darwin, and Freud

contributed to the spark of scientific revolution.

2. Understand how scientific revolution is done in various parts of the

world like in Latin America, East Asia, Middle East and Africa.

3. Describe the concept, theories and ideological shifts in history.

 MODULE 3: INTELLECTUAL REVOLUTION
(3.6 hours)
Activating Prior Learning:

1. What were the Great Intellectual Revolutions that significantly

shaped our society? What made these theories controversial?

2. Who were this people behind that permanently change the course
history of Science?

2.1 Scientific Revolution

Scientific Revolution a series of event that marked the emergence of

modern science during the early modern period, when developments in
mathematics, physics, astronomy, sociology, and chemistry transformed the
views of society about nature. It was the golden age for people committed to
scholarly life in science but it was also a deeply trying moment to some
scientific individuals that led to their painful death or condemnation from the
religious institutions who tried to preserve their faith, religion, and theological
views.

Scientific revolution is very significant in the development of human

beings, formulation of scientific ideas and transformation of the society. It
significantly improved the conduct of scientific investigations, experiments,
and observations. It also led to the creation of new research fields in science
and prompted the establishment of a strong foundation for modern science. In
many ways, scientific revolution transformed the natural world and the world
of ideas.
 Scientific revolution was the period of enlightenment when the
developments in the fields of mathematics, physics, astronomy, biology, from
the disciplines mentioned. The ideas generated during this period enabled the
people to reflect, rethink, and re-examine their beliefs and their way of life.
There is no doubt that it ignited vast human interests to rethink how they do
science and view scientific processes.

2.2 Some Intellectuals and their Revolutionary Ideas

To further understand what exactly happened during the scientific

revolution, it is important to examine the different individuals whose idea
have shaken and contested the dominant theories and ideas during this period,
the truth of their time. Scientists in all periods of time are driven by their
curiosity, critical thinking, and creativity to explore the physical and natural
world. Their love for science is driven by their deep passion to know and to
discover.

Scientists are not driven by clamor for honor and publicity. They are
ordinary people doing extraordinary things. Some scientists 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 knowledge and ideas.

In this part of the lesson, three notable scientists are discussed. For sure,
they were many scientists who worked before and after these individuals.
However, it is important to
note that these men, particularly through their ideas, had shaken the world.

2.1 Nicholas Copernicus

Throughout the history, the way

people think about solar system has
changed many times. Before the
development of the telescope, all the
beliefs about astronomy were based on
what we can seen by naked eye. One of
the earliest ideas on how solar system are structured was introduced by
Claudius Ptolemy. He is a famous Greek Philosopher and astronomer and
stated that the planets, the sun and the moon move around the earth in a
circular motion, a concept which is known as geo- centrism geo means “earth”
and centrism means “center”. This geocentric model was considered to be one
of the greatest discoveries of all time and was widely accepted by the people
and became the astronomical dogma in Western Civilization for 1,400 years.

In the 16th century, geocentric model was challenged by a Polish

mathematician and astronomer Nicholas Copernicus by putting sun as the
center of the solar system. This concept was known as heliocentrism, helio
means “sun” and centrism means “center” or heliocentric model. The idea of
Copernicus was rejected at first by the public. It appalled many since religious
belief taught them that Earth was created first
before all other things. Copernicus was even persecuted as a heretic. But
eventually this concept was accepted by the people in a period which was
called the birth of modern astronomy.

Heliocentric Model

His ideas were an example of what is presently

called as thought experiment. By the time he finished
his doctorate degree, Copernicus had been appointed as
canon at Frombork Cathedral in Poland. Despite his
duty as canon, he had plenty of time to sustain his
interest in astronomy.

Copernicus was strongly influenced by a book entitled Epitome

published in 1496 by a German author Johannes Müeller. This book contains
Müeller’s observations of the heavens and some commentary on earlier works
especially that of Ptolemy.

Copernicus’ idea and model of the universe was essentially complete

in 1510. Not long after that, he circulated a summary of his ideas this few
close friends in a manuscript called Commentariolus (Little Commentary).
There was no proof that Copernicus was concerned about the risk of
persecution by the Church if he published his ideas formally.

2.2 Charles Darwin

Charles Darwin was an English naturalist, biologist and geologist. He

is famous for his theory of evolution. Johnson (2012) described Darwin as a
genius who came from a line of intellectually gifted and wealthy family. He
developed his interest in natural history during his time as a student at
Shrewsbury School. He would also spend time taking long walks to observe
his surroundings while collecting specimens and he pouschools but was
observed to be a mediocre student. He struggled in his studies in medicine and
ministry, which his father has imposed on him. Darwin’s life soon changed
when one of his professors recommended him to join a five-year voyage
around the world in the 19th century through the HMS Beagle on the Islands
of Galapagos.

Darwinian revolution was

considered as the most controversial
intellectual revolution of its time. His
theory of evolution challenged the idea
that God made the animals and plants
that live on Earth, which contradicted the
commonly held Christian views in that
era. He did not publish his scientific works and ideas until 28 years after his
voyage.

Finally, as a results of Darwin’s world expedition and observations

which were enhance by many years of experimentation. He proposed the
theory of evolution by natural selection. Darwin proposed that individual
organism within the particular species show a wide range of variation for a
characteristic, individual with characteristics most
suited to the environment are more likely to
survive to breed successfully and last the
characteristics that have enabled these individuals
to survive are then passed on to the next
generation.

Darwin published his book The Origin of

Species in 1589. This book is considered to be one
of the most important works in scientific literature.
Darwin collected many significant materials in
order to present his theory with overwhelming evidence. His book
presented evidence on how species evolved over time and presented traits and
adaptation that differentiate societies. Like many other scholars, 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.
He introduced the idea of all organic life, including human beings, under the
realm of evolutionary thinking. This replaced the dominant views of a
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.

2.3 Sigmund Freud

Sigmund Freud (May 6, 1856 – December 23, 1939)

was an Austrian neurologist and the father of psychoanalysis,
a clinical method for treating psychopathology through
dialogue between a patient and a psychoanalyst. It is the study
of human behavior.

Freud is a famous figure in the field of psychology.

Rosenfels (1980) also described him as a towering literary
figure and a very talented communicator who did his share
to raise the consciousness of the civilized world in psychological matters.

However, apart from these, Freud also made a significant contribution

in the scientific world through the development of an important observational
method to gather reliable data to study human’s inner life. This method is
popularly known as the method of psychoanalysis. The scientific hypothesis
he formulated formed the essential fundamental version of this method. For
Freud, this method of psychoanalysis is a scientific way to study the human
mind and neurotic illness. He explained that there are many factors that can
influence behavior and emotions. It is no doubt that amidst all questions on
his works that led to some sort of academic controversy, his method of
psychoanalysis had great impact on the scientific way of understanding
human nature.

Freud is not a traditional thinker. According to Weine (2016) his

method of psychoanalysis was proven to be effective in understanding some
neurological conditions that were not understood by medicine at that time. His
method was unorthodox – focusing on human sexuality and the evil nature of
man. This posed immense challenges to scholars and ordinary citizens of his
time. To some, they found his ideas not easy especially in his explanations of
human sexuality.
Freud was born in a much later period from the scientific revolution but
his contribution to knowledge can be seen in many aspects of the human
scene, including art, literature, philosophy, politics, and psychotherapy.
Whether he is more of a psychologist or a scientist is for people to decide. The
fact remains that Freudian ideas and theories are still considered nowadays as
a great inspiration to examine human mind and behavior in a more
scientifically accepted way.

References:

Cabaddu, Mark Angelo, (2019). Science, Technology and Society Module.

Retrieved from: https://www.scrib.com/document/429431394/science-
technology-and-society-module.

Espinosa, Ken Paul. Science, Technology and Society (STS) Intellectual

Revolution, Colegio de San Juan de Letran, 2020. Retrieved from:
https://you.be/zNsIJVymXgk

Javier, M. CONTENT-SCIENCE-TECH-SOCIETY-PhilSCApdf/

The Scientific Revolution: Crash Course History of Science # 12. Retrieved

from: https://you.be/vzo8vnxSARg

https://www.darwins-theory-of-evolution.com/

https://www.christianitytoday.com/history/people/scholarsandscientist/nicho
las-copernicus.html

https://course.lumenlearning.com/boundless-
psychology/chapter/psychodynamic-perspective-on-personality
 EXERCISE 3
INTELLECTUAL REVOLUTION
(you can finish this in 30 minutes)

Name: Course/Year/Section:

I. Identification: Identify what or who is being referred to in the following

statements. Write the answer on the space provided.

1. It is considered as the most controversial intellectual

revolution
2. Copernicus model where sun is the center of the
universe.
3. He is famous for his theory of evolution.
4. It banned the Copernican model for the rest of the
16th century.
5. A model that widely accepted by the public and
become the astronomical dogma in western civilization.
6. The name of the book that considered to be one of
the most important works in scientific literature.
7. The two fields in which Darwin’s discoveries made
8. major contributions
9. He is known as the father of psychoanalysis.
10. It is known as period of enlightenment or golden age
of science.
II. Essay (5 points each)
A. Do you think the church should intervene in scientific activities?

B. What would be the consequences if these major

intellectual revolutions did not take place?
 RUBRICS FOR GUIDE QUESTIONS
Name:
Course/Year/Section:

EXCELLENT VERY GOOD POOR

CRITERIA GOOD
4 3 2 1
COMPLETION: At least 85% of 60 to 70% Less than half of
All questions the questions of the questions the questions
Number of questions were were were were
successfully completed successfully successfully successfully successfully
completed. completed. completed. completed.

TYPE OF Sporadic but

Most of the Less than half of
All of the more than half
RESPONSES: answers were
answers to the
of the answers
the answers were
Response to questions are questions were written in
written in were written in
written in complete
written in complete complete complete
complete sentences.
sentences. sentences.
sentences. sentences.

QUALITY OF Somewhat
Not careless; careless, but
RESPONSES: very legible.
Not careless and can read some Very careless
Quality of work (Neatness) fairly legible. of the writing. and illegible.
Work is
Work consist of 5 Work consist of Work consist of
and conventions adhered to. exemplary; has
to 9 spelling or 10 to 15 too many
less than 4
grammatical spelling or spelling or
spelling or
errors. grammatical grammatical
grammatical
errors. errors.
errors.

ACCURACY: Close to 100% of About 60% of Less than half of

the questions are About 80% of the the questions the questions are
Answers/responses are on correct or on questions are are accurate or properly
point (correct) and well point. Very correct or on on point. answered
thought out. well thought out point. Well Fairly well with little
responses. thought out. thought out. thought.

Reference:
https://www.rcampus.com/rubricshowc.cfm?code=B2X849A&nocache=1601036710103

Student’s Honesty Clause:

I hereby declare that all the answer in this exercise or activity are done by
me. I pledge to practice the highest degree of Academic honesty at all times,
as expected from all students indicated in the course policies of Science,
Technology & Society.
 TABLE OF CONTENTS
TOPIC 3: SCIENCE & TECHNOLOGY AND NATION BUILDING
(week 5) (3.6 hrs.)

Module 4: Science & Technology in the Philippines: History, Indigenous

Works and Modern works
1. Pre- colonial

1.1. Stone Ages of Philippines

1.2. Bronze Ages & Iron Ages of Philippines

2. Spanish Colonization

3. American Colonization & World War II

4. Issues in Science & Technology in the Philippines

5. Indigenous Knowledge System

6. Indigenous Science

Reference
Activity 1: Back Through Time
Rubric
Student’s Honesty Clause
 COURSE LEARNING OUTCOME
1. Explain how science and technology affect society and the environment and
its role in nation-building.
2. Analyze the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the student as part of
society.

TOPIC LEARNING OUTCOME

1. Discuss the role of Science and Technology in Philippine nation
building.
2. Evaluate government policies pertaining to Science and Technology in
terms of their contributions to nation building.
3. Identify actual Science and Technology policies of the government and
appraise their impact on the development of the Filipino nation.

MODULE LEARNING OUTCOME

1. Discuss the Stone, Bronze, and Iron Age in the Philippines.

2. Describe the formal education in Science and Technology.
3. Describe the American Colonization and World War II.
4. Discuss the concept of indigenous science.
5. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
6. Discuss the concept of indigenous science.
7. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
 Module 4
SCIENCE AND TECHNOLOGY IN THE PHILIPPINES: History,
Indigenous Works and Modern Works. (3.6 hours)

Pre- Colonial Period

Even before the Spaniards colonized the Philippines, various people

and societies already practiced science. Some indigenous science and
technology have already existed with regards to agriculture like animal-
raising, farming and utilization of plants and herbs as medicines. They
invented tools and built structures, studied medicinal uses of plants, observed
heavenly bodies to predict seasons and weather. They also develop tools for
planting, hunting, cooking, fishing and fighting enemies during tribal
conflicts. The use of technology is very evident in the handicrafts, pottery,
weaving and tools used by ancient Filipinos in their everyday life.

The ancient practices in science and technology by our ancestors are

considered indigenous science or folk science which is one of the foundations
of modern science. The growth of science and its development as a field in
the Philippines is a hybrid of indigenous and foreign ideas. Spain and the
United States, being former colonizers, played an important role in building
the foundation of science in the country.

Stone Ages in the Philippines

Archaeological findings indicate that around

50,000 years ago, modern men or Homo sapiens
from the Asian mainland first came over land and
across narrow channels to live in Palawan and
Batangas. For about 40,000 years, they made simple
tools or weapons of stone flakes, but eventually
developed techniques for sawing, drilling and
polishing hand stones. This very long period,
considered as the Philippine Stone Age, was when the Tabon Man (c.
67,000 BC) and the Callao Man (c. 24,000-22,000 BCE) were supposed to
have lived.

The Austronesians around 5,000-2,000 BC, ancestors of most present-

day Filipinos, arrived in the islands. It is still unsure as to their exact direction
of movement to what is today the Philippines, and but southern Mainland
China is considered as their most plausible point of origin. These ancestors
not only brought most languages spoken by Filipinos today; they were also
said to have brought more sophisticated and organized agricultural
technologies and methods. This is where rice cultivation also flourished with
the 2,000-year-old Banaue Rice Terraces of the Ifugao people as prominent
evidence.

Bronze and Iron Ages in the Philippines

There is no distinct Bronze Age in the Philippines, and that copper was
found to have been used for adornments such as earrings whilst stone
remained more common for tools. As early as 3,000 BC people were
producing a range of materials from adzes to seashell ornaments to pottery of
various designs. The manufacture of pottery subsequently became well
developed and flourished for about 2,000 years until it came into competition
with imported Chinese ceramics. Fermentation in food processing could have
been present earlier than this period. Various types of alcohol were produced
from coconuts (tuba, lambanog, bahalina) and rice (pangasi). This method
was later adopted to sugarcane (basi) when Arab traders presumably brought
the crop to Mindanao and then spread northwards.

(On the left is the lantaka, used as a cannon in the

Philippines) similarly assuming that specific Iron Age in
the Philippines is still a matter of debate. Usage and small-
scale production of iron, however, is estimated to have
occurred around 500 to 200 BCE as iron manufacturing
overlapped with the arrival of limited bronze
manufacturing. People during this age engaged in the
actual iron extraction, smelting and refining. Crude
metalwork processes were already adopted through the
hardening of metal through heat-induced carbon
absorption or carburization. Most materials found were imported, which
shows the existence of an extensive trading network across Southeast Asia,
China and the Indian subcontinent as early as this period. By 1st century CE,
cotton cultivation, textiles, mining, and jewelry making were already
practiced.

This period saw the appearance of various clay and copper-based

materials produced by the Sa Huynh Culture which existed
around 1000 BCE to 200 CE. Found to be concentrated in
southern Vietnam, this society is presumed to have had
presence around Central Philippines, and possibly all the
way to Mindanao. Some notable archeological findings
from this time are the Sa Huyun-Kalanay Pottery Complex
of Masbate (c. 400 BCE-1500 CE), and the Manunggul
Jar of Palawan (c. 890-710 BCE), which is depicted in the
old design of the ₱1,000 bill.

As descendants of seafaring people who subsequently settled near the

sea, social structures in ancient Philippines were also tied to seafaring. An
example would be ancient barangay societies, which would later expand as
flourishing, powerful localities trading with nearby states and territories up
until the 16th century. These social organizations were derived from the
concept of the balangay, ancient boats used by their predecessors to travel
across the Philippines and nearby islands. The oldest to be discovered is called
the Butuan Boat One presumed to be used around 300 CE.

The Austronesians were also the ancestors of Polynesians whose boat-

building and navigation prowess were unmatched anywhere in the world even
by mercantile powers of ancient Mediterranean. Only until the European Age
of Exploration that such skills are said to have been surpassed by the
emergence of more modern naval technologies. In ancient Philippines
sophisticated boat-building techniques such that for the balangay were passed
onto generations. Other seafaring technologies were present. Small boats
which can still be found today are the paraw which is common in the Visayas,
and the vinta or lepa-lepa found across the Sulu Archipelago, the Zamboanga
peninsula, and some parts of Southern Mindanao.

There is also the karakoa, or large outrigger ships used for both trade
and warfare mostly in the Visayas. The lanong is a variant within the Sulu
area. These larger vessels were said to be attached with at least one bronze
cannon called a lantaka. Today this cannon technology has evolved into the
typical bamboo cannons used as noisemakers during fiestas and New Year’s
Eve.

Given the presence of iron as a valuable resource, sociopolitical

institutions should have developed like anywhere else. And like any complex
society, medicine was central to preserving the health of people. At this point
there existed knowledge and methods dealing with medicinal and therapeutic
properties of plants such as herbs. This early form of medicine or pananambal
is associated with ancient systems of Animist beliefs characterized
by the anito, which comprise of various nature spirits, diwatas, and ancestors.
In line with religion, early societies’ agricultural activities were presumed to
have been guided by a Hindu-Buddhist influenced lunar calendar.

Developments in language are also signs of both sociopolitical and

technological advancements. Among the oldest writing systems (Baybayin)
found in the Philippines with variations from Pampanga down to the Visayas.
This is presumed to have evolved from the Kawi Script originally developed
somewhere in Java, Indonesia, and spread all over what are now Malaysia and
the Philippines. Its most renowned evidence in the Philippines is the Laguna
Copperplate Inscription, dated around 900 CE, which is an Old Malay writing
mixed with either Old Javanese or Old Tagalog. Kawi itself evolved from an
older writing system originating in Southern India. Many Baybayin writings
did not survive since most were carved on leaves and bamboo, except for a
very few when the Spaniards brought the printing press to the islands.

Spanish Colonization

The beginnings of modern science and technology in the Philippines can

be traced to the Spanish Regime. The Spaniards established schools, hospitals
and started scientific research and these had important consequences to the
rise of the county’s profession

The Filipino disinterest in science could be traced to the Spanish colonial

period. While the Spaniards practiced some aspects of science (e.g.
agriculture, botany, medicine, meteorology), Filipinos rarely had the
opportunity to develop a serious competence to these, due to racism and
wealth inequality within the colonies. Moreover, certain aspects of
scholarship such as ethnography, humanities, and theology, were
comparatively developed yet science and technology were generally
neglected. This imbalance reflected their poor state of science in the
motherland itself.

Toward the end of the Spanish period (1850-1896, a very small group of
Filipinos particularly men who are wealthy and landed (ilustrados) or
exceptionally talented were eventually allowed to engage in advanced studies
in local schools or abroad. Access to adequate training, though, was limited
to the University of Santo Tomas, the oldest university in Asia. Like their
colonizers, these Filipinos generally preferred humanistic Ilustrados training
over and above technical expertise. This preference to understand the human
condition more than nature has continued to this day. Rizal, however,
criticized this lack of interest in natural science on the part of Spanish colonial
officials when he was a medical student at said university in the 1880’s.

Formal education in science and technology was introduced by the

Spaniards through scientific institutions. At the beginning, parish schools
were opened to teach religion, reading, writing, mathematics, and music. The
people were taught sanitation and improved methods of agriculture. Later,
higher institutions of learning were established among which were:
 Colegio de Cebu (1597), now the University of San Carlos
 Colegio de Nuestra Señora del Rosario (1611), now the University
of Santo Tomas
 Colegio de San Juan de Letran (1706)
 Ateneo Municipal de Manila (1859)
 Escuela Nautica (1820)
 Manila School of Agriculture (1887)

In these institutions, science subjects like astronomy, physics, chemistry,

natural history, and mathematics were taught as parts of the curriculum for
college programs being offered. An important institution established during
this time was the Observatorio Meteorológico or the Manila Observatory
(1865) at the Ateneo Municipal de Manila. It helped in studying typhoons and
climatology within the colony and across Asia. The Spanish government then
made the observatory the official weather forecasting and time keeping
institution for the colony in 1884 and 1885, respectively. This institute issued
the first typhoon warnings in Philippine history, at the advantage of merchant
shipping.

In the latter part of the Spanish period, major health institutions were
established. Among these were the San Lazaro Hospital (1578), the oldest in
East Asia, the Hospital de Los Baños (1590), and the Hospital de Cebu (1850).
The University of Santo Tomas started offering programs in medicine and
pharmacy in 1872. Later in 1877, the Laboratorio Municipal, which was later
to become the Bureau of Science, was established to undertake the
pathological studies of infectious diseases. There were also private
pharmaceutical firms engaged in this activity such as the Botica Boie, and
the Botica de Santa Cruz.

In terms of transportation, the most important development brought by the

Spaniards is the Philippine National Railway (PNR) through a royal order
from Spain in June 1875. The wood-burning steam locomotive ran through
the first line from Tutuban in Manila to Dagupan and San Fernando, La Union.
Its first operation was in November 1892 and was concessioned by the British.
But before the PNR, there was the tranvia owned by the Compania de las
Tranvias de Manila of 1888 consisting of German-made light electric
locomotives which ran from Manila to Malabon. This can be considered as
the distant predecessor of Metro Manila’s LRT and MRT.

In communications, the telegraph was introduced in the Philippines in

1876 with the first line between Manila and Corregidor. The first foreign-
owned overseas submarine telegraph cable was put up in 1881. It linked
Bolinao in Pangasinan and Hong Kong, then a British crown colony. Manila
was also linked to Iloilo, Cebu and Bacolod. At the height of the Philippine
Revolution, there were 65 telegraph stations operating in the islands (49 in
Luzon, 16 in the Visayas).

American Colonization and World War II

The Americans have more influence in the development of science and

technology in the Philippines compared to the Spaniards. They established the
public education system, improved engineering works, and public health
facilities. They established a modern research university, the University of the
Philippines, and created more public hospitals more than the former colonizer.
Transportation and communication systems were improved, though still not
accessible throughout the country.

The Americans did everything to Americanize the Philippines. They

reorganized the learning of science and introduced it in both private and public
schools. In basic education, science education focuses on nature studies and
science and sanitation, until it became a single, formal subject area. The
teaching of science in higher education has also greatly improved and
modernized. Publication of scientific journals and organization of scientific
societies were brought. Among these local scientific publications focused on
agriculture and plant industries, water resources, pharmaceuticals,
and general natural and applied sciences. Some of the first scientific societies
in the Philippines were:
 Manila Medical Society (1901)
 Philippine Islands Medical Association (1908)
 Philippine Scientific Society (1923)
 Society for the Advancement of Research (1928)
 Philippine Society of Parasitologists (1930)
 Philippine Public Health Association (1932)
 Philippine Society of Civil Engineers (1933)
The Americans likewise continued science development from the
Spanish regime. Government departments, bureaus, and boards were
established to help the new colonial administration, and among these were the
Bureau of Agriculture and the Board of Health, which later became the
Bureau of Health. American efforts at the beginning were geared towards the
promotion of public health. In 1901, the Philippine Commission created the
Bureau of Government Laboratories under the Department of Interior. This
bureau was established for the study of tropical diseases and laboratory
projects effectively replacing the Laboratorio Municipal.

New developments in transportation and communications were also

brought during the American period. Other than acquiring ownership of PNR
and extending its railroad lines, the Commonwealth government also built
other steam locomotive railways in other parts of the country. These are the
Panay Railway, which ran from Iloilo City to the town of Capiz (now Roxas
City), and the Cebu Railway, which ran from Danao through Cebu City until
Argao. A shorter line was built in Negros, but this primarily served sugar
plantations and mills, not commuters. The first automobile in the Philippines
arrived in Manila in 1900. By 1916 the ordinary car became a common feature
of traffic. As per aviation, the first airplane to land in the Philippines is the
Avierto Gallarsa in 1924. However, locally-owned commercial air travel only
became possible by 1941. This was when Philippine Air Lines (now
‘Airlines’), the first Asian commercial aviation company, was incorporated
for domestic and international flights.

The Americans expanded the telegraph and telephone capacity, and

became available to the Filipino public with the establishment of the Bureau
of Post. Before World War II, they were able to operate 108 radio stations and
495 telegraph offices interconnected by 14,607 kilometers of wires and 328
nautical miles of submarine cables throughout the archipelago. In 1922, the
first radio broadcasts took place in Manila and Pasay. The radio stations were
initially owned by Americans but were soon purchased by Filipino
businessmen who extended their media investments from newspapers to
radio, and later to television. The radio quickly became a staple so that even
before World War II, news programs were regularly broadcast. After the war,
the number of radio stations increased rapidly and broadcasts soon became
available throughout the country. The radio became the main source of
entertainment and news for millions of Filipinos until the 1970’s when it was
supplemented by the television.

Issues in science and technology in the Philippines

Since the aftermath of World War II and independence, the Philippines

had struggled to maintain and expand its science and technology capacity.
Institutions and possibly many physical documents of scientific and
technological knowledge were turned to ashes; many lives were destroyed.
While reparation funds from Japan were meant for rebuilding, much were
focused on basic infrastructure such as schools, hospitals, and transportation
systems. Resources are limited in improving science. The Philippine
government has explored the use of Overseas Development Allocations
(ODA) from different countries to help in improving its scientific productivity
and technological capability. Human resource development is at the heart of
these efforts focusing on producing more engineers, scientists, technologists,
doctors, and other professionals. However, these are not enough for the
Philippines to provide quality science education to the population, and much
more catch up with developed nations in terms of capacity and innovation.

The brief account of the acceptance of modern technology in the

Philippines indicates its ready absorption into national and local life. With the
arrival of the steamboat in 1849, the telegraph in 1876, the railway in 1888,
the telephone in 1890, the automobile in 1900, and the electric tranvia in 1905,
the launching of modern communications and transportation technologies in
the country became apparent. Most of these technologies were only recently
invented in the West, but their effects were quickly felt in the societies that
accepted them. Japan was among the most quickly transformed by these
technologies, and were able to fully harness them amidst their rapid
industrialization after the World War II. At a much recent period, South Korea
was able to accomplish this through their phenomenal economic
development in the 80’s up to the 90’s. They made this possible by integrating
internet technologies. These two countries have not only taken advantage of
scientific and technological developments, but in some cases became leaders
and pioneers themselves.

Unfortunately, the Philippines failed to take advantage of these

opportunities as most of their benefits were confined to the national capital
region, and were unable to stimulate the development of the overall economy.
In effect, they often confirmed, widened, or solidified social divisions
between rich and poor, urban and rural. The aforementioned technologies as
they evolved in the contemporary period in the form of smartphones and
tablets, overseas travel, car ownership, or affording car services like Grab,
became hallmarks of privilege rather than necessities of modern living.
Indigenous Knowledge System

Indigenous knowledge 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 in
their minds. The lessons they learned are intimately interwoven with their
culture and the environment. These lessons comprised of good values and life
stories of people on their daily life struggles. Their views about nature and
their reflections on their experiences in daily life are evident in their stories,
poems, and songs.

Some examples of indigenous knowledge that are taught and practiced by the
indigenous people are:

 Predicting weather conditions and seasons using knowledge

in observing animals’ behavior and celestial bodies;
 Using herbal medicine;
 Preserving foods;
 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 from tropical fruits;
 Keeping the custom of growing plants and vegetables in the yard.

Indigenous Science

Indigenous science is part of the indigenous knowledge system

practiced by different groups of people and early civilizations (Gribbin, 2001;
Mkapa, 2004; Sibisi, 2004). It includes complex arrays of knowledge,
expertise, practices, ad representations that guide human societies in their
enumerable interactions with the natural milieu: agriculture, medicine,
naming and explaining natural phenomena, and strategies for coping with
changing environments (Pawilen, 2005). Ogawa (1995) claimed that it is
collectively lived in and experienced by the people of a given culture.

According to Cajete (2004), indigenous science includes everything,

from metaphysics to philosophy and various practical technologies practiced
by indigenous peoples both past and present. Iaccarino (2003) elaborated his
ideas by explaining that science is a part of culture, and how science is done
largely depends on the cultural practices of the people.

Indigenous beliefs also develop desirable values that are relevant or

consistent to scientific attitudes as identified by Johnston (2009), namely:
(1) motivating attitudes; (2) cooperating attitudes; (3) practical attitudes; and
(4) reflective attitudes. These cultural beliefs therefore can be good foundation
for developing positive values toward learning and doing science and in
bringing science in a personal level.

Pawilen (2005) explained that indigenous science knowledge has

developed diverse structures and contents through the interplay between the
society and the environment. According to Kuhn (1962), developmental
stages of most sciences are characterized by continual competition between a
number of distinct views of nature, each partially derived from, and all
roughly compatible with the dictates of scientific observation and method.
Sibisi (2004) also pointed out that indigenous science provides the basics of
astronomy, pharmacology, food technology, or metallurgy, which were
derived from traditional knowledge and practices.
 Pawilen (2006) developed a simple framework for understanding
indigenous science. Accordingly, indigenous science is composed of
traditional knowledge which uses science process skills and guided by
community values and culture.

1. Indigenous science uses science process skills such as observing,

comparing, classifying, measuring, problem solving, inferring,
communicating, and predicting.

2. Indigenous science is guided by culture and community values such as

the following:
 The land is a source of life. It is a precious gift from the creator.
 The Earth is revered as “Mother Earth”. It is the origin of
their identity as people.
 All living and non-living things are interconnected
and interdependent with each other.
 Human beings are stewards or trustee of the land and other resources.
They have a responsibility to preserve it.
 Nature is a friend to human beings - it needs respect and proper care.

3. Indigenous science is composed of traditional knowledge practiced and

valued by people and communities such as ethno-biology, ethno-medicine,
indigenous farming methods and folk astronomy.

Indigenous science is important in the development of science and

technology in the Philippines. Like the ancient civilizations, indigenous
science gave birth to the development of science and technology as a field and
as a discipline. Indigenous science helped the people in understanding the
natural environment and in coping with everyday life. UNESCO’s
Declaration on Science and the Use of Scientific Knowledge (1999)
recognized indigenous science as a historical and valuable contribution to
science and technology.

References:
Cabaddu, Mark Angelo, (2019). Science, Technology and Society Module.
Retrieved from: https://www.scrib.com/document/429431394/science-
technology-and-society-module.
 ACTIVITY 1: BACK THROUGH TIME
(You can finish this in 20 minutes)

NAME: Course/Year/Sec.:
This activity is meant for you to revisit our country’s rich historical
background on its journey to scientific and technological progress. Choose
one period to elaborate the development of S&T and its contribution and
implications to the present society. Complete the table below:
a. Pre- colonial Period
b. Spanish Period
c. American Period
d. Japanese Colonization
e. Post- colonial Period
IMPLICATION
STATE CONTRIBUTION OF S&T AND
OF S&T OF THE PERIOD SCIENCE CULTURE & SCIENCE
DURING TO THE PRACTICES/SOCIETY’ CULTURE OF
PERIOD THE DEVELOPMENT S NORMS DURING EACH
PERIOD OF S&T THE PERIOD PERIOD TO
THE
PRESENT

Note: please read this article below for additional information

https://www.studocu.com/ph.document/far-eastern-university/medical-
technology/essays/history-of- science-in-the-philippines-by-olivia-c-caoili/5721108/view
 Scoring Rubric
Content: /30

Ideas: /40

Completion: /30

TOTAL SCORE: /100

Student’s Honesty Clause:

I hereby declare that all the answer in this exercise or activity are done by
me. I pledge to practice the highest degree of Academic honesty at all times,
as expected from all students indicated in the course policies of Science,
Technology & Society.
 TABLE OF CONTENTS
TOPIC 3: SCIENCE & TECHNOLOGY AND NATION
BUILDING

Module 5. Science Education in the Philippines

1. The Concept of Science Education3
2. Science Education in Basic and Tertiary Education
3. Science Schools in the Philippines
4. Famous Filipinos in the Field of Science
Government Policies on Science & Technology
1. Social Sciences, Humanities, Education, International Policies and

Governance

2. Physics, Engineering and Industrial Research, Earth and Space Sciences,

and Mathematics

3. Medical, Chemical, and Pharmaceutical Sciences

4. Biological Sciences, Agriculture, and Forestry Reference

Exercise 4
Rubric
Honesty Clause
 COURSE LEARNING OUTCOME
1. Explain how science and technology affect society and the environment
and its role in nation-building.

2. Analyze the human condition in order to deeply reflect and express

philosophical ramifications that are meaningful to the student as part of
society.

TOPIC LEARNING OUTCOME

At the end of the topic, the students should be able to:
1. Discuss the role of Science and Technology in Philippine nation
building.

2. Evaluate government policies pertaining to Science and Technology in

terms of their contributions to nation building.

3. Identify actual Science and Technology policies of the government and

appraise their impact on the development of the Filipino nation.

MODULE LEARNING OUTCOME

At the end of the module, the students should be able to:
1. Discuss the concept of science education.
2. Discuss the role of science education in the Philippines.
3. Identify science schools established to promote science education in the
Philippines.
4. Identify the actual science and technology policies of the government in
the Philippines.
5. Assess the government policies pertaining to science and technology in
terms of their contributions to nation building.
 Module 5. Science Education in the Philippines
(week 5) (3.6 hours)
1. The Concept of Science Education

Science education focuses on teaching, learning, and understanding

science. Teaching science involves developing ways on how to effectively
teach science. This means exploring pedagogical theories and models in
helping teachers teach scientific concepts and processes effectively. Learning
science, on the other hand, includes both pedagogy and the most interesting
aspect, which is helping students understand and love science.

Understanding science implies developing and applying science-

process skills and using science literacy in understanding the natural world
and activities in everyday life.

Getting deeper into the discourse of science education, John Dewey

(2001) stressed the importance of utilizing the natural environment to teach
students. Accordingly, nature must indeed furnish its physical stimuli to
provide wealth of meaning through social activities and thinking. It is not
surprising therefore that science education is important. In fact, Marx (1994)
opines that science is going to be one of the most important school subjects in
the future.

Science education is justified by the vast amount of scientific

knowledge developed in this area that prepares citizens in scientifically and
technologically driven world. Science education provides skills and
knowledge that are necessary for a person to live in what Knight (1986)
describes as the age of science and to develop a citizenry that will meet the
goals of science in the society (Tilghman, 2005). Developing a science culture
is therefore an immense responsibility for schools.
2. Science Education in Basic and Tertiary Education

In basic education, science education helps students learn important

concepts, and fact that are related to everyday life (Carale & Campo, 2003;
Meador, 2005; Worth & Grollman, 2003) including important skills such as
process skills, critical thinking skills, and life skills that are needed in coping
up with daily life activities (Chaille & Britain, 2002). Science education also
develops positive attitude such as: 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 studying science
and for considering science-related careers in the future. This is an investment
for the country to develop a scientifically cultured and literate citizenry.

In tertiary education, science education 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. Science education in the tertiary level also focuses on the
preparation of science teachers, scientists, engineers, and other professionals
in various science-related fields, such as engineering, agriculture, medicine,
and health sciences. The state provides scholarships to encourage more
students to pursue science courses.

1. Science Schools in the Philippines

One outstanding program for science education by the government is

the establishment of science schools in various parts of the country. There are
also several government programs implemented by the Department of
Education and few private schools for science and education.

3.1. Philippine Science High School System (PSHSS)

This is a government program gifted for students in the Philippines. It

is a service institute of the Department of Science and Technology (DOST)
whose mandate is to offer free scholarship basis for secondary course with
special emphasis on subjects pertaining to the sciences, with the end-view of
preparing its students for science career (Republic Act No. 3661). The school
maintains a dormitory for all its students.

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 country. They have brought honor to the Philippines through their
exemplary achievements in various international competitions and research
circles. When the students and technology at various colleges and universities
locally or abroad.

3.2. Special Science Elementary Schools (SSES) Project

The Special Science Elementary Schools (SSES) Project is in
pursuance to DepEd Order No. 73s. 2008, and DepEd Order No. 51 s. 2010.
The SSES Project aims to develop Filipino children equipped with scientific
and technological knowledge, skills, and values. Its mission is to:

 Provide a learning environment to science-inclined

children through a special curriculum that recognizes the multiple
intelligence of the learners;
 Promote the development of lifelong learning skills; and
 Foster the holistic development of the learners.

The subject Science and Health is taught in Grade I with a longer time
compared to other subjects: 70 minutes for Grades I to III and 80 minutes for
Grades IV to VI. The curriculum also utilizes different instructional
approaches that address the learning styles and needs of the learners like the
use of investigatory projects.

3.3. Quezon City Regional Science High School

The school was established on September 17, 1967. Originally, it was

named Quezon City Science High School. It was turned into a regional science
high school for the National Capital Region in 1999. The school was a product
of a dream to establish a special a special science school for talented students
in science and mathematics. The focus of the curriculum is on science and
technology. The school still teaches the basic education courses prescribed by
the Department of Education (DepEd) for secondary education. However,
there are additional subjects in sciences and technology that students should
take. The school envisions to serve as a venue in providing maximum
opportunities for science-gifted students to develop spirit of inquiry and
creativity. The school is well-supported by the local government unit and by
the Parents and Teachers Association (PTA). The school is under the
Department of Education.

3.4. Manila Science High School

The school was established on October 1, 1963 as the Manila Science

High School (MSHS). It is the first science high school in the Philippines. The
organization and curriculum of the schools puts more emphasis on science
and mathematics. MSHS aims to produce scientists with souls. In order to
do this, humanities courses and other electives are included in their
curriculum. Students are also encouraged to participate in various
extracurricular activities. The school administers an entrance exam, the
Manila Science High School Admission Test (MSAT), for students who wish
to enroll. The MSAT has five parts: aptitude in science, aptitude test in
mathematics, problem-solving test in science, problem-solving test in
mathematics, and proficiency in English. The school prides itself from
producing outstanding alumni and for winning various national competitions.

3.5. Central Visayan Institute Foundation

It is the home and pioneer of the prominent school-based innovation

known as the Dynamic Learning Program (DLP). The DLP is a synthesis of
classical ad modern pedagogical theories adapted to foster the highest level of
learning, creativity, and productivity.

The school takes pride in its Research Center for Theoretical Physics
(RCTP) established in 1992, which organizes small international workshops
to foster the informal but intense exchange of ideas and perspectives on
outstanding problems in physics and mathematics.

Science education deals with the teaching and learning of science and
in helping the public develop science literacy. This is important in the
promotion and development of science and technology in the country. Science
education deals with the development of people in science, which is the heart
of science, technology, and society.

The lesson focused on discussing the concept of science education and

introduced science education in the Philippines from basic education to
tertiary education. To promote science education, science schools were
established to develop gifted students in science and mathematics, such as the
Philippine Science High School System (PSHSS), Manila Science High
School, Quezon City Regional Science High School, and the Special Science
Elementary Schools Project. Science programs and projects were organized
and developed to nurture innovation in science in the country, and to
encourage individuals to pursue careers and research in science and
technology.
 4. 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 scientist.
We rarely hear of Filipino scientists being discussed in science classes. Lee-
Chua (2000) identified 10 outstand Filipino scientists who have made
significant contributions in Philippine science. These scientists are also
famous abroad especially in different disciplines like agriculture,
mathematics, physics, medicine, marine science, chemistry engineering, and
biology.
Biographies of Notable Scientists and Technologies

Panday Pira (1488-1576)– The first Filipino cannon-maker to emerge

in the limelight of history.

Leon Ma. Guerrero (1853-1935) – Hailed as the

Father of Philippine Pharmacy, he ventured into the field
of industrial pharmacy, manufacturing such as products of
pepsin, peptone, pancreatin, yaka- diastase, and synthetic
oil of lemon. Some examples of Don Leon’s contributions
are the “Guerrero gunpowder” and his study, “Medical
Plants.”

Anacleto Del Rosario Y Sales (1860-1895) –He was able to perfect a

formula for the purification of alcohol. He found a way by which nipa wine
acquired a color, smell, taste and strength similar to the Spanish wine. He was
the first to prepare and use the active principles of Chaulmoogra oil in the
treatment of leprosy. Another of his greatest laboratory achievement was the
study of a Philippine flower, the Ilang-ilang, for which Don Anacleto first laid
the foundation for Philippine phytochemistry.

Agapito G. Flores – Worked on his project about artificial daylighting

and came up with the fluorescent lamp.

Gregorio Y. Zara (1902-1978) – He made more than 30 useful

inventions. His three most famous inventions are the videophone or
television-telephone, Alcohol-fueled Airplane Engine, and Solar Oven. He is
a renowned Filipino engineer and physicist.
 Dr. Juan Salcedo – He launched the biggest and most unbelievable
project in the history of Medicine in the Philippines, called “Enriched Rice”.

Dr. Fe Del Mundo– She started her masters in pediatrics as a scholar

at the Harvard Medical Post Graduate School. She was assigned to help in the
building of a hospital for children in Manila. She was credited for inventing
the incubator for premature babies and a jaundice relieving device. She has
dedicated her life

Arturo P. Alcaraz– he is a volcanologist specializing in geothermal

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

Ramon Cabanos Barba – awarded as National Scientist for his

outstanding research on tissue culture in Philippine mangoes.

Josefino Cacas Comiso – credited for his works on observing the

characteristics of Antarctica by using satellite images.

Jose Bejar Cruz Jr. – known internationally in the field of electrical

engineering; was elected as officer of the famous Institute of Electrical and
Electronic Engineering (IEEE).

Lourdes Jansuy Cruz – notable for her research on the sea snail
venom.

Fabian Millar Dayrit – notable for his research on herbal medicine.

Rafael Dineros Guerrero III - for his research on tilapia culture.

Lilian Formalejo Patena–known for doing research on plant

biotechnology

Gregory Ligot Tangonan – known for his research in the

field of communications technology
Caesar A. Saloma – an internationally renowned physicist

Edgardo Gomez –a famous scientist in marine science

 William Padolina – a chemist and the president of National
Academy of Science and Technology (NAST) – Philippines

Angel Alcala – specialized in marine science. He is behind the

invention of artificial coral reefs to be used for fisheries in Southeast Asia.

There are other scientists in the Philippines who were not identified in
the list. Yet, the Philippines still needs more scientists and engineers, and there
is a need to support scientific research in the country. The University of the
Philippines-Los Baños is a science paradise for agriculture, forestry, plant and
animal science, and veterinary science.
GOVERNMENT POLICIES ON SCIENCE AND
TECHNOLOGY

In response to the ASEAN 2015

agenda, the government, particularly the
DOST has sought the expertise of the NRCP
to consult various sectors in the society to
study how the Philippines can prepare itself in
meeting the ASEAN 2015 goals.
The National Research Council of
the Philippines (NCRP) recommended
policies and programs that will improve competitiveness of the Philippines in
the ASEAN Region.

The NCRP clustered these policies into four, namely:

1. Social Sciences, Humanities, Education,

International Policies and Governance
 Integrating ASEAN awareness in basic education
without adding to the curriculum
 Emphasizing teaching in the mother tongue
 Developing school infrastructure and providing for ICT
broadband
 Local food security.
 2. Physics, Engineering and Industrial Research,
Earth and Space Sciences, and Mathematics
 Emphasizing degrees, licenses, and employment opportunities.
 Outright grants for peer monitoring
 Review of R.A. 9184
 Harnessing science and technology as an
independent mover of development.

3. Medical, Chemical, and Pharmaceutical Sciences

 Ensuring compliances of drug-manufacturing firms with
ASEAN- harmonized standards by full implementation of the Food
and Drug Administration
 Creating an education council dedicated to
standardization of pharmaceutical services and care
 Empowering food and drug agencies to conduct
evidence-based research as pool of information
 Allocating 2 percent of the GDP to research
 Legislating a low supporting human genome project.

4. Biological Sciences, Agriculture, and Forestry

 Protecting and conserving biodiversity by full
implementation and existing laws
 Use of biosafety and standard models by ASEAN countries
 Promoting indigenous knowledge systems and
indigenous people’s conservation.
 Formulation of common food and safety standards

There are also other existing programs supported by the

Philippine government through the DOST. Some of these projects are the
following:

 Providing funds for basic research and patents related to

science and technology. The government funds basic and applied
researches. Funding of these research and projects are also from the
Overseas Development Aid (ODA) from different countries.
  Providing scholarships for undergraduate and
graduate studies of students in the field of science and technology.
Saloma (2015) pointed out that the country needs to produce more
doctoral graduates in the field of science and technology, and produce
more research in the fields, including engineering.
 Establishing more branches of the Philippine
Science High School System for training young Filipinos in the field
science and technology.
 Creating science and technology parks to
encourage academic and industry partnerships.
 Balik Scientist Program to encourage Filipino scientists
abroad to come home and work in the Philippines or conduct research
and projects in collaboration with Philippine-based scientists.
 Developing science and technology parks in academic
campuses to encourage academe and industry partnerships.
 The establishment of the National Science Complex and
National Engineering Complex within the University of the
Philippines campus in Diliman. These aimed to develop more science
and technology and engineering manpower resources needed by the
country. They also aimed to produce more researches in these fields.

The Philippine-American Academy of Science and Engineering

(PAASE, 2008) identified several capacity-building programs such as:

 Establishment of national centers of excellence

 Manpower and institutional development programs, such
as the Engineering and Science Education Program (ESEP) to produce
more PhD graduates in science and engineering
 Establishment of regional centers to support
specific industries that will lead the country in different research and
development areas
 Establishment of science and technology
business centers to assist, advise and incubate technopreneurship
ventures
 Strengthen science education at an early stage
through the Philippine Science High School system
 In the field of education, several science-related programs and
projects were created to develop the scientific literacy of the country.
Special science classes were organized and special science elementary
schools were established in different regions. Aside from these, science and
mathematics in basic education were continuously improved.

The current K to 12 education programs included Science, Technology,

Engineering, and Mathematics (STEM) as one of its major tracks in the senior
high school program to encourage more students to enroll in science- related
fields in college.

Lately, the Commission on Higher Education launched its Philippine-

California Advances Research Institute (PICARI) Project to allow several
higher education institutions in the Philippines and some UD-based
laboratories, research institutes, and universities to work on research and
projects related to science, agriculture, engineering health, and technology.
This project is hoped to strengthen the STEM competitiveness 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 of
them:

1. Use of alternative and safe energy

2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Climate change and global warming
5. Increasing food production
6. Preservation of natural resources
7. Coping with natural disasters and calamities
8. Infrastructure development

The Philippine Congress has also created various laws related to

science and technology. These laws serve as a legal framework for science
and technology in the country. These laws vary according to different themes
such as: conservation, health-related, technology-building, and supporting
basic research, among others. Some laws and policies are in line with
international treaties such as the United Nations (UN), United Nations
Educational, Scientific and Cultural Organization (UNESCO), Association of
Southeast Asian Nations (ASEAN) and other international agencies.
The development of policies in science and technology is shaped or
influenced by several variables: policies need to be aligned with national
goals, consider international commitments based on legal frameworks, and
respond to various social needs, issues, and problems. Science and technology
policies ensure that the whole country and all people will people will
experience the progress that science can bring. Policies are guides to direct all
efforts to a goal of developing a scientifically advanced country.

References:
Cabaddu, Mark Angelo, (2019). Science, Technology and Society
Module. Retrieved from:
https://www.scrib.com/document/429431394/science- technology-and-
society-module.
Estardo, Anna Maria Gracia. Science and Technology and Nation
Building. Retrieved from. Slideshare.net
Javier, M. CONTENT-SCIENCE-TECH-SOCIETY-PhilSCApdf/
 EXERCISE 4:
SCIENCE EDUCATION IN THE PHILIPPINES and GOVERNMENT POLICIES
ON SCIENCE AND TECHNOLOGY
(you can finish this in 40 minutes)
Name: Section:

I. Identification: Identify what or who is being referred to in the following

statements. Write the answer on the blank provided.
1. It is the home and pioneer of the prominent school- based
innovation
2. It is a science education that deals with developing
students’understanding and appreciation of science ideas

3. This school was established on October 1, 1963.

4. He is behind the invention of artificial coral reefs to be used
for fisheries in Southeast Asia.
5. She invented incubator and jaundice relieving device
6. This is a government program gifted for students in the
Philippines
7. Countries who played an important role in building the
foundation of science in the Philippines.
8. It is a metal found to have been used as adornments such as
earrings.

9. It is the process of hardening metal through heat- induced

carbon absorption.
10. It is a ship used for both trade and warfare found mostly in
the Visayas region.

List some programs/policies of the Philippine Government that steers the

nation’s Science & Technology forward. Describe these policies briefly and
support your claims by citing examples of their positive and negative impact
to our nation’s development.

Policy/ Program Positive Feedback Negative Feedback

 Scoring Rubric
Content: /10

Ideas: /10

TOTAL SCORE: /20

Student’s Honesty Clause:

I hereby declare that all the answer in this exercise or activity are done by
me. I pledge to practice the highest degree of Academic honesty at all times,
as expected from all students indicated in the course policies of Science,
Technology & Society.